THE IMPACT OF CYBERBULLYING TO THE MENTAL HEALTH OF THE GRADE 12 ABM

STUDENTS IN ELECTRON COLLEGE MAIN CAMPUS

IAN SAÑOSA

DAN MARAPAO

STEPHANIE BAÑEZ

ROCHELLE SERRAN

ASHLEY TAN

ANGEL BRENGUELA

JHOGIMAR CASTILLO

ARIAN JOY NICDAO

ACCOUNTANCY, BUSINESS AND MANAGEMENT

SENIOR HIGH SCHOOL

ELECTRON COLLEGE OF TECHNICAL EDUCATION

Novaliches, Quezon City

November 2022

The Impact of Cyberbullying to the mental health of the grade 12 ABM

students in Electron College Main Campus

_____________________________________________

A Quantitative Research Proposal

Presented to the Faculty of the Senior High School Department

 Electron College of Technical Education

Novaliches, Quezon City

_____________________________________________

In Partial Fulfillment of the Course Requirements

in Practical Research 2 leading to the Completion of the

Academic Strand of Accountancy, Business and Management

in Senior High School Program

_____________________________________________

by

Ian Sañosa

Dan Marapao

Stephanie Bañez

Rochelle Serran

Ashley Tan

Angel Brenguela

Jhogimar Castillo

Arian Joy L. Nicdao

 November 2022

ACKNOWLEDGEMENT

We would like to acknowledge and give our warmest thanks to our research

adviser, Sir Freddly Asuer, for making this work possible. His guidance and advice carried

us through all stages of writing our research paper. Also we would like to thank God for

providing us the wisdom, strength, support, and knowledge we needed to explore things,

for guiding us through all of the trials we faced, and for giving us the determination to

pursue our study and make this study possible. And to all researchers of this study,

WELL DONE.

Chapter 1

Introduction

Cyberbullying is a dangerous type of bullying that can be done through the

internet. Nowadays, since a lot of students go on social media, there's a high chance for

them to be bullied, or they're the ones that bully a specific person they don't like. A
study states that children ages 9 to 10 are more likely to experience being bullied on

gaming websites, while teens ages 13 to 16 are more likely to be affected by

cyberbullying on social media. Whereas low self-esteem and confidence are usually

linked to traditional bullying, many cyberbullies demonstrate a high perception of self-

esteem in perceiving their relationships with peers as satisfying because they are

attacking a person online rather than face-to-face. This gives them a sense of protection

and safety that they can do anything as they please.

However, feelings of loneliness and a perception of unsafety at school were

often linked to cyberbullying, so it can really happen to anyone. Violence at school is

an everyday issue, not only between students but also against the school structure itself

since school is supposed to be a safe place for students to learn and grow. So our goal

is to spread awareness so that they will be knowledgeable as to how dangerous

cyberbullying really is, be concerned enough to stand against it, and give a helping hand

to those who've suffered from it.

Background of the Study

The threat of cyberbullying has greatly increased, and because of this, a lot of

people will likely be victims of it. The reason as to why people cyberbully is because

they feel a sense of safety and protection when they are bullying from behind a screen

and not face-to-face. It can also make them feel a sense of superiority, but it can also

mean that they are doing it because of a certain motive they have in mind, whether it

is revenge on another person or peer pressure. The reason is that the evolution of

modern technology and the high use of social media apps have made a lot of people

vulnerable to bullies who like to harm their wellbeing by tormenting them online. This
doesn't help with modern technology becoming a necessity for people because of their

profession or for students who needed it for schoolwork.

Research undertaken by Kids Helpline found that the most common age for

cyberbullying is the transition period between primary and high school, when young

people are around 11 or 12, but it happens throughout the teenage years of a person's

life. The internet is supposed to be a place to get information on a certain topic you

want to know about, enjoy playing games with friends, post content you want to share

with people, and talk to your friends and family easily. But with the presence of

cyberbullying, many people, mostly kids, will be greatly affected emotionally and

mentally, which could hinder their growth to become healthy. This is why awareness

about cyberbullying should be taken seriously, and action should be taken because of the

technology that we have now and the people using it, who are mostly children and

teenagers. This study aims to provide awareness about the dangers of cyberbullying and

the importance of such awareness to its beneficiaries.

Theoretical Framework

Bullying is a complex social dynamic that can be understood by using various

theoretical framework. The current article uses social capital theory to better understood

the motivations behind. bullying behavior, bullyings negative effects on the. grade 12

student in the academic year 2022-2023 and how electron college culture and climate

play a role in prevalence of bullying.

 Like if you're being bullied you know it's going to be a rough path ahead for you

there is going to be a lot of struggle the only thing you can do about it is ask for help that's

easier said than done since we all know that it's hard to ask for help especially if you don't

know that person and the other solution is to be strong. That's why we will make this

research be able to reach those who are needed in help to overcome this situation we can

make them sure that we can help them overcome this situation no matter the cost in order

to prevent any chance being cyber bullied.

Conceptual Framework

Statement of the Problem

The Goal of the study is to determine the impact of cyberbullying to the mental

health of the grade 12 ABM students in Electron College Main Campus.

Specifically, the study aims to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Age,

1.2 Gender,

1.3 Grade and Strand,

1.4 Economic Status?

2. What are the types of Cyberbullying experienced by the respondents?

3. What are the characteristics of respondents involved in Cyberbullying?

4. Is there a significant relationship between experiencing Cyberbullying and the

respondents mental health?

5. What recommendations can be made in order to address this concern?

Assumption of the Study

Cyberbullying has drawn a lot of attention, and various assumptions

regarding it have been made by specialists. Particularly, experts have hypothesized that
cyberbullying may do more harm than traditional bullying , although there is no
scientific evidence to support this claim. Utilizing a questionnaire containing pairs of
items reflecting similar experiences, one occurring in "conventional" methods and
the other using digital technology, we evaluated this supposition in our study. On a
scale from 1 (not at all upset) to 7 (very upset by the situation), respondents indicated
how upset they would feel (extremely upset). Results: It appears that the character
of the bullying episode, rather than its form, is connected to the discomfort
brought on by a bullying incident.
 The form that was more distressing changed across items, proving once again
that the form is not the defining char acteristic, even if cyber-actions and traditional
acts were significantly different for the majority of pairs. Finally, we discovered
gender disparities that were significant across all subscales, with women reporting
higher levels of distress than men. We conclude by talking about the ramifications
for both typologies of bullying and anti-bullying strategies. Strategies to support victims
may be done with consideration for the context and intensity of the bullying, rather than
the manner of the bullying, as cyberbullying may not always be more detrimental than
other types of bullying. A thing that can accepted as a true or certain. To happen
without proof the action of taking on power or responsibility.

Scope and Delimitation of the Study

The respondents in this study will be those who has experience in cyberbullying. This

will only be done inside of Electron College Senior High School Department. The focus of this

research will be on Grade 12 ABM students in Electron College. A survey questionnaire will be

given in each respondents. The honesty of the respondents is important in this research study.

Definition of Terms

The following terms as used in the study were operationally defined for a better

understanding.

Cyberbullying - it. refers to the new form of bullying, or harassment using online

platform also known as bullying online.

Impact- it refers to effect or outcome to contact with someone.

Mental Health - it refers to mental well-being that enables people to cope with

the stresses of life, realize their abilities, learn well and work well, and contribute to their

community includes our emotional, psychological, It affects how we think, feel, and act.
 Chapter 2

Review of Related Literature and Studies

Cyberbullying will be explored, cyberbullying measurement instruments will be

detailed, and the state of the art in cyberbullying research will be given. To date, the

majority of cyberbullying studies have focused on demographic parameters such as the

prevalence of bullying victimization, gender, age, and negative effects. Some research looks into

how people respond to cyberbullying, although the majority of them focus on technology

solutions and educating adults. The underlying social psychological mechanisms underpinning

antisocial behavior in online communities, as well as the influence of peer groups, receive little

attention. Polo Furthermore, the majority of studies are cross-sectional self-reports. The current

special issue seeks to fill these gaps by offering studies focusing on alternate topics and

employing other approaches.

RELATED LITERATURE

LOCAL
 Cyberbullying is of Major concern in the educational field. Unlike normal bullying

cyberbullying is anonymous and can take place anywhere which is a major problem for schools.

Topics covered in the article are types of cyberbullying and can happen anywhere. What

resources are available today to combat cyberbullying. The article reviewed all articles from

2005-2013 that related to cyberbullying resources. Roles in cyberbullying, school climate,

prevention and intervention programs, law and resources available are topics covered in the

article. There is a myriad prevention and intervention program. More research is needed due to

the various school systems approach to cyberbullying prevention and intervention.

Diamanduros , Downs , & Jenkins , 2008; Kowalski & Limber, 2007). Definitions of

cyberbullying vary and no standard definition has yet been established. Hinduja and Patchin

(2009) define cyberbullying as occurring "when someone repeatedly makes fun of another

person online or repeatedly picks on another person through e-mail or text messages or when

someone posts something online about another person that they don't like'' (p. 48).

In Jasmin D. Niguidula (2018) Twitter is widely used to explore the opinions of the public

in a variety of topics. It has constantly gained popularity as a good source of information for

visualization-centered applications. This paper aims to understand the opinions of Senior high

school students’ on cyberbullying in a university in the Philippines. This study uses a tweet

visualization tool to present the opinions of students.

Stavros P Kiriakidis , Androniki Kavoura (2010) The present article is a review of the

literature of cyberbullying. Main findings are summarized regarding issues of definition of

cyberbullying, differences , and similarities with traditional bullying; its extent; the forms of

cyberbullying; the characteristics of cyberbullies and cybervictims; the effects of cyberbullying

on the psychosocial development of youth; age and gender differences of cyberbullying; and

perceived causes of cyberbullying.

FOREIGN

Cyberbullying causes stress on multiple levels: social, psychological, emotional, and

physical.The increased cruelty of cyberbullying has a greater impact on those who are involved.

Cyberbullying has far-reaching consequences that are far worse than traditional bullying,

infiltrating every aspect of a victim's life and causing psychological distress.Teens have

committed suicide in some cases as a result of being victims of vicious cyberbullies (Elgar,

2013).

In a study conducted by Deschamps & McNutt (2016), they found out that three Canadian

youth committed suicide because of cyberbullying. The events drew a lot of attention from the

media. Amanda Todd's suicide was the first widely published case. She documented her horrific

experiences of being bullied and sexually harassed in a YouTube video. The following year,

Rehtaeh Parsons committed suicide after a video ofher allegedly being sexually assaulted was

released to the public. In 2013, Todd Loik took his own life two weeks before his 16th birthday

because of prolonged bullying. These widely publicized cases of cyberbullying, as well as the

risk of teen suicide as a result, have pushed the issue to the forefront of government agendas.

According to Elgar (2013), children and teens can be classified as either victims or

perpetrators of bullying. Bullying victims are more likely to experience emotional problems and

an increased risk of depression and substance abuse, and in extreme cases, they are more likely

to commit suicide.

Cassidy et al. (2012) conducted a study and discovered that approximately half of the

students polled would not report cyberbullying to school personnel, 74% would tell their friends,
and 57% would tell their parents. The majority of research on reporting cyberbullying to adults

has focused on why students fail to report their experiences to school personnel in particular.

Another study found by Cassidy et al. (2012) 30% of students do not report their experiences to

school personnel for fear of retaliation, 29% do not believe it is the school's problem, 27% do not

believe school personnel can help, 26% believe it will get their friends in trouble, and 20% do

not want to be labeled as "rats."

According to Offrey and Rinaldi (2017), healthy parent-child communication is essential

for reducing the risks associated with bullying and cyberbullying among students. Parents who

maintain an intentional, open line of communication with their children can not only help their

children cope when bullying conflict arises, but they can also prevent bullying from occurring.

This is especially important in the case of cyberbullying, because youth report higher rates of

cyberbullying than parents report, implying a lack of awareness of their children's online

experiences (Cassidy et al., 2012).

RELATED STUDIES

LOCAL

According to Tupas and Villamil et al. (2017) research, cyberbullying is still prevalent in

the Philippines and has been on the rise since 2010. Cyberbullying is defined by law as any act

done through electronic means, such as a slanderous statement or accusation, that causes the

victim unwarranted emotional suffering. Examples include directing profane or vulgar

languageat the victim, tormenting and criticizing a person's appearance, clothing, and body

(Republic Act No. 10627, 2013).

In a study conducted by Celeste, Bisnar & Javier (March 2019), they found out that

children from low socioeconomic backgrounds have an increased risk of this type of behavior,
which includes physical aggression, threatening, teasing, and harassing. Bullying, in any form,

is an unacceptable antisocial behavior that can degrade the quality of the school environment,

affect students' academic and social outcomes, and even endanger students' lives. It can have a

negative impact on childhood development and have consequences that can last into adulthood,

depending on how victims deal with the trauma.

Cases of cyberbullying leading to suicide have occurred, such as the case of a student from

Negros Occidental who committed suicide after being bullied on the internet (Ellera, 2017).

However, there were cases in Zamboanga del Norte where a college student's private information

and sex video was spread by an anonymous user through Facebook (Villamil et al, 2017).

The Philippine National Police-Anti Cybercrime Group (ACG) recorded the worst cases of

cyberbullying in the Philippines( Tupas, 2017). According to the ACG, the task force to combat

cybercrime, cases of cyberbullying increased by 70.74 percent in 2016. In the same year, 782

cases were reported to the ACG, which is significantly more than the 458 incidents documented

in 2015. The most common type of case was online libel, which had 498 cases, an increase of

60.12% from 311 cases in 2015. One common case was the online threat, which increased by

96.22 percent from 106 cases in 2015 to 208 cases in 2016. Unjust vexation cases increased

39.39 percent from 33 in 2015 to 46 in 2016. In 2017, the ACG recorded 142 cases of online

libel, 41 cases of online threats, 10 cases of unjust vexation, and 4 cases of child abuse.

The following are suggested as a result of the study's findings: (1) Teachers will receive

training on how to deal with bullies and victims. (2) Develop a program to prevent and address

bullying in schools. (3) In-depth research or case studies of bullied and bully students to gain a

better understanding of the student; thus, appropriate measures to help students manage the

bullying experience.
FOREIGN

According to Smith, David (2015) Cyberbullying is a problem for many young people.

Because it is impossible to avoid using technology and the online community. The term

"cyberbullying" refers to online encounters when the the sender means to hurt the recipient's

feelings or mental health, or both the recipient believes to be damaging psychologically and/or

emotionally. Moreover, based on (McKillop, 2014) research, the hierarchy for cyberbullying

occurrences spans in intensity from occurrences that were "formerly in-person" to a "cyber-

stalking" incidence.

Studies that do exist indicate that online bullying at the college level, or Some American

colleges struggle with harassment. An analysis of 339 undergraduates from 2004 College

students at the University of New Hampshire discovered that 10–15% of them reported being

subjected to cyberbullying while a college student when communicating online (Finn, 2004). 439

University of Indiana undergraduates participated in a 2010 poll that looked at theDuring their

time in college, they had either participated in, witnessed, or experienced cyberbullying; the

study discovered that 22% of respondents had experienced online bullying and that 38% knew

someone who had 9 percent of those who were cyberbullied also have cyberbullied another

person (MacDonald & Roberts-Pittman, 2010.)

Cyberbullying can have serious consequences for a student's academic studies, mental

health, social interaction, and physical well-being (Muzamil, Shah, Williford & Depaolis, 2016).

Yang and Grinshteyn (2016) found that victims of cyberbullying frequently struggle with severe

psychological problems, suicidal thoughts, and a higher risk of attempting suicide

Interactiontime with peers in cyberspace increases as students progress through school.

 Myers and Cowie (2016) discovered that cyberbullying behaviors among

universitystudents may include mockery, social exclusion, sharing confidential information, and

sending negative messages based on an individual's gender, socioeconomic status, or sexual

orientation, among other things.These negative behaviors can have a significant impact on the

mental health of those who engage in them, both as victims and as perpetrators (Bergmann &

Baier, 2018). Because there is no geographical boundary, it is also difficult for the victim to

escape from a cyberbully (Musharraf & Anis-ul-Haque, 2018).

According to Alqahtani (2018), society is beginning to accept and expect online

communication behaviors that have the potential to be harmful. There has been a significant

amount of research conducted on the effects of cyberbullying on middle and high school

students; however, research conducted on postsecondary students, while growing, is still

relatively small in comparison (Khine et al., 2020; Orel, Campbell, Wozencroft, Leong, &

Kimpton, 2017; Slovak et al., 2015).

Synthesis

Generally, around the world, bullying is the biggest problem no matter what our culture is.

Bullying is always there in our generation and technology is everywhere. There are a lot of

people suffering through technology and other websites because they can't even take a risk.

There are some of people commited suicide because some of us couldn't understand what was

going to happen and were just wondering for everyone who was cyberbullying us. There are a lot

of people cyberbullying, but they are silent, because they just want to avoid knowing someone

because they think they can resolve it.

 Chapter 3

Methodology

This chapter focuses on the research methods and procedures used by the researcher to

answer the specific problems posed for the investigation. Specifically explained the research

method, population and samples, research instrument, data gathering procedure, and statistical

treatment of the data used for accurate data analysis and interpretation.

Research Method and Technique Used

This study used descriptive design to validate, describe, and explain the research

findings. Quantitative method was used to observe the relationship between the variables with

the principal objective analyzed. The study will used survey questionnaires design to measure,

evaluate and determine the impact of cyberbullying to the mental health of the grade 12 ABM

students in Electron College Main Campus.

Population and Sample

Purposive Sampling will be used in this study. The respondents of the study will be

select 200 or 100% grade 12 students who are in the strand of Accountancy, Business,

Management (ABM) section of Academic Senior High School students of the Electron College

Main Campus year 2022-2023.

Sampling Design and Procedures

Purposive sampling will be used to select the respondents to validate the outcome of this

study. The selected students were chosen, which is only in Gr 12 Abm Students.

The Purposive sampling, also known as judgment sampling, is the deliberate selection

of a participant based on the qualities the participant possesses. It is a nonrandom technique that

does not need underlying theories or a set number of participants. Simply put, the researcher

determines what needs to be known and then seeks out people who can and are willing to

provide the information based on their knowledge or experience.

Instrument Used

The survey questionnaires will used as the main instrument for this study to gather data

and information. The questionnaires is composed of statements that determine the impact of

cyberbullying to the respondents. The researchers will use a five-point psychometric response

scale in which respondents specify their level of agreement to a statement: (1) strongly disagree;

(2) disagree; (3) neither agree nor disagree; (4) agree; and (5) strongly agree.

Validation

The survey questionnaire will used as the main data-gathering instrument for this study.

Since content validation is not required, the researcher can proceed to work on the data

gathering.

Data Gathering Procedure

 The researchers prepared a request for permission to conduct the study and it will be

forwarded to the Electron College Main Campus office. Once the study approved, the survey

questionnaires will be forwarded to the principals of concerned school.

The survey questionnaires will be collected and answered by the respondents, who are

Grade 12 ABM Students in Electron. The survey will do a week after all the respondents finished

the questionnaires.

And when the respondents finished the survey, the results of the study will be analyzed

and statistically treated.

Data Processing and Statistical Treatment of Data

To determine the impact of cyberbullying to the mental health of the grade 12 ABM

students in Electron College Main Campus, the percentage and weighted mean statistical tools

will be used to analyze and interpret the study's findings.

The following statistical techniques will employ in the analysis and interpretation of the

reresults.

The mean and percentage. These will use to determine the average of the responses to the

study.

Mean= f/N × 100%

Where: f- frequency

N- number of responses

%- percentage
Weighted mean. This will use to assess the performance of the study.

Σfx
WX = n
Where: f -frequency

x -Arithmetic mean

Σfx -Sum of the products of frequency by midpoint

n - Total number of responses

Members who refuse to participate in Chapter 3.

Rochelle Serran