UNIVERSITI TEKNOLOGI MARA

FACULTY OF ADMINISTRATIVE SCIENCE & POLICY

STUDIES

CYBERBULLYING: YOUTH AWARENESS AMONG

STUDENTS IN HIGHER LEARNING INSTITUTIONS IN
NILAI, NEGERI SEMBILAN

QURRATU’ AINI BINTI TAUFEK

2021341021
SITI FITRI IHDINI BINTI MOHD LAJIS
2021196157

FEBRUARY 2023
 DECLARATION

We hereby declare that the work contained in this research proposal is my own except
those which have been duly identified and acknowledged. If we later found to have
plagiarized or to have committed other forms of academic dishonesty, action can be taken
against me under the Academic Regulations of UiTM’s.

Signed

Name: Qurratu’Aini binti Taufek Name: Siti Fitri Ihdini binti Mohd Lajis

Matric No.: 2021341021 Matric No.: 2021196157

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 ABSTRACT

Cyberbullying is one of the social problems in Malaysia nowadays. It is a serious

issue in Malaysia due to high rising cases and gaining high ranking among countries in
cyberbullying. The purpose of this study is to examine “Cyberbullying: Youth Awareness
Among Students in Higher Learning Institutions in Nilai, Negeri Sembilan”. Non-probability
sampling technique through convenience sampling method be used in this research during
collecting data in which 30 participants will be chosen. 20 participants consist of the students
from Universiti Sains Islam Malaysia (USIM) and 10 participants consist of the students from
Nilai Polytechnic. First, the majority of the respondents were aware of cyberbullying.
Second, most of the participants stated that attitude has become the main factor of
cyberbullying. Third, the majority of the participants agreed that mental health issues become
an impact for the bully victim and the impacts for the bullies in which most of them said the
bullies will continue their action to cyberbully others. Hence, this study will contribute to the
methods in preventing cyberbullying in Malaysia and needs to be conducted wisely by the
right authorities.

Keywords: USIM, Attitude, Knowledge, Peer’s Influence, The Usage of Digital Platforms,
Social Media, Mental Health, Youth

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 ABSTRAK

Buli siber merupakan salah satu masalah sosial di Malaysia pada masa kini. Ia
merupakan isu serius di Malaysia berikutan peningkatan kes yang tinggi dan mendapat
kedudukan tinggi dalam kalangan negara dalam buli siber. Kajian ini bertujuan untuk
mengkaji "Cyberbullying: Kesedaran Belia Di Kalangan Pelajar di Institusi Pengajian Tinggi
di Nilai, Negeri Sembilan". Teknik persampelan bukan kebarangkalian melalui kaedah
persampelan kemudahan digunakan dalam penyelidikan ini semasa mengumpul data di mana
30 peserta akan dipilih. Seramai 20 peserta terdiri daripada pelajar Universiti Sains Islam
Malaysia (USIM) dan 10 peserta terdiri daripada pelajar Politeknik Nilai. Pertama, majoriti
responden menyedari buli siber. Kedua, kebanyakan responden menyatakan bahawa sikap
telah menjadi faktor utama buli siber. Ketiga, majoriti peserta bersetuju bahawa isu kesihatan
mental menjadi kesan kepada mangsa buli dan kesan kepada pembuli di mana kebanyakan
mereka mengatakan pembuli akan meneruskan tindakan mereka untuk membuli orang lain.
Oleh itu, kajian ini akan menyumbang kepada kaedah mencegah buli siber di Malaysia dan
perlu dijalankan secara bijaksana oleh pihak berkuasa yang betul.

Kata Kunci: USIM, Sikap, Pengetahuan, Pengaruh Rakan Sebaya, Penggunaan Platform
Digital, Media Sosial, Kesihatan Mental, Belia

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 ACKNOWLEDGEMENT

Various challenges have been faced to complete this research starting from scratch until the
successful completion of this study. Undoubtedly, this study requires sufficient research and
sufficient depth of knowledge on the issue of cyberbullying which has become the topic of
choice of our study to realize our dream to complete it. Thanks are extended to all parties
involved in the process of completing our study.

First of all, we would like to thank Allah S.W.T for blessing us throughout the period of
completing this study. Not to be forgotten too, our family who have always been motivated to
be strong in facing the challenges throughout our studies. Thanks also to the key individuals
who have become the pillars of our efforts and enthusiasm, which is our supervisor named Dr.
Wan Ahmad Tarmizi Wan Sulaiman who always opens the opportunity for us to inquire
about this research study and share knowledge with us about this research study in depth.

It was our supervisor who encouraged us not to give up until this research study was
completed. Not only that, but thanks are also extended to all individuals directly or indirectly
involved in this research study. Undoubtedly many of the challenges have been faced, the
experiences gained, and the lessons taken as lessons learned throughout this research study
took place as the expected things may not have gone according to our plans. May our
research study be the cause of the success of others in the future. We would like to express
our deepest appreciation to our families and friends which give motivation and are full of
support for us to complete this research.

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 TABLE OF CONTENTS

DECLARATION ............................................................................................................... ii
ABSTRACT ...................................................................................................................... iii
ABSTRAK ........................................................................................................................ iv
ACKNOWLEDGEMENT ................................................................................................. v
TABLE OF CONTENTS ................................................................................................. vi
LIST OF FIGURES ........................................................................................................ viii
LIST OF TABLES ............................................................................................................ ix
LIST OF APPENDICES ................................................................................................... x

CHAPTER 1: INTRODUCTION ..................................................................................... 1

1.1 Introduction ................................................................................................................... 1
1.2 Problem Statement ......................................................................................................... 2
1.3 Research Questions ........................................................................................................ 3
1.4 Research Objectives ....................................................................................................... 3
1.5 Scope of Study ............................................................................................................... 4
1.6 Significance of the Proposed Study ................................................................................ 4
1.7 Definition of Terms, Terminology and Concepts ............................................................ 5

CHAPTER 2: LITERATURE REVIEW & CONCEPTUAL FRAMEWORK ............ 7

2.1 Literature Review........................................................................................................... 7
2.2 Conceptual Framework ................................................................................................ 11
2.3 Summary ..................................................................................................................... 15

CHAPTER 3: RESEARCH METHOD .......................................................................... 16

3.1 Introduction ................................................................................................................. 16
3.2 Research Design .......................................................................................................... 16
3.3 Unit/level of Analysis .................................................................................................. 18
3.4 Sample Size ................................................................................................................. 18
3.5 Sampling Technique .................................................................................................... 19
3.6 Measurement/Instrumentation ...................................................................................... 20
3.6.1 Variable DV ........................................................................................................ 20
3.6.2 Variable IV ......................................................................................................... 21
3.7 Data Collection ............................................................................................................ 23
3.8 Data Analysis............................................................................................................... 25
3.8.1 Descriptive Analysis ............................................................................................ 26
3.8.2 Summarize These Decisions in Tabular Format ................................................... 27

CHAPTER 4: FINDINGS ............................................................................................... 28

4.1 Introduction ................................................................................................................. 28
4.2 Demographics Profile .................................................................................................. 29
4.3 Main Findings .............................................................................................................. 32
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 4.3.1 The Level of Youth Awareness Against Cyberbullying in Higher Learning
Institution in Nilai, Negeri Sembilan ...................................................................... 32
4.3.2 Factor of Cyberbullying ................................................................................. 33
4.3.2.1 Attitude ............................................................................................................ 33
4.3.2.2 Knowledge ....................................................................................................... 36
4.3.2.3 Peers’ influence ................................................................................................ 37
4.3.2.4 The Use of Digital Platforms ............................................................................ 39
4.3.3 Impacts on the Parties Involved in Cyberbullying .......................................... 42
4.3.3.1 The Bully Victim .............................................................................................. 42
4.3.3.2 The Bully ......................................................................................................... 46
4.4 Summary ..................................................................................................................... 50

CHAPTER 5: DISCUSSION AND CONCLUSION ...................................................... 51

5.0 Introduction ................................................................................................................. 51
5.1 Summary of Research Objectives................................................................................. 51
5.2 Research Recommendations ........................................................................................ 53
5.3 Research Limitations and Future Research Suggestions ............................................... 53
5.4 Conclusion................................................................................................................... 55

References ......................................................................................................................... 56
Appendix A: ...................................................................................................................... 61
Appendix B: ………………………………………………………………………………...62

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 LIST OF FIGURES

Figure 2.1: Conceptual Framework on the Relationship between Attitude, Knowledge, Peer’s
Influence, the Use of Digital Platforms and the youth awareness among students in higher
learning institutions in Nilai, Negeri Sembilan………………………………………………11

Figure 2.2: Theory of Planned Behaviour……………………………………………………12

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 LIST OF TABLES

Table 3.1: Scale of Awareness ............................................................................................. 27

Table 4.1: Demographic Profile ........................................................................................... 29
Table 4.2: The Level of Youth Awareness Against Cyberbullying in Higher Learning
Institution in Nilai, Negeri Sembilan ................................................................................... 32

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 LIST OF APPENDICES

Appendix A: Questionnaire ................................................................................................ 61

Appendix B: Ouriginal Result ............................................................................................. 62

x
 CHAPTER 1

INTRODUCTION

1.1 Introduction

This chapter focuses on the background of the study which is the youth awareness against
cyberbullying that mainly focuses on youth in public higher educational institutions of
Negeri Sembilan. The presentation of this chapter begins with the problem statement,
research questions, research objectives, scope of study, significance of the proposed study as
well as definition of terms, terminology and concepts used in this study. The scope of
bullying has been narrowed to cyberbullying to focus on types of bullying that are rarely
seen as serious and lack awareness. The topic of cyberbullying has been proposed to
study because the practice of cyberbullying is increasingly ignored so much so that it makes
the matter serious especially among youth nowadays. It is considered a trivial matter even
though many of them are already involved in acts of cyberbullying whether intentionally or
not.

Cyberbullying can also be defined as an aggressive act accompanied by intent that shows a
deliberate act either collectively or individually against the victim using methods that are
not at all typical of traditional bullying, precisely by using new communication technology
(Menesini & Nocentini, 2009). According to Asanan, Hussain and Laidey (2017),
cyberbullying is a new form of bullying that moves only through the evolution of
technology. In this research study, the higher learning institutions in Nilai, Negeri Sembilan
which became the choice for our research study were Universiti Sains Islam Malaysia
(USIM) and Polytechnic Nilai. On the other hand, this research study also has decided to
choose youth as the research target which ranges in age from 18 to 24 years as the majority
of public higher educational institution students would start at the age of 18 years. This
cyberbullying habit is spreading rapidly through the internet so those who are in this range
will be more exposed to the sophistication of internet exposure. Therefore, this research
study is important to prevent themselves from the act of cyberbullying because it intends to
give awareness to them about cyberbullying.
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1.2 Problem Statement

According to a United Nations Children’s Fund (UNICEF) report, Malaysia has become
second place in Asia for youth cyberbullying. This result shows that cyberbullying in the
country has become increasingly important (Bernama, 2022). There are also a number of
reports relevant to cyberbullying cases which include 6 598 public complaints regarding
online harassment from 2020 to July 2021 that were received by the Malaysian
Communications and Multimedia Commission (MCMC) (Supramani, 2022).
Cyberbullying can happen due to ignorance by people whereby they disregard all matters
regarding this social problem. There are also people that do not actually know he or she
becomes bullies at digital platforms because of a lack of knowledge that is relevant to
cyberbullying. They think their acts are only jokes yet actually it is cyberbullying.
Furthermore, cyberbullying is widespread due to lack of ethical and moral value within
the person himself. They comment, share and write something without knowing and
thinking about the other feelings.

The cyberbullying victims will hurt in terms of emotion and physical. They can be
involved with mental health issues such as extreme stress, anxiety, depression, bipolar
and so on. They also can hurt physically whereby the victims harm their selves like
suicide and hurt their body. Therefore, cyberbullying leads to other problems whereby
suicide case and mental health disease. The government needs to educate society,
specifically young people because they mostly access and are involved in digital
platforms. They are wise in the digital world but need to control and educate them in
using the communication technologies in a manner. The cases above show that there is
widespread cyberbullying in Malaysia which only relates to online harassment. There is
an urgent need to examine the awareness regarding cyberbullying especially the youth
because they are future leaders for the country. They need to know that this social
problem has become critical in Malaysia, particularly as they are placed at the top two in
Asia. Hence, the students propose to study the youth awareness against cyberbullying.

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1.3 Research Questions

The following research questions are developed for comprehensive insights of youth
awareness against cyberbullying in public higher educational institutions of Negeri
Sembilan:

I. What is the level of youth awareness against cyberbullying in higher learning

institutions in Nilai, Negeri Sembilan?
II. What are the particular factors of cyberbullying?
III. What are the impacts on the parties involved in cyberbullying?

1.4 Research Objectives

The particular target of the study are as follows:

I. To analyze the level of youth awareness against cyberbullying in higher learning

institutions in Nilai, Negeri Sembilan.
II. To identify the particular factors of cyberbullying.
III. To identify the impacts on the parties involved in cyberbullying.

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1.5 Scope of Study

The research focuses only on the higher learning institutions at Nilai, Negeri Sembilan.
They are undergraduate students. The public universities that chosen in conducting the
research are Politeknik Nilai and Universiti Sains Islam Malaysia (USIM). The research
covers only 18-24 years old only. The reason why the students chose them is because the
students want to study outside from Universiti Teknologi Mara students and want to
explore the other universities.

1.6 Significance of the Proposed Study

The research will be beneficial to society whereby they can know what cyberbullying all
is about because it is not only youth that become information and communication
technologies users but also society includes adults and children. The parents as well can
monitor their children in using information and communication technologies and notice
immediately if their children are involved with cyberbullying.

Furthermore, the research will be beneficial to administrators which can be guided in

creating better policy and regulations or revise them regarding cyberbullying. They also
can provide programs and activities to society, especially youngsters.

The essential part is that the research can benefit the youth, especially among students of
higher learning institutions in Nilai, Negeri Sembilan. The young people will be careful
in using information and communication technologies and improve their ethics and
behavior in digital platforms. They can share awareness and knowledge from the research
with others.

Finally, this research contributes to the body of knowledge. People who seek and intend
to discover new knowledge regarding cyberbullying can be gained through this research.
People can gain their knowledge regarding cyberbullying in terms of definition, current
news, cyberbullying form and so on.

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1.7 Definition of Terms, Terminology and Concepts

Youth definition is those individuals who reached between the ages of 15 and 24 years
without prejudice to other definitions by Member States (United Nations, n.d.). In
Malaysia context, National Youth Development Policy (1997) stated that young people
who reach between the ages of 15-40 are considered as youth. However, the prime focus
of youth development activities and programs cover young people aged from 18-25 years
old (Ministry of Youth and Sport, 1997).

However, the House of Representatives passed the amendment to the Youth Societies and
Youth Development Act (Amendment) 2019 (Act 668) which made changes in youth
definition by decreasing the age from 40 to 30 and for it to be stated in the Malaysian
Youth Policy and youth currently defined as individuals between 15 and 30 (Yunus &
Landau, 2019). The development of information and communication technologies plus
the growth of Internet access give benefit to youth (Hazlyna et al., 2021). Hence, they are
information and communication technologies users that are vulnerable to cyberbullying
whether they become bullies or victims.

Cyberbullying is bullying with the utilization of digital technologies. It can occur on

social media, gaming and messaging platforms as well as mobile phones. This social
problem involves repeated behavior, aimed to scare others, angering or shaming
individuals that are targeted. There are examples of cyberbullying that consist of
spreading lies or posting shameful photos or videos of another person on social media as
well as sending messages, videos, images that are offensive, abusive and intimidating.
Imitating someone and sending malicious messages to people on their behalf or via fake
accounts is also part of cyberbullying (Unicef, n.d.).

Cyberbullying possesses unique matters which are permanent whereby most information
conveyed electronically is everlasting and public which if not abolished and reported. A
bad online reputation plus for those who become bullies can give effect to college
admissions, employments and others scope of life. Furthermore, it is also persistent

5
whereby digital devices provide the ability to communicate rapidly and continuously
which is 24 hours a day. Cyberbullying involves difficulty to notice. This is because
parents and teachers may not listen or view cyberbullying occurring which makes it
difficult to notice this social problem (Pacer's National Bullying Prevention Center, n.d.).

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 CHAPTER 2

LITERATURE REVIEW & CONCEPTUAL FRAMEWORK

2.1 Literature Review

Cyberbullying is being cold-blooded to other people by posting or giving hurtful material

or involving in other forms of social cruelty utilizing the Internet or digital technologies
(Willard, 2007). Cyberbullying also is bullying that happens over digital devices such as
cell phones, tablets and computers (StopBullying.gov, 2021c). Definition of
cyberbullying is using electronic communication to harass or bully an individual on the
Internet especially on the social media platform (Ariffin, Mohd & Rokanatnam, 2021).
According to Unicef, cyberbullying is bullying that involves the usage of digital
technologies. Hence, cyberbullying can be defined as bullying someone else with the
usage of digital technologies through a particular digital platform due the existence of
digital devices. Bullying in cyberspace through sending negative matters to someone.

Youth is the time of life when an individual is young, particularly the time a kid becomes
an adult (Hornby, 2015). Youth can be defined as those persons who attained between the
ages of 15 and 24 years without prejudice to other definitions by Member States (United
Nations, n.d.). In Malaysian context, the National Youth Development Policy (NDP)
stated youth is persons between 15-40 years and the policy mentioned that the main
concern of its development programs would focus only on individuals between 18-25
years. The Malaysian Youth Policy as a new youth policy adopted in 2015 stated that
youth can be defined as those between 18-30 years, yet this practice of the recent
definition began in 2018 (Islamic Development Bank, 2019). However, there is a recent
change in 2019, the definition of youth is those between 15-30 years after an amendment
to the Youth Societies and Youth Development Act 2019 (Act 668) was approved by the
House of Representatives (Yunus & Landau, 2019). The research will be conducted
between those aged 18-24 years due to most higher learning institutions students involved
with this range.

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According to Hornby (2015), awareness is knowing something, noticing that something
exists and is essential as well as being interested in something. Gafoor (2012) generally
states awareness as knowledgeable being conscious, aware and informed alert. He also
states awareness is the ability to observe, to feel and to be conscious regarding objects,
events or sensory patterns as well as the quality of being conscious of something. Hence,
awareness can be defined as those in a situation that are able to know and be conscious of
something like an accident, phenomena, issues, events and many more.

There are forms of cyberbullying which are flaming whereby fighting online using
electronic messages involves angry and rude language. Next, harassment which involves
sending insulting, rude and hurtful messages repeatedly. Denigration which involves posting
and sending savage rumors or gossip regarding an individual to harm their reputation or
friendships relations. Then, impersonation interrupts others’ accounts, posing as that
individual and sending messages in order to make that person look bad and get that
individual in danger or in trouble as well as harm the reputation or friendships of that person
(Willard, 2007).

There is also outing and trickery which involves sharing others’ secret or humiliating
information or images online. Exclusion which excludes someone from an online group
deliberately as well as cyberstalking which sends damage, threats and intimidate messages
and involves in other online activities which lead to someone afraid regarding his or her
safety. It is also involved with the technology usage typically of cell phones to monitor a
partner (Willard, 2007). This type of bullying is different from traditional bullying whereby
cyberbullying can happen anytime and anywhere where there are no face to face
interactions and 24 hours available due to not having limitations of boundaries in terms of
place and time. There are also a variety of tactics and methods to cyberbully someone which
all are in a negative perspective.

According to Rosli (2018), Malaysia had been placed at sixth place in a survey assessing
cyberbullying which involved 28 countries. Malaysia gained second place, the worst in Asia
which is greater than India yet worse than Saudi Arabia, Japan, South Korea and China.

8
High utilization within social media platforms and quick development in the internet
generated rising cyberbullying cases in Malaysia. Malaysia is still placed at the worst
ranking. According to a United Nations Children’s Fund (UNICEF) report, this country
gained second place in Asia regarding cyberbullying in terms of youths in 2020 (Supramani,
2022). This shows Malaysian youths are facing critical social problem due to technology
development.

Youths in recent times are using and applying technology in a variety of approaches
including posting, texting, tweeting, chatting and online gaming through a variety of
Internet platforms (Joshi, Stubbe, Li & Hilty, 2018) . According to the U.S. Department of
Health and Human Services, there are several popular social media apps and sites like
Facebook, Instagram, Twitter, Whatsapp, Youtube, TikTok, Snapchat, and so on
(StopBullying.gov, 2021b). A study conducted by Mohd Badrul and Wok (2020) revealed
that WhatsApp platform (96%) is the highest usage in social media among International
Islamic University Malaysia (IIUM) followed by Youtube (82.3%), Email (79.4%),
Instagram (77%), Facebook (69 %), Telegram (61.3%), Twitter (56.2%) as well as
Messenger (48.4%), Snapchat (31.1%) and Tiktok (29.4%) which the least usage to access
their social media platforms. Social media like Facebook, Instagram, Tik Tok and Snapchat
are the most common places where this problem happens (Stopbullying.gov, 2021c). Social
media and sites are places where cyberbullying can be viewed and occured as well as being
aware that they are being bullied or being bullied. They are also sources of cyberbullying
happening due to activities like tweeting something that is offensive via Twitter as well as
can lead to reported cases rising in Malaysia.

According to Stopbullying.gov (2021a), the reasons why some youth bullies are in terms of
peer, family and emotional factors. Peer factors are due to gain and sustain social power or
to raise their position among them as well as to monitor the behavior of their peers. Family
factors due come from families that bully or do violence at home, parents who do not give
emotional support and have less parental involvement in their lives. Emotional factors
which may have been experienced from being bullied at the previous or current time as well
as possess insecurity and low self-esteem feelings, so they bully someone to make

9
themselves a more powerful person. Cyberbullying can lead to intense psychological and
emotional pain which other issues can be happened like sel-harm and suicide. There was a
20 years-old man who committed suicied due to persistent taunting by his university friends
on a Facebook confessions page (Senthilathiban, 2018). Based on the Star newspaper, there
was a 16-year-old teenager taken her life which is committing suicide after her followers in
Instagarm app voted in a poll that she should die (Ariffin, Mohd & Rokanatnam, 2021).
Cyberbullying can give impact to the victims and bullies especially in terms of emotion and
feelings. According to a study conducted by Hazlyna, Abd Wahab, Miswari, Zulkipli,
Ghazali, and Abdul Razak (2021) revealed that majority university students feel depressed
when they are being cyberbullied and also majority feel sad if they cyberbully others.

The impacts of cyberbullying have been explored in the part of youth’s mental health
concerned. The internalize issues can consist of the negative affective disorders, anxiety,
depression, and suicidal ideation (Nixon, 2014). A study conducted by Kwan et al. (2020)
which the majority results related with cyberbullying are depression, anxiety, suicidality,
substance misuse and self-harm. Cyberbullying is related with substantial negative mental
and psychosocial consequences among young people. The finding also consistent with
Campbell et al. (2013) in which stated cyberbullies have tendency to create other problem
behaviour like antisocial behaviour as well as to being less involved in prosocial behaviours
(as cited in Fjeld, Reme & Mossige, 2020).

According to the Malaysian Communications and Multimedia Commission (MCMC), there

were 15, 238 complaints on online harassment over the past five years (Babulal, 2021). This
shows that cyberbullying is a dangerous social problem due to life involvement and the
cases are still not stopping. The youth, especially university students, must be aware and
know regarding what all about cyberbullying is because sometimes they do not know that
they become bullies. The lack of awareness can lead to rising reported cases and places at
worst ranking. The university students must use the technology facilities wisely and not
harm others which can lead to negative impacts like affecting both the physical and mental
health of someone. They must show positive behavior in order to influence others to behave
on a digital platform.

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 2.2 Conceptual Framework

Based on the literature review that has been constructed, the conceptual framework is
developed. The conceptual framework proposes a direct relationship between four
independent variables which are attitude, knowledge, peers’ influence and the use of digital
platforms and youth awareness among students in higher learning institutions in Nilai,
Negeri Sembilan.

Figure 2.1:
Conceptual framework: Four independent variables which are attitude, knowledge, peers’
influence and the use of digital platforms in determining youth awareness among students in
higher learning institutions in Nilai, Negeri Sembilan.

Intelligence quotient
(IQ) level

Figure 2.1 presents the conceptual framework which states that the youth awareness among
students in higher learning institutions in Nilai, Negeri Sembilan has a relation with four
independent variables which are attitude, demographic profile, knowledge, peers’ influence
and the use of digital platforms. However, there is a mediating variable that links the
independent.

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Plus, there is a moderator precisely intelligence quotient (IQ) level that moderates the effect
an independent variable has on a dependent variable.

Figure 2.2:
Conceptual framework: A direct relationship between the determinants of the theory of
planned behavior which are attitude, subjective norm as well as perceived behavioral
control in determining the behavior. This theory of planned behavior has been chosen to
relate with youth awareness because it influences a person's behavioral intentions. This
theory also depends on intention and behavioral control.

Attitude

According to Sadziak, Matczak and Wieczorek (2021), attitude has been widely adopted to
anticipate situations that occur around us. This concept of attitude is usually more focused
on issues that occur frequently in the professional literature either psychologically or
sociologically. Attitude is the main driver of the response of every action performed by a
person whether the response leads to negative or positive behavior. In addition, the attitude
applied in a person can be taken towards different things including objects, events, ideas

12
or other individuals. The developed attitude can be influenced by four sources, namely
the belief in the characteristics of the attitude, the experience that involves emotions
towards a certain situation, the subject's attitude, one's own attitude towards the subject and
the attitude shown by others to practice it unconsciously. This is in line with the Journal of
Health Inequalities study in which this study examines how the attitude of youth towards a
person with a disability is influenced by the factors of their respective school environment.
This study clearly shows that the attitude possessed by someone can affect a person's
behavior in daily life (Sadziak et al., 2021). Hence, this study is said to be associated with
this cyberbullying research because the behavior or attitude possessed by a person is able to
influence the level of awareness of cyberbullying among youth.

Knowledge

Knowledge and awareness are one thing that can be said to be quite similar. This is because
both of these things involve the situation and level of a person in having knowledge of an
issue that is happening around them. The way of acquiring the knowledge that has been
possessed may different according to the individual because the method on how the
knowledge is absorbed into a person can be influenced by several factors either through
hearing, reading, sight or feeling of the presence of something. These are the things that will
determine the extent to which they have a level of knowledge on a certain issue. They may
be exposed to such knowledge due to their own environment. This coincides with the
journal entitled youth awareness towards the malaysian public policies under the
government of pakatan harapan. In this study, the researcher focuses on how knowledge can
influence public awareness towards the public policies that have been created by the new
government at that time, namely the Pakatan Harapan Party. It clearly shows that this
knowledge is able to influence their level of awareness of government public policies.
Those with higher knowledge will probably be more likely to understand it (Ridzuan et al.,
2020). Thus, it is in line with the purpose of this research which shows how knowledge can
affect the level of awareness of youth about cyberbullying.

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Peers’ Influence

Undoubtedly, the influence of peers is indeed able to influence a person's behavior. Peer
groups are sometimes able to be a model and influence the actions of another person
because they tend to imitate and do the same actions as demonstrated by their peers. The act
covers various aspects including whether in terms of dress, speech, positive or negative
behaviors that occur in the lives of adolescents. There are many factors that influence a
person to be easy to follow in the actions of his peers. Among them is the level of
maturity of a person. This level of maturity is associated with the age factor which explains
how increasing age is able to increase one's resilience to respond to the things around them,
especially the influence of peers. Next, the type of bonds of friendship forged among peers.
Closer and more intimate bonds of friendship among peers are able to have a broader
impact on a person’s behavior. In turn, assertive rejection is also capable of influencing the
extent of exposure to peer influence around. Factors of how this peer influence can be
linked to the Global Journal of Health Science in which the researcher conducted a study
on how peer groups are able to influence the actions of young people. It clearly supports the
statement because one's actions are capable of following one's action (Tomé et al., 2012).
So, the purpose of this research clearly shows how peers’ influence can affect the level of
awareness of youth about cyberbullying.

The Use of Digital Platforms

The frequency of use of technology is also a contributor to determining a person's behavior

whether the behavior is positive or negative. When the use of technology is mentioned, it is
certainly related to digital platforms that are flexibly accessible. It means digital platforms
can be widely connected with others just through the fingertips which means the individual
only needs to press the button displayed on their screen of digital platforms such as smart
phones and computers no matter the time and place as long as an individual owns a stable
internet network. Although the use of digital platforms is generally understood as a medium
to communicate with another person, it can also be the cause of the occurrence of something
negative such as cyberbullying. As this increasingly sophisticated world has led to the

14
birth of various networking sites such as Facebook, Instagram and Twitter, it has opened
up opportunities and pathways for people to do whatever they want no matter negative or
positive. To prove how the use of digital platforms can influence a person’s behavior in his
or her life, the Journal of Positive School Psychology can be taken to be linked. In this
study, the researchers have discussed digital platforms that have become a challenge in
cyberbullying (Subaramaniam et al., 2022). It is clear that this study is suitable to be used as
a guide in our research study on cyberbullying which shows the influence of digital
platforms in determining the level of awareness of youth about cyberbullying.

2.3 Summary

In summary, the youth, especially university students, need to know the element of
cyberbullying in terms of definition, forms of cyberbullying, cyberbullying cases, the
danger of this problem and so on. The cases reported indicate that cyberbullying in
Malaysia is a crucial social problem because it involves physical injury as well. The
environment and surroundings also affect youth behavior whether they want to do bad
activities which is cyberbullying someone or vice versa. The attitude, knowledge, peer,
usage of digital platforms which can show the youth are aware or not regarding
cyberbullying based on their perspective and experience.

15
 CHAPTER 3

RESEARCH METHOD

3.1 Introduction

The research method part involves explanation and outlines the procedures followed in
collecting required data for the study in order to fulfill the research objectives. This part is
very essential and critical because the procedures can lead easily to invalidate the analysis.
The research method matters must be relevant and consistent in accordance with objectives of
the research (Abdullah & Ahmad, 2016). The research method must be relevant in order to
gain accurate data and findings. There are elements in the research method that are concluded
in order to obtain validated data. First element is research design which is important and can
become the core of the research method in order to be able to pursue the other elements. The
qualitative case study will be used as the research design. Next element is the unit of analysis
is people which consists of students who will be practiced in this study. Then, sample size is
30 units and random sampling technique will be used in this study. The measurement will be
discussed as well and data collection will be categorized into primary and secondary data as
well as data analysis also will be explained.

3.2 Research Design

Research design concerns the whole method of the analysis (Abdullah & Ahmad, 2016).
Qualitative research will be applied in this study. A qualitative research method is used to
answer questions regarding meaning, experience and perspective as well as most always from
the point of view of the participants. These data are normally not flexible to measuring and
counting. This method involves small group discussions for analyzing attitudes, beliefs and
concepts of normative behavior. Qualitative research also includes discovering views on a
concerned topic and in-depth interviews also involved to understand a situation, experience
or event from an individual perspective (Hammarberg, Kirkman & de Lacey, 2016). This
shows that a qualitative research method is suitable in conducting “Cyberbullying: Youth
Awareness Among Students in Higher Learning Institutions in Nilai, Negeri Sembilan”
because it involves a point of view from youth regarding cyberbullying phenomena and able
to comprehend and view regarding the awareness situation happened among youth.

16
Then, case study is chosen as research design in this qualitative research. A case study is one
of the major generally used methodologies of social research and over the years its practice
has enlarged rapidly and is currently being employed in some disciplines of social science
like anthropology, psychology and others (Priya, 2021). According to Zainal (2007) case
study methods allow the researchers to monitor the data closely within a particular context. In
majority cases, a case study method chooses a small geographical area or involves a very
limited number of persons as the subjects of analysis. This research design also covers
investigation and exploration regarding contemporary real-life phenomenon via detailed
contextual analysis of a limited number of situations, events and their relations. The
advantages of case study are variations in terms of collective method, instrumental and
intrinsic to case study which is able for both quantitative and qualitative analysis of the data.
There are also case studies that discover evidence from both categorical and numerical
responses of personal subjects (such as Block,1986; Hosenfeld, 1984). Furthermore, the
qualitative is always created in case studies which not only assist to investigate or explain
the data in real-life surroundings yet also assist to describe the problem of real-life
environment.

This shows that this study is relevant in using case study research design due to investigating
the current real-life phenomenon which is cyberbullying among youth. The research design is
also relevant with the place which covers Nilai, Negeri Sembilan and it involves a small
geographical area. The limited number of individuals as subject analysis also only involves
students in higher learning institutions which are Politeknik Nilai and Universiti Sains Islam
Malaysia (USIM) and does not include the whole youth in Malaysia. The case study also can
gain responses from the participants or subjects in numerical and categorical responses,
especially focusing to achieve first research objectives which is to analyze the level of
awareness among students in higher learning institutions in Nilai, Negeri Sembilan. The
likert scale can identify the awareness level (1 not fully aware 2 not aware 3 neither aware or
not aware 4 aware 5 fully aware).

17
 3.3 Unit/level of Analysis

The unit of analysis covers the level that is the highlight of the study. For instance, the units
consist of people and an example is students (Abdullah & Ahmad, 2016). A case study covers
a detailed analysis of the focused unit of analysis in its natural setting. The unit of analysis in
case study research can consist of an individual, a family, a community, an organization and
event or decision (Priya, 2021). The unit analysis of this study involves people who are
students in higher learning institutions. The awareness regarding cyberbullying will be
analyzed among students in higher learning situations in Nilai, Negeri Sembilan.

3.4 Sample Size

Sample size involves the matters of how many units required by the researchers include for
the study (Abdullah & Ahmad, 2016). Sample size for qualitative research normally possess
smaller numbers than quantitative research. Qualitative research is labour intensive,
analysing large samples can lead to time consuming and impractical. Bertaux (1981, p.35)
suggests that 15 is the smallest acceptable sample size unit for all qualitative research. There
are also other researchers who suggest the guidelines for qualitative sample size like Ritchie
et al. (2003, p.84) stated that qualitative samples always “lie under 50” (as cited in Mason,
2010). The semi structured interviews at least 30 to 60 participants in order to gain the
richness of data (Morse, 2000). Furthermore, Kruger (1998) and Morse (1994) discussed
rules of thumb for qualitative sample size study with at least one person but can be more for
case study (as cited in Njie & Asimiran, 2014). Sample sizes in case studies usually involve
small numbers (Schoch, 2020). Furthermore, according to Mason (2010), the most usual
sample sizes are 20 and 30 followed by 40, 10 and 25 in qualitative research. Therefore,
sample size that suitable to analyze “Cyberbullying: Youth Awareness Among Students in
Higher Learning Institutions in Nilai, Negeri Sembilan'' is 30 units as mentioned by some
researchers above that 30 units is typical number and followed the rules of thumb that stated
by Kruger (1998) and Morse (1994) as well as passed the conditions that mentioned by
Bertaux (1981) and Ritchie et al. (2003). The Politeknik Nilai students will have 10
participants and Universiti Sains Islam Malaysia (USIM) will have 20 particpants.
Moreover, this study will also conduct semi-structured interviews which 30 units is a suitable
choice based on Morse (2000) which can be explained further in data collection.

18
 3.5 Sampling Technique

Non-probability sampling technique which is convenience sampling technique will be used to

conduct a case study regarding “Cyberbullying: Youth Awareness Among Students in Higher
Learning Institutions in Nilai, Negeri Sembilan”. Convenience sampling technique is part of
non-probability sampling that is always practiced for qualitative research (Stratton, 2021).
Convenience sampling technique under non-probability sampling techniques is chosen to
analyze this study. This technique covers the participants or respondents who are chosen
because they occur to be in the right place at the right time while the researcher is
conducting investigation (Kya, Ngor & Awang, 2015). There are three methods to select a
sample for a qualitative study. One of them is a convenience sample. This method involves
the least rigorous technique and selection of the most accessible respondents. It is low-cost
for the researchers in terms of effort, time and money (Marshall, 1996).

This technique also is the most typical form of qualitative sampling. This technique isalso
a relatively fast and easy method to gain the sample size required for the analysis (Lopez &
Whitehead, 2013). Furthermore, convenience sampling is choosing respondents because they
are generally ready and easily available. This technique became popular among students due
to the inexpensive and easy option opposed to other sampling techniques. Convenience
sampling often assists to overcome various of the obstacles related with research. For
instance, using family or friends as part of a sample is an easy option compared to aiming at
unknown individuals. The strength of this technique is low cost, least time-spending and most
convenient (Taherdoost, 2016).

The justification in choosing convenience sampling technique because it is a usual and

common method that is used by other researchers in a qualitative method. Furthermore, this
research was conducted by only two students which have limitations in terms of power, time
and money. The students do not have power and authorization to gather the respondents at a
particular place to gain data, especially this study will be conducted outside from our
universities which are Politeknik Nilai and Universiti Sains Islam Malaysia (USIM). The
students also have scarce resources in terms of finance. The students also have limitations in
terms of time which this research has a dateline to submit. Furthermore, as mentioned above,
the students often use this technique, and this shows that this method is suitable in conducting
this study. The researchers also have friends at USIM which can overcome limitations of this

19
research through convenience sampling. That is why the sample size for USIM is bigger than
Politeknik Nilai.

3.6 Measurement/Instrumentation

3.6.1 Variable DV

Before measuring a concept, the definition from two types of aspects, namely the definition
of theoretical and operational must be understood first. As stated in the conceptual
framework, youth awareness among students in higher learning institutions has been the
dependent variable in this study. Dependent variable means the results that are related to the
independent variable. Moreover, the dependent variable will also depend on the independent
variable to achieve the desired result. In this study, it is acknowledged that the result to be
measured is the level of awareness of students about the practice of cyberbullying in
institutions of higher learning. Undeniably, these results will depend on pre-determined
independent variables namely attitudes, knowledge, peer influence and use of digital
platforms. Changes to each independent variable will directly change the results of the
dependent variable that wants to be measured.

Theoretical definition can be understood as a basic dictionary definition. Sometimes, this

theoretical definition is called by another name which is constitutive or conceptual
definitions. The concept that has been investigated will be defined by the theoretical
definition to distinguish it from other concepts. Furthermore, the theoretical definition has
also assumed that the knowledge and acceptance of the theory into the study will depend on it
(Volchok, 2015). If look at this study, a theoretical definition for the concept of
“cyberbullying awareness” among students is often defined as the extent to which the
disclosure of information and knowledge about cyberbullying causes students to be aware of
the cyberbullying that has been happening around them.

In terms of operational definitions, it will usually define several things to test its presence.
Such items include either objects, events, variables, concepts or constructs in terms of
specific processes, tests, and measurements. Undoubtedly, these operational definitions will
convert the theoretical definition into an observable event. It will also measure the features in
assigning values to the concept or construct to be studied. Research questions, hypotheses and

20
theories related to the research study will be formed through operation definition (Volchok,
2015). If look at this study, it highlights youth awareness among students in higher learning
institutions. As such, the researcher can ask students' opinions to assess the extent of their
awareness about cyberbullying through an ordinal scale precisely likert scale during the
interview session. The linked scale will include five-point scales which are fully not aware,
not aware, neutral which means neither aware or not aware, aware and fully aware. This will
make it possible to rank the categories order from highest to lowest.

3.6.2 Variable IV

Attitude

According to Sadziak, Matczak and Wieczorek (2021), attitude has been widely adopted to
anticipate situations that occur around us. This concept of attitude is usually more focused on
issues that occur frequently in the professional literature either psychologically or
sociologically. Attitude is the main driver of the response of every action performed by a
person whether the response leads to negative or positive behavior. In addition, the attitude
applied in a person can be taken towards different things including objects, events, ideas or
other individuals. The developed attitude can be influenced by four sources, namely the
belief in the characteristics of the attitude, the experience that involves emotions towards a
certain situation, the subject's attitude, one's own attitude towards the subject and the attitude
shown by others to practice it unconsciously. This is in line with the Journal of Health
Inequalities study in which this study examines how the attitude of youth towards a person
with a disability is influenced by the factors of their respective school environment. This
study clearly shows that the attitude possessed by someone can affect a person's behavior in
daily life (Sadziak et al., 2021). Hence, this study is said to be associated with this
cyberbullying research because the behavior or attitude possessed by a person is able to
influence the level of awareness of cyberbullying among youth.

Knowledge

Knowledge and awareness are one thing that can be said to be quite similar. This is because
both of these things involve the situation and level of a person in having knowledge of an
issue that is happening around them. The way of acquiring the knowledge that has been

21
possessed may different according to the individual because the method on how the
knowledge is absorbed into a person can be influenced by several factors either through
hearing, reading, sight or feeling of the presence of something. These are the things that will
determine the extent to which they have a level of knowledge on a certain issue. They may be
exposed to such knowledge due to their own environment. This coincides with the journal
entitled youth awareness towards the malaysian public policies under the government of
pakatan harapan. In this study, the researcher focuses on how knowledge can influence public
awareness towards the public policies that have been created by the new government at that
time, namely the Pakatan Harapan Party. It clearly shows that this knowledge is able to
influence their level of awareness of government public policies. Those with higher
knowledge will probably be more likely to understand it (Ridzuan et al., 2020). Thus, it is in
line with the purpose of this research which shows how knowledge can affect the level of
awareness of youth about cyberbullying.

Peers’ Influence

Undoubtedly, the influence of peers is indeed able to influence a person's behavior. Peer
groups are sometimes able to be a model and influence the actions of another person because
they tend to imitate and do the same actions as demonstrated by their peers. The act covers
various aspects including whether in terms of dress, speech, positive or negative behaviors
that occur in the lives of adolescents. There are many factors that influence a person to be
easy to follow in the actions of his peers. Among them is the level of maturity of a person.
This level of maturity is associated with the age factor which explains how increasing age is
able to increase one's resilience to respond to the things around them, especially the influence
of peers. Next, the type of bonds of friendship forged among peers. Closer and more intimate
bonds of friendship among peers are able to have a broader impact on a person’s behavior. In
turn, assertive rejection is also capable of influencing the extent of exposure to peer influence
around. Factors of how this peer influence can be linked to the Global Journal of Health
Science in which the researcher conducted a study on how peer groups are able to influence
the actions of young people. It clearly supports the statement because one's actions are
capable of following one's action (Tomé et al., 2012). So, the purpose of this research clearly
shows how peers’ influence can affect the level of awareness of youth about cyberbullying.

22
The Use of Digital Platforms

The frequency of use of technology is also a contributor to determining a person's behavior

whether the behavior is positive or negative. When the use of technology is mentioned, it is
certainly related to digital platforms that are flexibly accessible. It means digital platforms
can be widely connected with others just through the fingertips which means the individual
only needs to press the button displayed on their screen of digital platforms such as smart
phones and computers no matter the time and place as long as an individual owns a stable
internet network. Although the use of digital platforms is generally understood as a medium
to communicate with another person, it can also be the cause of the occurrence of something
negative such as cyberbullying. As this increasingly sophisticated world has led to the birth
of various networking sites such as Facebook, Instagram and Twitter, it has opened up
opportunities and pathways for people to do whatever they want no matter negative or
positive. To prove how the use of digital platforms can influence a person’s behavior in his or
her life, the Journal of Positive School Psychology can be taken to be linked. In this study, the
researchers have discussed digital platforms that have become a challenge in cyberbullying
(Subaramaniam et al., 2022). It is clear that this study is suitable to be used as a guide in our
research study on cyberbullying which shows the influence of digital platforms in
determining the level of awareness of youth about cyberbullying.

3.7 Data Collection

Primary data in this study is interviews. The researchers organize face to face interviews with
respondents in qualitative interviews. The researchers collect information from interviews
through creation of handwritten notes, audiotaping and videotaping. Moreover, the
interviews often have open-ended questions that are involved with a few in number and
intended to obtain opinions and views from the respondents (Craswell, 2014).

Qualitative research interviews have three basic types of research interviews which are
structured, semi-structured and unstructured. Structured interviews are verbally organized
questionnaires in which a list of prearranged questions are asked. Semi-structured interviews
cover some key questions that can assist to define the areas to be investigated. This type of
interview also allows the interviewer and interviewee to diverge in order to go after a
response and idea in depth. It is also a flexible approach as well as being able to discover and

23
elaborate the information. Unstructured interviews are a time-consuming method and difficult
to conduct. The good questions need to be open-ended which require more than yes or no
answers as well as neutral and comprehensible (Gill, Stewart,Treasure & Chadwick, 2008).

Semi-structured interviews involve open-ended questions and conducted once only with a
person or with a group. This interview also generally covers the duration of 30 minute to
more than an hour. The question in interviews needs to be provided a core question as well as
recording of the interviews is considered a proper selection in order to gain interview data
collected more effectively. However, this matter can lead to controversy among the
researcher and the respondent (Jamshed, 2014). The data collection almost often includes
someone else’s privacy and be sure to gain the data needed permissions, generally done as
part of informed approval as well as institutional review board consent (Schoch, 2020).

The process in collecting data is gaining approval first from authorities involved which are
Universiti Teknologi Mara Seremban 3. The researchers will apply for a confirmation letter
from UiTM in order to gain approval to conduct research at higher learning institutions in
Nilai, Negeri Sembilan particularly in Politeknik Nilai and USIM. After gaining consent, the
researchers will go to both higher learning institutions to conduct interviews. The suitable
time to conduct this study is during their learning phase, not semester break. The selection of
the respondents will be based on convenience sampling technique which the students choose
the participants at anywhere in the institutions. The interviews will be started with a
demographic profile like name and age. The interviews will have only one structured
question due to wanting to achieve the first objective (to analyze the level of youth awareness
against cyberbullying in higher learning institutions in Nilai, Negeri Sembilan). The likert
scale can be used to ask the respondent regarding their level of awareness.

Nonetheless, semi structured questions will be the main focus in conducting the interviews.
The core questions will be based on research objectives in terms of cyberbullying factors and
impacts. The researchers will ask open-ended questions which allow us to ask other than the
core questions in order to gain rich data and opinion from the respondents. The duration of
the interview will be 15 until 30 minutes due to limitations from the researchers as students.
The questions will consist of 5 to 10 questions excluding demographic questions. The
interviews are conducted with a person not within the group aspect through face-to-face
interview. The researchers will prepare a pen, notes to write the essential points and

24
information from the respondents. The electronic device is also prepared in order to collect
data effectively through recording the interviews which is audiotaping. However, the
researchers will ask permission before recording these interviews to safeguard their privacy.

Secondary data also be practiced in this study. Secondary data is data gathered by someone
else earlier. It can be from government publications, websites, books, journal articles and so
on (Wagh, 2022). The secondary data in this study consist of websites, physical and online
books, journal articles online and newspaper online. These data are essential to investigate
this study. Cyberbullying phenomena needs newspapers online due to current phenomena
that happened in Malaysia. The desktop research technique practiced by the researchers in
order to gain the secondary data.

3.8 Data Analysis

As this research aims to discover youth awareness among students in higher learning
institutions in Nilai, Negeri Sembilan whether shows the relationship with the stated
independent variables precisely attitude, knowledge, peers’ influence and the use of digital
platforms or not, the data have to be analyzed in order to draw the conclusions. In this
qualitative research, case study has been used because it is a thorough analysis of a modern
phenomenon in the context of real life. So, the discourse analysis technique of data analysis
is suitable to be used. According to Wertz, et. Al, 2011, discourse analysis is classified as the
contemporary approach in qualitative research. Since two types ofmethods have been used in
the collecting data which are primary data precisely, interviews and secondary data precisely
government publications, websites, books and journal articles that are gathered by others, all
of these data will be continuously analyzed by researchers in order to understand human
behavior and experience in a social setting. Discourse analysis also examines the task of
language as a medium for achieving interpersonal and social interaction (Shanthi et al.,
2015).

The history of discourse analysis is derived from formal linguistic approaches. Furthermore,
the philosophy for this type of discourse analysis has emphasized on the interaction with
multiple discourses in order to obtain the knowledge and meaning. Undeniably, the discourse
analysis is actually aiming to comprehend the people’s language usage that might be different
to each other because of identities, relationships as well as social goods that have been created

25
through multiple forms of discourse. Language has become important in our daily lives
because it assists us in communicating with others. According to the Starks and Trinidad,
2007, language cannot stand alone because it does not have meaning until mutually people
agree on the usage of language. Besides, other researchers have also stated that discourse
analysis is a technique of analyzing two types of people’s discourse which are written and
spoken text in the daily social context. Not only that, according to Wood and Kruger, 2000,
language could be described as an action. The reason is discourse analysis has scrutinized the
activities inherent in discourse that necessarily involve language. Thus, each language's
meaning is dissimilar based on context, genre and meaning constructed by its users (Shanthi
et al., 2015).

3.8.1 Descriptive Analysis

Several steps have to be followed in order to describe and summarize the data collected
including coding, sorting of categories, identifying themes and relationships as well as
drawing conclusions to answer the research questions. First and foremost, the coding process.
This process involves coding and codes. According to Corbin and Anselm, 2008, coding is an
action while codes refer to the designated names of coding concepts. The data that have been
collected will be broken down according to the particular codes. The second step of discourse
analysis is sorting of categories. After the data have been broken down, it will undergo a
rearrangement process as well as grouping process. Categories will let the comparisons in the
data to be made. Next, the contents have to be analyzed according to the themes, patterns and
relationships. Every data might be structured to different elements or materials such as
wording. By that, the contents have to be connected based on its themes, patterns and
attributes as long as it is pertinent to the research question. The last step of discourse
analysis is drawing conclusions after the results have been gathered and evaluated. In order to
inspect the function and the usage of language meaning, all the results must be reflected.
Then, the broader context of analysis will be created for the conclusion of research questions
(Luo, 2019).

26
3.8.2 Summarize These Decisions in Tabular Format

Nature and extent of cyberbullying

To what extent are the students aware about cyberbullying? It has been sorted according to
different categories through the likert scale from lowest to the highest categories as below.

Table 3.1: Scale of Awareness

1 Fully not aware

2 Not aware

Level of student’s awareness 3 Neutral (neither aware or not aware)

regarding cyberbullying
4 Aware

5 Fully aware

27
 CHAPTER 4

FINDINGS

4.1 Introduction

The findings are the heart of the research. It will display the primary data collected during
data collection, the analysis, the decision, and the conclusion (Abdullah & Ahmad, 2016).
This chapter will cover the results during data collection. This chapter only displays the result
without any discussion and conclusion. The relevant information is only allowed to do in the
findings which relate with the study and the research objectives. The findings will be shown
regarding the research objectives in this study. The result of the first objective in which to
analyse the level of youth awareness against cyberbullying in higher learning institutions in
Nilai, Negeri Sembilan will be stated in this study. The second objective is to identify the
particular factors of cyberbullying and the third objective is to identify the impacts on the
parties involved in cyberbullying. The answers from the respondents during data collection
can be recognized as the results of this research. Then, the key findings also be stated in this
chapter.

28
4.2 Demographics Profile

Table 1 has displayed the data of respondents' demographic profiles that have been participated and collected in the research. All the participants
involved are students from either Universiti Sains Islam Malaysia (USIM) or Nilai Polytechnic since the scope of the research study is higher
learning institutions at Nilai, Negeri Sembilan and the targeted respondents are the youth generation aged 18 to 24 years old. The researchers
chose two public universities in Nilai in order to get different views and experiences and variations. The table below shows the name of
participants, age, gender, name of participants ' higher learning institution, number of participants ' social media accounts and the estimated time
spent browsing social media.

Table 4.1: Demographic Profile

Age (years Name of higher Number of social Estimated hours spent on

No. Name of participants Gender
old) learning institution media accounts social media (hours per day)
Ahmad Hassan Al Hakim
1 21 Male USIM 4 3-5
Bin Ahmad Zaid
Muhammad Aliff Haikal
2 19 Male USIM 3 1-2
Bin Nahar
3 Adib Fakhri Bin Hariri 22 Male USIM 4 periodically
4 Abrar Firdausi Bin Alwi 22 Male USIM 4 2
5 Danial Irfan Bin Zaharuddin 21 Male USIM 4 2-3
6 Tengku Mohd Afeeq Bin 19 Male USIM 3 2-3

29
 Tengku Bahrom
7 Abdul Rahman Bin Jesaleh 19 Male USIM 4 2-4
Muhammad Zul Hifni Bin
8 22 Male USIM 3 3
Mohd Zulkifli
Not specific
9 Munirah Female USIM 3 5
(18-24)
Not specific
10 Nor Female USIM 3 3
(18-24)
Abdul Azim Bin Mohamed
11 23 Male USIM 3 7-8
Nor Hasan Sazali
Mohamad Shahir Bin
12 20 Male USIM 3 5
Hamdan
Ahmad An-Nazif Bin
13 19 Male USIM 4 6
Ahmad Fuad
Anis Syahida Binti Mohd
14 22 Female USIM 4 1
Jalaini @ Zailaini
15 Allysha Dzayuddin 22 Female USIM 4 3-4
16 Amira Nabilah Binti Zaini 22 Female USIM 4 2-3
Nur Atiqah Binti Khairul
17 22 Female USIM 4 2-3
Adha
18 Muhammad Aiman Bin 22 Female USIM 6 4

30
 Zolkpli
19 Nur Saidah Binti Azizan 22 Female USIM 5 2-3
20 Nurul Nabihah binti Azlan 22 Female USIM 4 3-4
21 Nivethah 19 Female Nilai Polytechnic 4 10
22 Wan Muhammad Daim 18 Male Nilai Polytechnic 3 15
23 Ahmad Afiq Hakimi 21 Male Nilai Polytechnic 4 12
24 Muhammad Irfan Bin Sa’ad 21 Male Nilai Polytechnic 2 3
25 Reen 20 Male Nilai Polytechnic 3 4-5
Muhammad Zaid Bin Mohd
26 20 Male Nilai Polytechnic 4 2
Zaini
Nur Naqiuddin Hariz Bin
27 19 Male Nilai Polytechnic 4 1
Norizal
Muhammad Syirazie
28 19 Male Nilai Polytechnic 5 5-6
Ridhaudin Bin Mohd Nadzir
Mohamad Rafiqi Rusyaidi
29 20 Male Nilai Polytechnic 4 4-5
Bin Mohamed Azali
30 Diviyah Sri Sathivel 19 Female Nilai Polytechnic 3 3

31
4.3 Main Findings

This chapter will describe the analysis of findings obtained during the research data
collection process. The researcher has applied a qualitative research method study design in
which a few questions will be given to the participants regarding the cyberbullying. All of
these findings were obtained using convenience sampling techniques at selected higher
institutions in Nilai, namely Universiti Sains Islam Malaysia (USIM) and Nilai Polytechnic.
Selected convenience sampling techniques will give the freedom to researchers to randomly
select participants based on the availability of participants at the time of data collection.

4.3.1 The Level of Youth Awareness Against Cyberbullying in Higher Learning

Institution in Nilai, Negeri Sembilan

Table 1 has displayed about the participants' level of awareness regarding cyberbullying
which could be considered as the youth group that is aged 15 to 24 years old at the higher
learning institution in Nilai, Negeri Sembilan. Findings that have been obtained from the
research study revealed that most of the participants, precisely 19 participants which are
about 63% of all participants are aware of cyberbullying and the level of awareness on a
scale is 4. In addition, the findings also show that as many as 6 participants react to being
fully aware against cyberbullying which is the highest scale level of awareness specifically
5 and it includes 20% of the number of participants. The findings also showed that the
participants who react to the scale of 3 which is neither aware or not aware are 5
participants precisely 17% of the total number of participants. The scale of fully not aware
and not aware has received the least number of participants which is 0 so it means that the
youth generation is still aware of the cyberbullying cases happening around them.

Table 4.2: The Level of Youth Awareness Against Cyberbullying in Higher Learning
Institution in Nilai, Negeri Sembilan

Scale of cyberbullying Indicators of scale The number of participants on

awareness the awareness level of

32
 cyberbullying
Fully not aware 1 0
Not aware 2 0
Neither aware or not aware 3 5
Aware 4 19
Fully aware 5 6

4.3.2 Factor of Cyberbullying

4.3.2.1 Attitude

Most of the participants supported that attitude as a factor that can encourage the occurrence
of cyberbullying. A respondent has argued that the attitude of a person who is not wise in
channeling his anger will tend to do cyberbullying. It is likely to release its anger through
the practice of cyberbullying. The anger can be caused by various problems, however,
Hassan from USIM highlighted that usually the anger stems from family problems.

“Seseorang mungkin ada masalah dengan keluarga dan dia hendak

menyalurkan rasa kemarahannya tetapi caranya salah.”

“Someone might have a problem with the family and he wanted to

channel his anger but the way was wrong."
(Hassan, USIM)

Aliff from USIM have acknowledged that bad attitudes such as feeling envious of other
people's success can also induce cyberbullying symptoms.

“Perasaan irihati terhadap seseorang merupakan faktor berlakunya

buli siber. Dia juga mengatakan bahawa kadang-kadang kita
melihat seseorang boleh melakukan sesuatu tetapi kita tidak boleh
melakukannya, kita cenderung untuk berasa iri hati terhadapnya.”

33
 “Feeling jealous of someone is a factor in cyberbullying. He also
said that sometimes we see someone can do something but we can't
do it, we tend to feel envious of him.”
(Aliff, USIM)

Besides that, Reen stated that a person who does this cyberbullying often cannot see the
success of others over their own success. The success of others that have been displayed in
social media will attract the bully to see the downfall of other people's success.

“Dikalangan kawan, mungkin bangkitnya isu dengki untuk

menjatuhkan seseorang. Kemungkinan orang yang melakukan buli
siber ini akan membuli orang secara rawak kerana dia suka tengok
kejatuhan orang lain. Disebabkan itu, ramai mangsa yang terkena
di media sosial.”

“Among friends, the issue of envy may arise to bring someone down.
It is possible that the person who does this cyberbullying will bully
people randomly because he likes to see the downfall of others.
Because of that, many victims are affected on social media.”
(Reen, Nilai Polytechnic)

Interestingly, Adib from USIM supports that cyberbullying is due to someone's negative
attitude that has been developed. Society likes to make cyberbullying a topic to be used as a
joke.

“Salah satu faktor buli siber adalah tingkah laku. Buli siber telah
menjadi satu bahan lawak jenaka masyarakat. Pada zaman
sekarang, masyarakat cenderung dan suka untuk mempermainkan
orang.”

34
 “One of the factors of cyberbullying is attitude. Cyberbullying has
become a social joke. In today's age, society tends and likes to play
tricks on people.”
(Adib, USIM)

Tegku from USIM also described that cyberbullying is motivated by the attitude of
someone who is more likely to feel proud of the negative actions he has committed. Bullies
tend to feel proud in saying something bad about others because they are aware that it only
happens on social media and not face to face.

“Faktor yang berlaku dalam buli siber ini disebabkan pembuli

berasa bangga dan berasa lebih kuat kerana mereka tidak berjumpa
secara berhadapan dengan mangsa buli siber. Apabila tidak
berjumpa dengan orang, dia akan menggunakan platform media
sosial untuk mengemukakan pendapat mereka secara kasar.”

“This factor occurs in cyberbullying because the bully feels proud

and feels stronger as they do not meet face to face with the victim of
cyberbullying. When he is not meeting people, he will use social
media platforms to express his opinions rudely.”
(Tengku, USIM)

Another participants name Wan from Nilai Polytechnic stated that they feel more proud
when they get a response and support from others.

“Buli siber bermula dari komen negatif kemudian ia mendapatkan

sokongan. Apabila mendapat sokongan yang ramai, mereka akan
merasakan untuk meneruskan perbuatan tersebut sehingga menjadi
tabiat.”

“Cyberbullying starts from negative comments and then, it gets

35
 support. When they get a lot of support, they will feel like continuing
the act until it becomes a habit.”
(Wan, Nilai Polytechnic)

Nor from USIM has added a point that the attitude of someone who is not given enough
attention can result in cyberbullying. Usually, those who do cyberbullying have a high level
of insecurity so they decide to invite others to feel insecurity together.

“Pihak yang memberi komen negatif itu mendapat kurang perhatian

atau mempunyai kurang keyakinan sendiri. Kemudian, dia
menjelaskan kekurangannya dengan cara membalas kepada orang
lain supaya merasakan insecure bersama-sama.”

Nor stated that the party who gave negative comments received less
attention or had their own insecurities. Then, he explains his
insecurity by replying to others in order to make other people feel
insecure together.
(Nor, USIM)

4.3.2.2 Knowledge

Not many participants gave the opinion that the knowledge factor can encourage the
occurrence of cyberbullying. In detail, this knowledge factor includes the exposure of
cyberbullying and the awareness about the seriousness of cyberbullying which can have a
worse effect on all parties involved. Adib from USIM described how lack of cyberbullying
awareness can affect cyberbullying victims.

“Kurangnya kesedaran merupakan faktor buli siber. Maksudnya

seseorang itu tidak tahu bahawa percakapan mereka telah
menyebabkan kesihatan mental seseorang tidak stabil.”

36
 “Lack of awareness is a factor in cyberbullying. It means that a
person does not know that their conversation has caused a person's
mental health to be unstable.”
(Adib, USIM)

Afiq from Nilai Polytechnic also stated that people who are not highly educated are more
likely to do cyberbullying. Participants also said that the lack of knowledge about
cyberbullying will cause them to be unaware of the negative effects that will occur from
cyberbullying because they do cyberbullying for the purpose of having fun in the first place.
The reason is they only think about their own opinions without thinking about others.

“Orang yang melakukan buli siber itu bukan berpendidikan tinggi.

Mereka melakukannya bertujuan untuk menyeronokkan diri.
Disebabkan masing-masing mempunyai pendapat sendiri,
percanggahan pendapat akan mengakibatkan buli siber berlaku.”

“People who do cyberbullying are not highly educated. They do it

for fun. Due to everyone has their own opinion, differences of
opinion will result in cyberbullying.”
(Afiq, Nilai Polytechnic)

4.3.2.3 Peers’ influence

A total of four participants have agreed that cyberbullying is driven by peer influence.
Hassan from USIM stated that the choice of friends’ circle will affect the attitude of an
individual.

“Seseorang mungkin terdedah dengan bulatan kawan yang tidak

bagus dan tidak baik. Maka, seseorang itu akan terikut-ikut.”

“A person may be exposed to a friend circle that is not good for

37
 them. From that, that person will follow the bad behavior.”
(Hassan, USIM)

Danial from USIM emphasized that bad peer influence can affect a person's behavior
meanwhile positive peers will cause others to be positive. This is due to the fact that peers
are the closest people around people.

“Rakan sebaya memainkan peranan penting juga untuk membentuk

sikap kita sebagai manusia. Jadi sekeliling kita perlulah positif dan
kita perlulah mencari sahabat yang mampu mendorong kita kearah
yang lebih baik.”

“Peers play an important role as well to shape our attitude as

human beings. So we need to be positive around us and we need to
find friends who can push us towards something better.”
(Danial, USIM)

Another participant named Tengku from USIM argue that peers who have the
idea of cyberbullying will tend to do cyberbullying without compassion for
others because they consider the act to be a joke.

“Buli siber terdorong oleh faktor kawan. Apabila sekelompok

kawan masing-masing iaitu kawan-kawan yang negatif mempunyai
idea yang sama, mereka akan tidak rasa apa-apa bila mereka
komen negatif bersama-sama tanpa memikirkan akibat. Mereka
merasakan itu hanya gurauan semata-mata.”

“Cyberbullying is motivated by the friend factor. When a group of

friends who are negative have the same idea, they will not feel
anything when they comment negatively together without thinking
about the consequences. They only thought it as a joke.”

38
 (Tengku, USIM)

Nivethah from Nilai Polytechnic also supports that cyberbullying usually stems
from the influence of peers who think cyberbullying is just a joke.

“Buli siber disebabkan pengaruh rakan sebaya. Rakan-rakan yang

berfikiran negatif mudah mempengaruhi orang lain. Sebagai contoh
perbualan, “jom kita buat ini”. Mereka ingat buli siber tersebut
untuk suka-suka tanpa mengetahui akibat kepada perkara tersebut.”

“Cyberbullying is caused by peer influence. Friends who think

negatively easily influence others. As an example of conversation,
"let's do this". They only do cyberbullying for fun without knowing
the consequences of it.”
(Nivethah, Nilai Polytechnic)

4.3.2.4 The Use of Digital Platforms

Aliff from USIM gave the view that cyberbullying stems from the wrong use of digital
platforms. Most bullies use uncontrolled digital platforms resulting in symptoms of
cyberbullying.

“Keluarga tidak memainkan peranan. Pada zaman sekarang, anak-

anak muda sudah ada telefon peranti, namun ibu bapa tidak
mengawal anak-anak mereka melayari media sosial.”

“Family does not play a role. In today's age, young children already
have mobile devices, but parents do not control their children
surfing social media.”
(Aliff, USIM)

39
Hifni from USIM also gave the point that the use of smartphones that are not controlled by
parents, especially in terms of time limits on the use of digital platforms can contribute to
the occurrence of cyberbullying.

“Buli siber berlaku disebabkan anak-anak tidak dikawal oleh

penjaga. Sepatutnya, penjaga menetapkan limit tempoh masa
menggunakan telefon pintar dan mengambil tahu tentang apa yang
mereka lakukan dengan telefon pintar tersebut.”

“Cyberbullying happens because children are not controlled by

guardians. Caregivers should set limits on the amount of time on
children's smartphone usage and take note of what they are doing
with the smartphone.”
(Hifni, USIM)

Apart from that, Abrar from USIM think and view that children who receive less attention
from their parents, resulting in them being difficult to control especially in the use of digital
platforms, are also slightly capable of causing cyberbullying.

“Seseorang yang melakukan buli siber adalah seseorang yang tidak

mendapat perhatian dari orang lain. Apabila seseorang melakukan
perbuatan tersebut maka dia akan merasakan kehidupannya berada
disitu. Maksudnya apabila dia melakukan buli siber ini, orang lain
akan membalas komennya. Jadi dia akan merasakan terdapat tindak
balas dengan orang lain apabila menggunakan digital platforms.”

“Someone who cyberbullying is someone who doesn't get attention

from others. When a person does that act, he will feel that his life is
there. This means that when he does this cyberbullying, other people
will respond to his comments. So he will feel like there is a reaction
with others when using digital platforms.”

40
 (Abrar, USIM)

The opinion on the cyberbullying factor was also added by Nor from USIM that youth will
be free to do anything through social media including cyberbullying when there is less
attention and monitoring from parents.

“Kurang perhatian dari ibu bapa merupakan faktor buli siber. Ibu
bapa kurang pemantauan kepada anak mereka menggunakan media
sosial. Apabila ibu bapa tidak memantau anak mereka menggunakan
media sosial, anak-anak mereka akan merasakan terbiar dan bebas
untuk melayari internet termasuk komen negatif kepada orang lain.”

“Lack of attention from parents is a factor in cyberbullying. Parents

lack monitoring of their children using social media. When parents
do not monitor their children using social media, their children will
feel free to surf the internet including negative comments to others.”
(Nor, USIM)

In addition, Reen from Nilai Polytechnic thinks that youth will be exposed to the act of
criticizing others on social media if attention is not given fully by parents.

“Buli siber berlaku kerana ibu bapa tidak memberi perhatian penuh
kepada anak-anak sehingga anak-anak mencari ruang untuk
meluangkan masa di media sosial dengan cara yang mereka suka
untuk mengkritik orang lain.”

“Cyberbullying occurs because parents do not give full attention to

children so children find space to spend time on social media by
criticizing others.”
(Reen, Nilai Polytechnic)

41
To summarize the overall findings of cyberbullying factors, the majority of participants who
were interviewed think that cyberbullying is caused by a person's attitude compared to other
factors which are knowledge, peer influence and the use of digital platforms. The reason is a
person's attitude will affect the good or bad of an individual's actions.

4.3.3 Impacts on the Parties Involved in Cyberbullying

4.3.3.1 The Bully Victim

The bully victim is one of the parties that is involved in cyberbullying. They are being
affected by this social problem in terms of the victim’s internalised issues such as having
mental problems. There are respondents who agree that the victims will face internalized
issues. Hassan from USIM stated that cyberbullying will involve with mental and
confidence issues which can create suicidal ideation.

“Impak kepada yang dibuli ialah menghadapi kesihatan mental

seperti kerisauan dan kemurungan. Mereka juga akan berasa
“down”, rendah keyakinan dan tidak selamat yang mana boleh
sampai ke bunuh diri”.

“The impacts on the bully victims are coping with mental health like
anxiety and depression. They also feeling down, low confidence and
insecure which can lead to commit suicide”.

(Hassan, USIM)

A form of cyberbully like body shaming also can lead to mental problems. Alif from
USIM also said the victim will depress and commit suicide.

“Contohnya, seseorang itu menghadapi “body shaming” yang

mana mental dia akan koyak dan menjadi huru hara”.

“For instance, a victim faces body shaming which can hurt his
mental and having chaos mental state”.

42
 (Aliff, USIM)

Cyberbullying involved with painful words which the victim will act unexpectedly like
misuse of substance. There was respondent said the words from the bullies can cause
depression.

“Mangsa sudah tentunya tertekan dengan ayat-ayat daripada

pemangsa menyebabkan kemurungan, tidak selesa boleh
menyebabkan tekanan jiwa dan perasaan, mangsa mungkin menjadi
“down” dan anxiety sehingga menyebabkan kesihatan mangsa tidak
terjamin dan mahu bunuh diri dan mengambil benda yang tidak
sepatutnya.

“The victim definitely be depressed by the words of the bullies which

can lead to depression. They will not feel comfortable which can
cause mental stress. They will have feelings of being down and
anxiety thus causing victim’s health is not guaranteed as well as
want to commit suicide and take things that not supposed to be
take”.

(Adib, USIM)

Cyberbullying also lead to internalize issues in terms of the victim will have shame and
disgrace. There was respondent stated that victims who have fame and big names will be
involved in this internalized problem.

“Mangsa akan mendapat malu khususnya ada nama serta

mendapat aib dan dihina”

“The bully victim is getting embarrassed especially those who

have a name. They are also disgraced and insulted”.

(Abrar, USIM)

43
The mental health will become worse and there is no support system for the victims if they
are live alone.

According to Tengku from USIM;

“Kerisauan semakin teruk sekiranya orang itu memang sudah

ada kerisauan, tiada orang tolong sekiranya hidup keseorangan
dan tiada sokongan daripada orang lain”.

“Their anxiety will become worse if they already have anxiety.

The victims also do not gain any help if they live alone and not
obtain support from others”.

(Tengku, USIM)

Cyberbullying can lead to change in social behaviour after being a victim of cyberbullying.
There were respondents who agreed that the victims experienced this change due to being
a victim of cyberbullying.

According to Nor from USIM;

“Mangsa akan berasa “insecure” serta tidak bercampur dan

bergaul dengan orang yang lain”.

“They will feel insecure and they also do not want to mix and
mingle with others”.

(Nor, USIM)

According to Saidah from USIM;

“Mangsa akan mengalami perubahan sikap menjadi seorang

“extrovert” kepada seorang “introvert” sebab takut untuk
berjumpa dengan orang”.

44
 “The victims will have behaviour changes which the extrovert
can become introvert because they are afraid to meet people”.

(Saidah, USIM)

Posting on social media can create enjoyment for people. Unfortunately, the victim of
cyberbullying cannot feel pleasure when he or she posts something on social media. Amira
from USIM stated that the victim will feel discouragement, low self-esteem, and no
confidence.

“Muat naik sesuatu seperti Outfit of the Day (OOTD) berasa

yakin tetapi mendapat kecaman dan rasa teragak-agak untuk
memuat naik yang akan datang kerana dapat merasakan orang
lain tidak suka”.

“The victims feel confident when to post something like Outfit of

the Day (OOTD) but they will feel doubt when to post next things
on social media when there is criticism towards them which they
feel that people dislike them”.

(Amira, USIM)

Cyberbully also can lead to mental issues which can create others negative problem like
self-harm and suicidal ideation. The victims will be involved in therapeutic treatment due
to cyberbullying.

Rafiqi from Nilai Polytechnic said that;

“Mangsa akan depresi dan keinginan untuk mencederakan diri

dan bunuh diri. Ada rakan yang terlibat dengan rawatan terapi
yang mana hanya muat naik tentang tarian di TikTok dan terus
dikritik”.

“The victims will depress dan has intention to hurt themselves as

well as committing suicide. One of his friends was involved with

45
 therapeutic treatment which he was only posting regarding dance
in TikTok and continues to receive criticism”.

(Rafiqi, Nilai Polytechnic)

Academic performance also affected the victims when they are overthinking regarding
cyberbullying. Nabihah from USIM stated the victim will depress due to bad words and
lead to suicide.

“Akan boleh menjejaskan prestasi akademik dan hilang minat

belajar sebab terlalu memikirkan dan mempunyai gangguan
tidur sebab berfikir tentang pembulian dan tidak tidur lena”.

“Can affect academic performance and lose interest in learning

because of overthinking as well as facing sleep disorders due to
overthinking about cyberbullying and not getting sleep well”.

(Nabihah, USIM)

Most of the respondents stated mental problems are the impacts on the victims of
cyberbullying such as depression. The mental problems can lead to others negative issues
like suicidal ideation.

4.3.3.2 The Bully

The bully is one of the parties that is involved in cyberbullying. They are people who
actually starting this problem. The bully will get used to the things he does and not feel
wrong when cyberbullying others. Adib from USIM said the bullies are used to it and they
easily cyberbully to others which is not enough for one person, he wants to cyberbully
others.

“Ia akan menjadi habit tidak terkawal dan mangsa bertambah

sebab pemangsa tidak sedar yang mereka buat itu adalah salah”.

46
 “They involve uncontrollable habits as well as the bully victims
can increase due the bullies not aware what they did is wrong”.

(Adib, USIM)

If there is no prevention to the bullies, then many negative values will be applied by
bullies like become a selfish person.

“Sekiranya tiada orang yang cegah, pembuli akan semakin besar

kepala dan pentingkan diri sendiri, sifat kemanusiaan terhadap
orang lain semakin berkurangan”.

“The bullies will become vainglorious if there is no prevention.

They will become a selfish people and humanity towards people
will decrease”.

(Tengku, USIM)

The bullies will feel enjoyment when cyberbullying others. They are not feeling sad and
guilty when cyberbullying others. They feel happy even though their actions are wrong.
There was respondent who agreed that the bullies feel excitement.

Nazif from USIM stated that;

“Pembuli berasa seronok dan menjadi lagi seronok untuk buat

kepada orang lain dan akan ada mangsa seterusnya”.

“The bully will feel enjoyment and become more enjoyable if they
cyberbully others which can establish the next victim”.

(Nazif, USIM)

The bullies will continue their action after cyberbullying someone. They want this act
which is cyberbullying others to continue in themselves. There were respondents who
agreed that the bullies who wanted cyberbullying acted continuously.

47
Alysha from USIM said that;

“Pembuli akan berasa akan teruskan lakukan yang mana bagi

mereka melakukan benda itu tidak salah, tidak dapat buli secara
hadapan jadi dia buli siber orang lain”.

“The bully wants to continue to cyberbully others in which, for

him, the things that they have done are not wrong. The bully did
not get to bully face to face then he decided to cyberbully
others”.

(Alysha, USIM)

According to Amira from USIM;

“Pembuli akan teruskan buat benda yang sama, pembuli akan

berleluasa dan merasakan diri mereka hebat”.

“The bully will keep doing the same things which is

cyberbullying others. The bullies will be expanded and think
themselves great”.

(Amira, USIM)

Nor from USIM stated that;

“Pembuli akan semakin selalu buat dan dia rasa yang dirinya
betul dan anggap perkara itu normal”.

“The bullies will do it more and feel that they are true, and deem
the thing is normal”.

(Nor, USIM)

48
Cyberbullying others can lead to a more serious crime which the bullies will be involved
in negative things. Nabihah from USIM said they will be involved with a more serious
crime when they become adults.

“Contohnya, buat buli siber ketika di sekolah rendah, apabila mereka

naik ke sekolah menengah, IPT akan buat jenayah lebih serius seperti
buli secara fizikal, pukul mangsa dan memeras ugut. Bermula daripada
buli siber boleh berlaku perkara yang serius”.

“For instance, they are cyberbullying during primary schools but when
entering high school or university, they can commit serious crimes like
bully physically which involve blackmail and beat the victim. Starting
from cyberbullying can lead to a serious affair”.

(Nabihah, USIM)

The bullies also can spread negative surroundings to others which they will follow them to
cyberbully others.

According to Munirah from USIM;

“Pembuli tidak akan ubah sikap dan akan membuat buli siber ini
semakin buruk dan menyebarkan “negative vibes” yang mana orang
lain akan terikut”.

“The bullies will not change their attitude which can make
cyberbullying problems become worse. They will spread the negative
vibes which others will follow”.

(Munirah, USIM)

The bullies also have their own feelings when cyberbullying others such as great, power
and afraid. There were respondents stated regarding the bullies’ feelings when
cyberbullying someone.

49
 “Dia akan rasa dia lebih hebat daripada orang lain, besar kepala
menyebabkan dia buli orang. Bangga denga apa yang dia lakukan serta
berasa berkuasa”.

“The bully will feel greater than others, vainglorious which can lead
them to cyberbully others as well as be proud of what he is doing and
feel power”.

(Syirazie, Nilai Polytechnic)

“Pembuli rasa takut sekiranya yang dibuli itu membuat saman atau
laporan”.

“The bully will be afraid if the victim makes summons and reports”.

(Wan, Nilai Polytechnic)

Majority of the respondents stated that the bullies want to continue to cyberbully others.
This matter will make cyberbullying issues increase.

4.4 Summary

To summarize, throughout this chapter, the researchers managed to identify all the findings
of research objectives as well as research questions. This chapter aims to measure the
participants' level of awareness regarding cyberbullying, the participants 's view of
cyberbullying, the factors that lead to the occurrence of cyberbullying, the resulting impact
on victims and predators of cyberbullying as well as the experience of participants in cases
of cyberbullying. Apart from that, there are also additional questions to help the research
objectives of the study such as the participants' opinions on ways to prevent cyberbullying
and participants ' hopes to curb the cyberbullying problems in the future. All of these data
have been analyzed in lines with the participants ' responses that guide the research study as
a whole. From that analysis, the findings could be more clear and specific information to
generate research study results.

50
 CHAPTER 5

DISCUSSION AND CONCLUSION

5.0 Introduction

This chapter is a discussion and conclusion. This chapter will supervise the results in the
context of literature or knowledge regarding the circumstance in question. This chapter will
show the main findings of the research. There are also the implications of the findings in
order to existing the knowledge theory and practice (Abdullah & Ahmad, 2016). This
chapter will show regarding the key findings that produced in the findings part or known as
summary of the findings. This chapter also consist of research implications in which there
are suggestions for the particular parties that need to be involved and acted to overcome the
phenomenon in this study. There are also research limitations and future research
suggestions which can improve the research regarding the same occurrence that can be
studied.

5.1 Summary of Research Objectives

As expected, youth awareness against cyberbullying in public higher educational

institutions of Negeri Sembilan is the main target of the researchers conducting the study. It
has proven that cyberbullying is an aggressive act done by an individual against another
individual. Usually, cyberbullying is done intentionally with the intention of hurting others
not physically but mentally considering that cyberbullying occurs through the use of
technology that has evolved which is very different from the way traditional bullying occurs
(Menesini & Nocentini, 2009). The findings of this study found that all the participants
supported that the act of cyberbullying is happening more and more often on social sites
until this act has become a serious act among the community, especially many of the youth
generation have been involved with cyberbullying without having any compassion for
others. In reality, cyberbullying is not something new in Malaysia because it has existed for
a long time. It seems like a new crime because cyberbullying was not much emphasized to
the public before.
51
From the research, it has been found that the majority of participants gave responses that
they are aware about cyberbullying that happened around them. However, their
observations stated that cyberbullying still occurs on social media because the seriousness
of this act is not given too much attention by the appropriate parties, especially the
government. This is in line with the first objective of this study which aims to measure the
level of awareness of the youth in higher learning institutions against cyberbullying.
Sometimes, it can appear and be done intentionally or unintentionally by an individual on
social media. Apart from that, the findings of this research also point out about the
particular factors that can contribute to the occurrence of cyberbullying. The factors of
cyberbullying resulting from participants' responses include attitude, knowledge, peers'
influence and the use of digital platforms. However, the majority of participants stated that
attitude is the main factor in cyberbullying because cyberbullying starts from someone's bad
behaviour first.

The main findings from this research for the third research objectives in which to identify
the impacts on the parties involved in cyberbullying can be concluded that the majority of
respondents stated that mental health issues are the impacts for the bully victims. The
victims will hurt mentally due to the bullies cyberbullying them. The mental issues like
having depression and anxiety are the common issues that the victims will be coped with in
cyberbullying. The mental issues can lead to other problems which it can hurt them
physically as well such as committing suicide and self-harm. They will be involved in
suicidal ideation and self-harm because they are unable to bear the mental pain in which
cannot be viewed with the naked eyes. Mental health issues are the silent killer if they are
not good at controlling them such as finding a support system in order to help and support
them. The main findings for the bullies are most of the respondents said that the bullies will
continue their action in cyberbullying others. This attitude can make this phenomenon in
which cyberbullying become bad in Malaysia. The cases in cyberbullying will increase
because the continuation of cyberbullying is still happening and will not stop. Their actions
can create moral decline among society due to cyberbullying others.

52
5.2 Research Recommendations

The implications for future action need to be clear. Firstly, the government consists of
ministries, especially the Ministry of Communications and Multimedia, which need to
implement and emphasize continuous programs regarding cyberbullying, like holding
awareness campaigns in order to educate society. The government can make strategic
collaboration with various agencies including public and private agencies as well as non-
governmental organisations (NGO). These collaborations can create cooperation among
various agencies in implementing the program regarding cyberbullying. Furthermore, the
Ministry of Higher Education must encourage universities to make programs that can
prevent cyberbullies. Then, the universities must execute cyberbullying programs like
campaigns as well as provide effective support systems like counselling sessions. The
session must be involved with a trustworthy counsellor that can help the victims who are
facing mental issues effectively. Then, families are also essential to curb cyberbullying in
which they must control and be aware regarding their children's attitude on social media.
They also must show a role-model to their children like they are not part of the bullies.
Finally, an individual must take a good action like not wanting to be involved with
cyberbullying and attend the programs in order to enhance and gain knowledge.

5.3 Research Limitations and Future Research Suggestions

Every research study conducted will definitely have limitations. It is a deficiency or

constraint faced by researchers during data collection. It can also occur in various forms.
However, there are still researchers who do not want to discuss the limitations they face in
the research paper due to certain constraints including the value of the research will be
affected from the point of view of reviewers and readers. Even so, in reality, identifying
research limitations can help researchers to be aware of those limitations so that researchers
can explain how those potential limitations can affect the conclusion of data analysis that
has been obtained from case studies. In this research on cyberbullying, several research
limitations have been identified including sample bias, geographic area of research that
is not comprehensive and time constraints.

53
The first research limitation is sample bias. This research study is conducted through
interviews and the questions given to the respondents are open-ended questions which the
answers to the questions are in the form of opinions and views from participants. Due to
that, the probability of sample bias will exist. In this research study, participants will be
selected randomly, but researchers are more likely to choose male respondents. The reason
is male participants are more available when data collection is held rather than female
participants. The data will also be inaccurate because it does not represent the entire view of
students who belong to the youth generation. The views of male and female students may
differ because female students tend to think critically while males are more inclined to think
logically. As a future research suggestion, the number of male and female participants
should also be balanced to obtain a balanced data analysis. In such a way, information on
cyberbullying will be more varied.

In addition, geographic area of research that is not comprehensive is also a limitation for
researchers when conducting data collection. To draw a valid conclusion from the data
collection of a research study, concentration of a wider research area is very important. In
this research study, researchers have set a total of 30 participants, which are 20 participants
from Universiti Sains Islam Malaysia (USIM) and another 10 participants from Nilai
Polytechnic. It only covers two public universities in Nilai and not all public universities in
Malaysia. However, this geographic area of research can be said to be small considering
that researchers have constraints in terms of cost to conduct larger research that includes the
entire public university in Malaysia. This small geographic area of research causes the
results to not be precise, resulting in significant relationships in the data being difficult to
identify. This is due to the smaller the geographic area of research, the less precise the
results will be. Plus, the 30 respondents do not represent all the youth generation against
cyberbullying as a whole since only two higher learning institutions were selected. Because
the geographic area of research that is not comprehensive is a limitation of this research
study, the recommendation that needs to be improved for future research is to increase the
size of research geographic area which is conducting research in other public universities to
gain youth generations' opinions on cyberbullying.

54
Last but not least, time constraints are also research limitations in this research study. This
research study has used the convenience sampling technique to collect the data which will
be conducted through face-to-face interviews with respondents. It means that researchers
need to be present at the study area which is Universiti Sains Islam Malaysia (USIM) and
Nilai Polytechnic. Therefore, this process is time consuming because academic researchers
are also full-time students and need to follow the deadlines of sending research papers. The
selection of the time to carry out the face-to-face interviews needs to be in accordance with
the time where the research study takes place precisely the university operates time and the
researchers' schedule. It is also said to be time constraints because not all respondents are
available at the time of the data collection due to a tight class schedule. Hence, future
research recommendations to overcome this time constraints limitation is giving sufficient
time to researchers in order to help them analyze as well as synthesize all the data provided
to create more thoughtful ideas and analyze the data in more detail.

5.4 Conclusion

In conclusion, the study is about Cyberbullying: Youth Awareness Among Students in

Higher Learning Institutions in Nilai, Negeri Sembilan in which it is essential because it can
become a serious issue nowadays in Malaysia due to usage on social media is growing
among youth. The rising cases regarding cyberbullying and gaining high ranking positions
show that Malaysia has a serious social problem. The youth among students in higher
learning institutions in Nilai, Negeri Sembilan are aware of cyberbullying. Attitude is the
main factor of cyberbullying which their behaviour has a tendency to make cyberbullying
problems become worse. Mental health issues are impacts for the bully victim which if
there is no prevention, the others’ problems will rise like suicide. The bullies also will keep
acting to cyberbully others. The research implications need to be executed as well as the
future research suggestion can be conducted due to this study.

55
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Appendix A:

Qualitative Questionnaires

Qualitative questionnaires attempt to elicit more in-depth responses and are usually
designed to find out what has changed as a result of the program, what the mentees have
learnt, and what they are doing differently.

Sample Questions

1. What is your level of awareness regarding cyberbullying?

 1 fully not aware

 2 not aware
 3 neither aware or not aware
 4 aware
 5 fully aware

2. What is your view regarding cyberbullying?

3. What types of social media do you often see cyberbullying happening?

4. What are factors of cyberbullying?

5. What are impacts on the parties involved in cyberbullying?

6. Do you agree that cyberbullying has become a serious issue nowadays?

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Appendix B:

Ouriginal Result

62