ASSESSING THE EFFICIENCY OF SCHOOL OFFICERS IN

ADDRESSING CYBERBULLYING CASES TO GRADE 7 STUDENTS OF

SAINT MARY ACADEMY OF GUINDULMAN, BOHOL, INC.

_______________________

A Thesis
Presented to the Faculty of the
Senior High School
SAINT MARY ACADEMY OF GUINDULMAN, BOHOL, INC.
Tabajan, Guindulman, Bohol
_______________________

In Partial Fulfillment
of the Requirements for the
Senior High School Academic Track
Science, Technology, Engineering and Mathematics
_______________________

CABILLO, KARYLL MAE

INOJALES, JOSHER JANE

LLOREN, MA. KATRINA

PIZANA, MARYAN KASSANDRA

REVADINERA, KARL JOHN RYWEN

REYES, CHARO

TIMBAL, MAYET

TIU, KIERLELEAZAR

May 2023

1
 ACKNOWLEDGEMENT

This research paper is the fruit of countless nights of dedicated effort,

resilience, and the researcher's expertise. The researchers wish to express their
heartfelt thanks to those individuals who generously devoted their time and
knowledge, providing invaluable assistance and skills in the completion of this
study.

Firstly, we extend our gratitude to our Almighty God, the wellspring of

strength, hope, courage, wisdom, knowledge, and passion that were crucial for
the successful completion of this study.

A special acknowledgment is extended to Sr. Aurelia B. Pastidio, AR, the

school principal of Saint Mary Academy of Guindulman. Bohol. Inc. Her
generosity in providing us with the opportunity has helped us cultivate valuable
life lessons of patience, perseverance, cooperation, and above all, the relentless
pursuit of knowledge.

Our sincere appreciation goes to Ms. Russelle O. Pagulon, Mr. Ronald

Amoguis and Ms. Florencia B. Olaso, the advisers of the respondents in this
study. Their permission and support in allowing us to conduct the study within
their advisory class are deeply appreciated.

We sincerely acknowledge the statisticians of this research, Ms.

Jacquirose Frac and Mr. Noel A. Duites for generously sharing their expertise
and guidance.

Lastly, we would like to express our deepest gratitude to all individuals

who offered moral support and contributed thoughts and efforts even in the
smallest ways, as we diligently worked to complete this study. Your contributions
and support are deeply appreciated.

The Researchers

2
 DEDICATION

With sincere gratitude, this research project is dedicated to:

To our beloved parents, siblings, relatives, and friends of the researchers

who made this journey possible with their unwavering support and

encouragement that drove our resilience and hard work.

To the respondents, whose willingness to take part was important in

forming the significant conclusions that this study was built on.

To our mentors, our research subject teacher Ms. Mae Charlette R. Bulias

and our thesis adviser, Ms. Maria Catrena Llemit. Throughout our study journey,

their consistent assistance and mentorship were invaluable.

To our fellow researchers, whose commitment and countless hours of

work were put into the successful completion of this study, which enhanced its

significance and depth.

Above all, we are truly grateful to Almighty God and Blessed Mary for her

intercession. Her grace and guidance gave us courage and insight, motivating us

to pursue knowledge with perseverance.

The Researcher

3
 ABSTRACT

Cyberbullying is something that has become a new social phenomenon in

today’s society. It can often times leave students unable to escape their abilities

and leave them feeling alone and helpless. In our research, having a better

understanding of cyberbullying can help us identify children who needs help –

whether they are the one being bullied or doing the bullying. This case is

applicable to teenagers especially in younger grades. Therefore, the school

officer has a responsibility to act as an instrument for students who have been

the victims of cyberbullying. This study aims to evaluate and critically analyze the

efficiency of the school leaders in handling the school’s cyberbullying cases

specifically in grade 7 students in Saint Mary Academy of Guindulman, Bohol,

Inc. The method used by the researchers in this study is the descriptive-survey

method of research. The researchers printed the questionnaire created in MS

Word to collect the data. The questionnaire was distributed through a room-to-

room survey to the respondents to this study. The percentage, weighted mean,

and Square Contingency Test are the formulas utilized statistically to evaluate

the data acquired. The result of this study identified that there is no significant

relationship between school officers and cyber bullyuing cases among the grade

7 students of Saint Mary Academy, Guindulman, Bohol, Inc.

4
 TABLE OF CONTENTS

Thesis Title …………………………………………. i

Acknowledgement …………………………………………. ii

Dedication …………………………………………. iii

Abstract …………………………………………. iv

Table of Content …………………………………………. V

Chapter 1 :

THE PROBLEM AND ITS SCOPE

Rationale ………………. 1

Literature Background ………………. 2

Theoretical Background ………………. 6

Theoretical Framework ………………. 9

Legal Basis ………………. 10

Conceptual Framework ………………. 12

THE PROBLEM

Statement of the Problem ………………. 13

Null Hypothesis ………………. 14

Significance of the Study ………………. 14

Scope and Limitation ………………. 15

RESEARCH METHODOLOGY

Design ………………. 16

Environment ………………. 16

Participants ………………. 17

Instrument ………………. 17

5
 Procedures ………………. 18

Statistical Treatment ………………. 18

Definition of Terms ………………. 20

CHAPTER 2 :

Presentation, Analysis, and Interpretation of Data …………….

CHAPTER 3 :

Summary of Findings ……………….

Conclusion ……………….

Recommendation ……………….

References ……………….

APPENDICES

Letter of Proposal ……………….

Letter of Request for Research Adviser ……………….

Letter of Request to Conduct Survey ……………….

Research Questionnaire ……………….

Curriculum Vitae ……………….

LIST OF TABLES

NO. TITLE PAGE

6
 LIST OF FIGURES

NO. TITLE PAGE

7
 Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Cyberbullying is the use of technology to harass, threaten, embarrass, or

target another person. Online threats and mean, aggressive, or rude texts,

tweets, posts, or messages all count. So does posting personal information,

pictures, or videos designed to hurt or embarrass someone else. Cyber bullying

also includes photos, messages, or pages that don’t get taken down, even after

the person has been asked to do so. In other words, it’s anything that gets

posted online and it’s meant to hurt, harass, or upset someone else. (1:2022)

Based on research done in eight European nations (Bulgaria, Cyprus,

France, Greece, Hungary Italy, Poland, and Spain), it was shown that being both

a victim and a bully is more prevalent there than in Spain. Boys are more likely

than girls to engage in actions that are considered cyberbullying in all the nations

that were analyzed. More often than not, the scope of the acts classified as cyber

bullying ( flaming, denigration, impersonation, outing, and exclusion; Sorrentino

et al., 2019), the scale of the activities characterized as cyber bullying experience

in these activities ranges from a few to a dozen or so percent. Other,

comparative studies in Europe confirm the changing nature of cyberbullying,

depending on the definition adopted (Athanasiou et al., 2018). However, we need

to emphasize at the very beginning that the scale of the phenomenon changes

8
due to different methodological assumptions 9construction of questions,

narrowing down the timeframes of experiencing and exercising cyberbullying,

definitions of aggression and cyber bullying). Cultural context, intervention and

anticipation strategies are also important factors that differentiate the scale

(Barlett et al., 2013).(2:2018)

There is no doubt that the development of social media platforms has

shaped and is continuing to shape the world today. Today’s students use these

platforms extensively, which has unluckily increased the intensity and prevalence

of cyber bullying. In the context of a secondary school of Saint Mary Academy,

the aim of this problem is to examine the Efficiency of the school officers or

school leaders Facility towards the cyber bullying cases in school. (3:2020)

LITERATURE BACKGROUND

Cyberbullying is something that has become a new social phenomenon in

today’s society. It can often times leave students unable to escape their abilities

and leave them feeling alone and helpless. Faucher, Jackson, and

Cassidy( 2014) performed a study had been the victims of cyberbullying over the

last twelve months. These shocking numbers show that nearly one in every four

people have been the victims of this phenomenon. This statistics is interesting

however because when compared to studies that were done amongst younger

age students you see that the numbers are drastically different. Wegge,

Vandebosch, and Eggermont (2014) found that among 1458 people, 13-14 year

9
old students that considerably less students reported being cyberbullied.

(4:2014)

This research concludes that cyberbullying appears to be more prevalent

in students as they get older. Wegge et al. (2014) also noted that 30.8 percent

had been victims of traditional bullying. This is true across multiple studies.

Weggeet al. (2014) also concluded that people who were bullied in traditional

manners had a much higher likelihood to become victims of cyberbullying.

Faucher et al. (2014) also found similar results claiming that male and female

students decided to bully people online because they were bullied first. Research

has also been done that looks at how the bullies find their victims.

Wegge et al. (2014) studied the perpetrators preferences in victims and

found that 27 percent were in the same grade, 14.2 percent were in different

grades and a staggering 48.6 percent were not schoolmates of the bullies. This

evidence somewhat and at home because it shows that nearly half of the bullies

prefer to bully people they don’t go to school with and possibly do not know at all.

This continues to build and add to the idea of cyberbullying in that it allows bullies

to create their own personas and images in order to try and intimidate and

influence other without actually providing a physical intimidation factor. (5:2014)

Effects of Cyberbullying

While the platforms used are different the lasting effects that the bullying

has on the victims are very similar, faucher et al. (2014) concluded that one of

the main effects that cyberbullies had on university students was that they were

unable to accomplish some of their school assignments. While many people think

10
of effects of bullying to be simply depression or low esteem, this study brought

light to a much different more unexpected issues. (6:2014)

Forms of Cyberbullying

Social media is very prevalent among cyberbullies but there is also

extensive research done on cell phones and the role they play oni the act of

cyber bullying. Abele et al. (2013) studied various aspects of mobile phone

bullying and found that the most prevalent type was gossiping via text message.

Abele et al. (2013) also found that girls were more often than not the perpetrators

of gossiping while boys made slightly more threats via cell phones. This numbers

tend lean towards the stereotype of females being more of gossipers and males

generally being more aggressive and physical. This is also interesting because

this shows that society’s stereotypes appear to remain true even in a cyberworld.

(7:2013)

Forms of cyberbullying.

Social media is very prevelant among

cyberbullies but there is also extensive
research done
on cell phones and the role they play in
the act of cyberbullying. Abeele et al.
(2013) studied

11
various aspects of mobile phone bullying
and found that the most prevalent type
was gossiping
via text message, followed by gossiping
over the phone, and concluded with
threatening
others over text message. Abeele et al.
(2013) also found that girls were more
often than not
the perpetrators of gossiping while boys
made slightly more threats via cell phone.
This
numbers tend lean towards the stereotype
of females being more of gossipers and
males
generally being more aggressive and
physical. This is also interesting because
shows that that
society’s stereotypes appear to remain
true even in a cyberworld.

12
Forms of cyberbullying.

Social media is very prevelant among

cyberbullies but there is also extensive
research done
on cell phones and the role they play in
the act of cyberbullying. Abeele et al.
(2013) studied
various aspects of mobile phone bullying
and found that the most prevalent type
was gossiping
via text message, followed by gossiping
over the phone, and concluded with
threatening
others over text message. Abeele et al.
(2013) also found that girls were more
often than not
the perpetrators of gossiping while boys
made slightly more threats via cell phone.
This

13
numbers tend lean towards the stereotype
of females being more of gossipers and
males
generally being more aggressive and
physical. This is also interesting because
shows that that
society’s stereotypes appear to remain
true even in a cyberworld.
Faucher, C., Jackson, M., & Cassidy,
W. (2014). Cyberbullying among
University
Students: Gendered Experiences, Impacts,
and Perspectives. Education Research
International, 1. doi:10.1155/2014/69854

The increased use of social media by teenagers, has led to cyberbullying

becoming a major issue. Cyberbullying is the use of information and

communication technology to harass and harm in a deliberate, repetitive and

14
hostile manner (Stopbullying.gov, 2014). Information and communication

technology includes the use of email, text message via mobile and social

media. Types of social media include social networking sites (Facebook,

Google+); microblogging (Twitter); blogs; virtual worlds (Second life), social

bookmarking sites (Delicious, Digg); photo or video-sharing sites

(Flickr,YouTube); forums and discussion groups.

A study by ditch the label (2014) in partnership with Habbo Hotel,

surveyed 10,008 teenagers and young people aged 13–22 years old. They found

37% of teenagers experienced cyberbullying on a frequent basis. From 75% of

the sample that used Facebook, 54% had experienced cyberbullying. Survey

participants originated from the UK, USA, Australia and other countries. Madden,

Lenhart, Duggan, Coresi and Gassar (2014) research into technology and

teenagers, discovered that of 802 teenagers aged 12–17 years old surveyed,

95% had access to the Internet, 78% had a mobile phone, 47% owned a

smartphone and 23% had a tablet computer. (8:2016)

Among the numerous advantages of the internet, there is an unintended

outcome of the internet’s extensive reach: the growing rate of harmful offences

against children and teens. Cyber bullying victimization has recently received a

fair amount of attention due to some heart-breaking events orbiting in schools

and even at homes. Although research has already demonstrated a number of

serious consequences of cyber- victimization, many questions remain

unanswered concerning the impact of cyber bullying. This study gathers literature

15
from 18 studies pieces together only the factors that kick-start cyber-bullying

perpetration and victimization but also the effects of bullying on the victims as

well as the bullies. (9:2018)

THEORETICAL BACKGROUND

Theory. The Theory of Humiliation holds that being humiliated is

painful, and thus victims of any form of bullying are more likely to have the same

behavior as a way of revenging. Evans and Smokowski (2016) posit, “Humiliation

is ‘excessive overt derogation’ that occurs when a more powerful individual

publically reveals the inadequacies of a weaker victim, who feels the treatment is

unjustified” (p. 371). As such, bullying victims seek to revenge as a way of

dealing with the pain caused by their experiences. However, as noted earlier, in

most cases, bullies are physically stronger as compared to their victims.

Consequently, a physically weak victim may not confront a stronger bully.

Ultimately, such a victim will look for individuals that he or she can bully as a way

of revenging. Therefore, bullying becomes a cycle, and its negative effects are

replicated across different school populations. This aspect may explain why

bullying is such a common problem in different learning institutions around the

world.

16
 Future research should examine whether to becoming success of anti-

bullying interventions implemented in U.S. schools to date (Evans, Fraser, &

Cotter, 2014) is related to the lack of change in school culture, schools’

resistance to change, and schools’ minimal commitment to becoming a learning

organization.(10:2016)

In addition, the Previous reviews on the anti-cyberbullying programs

states that there have been being conducted to analyze the effectiveness

of cyberbullying interventions and preventions, but the findings are not

consistent. Tanrikulu's (2018) descriptive systematic review found most school-

based anti-cyberbullying programs (17 studies up to 2016) to be effective in

tackling cyberbullying incidents. Based on 24 studies published during 2000–

2017, Gaffney et al.’s (2018) meta-analysis found the reviewed anti-cyberbullying

programs to be effective in reducing cyber aggression by around 10%–15% and

cyberbullying victimization by around 14%. Recently, both Ng et al.’s

(2020) and Polanin et al.’s (2021) meta-analysis studies showed very small effect

sizes of the reviewed programs in reducing the frequencies of cyberbullying

perpetration (standardized mean differences [SMD] = −0.16 in Ng et al.,

2020 and g = −0.18 in Polanin et al., 2021) and victimization (SMD = −0.13 in Ng

et al., 2020 and g = −0.13 in Polanin et al., 2021). On the contrary, Mishna et al.

(2011) reviewed three intervention studies on online safety, and found that their

impact on risky online behavior, including cyberbullying, were not statistically

significantly. Moreover, the long-term effectiveness of these interventions were

inconclusive. In the two articles that included follow-up evaluation of the

17
effectiveness of reviewed interventions, the findings showed opposite

trends. Cantone et al. (2015) found that studies conducted between 2000 and

2013 did not show positive effects on reducing cyberbullying in the long term. On

the other hand, Ng et al.’s (2020) meta-analysis revealed significant but small

long-term positive effects. The selected intervention studies, whether

intrapersonal learning, interpersonal interactions, or community-oriented events

were involved, and the stakeholders targeted. This pedagogical analysis

identified five subgroups. Meta-analysis results of the 19 selected programs

found small effect sizes overall for cyber-aggression and cyber-victimization.

Further explorations showed that the pedagogical design features statistically

significantly moderated the effectiveness of the anti-cyberbullying intervention.

The subgroup analysis showed that only programs involving interpersonal

interactions and stakeholder agency demonstrated superior program

effectiveness. Due to the small number of studies that provided data on long-

term programs effectiveness, the meta-analysis findings were inconclusive.

This review highlights that the effectiveness of anti-cyberbullying

interventions varies, with interpersonal interactions and stakeholder involvement

being particularly important. Future researchers studying the role of school

leaders in combating cyberbullying should consider focusing on interventions that

prioritize these elements, as they demonstrated superior effectiveness.

Additionally, it’s important for future studies to incorporate long-term follow-up

data to provide a more comprehensive understanding of program effectiveness

over time. (11:2022)

18
 The Theory of This House Bill entitled
Humiliation holds that an Act of Defining and
being humiliated is Penalizing the Crime of
painful, and thus victims Cyber-bullying otherwise
of any form of bullying known as Anti-Bullying
are more likely to have Act of 2015 aims to
the same behavior as a encourage people to
way of revenging become a responsible
netizen about their cyber-
actions
Previous Reviews on the
Anti-Cyberbullying
Programs The Education and the
There have been Legal System: Inter-
systematic reviewsbeing Systemic Collaborations
\ conducted to analyze the identified by Australian
effectiveness of Schools to more
cyberbullyinginterventions effectively reduce
and preventions, but the cyberbullying
findings are not consistent.
It is an expectation of
Australian schools to
address student
cyberbullying.

Assessing the Efficiency

of School Officers in
Addressing Cyberbullying
Cases: Basis for
Enhancement
19
 School Officers Cyberbullying cases

The integration of the comprehensive understanding of the factors

influencing the efficiency of school officers in addressing
cyberbullying cases, ultimately serving as a basis for the
enhancement of interventions and policies in educational settings.
Figure 1: Theoretical Framework

LEGAL BASIS

This House Bill entitled an Act of Defining and Penalizing the Crime

of Cyber-bullying otherwise known as Anti-Bullying Act of 2015 aims to

encourage people to become a responsible netizen about their cyber-actions.

This law will help to enlightened everyone’s mind when it comes to their actions

via social media or internet that they have to use it properly without putting

someone’s life into danger. We need a law that will focus on one thing so that

problems regarding this can be solved easily. So that cyber-bullying can be

prevented. So that people who be no person who keeps on complaining about

the kind of life they have and thinks that they don’t deserve to live. And most of

all, so that the case of cyber-bullying will end. It’s also a good thing that under

this law is a punishment that will definitely make the people who keeps on cyber-

bullying think twice whether they continue or they will stop. The law states that,

those who will be found guilty of cyber- bullying shall be fined penalty of P50,000

but not more than P100,000 and imprisonment of not less than six months but

not more than six years, or both.(12:2017)

20

The integration of the comprehensive understanding of the

factors influencing the efficiency of school officers in addressing
 This article suggests that the proposed law is needed to prevent cyber-

bullying, which can cause harm to students. This bill would help the students of

Saint Mary Academy who may be struggling with their mental health as a result

of bullying.

In addition, the The Education and the Legal System: Inter-Systemic

Collaborations identified by Australian Schools to more effectively reduce

cyberbullying, tells that it is an expectation of Australian schools to address

student cyberbullying. However, schools may struggle to be effective if other

societal systems are not aligned and supportive. Within this ecological framing,

this qualitative study used interview and focus group methods to gather

secondary school stakeholder perspectives about the role the legal system plays

in helping schools to prevent and intervene in student cyberbullying. School

leaders, specialist staff, teachers, students and parents participated. A thematic

analysis uncovered three themes with implications for improving school capacity

with the help of society’s legal system: What schools can and cannot do to

reduce cyberbullying; the role of police in school-based cyberbullying

management; and the need for education and legal inter-systemic collaborations

to meet school-identified challenges in addressing student cyberbullying.

This article emphasizes the importance of inter-systemic collaborations

between schools and the legal system in effectively addressing cyber bullying.

Future researchers examining the effectiveness of school leaders in handling

cyber bullying cases should consider the impact of legal support and the role of

law enforcement in school-based cyberbullying management. Understanding

21
these dynamics can inform strategies for school leaders to navigate and leverage

resources in their efforts to combat cyberbullying effectively. (13:2022)

INPUT PROCESS OUTPUT

The output
acknowledges the
efficiency of school
officers in handling
cyberbullying cases
varies. While some
schools have
implemented
proactive measures
and comprehensive
policies to address
cyberbullying, others
may face challenges
in identifying and
addressing such
cases promptly.
Factors such as
training, awareness
programs, and
collaboration with
law enforcement can
significantly impact
the effectiveness of
school officers in
dealing with
cyberbullying
incidents.

22
 •Gathering and Analyzing
Data gathered from of the data. It involves the
the responses of the systematic collection,
respondents: examination, and
interpretation of
• Demographic profile information for the
of the respondents: purpose of gaining
insights.
a. Name;
b. Age •Presentation of the data.
c. Grade and It involves conveying and
section interpreting the results of
the data analysis in a
•The Efficiency of the clear and concise
school officers manner.
towards cyberbullying
cases •Analysis and findings.
The analysis and findings
of the research provide
valuable insights and
information that can
greatly contribute to the
existing body of
knowledge in the
respective field.

•Formulation of the
questionnaires. The first
step is to clearly define
the research objectives
and the specific
information that needs to
be collected. Decide on
the appropriate question
types and formats that
will best elicit the desired
information.

Figure 2: Conceptual Framework

THE PROBLEM

23
STATEMENT OF THE PROBLEM

Cyberbullying is a form of bullying committed online. Social media, chat

services. Gaming platforms and mobile devices are all potential venues. It is a

pattern of behavior meant to frighten, infuriate, or embarrass those who are the

target. This case is applicable to teenagers especially in younger grades.

Therefore, the school officer has a responsibility to act as an instrument for

students who have been the victims of cyberbullying.

This study aims to determine the basis for assessing the efficiency of

school officers in addressing cyberbullying cases to Grade 7 students in Saint

Mary Academy of Guindulman, Bohol, Inc. It also seeks to answer the following

questions:

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

1.1 age;

1.2 sex; and

1.3 section?

2. What actions were done by the school officers to facilitate cyber bullying cases

in school?

3. How efficient are the school officers in facilitating towards the problem of

cyberbullying in terms of:

3.1The feedback and concerns of students, parents and staff; and

24
 3.2 Developing and implementing a social awareness program in school?

4. Is there a significant degree of relationship between the efficiency of School

Officers and Cyberbullying cases?

5. Based on the findings, what intervention plan of the school officers must be

implemented?

NULL HYPOTHESIS

There is no significant relationship between the efficiency of school

officers and cyberbullying cases of the Grade 7 students of Saint Mary Academy

of Guindulman, Bohol, Inc.

SIGNIFICANCE OF THE STUDY

In our research, having a better understanding of cyberbullying can help

us identify children who needs help – whether they are the one being bullied or

doing the bullying. Our intervention can make a tremendous difference, and even

change a young person’s life. Vital results of this research could be highly

significant and beneficial especially to the following:

School Administration, Faculty, and Staff. This study can give the

school administration knowledge about bullying and its effects, they can take

appropriate measures to prevent and address it in school community. It could

25
also give the faculty and staff more opinions about the efficiency of the school

leaders in Saint Mary Academy on the social awareness of cyberbullying.

Parents. This study will help the parents understand how these identifies

factors affect their children’s mental and emotional well-being. And would help

them know their children’s status upon attending in school.

Students. The findings of this study will be beneficial and will serve as a

social development to the students who can learn to recognize it, speak up about

it, and work together to prevent it. This can create a safer and more positive

learning environment for all students, leading to better academic outcomes and

improved mental health.

Future Researchers. This study will serve as a reference and basis that

would help in conducting their own research studies.

RESEARCH METHODOLOGY

DESIGN

26
 This document is primarily based on quantitative research. This

presupposes that gaining a thorough grasp of a particular organization or event is

the main objective of quantitative research. Therefore, the purpose of this study

is to ascertain how well Saint Mary Academy of Guindulman Bohol, Inc. school

officers facilitate incidents of cyberbullying. In particular, a quantitative research

approach is used in this study, and participants will be chosen by random

sampling. Each participant will fill out a questionnaire that will be used to gather

data. Furthermore, before administering the survey, informed consent will be

requested from each participant. Anonymity and confidentiality for study

participants will be upheld.

ENVIRONMENT

The educational environment of Saint Mary Academy of Guindulman

Bohol, Inc. is most likely where this study will take place. Saint Mary Academy of

Guindulman, Bohol, Inc. is the only standing and operating private Catholic

institution in the town of Guindulman, run by the congregation of the Augustinian

Recollect Sisters. It is located in Tabajan, Guindulman, Bohol, which is 30 meters

away from Guindulman Municipal Hall and 40 meters away from Guindulman

Public Market. Participants in the study will complete our questionnaire, which

will be distributed to them in a classroom setting.

PARTICIPANTS

27
 This study collected the necessary data from the respondents, who were

the seventh-graders of Saint Mary Academy of Guindulman, Bohol, Inc., in order

to provide authentic data. Thus, those chosen Grade 7 students for the School

Year 2023-2024 using the Face-to-Face Learning Modality are included in the

inclusion criteria. Most likely, forty-two (42) people will take part and the selection

of the respondents will be done through non probability sampling method.

SECTION POPULATION % DISTRIBUTION SAMPLE SIZE

St. Michael 24 33 14

St. Gabriel 24 33 14

St. Raphael 25 34 14

TOTAL 73 100 42

SCOPE AND DELIMITATION

This research work is conducted within the Saint Mary Academy of

Guindulman Bohol, Inc. The primary focus of this study is to assess the efficiency

of school officers in addressing cyberbullying cases among seventh-grade

students. It will investigate the strategies, policies, and resources available to

school officers for tackling cyberbullying incidents. The limitation of this study will

consider the perspectives of both school staff and students to gain a

comprehensive understanding. However, this research does not aim to influence

or control the opinions of the participants, and their views will be respected and

analyzed objectively to avoid potential conflicts or biases.

28
INSTRUMENT

Data will be gathered using distributed self-administered questionnaires.

These questionnaires will be submitted in print form, depending on participant

preferences. A fair amount of time will be given to participants to fill out the

questionnaires. We formulated this questionnaire to aim for our objectives or our

study. The questionnaires might consider using open-ended questions that will

be pre-tested in order to collect quantitative data and gather detailed responses

from participants to ensure validity and reliability.

PROCEDURE

To develop an informed hypothesis, researchers will use quantitative

research surveys for data collection, affirming their relevance and effectiveness

to the research study. Following an evaluation of relevant literature, participants

and data collection strategies will be chosen. Once the research instrument has

been approved, the researchers will formally request informants' consent to

perform the study in writing. A face-to-face questionnaire will be given to a

selected group of students after approval. Researchers will also assess

quantitative data. Additionally, quantitative data will be analyzed using statistical

software, with descriptive statistics like means, frequencies, and percentages

computed to summarize the data.

DATA ANALYSIS

29
 The gathered data were analyzed and interpreted through projection and

deduction inferred from the percentages. To obtain the percentage, the

frequency of responses to each item was divided by the total number of cases

and then multiplied by one hundred, thus: Percent = F/N × 100

Where:

P = percentage

F= frequency of responses

N = number of cases or item

To analyze the answers of the respondents, the searchers use the

following numerical average for the following choices:

Legend Description Code Range

4 Strongly Agree SA 3.26 – 4.00

3 Agree A 2.51 – 3.25

2 Disagree D 1.76 – 2.50

1 Strongly Disagree SD 1.00 – 1.75

Statistical Treatment

30
 To determine the degree of correlation in the responses of the

respondents, the data were subjected to statistical probe using Square

Contingency Test formula. To wit:

∑(ƒo−ƒe)
x 2=
ƒe

Where:

2
x = Chi-square factor

∑ = Greek letter sigma meaning “summation of”

ƒo = observed frequency

ƒe = expected frequency

Percentage - To determine the percentage of respondents profile, thus:

P = F/N x100

Where:

P = Percentage

F = Frequency

N = Number of Respondents

100 as the Constant Multiplier

Weighted mean - an average that is calculated by assigning varying

weights to certain specific values.

31
 n

∑ ( xi∗wi )
W = i =1 n
∑ (Wi )
i =1

Where:

W = weighted average

n = number of terms to be averaged

Wi = weights applied to x values

Xi = data values to be averaged

DEFINITION OF TERMS

32
 The following are operationally defined to enhance the understanding of

the readers of this study.

Anti- bullying Programs -Anti-bullying refers to laws, policies,

organizations, and movements aimed at stopping or preventing bullying.

Cyberbullying- refers to the act of using digital communication platforms

to harass, intimidate, or harm teachers.

Cyber -refers to the digital realm, encompassing online communication,

social media, and technology-mediated interactions.

Personal Experience – Personal experience is the direct experience of a

student. This is a type of evidence and storytelling that a student gives and

explain from his/her side.

Social Awareness - The ability to take the perspective of and empathize

towards the students, including those from diverse backgrounds and cultures.

Parental involvement - This refers to parents' participation in their

children's situation and performance in school.

Leadership - Leadership is the ability of the student to influence and guide

the other students in a certain school.

Efficiency -It is an action designed to achieve efficiency from the school

leaders or in an organization.

CHAPTER II

33
 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the

analyses and interpretations
on the data gathered in the
study to answer the research
problems raised in the earlier
chapter
This chapter presents the
analyses and interpretations
on the data gathered in the
study to answer the research
problems raised in the earlier
chapter
This chapter contains the presentation of the data after conducting the

survey. The gathered information is examined and interpreted to address the

issues raised by the study’s findings. It offers insightful information by presenting

the age, sex, and section profiles of the respondents. Additionally, it assesses

34
the efficiency of school officers in addressing cyberbullying cases, enhancing

comprehension of the goals of our research.

PART I. DEMOGRAPHIC PROFILE OF THE RESPONDENTS

Table 1.1

Profile of the Respondents in terms of Age

N = 42

Number of Percentage (%)

Age
Respondents
12 32 76.2
13 9 21.4
14 0 0
15 1 2.4
TOTAL 42 100

WEIGHTED MEAN 10.5 25

It can be seen in the table that there are 42 respondents, 32 (76.2%) of

the respondents belong to age of 12 years old. Followed by 9 (21.4%) whose age

is13 years old, 0 (0%) whose age is14 years old, and 1 (2.4%) whose age is 15

years old. This will help us to determine the age group of the Grade 7 St.

Michael, St Gabriel, and St Raphael students of Saint Mary Academy of

Guindulman, Bohol, Inc.

Table 1.2

35
 Profile of the Respondents in terms of Sex

N = 42

Number of Percentage (%)

Sex
Respondents
Male 15 35.7
Female 27 64.3
TOTAL 42 100

WEIGHTED MEAN 21 50

It can be seen in the table that there are 42 respondents. Out of 42

respondents, 15 (35.7%) of them are males, and 27 (64.3%) who are females.

The classification will help us to determine the sex group of the Grade 7 St.

Michael, St Gabriel, and St Raphael students of Saint Mary Academy of

Guindulman, Bohol, Inc.

Table 1.3

Profile of the Respondents in terms of Section

N = 42

Number of
Section Percentage (%)
Respondents
St. Michael 14 33.3
St. Gabriel 14 33.3
St. Raphael 14 33.3
TOTAL 42 100

WEIGHTED MEAN 14 33.3

36
 It can be seen in the table that there are 42 respondents. Out of 42

respondents, 14 (33.3%) of them are from St. Michael, 14 (33.3%) of them are

from St. Gabriel, and 14 (33.3%) who are from St. Raphael. The classification will

help us to determine the section group of the Grade 7 students of Saint Mary

Academy of Guindulman, Bohol, Inc.

PART II. ASSESSMENT OF THE ACTIONS TAKEN BY SCHOOL OFFICERS

ON CYBERBULLYING CASES

Table 2.1

N = 42

Total
Indicators SD % D % A % SA %
(%)

1. School 5 11.9 2 4.8 27 64.3 8 19.0 100

officers
effectively
communicate
the school's
anti-
cyberbullying

37
policies and
guidelines to
students.
2. The school
officers
proactively
monitor and
address
4 9.5 3 7.1 25 59.5 10 23.8 100
cyberbullying
incidents
reported by
students,
parents, or staff.
3. School
officers didn’t
provide
adequate
resources and
5 11.9 17 40.5 17 40.5 3 7.1 100
support to
students and
parents dealing
with
cyberbullying.
4. School
officers didn’t
take proactive
steps to educate
and raise
awareness
among students 11 26.2 16 38.1 12 28.6 3 7.1 100
about
responsible
online behavior
and the
consequences
of cyberbullying.
WEIGHTED 14.88 22.63 14.25
MEAN 6.25 % 9.5 % 20.3 48.23% 6 % 100

Table 2.1 shows the assessment of the actions taken by the school

officers on cyberbullying cases. Number 1, “School officers effectively

communicate the school's anti-cyberbullying policies and guidelines to students”.

38
There are5 respondents who answered Strongly Disagree (SD); there are 2

respondents who answered Disagree (D); there are 27 respondents who

answered Agree (A); and there are 8 respondents who answered Strongly Agree

(SA). Number 2, “The school officers proactively monitor and address

cyberbullying incidents reported by students, parents, or staff”. There are

4respondents who answered Strongly Disagree (SD); there are 3 respondents

who answered Disagree (D); there are 25 respondents who answered Agree (A);

and there are 10 respondents who answered Strongly Agree (SA). Number 3,

“School officers didn’t provide adequate resources and support to students and

parents dealing with cyberbullying”. There are 5 respondents who answered

Strongly Disagree (SD); there are 17 respondents who answered Disagree (D);

there are 17 respondents who answered Agree (A); and there 3 respondents who

answered Strongly Agree (SA). Lastly, number 4, “School officers didn’t take

proactive steps to educate and raise awareness among students about

responsible online behavior and the consequences of cyberbullying”. There are

11 respondents who answered Strongly Disagree (SD); there are 16 respondents

who answered Disagree (D); there are 12 respondents who answered Agree (A);

and there are 3 respondents who answered Strongly Agree (SA). In total, there

are 42 respondents who answered each number.

PART III. EFFICIENCY OF THE SCHOOL OFFICERS IN FACILITATING

CYBER BULLYING CASES

Table 3.2
N=42

39
 Total
Indicators SD % D % A % SA %
(%)

The
1. The school
feedback
officers
and
promptly
concerns
addressed 5 11.9 8 19.0 25 59.5 4 9.5 100
of
my concerns
students,
related to
parents,
cyberbullying.
and staff
2. The school
officers
effectively
communicate
the actions
taken to 3 7.1 5 11.9 26 61.9 8 19.0 100
resolve
cyberbullying
cases to all
parties
involved.
3. The school
officers
actively seek
feedback
from
4 9.5 5 11.9 24 57.1 9 21.4 100
students,
parents, and
staff about
cyberbullying
issues.
4. I am not
satisfied with
the school
officers' 5 11.9 23 54.8 12 28.6 2 4.8 100
responses to
cyberbullying
reports.
5. I don't feel 5 11.9 17 40.5 17 40.5 3 7.1 100
comfortable
reporting
cyberbullying
incidents to
the school

40
 officers.
6. The school
officers
Developi
effectively
ng and
involve
impleme
students,
nting a
parents, and
social 3 7.1 5 11.9 21 50.0 13 31.0 100
staff in
awarene
promoting
ss
social
program
awareness
in school
about
cyberbullying.
7. The school
officers
collaborate
with external
organizations
to enhance
2 4.8 5 11.9 27 64.3 8 19.0 100
social
awareness
about
cyberbullying
in the
community.
8. The school
officers did
not
successfully
implement
8 19.0 21 50.0 12 28.6 1 2.4 100
programs to
raise
awareness
about
cyberbullying.
9. The 1 2.4 19 45.2 18 42.9 4 9.5 100
initiatives
taken by the
school
officers didn't
improve
students'
understandin
g of the
consequence
s of

41
 cyberbullying.
10. The
school
officers did
not engage in
campaigns to 13 31.0 18 42.9 8 19.0 3 7.1 100
prevent
cyberbullying
within the
school.
WEIGHTED 4.9 11.7 12.6 30.0 19 45.2 5.5 13.1 100
MEAN % % % %

Table 3.2 shows the efficiency in addressing cyber bullying cases. In

feedback and concerns of students, parents and staff. Number 1, “The school

officers promptly addressed my concerns related to cyberbullying”. There are 5

respondents who answered Strongly Disagree (SD); there are 8 respondents

who answered Disagree (D); there are 25 respondents who answered Agree (A);

and there are 4 respondents who answered Strongly Agree (SA). Number 2,

“The school officers effectively communicate the actions taken to resolve

cyberbullying cases to all parties involved”. There are 3 respondents who

answered Strongly Disagree (SD); there are 5 respondents who answered

Disagree (D); there are 26 respondents who answered Agree (A); and there are

8 respondents who answered Strongly Agree (SA). Number 3, “The school

officers actively seek feedback from students, parents, and staff about

cyberbullying issues”. There are 4 respondents who answered Strongly Disagree

(SD); there are 5 respondents who answered Disagree (D); there are 24

respondents who answered Agree (A); and there 9 respondents who answered

Strongly Agree (SA). Number 4, “I am not satisfied with the school officers'

42
responses to cyberbullying reports”. There are 5 respondents who answered

Strongly Disagree (SD); there are 23 respondents who answered Disagree (D);

there are 12 respondents who answered Agree (A); and there are 2 respondents

who answered Strongly Agree (SA). Number 5, “I don't feel comfortable reporting

cyberbullying incidents to the school officers”. There are 5 respondents who

answered Strongly Disagree (SD); there are 17 respondents who answered

Disagree (D); there are 17 respondents who answered Agree (A); and there are

3 respondents who answered Strongly Agree (SA). Number 6, “The school

officers effectively involve students, parents, and staff in promoting social

awareness about cyberbullying”. There are 3 respondents who answered

Strongly Disagree (SD); there are 5 respondents who answered Disagree (D);

there are 21 respondents who answered Agree (A); and there are 8 respondents

who answered Strongly Agree (SA). Number 7, “The school officers collaborate

with external organizations to enhance social awareness about cyberbullying in

the community”. There are 2 respondents who answered Strongly Disagree (SD);

there are 5 respondents who answered Disagree (D); there are 27 respondents

who answered Agree (A); and there are 8 respondents who answered Strongly

Agree (SA).Number 8, “The school officers did not successfully implement

programs to raise awareness about cyberbullying”. There are 8 respondents who

answered Strongly Disagree (SD); there are 21 respondents who answered

Disagree (D); there are 12 respondents who answered Agree (A); and there is 1

respondent who answered Strongly Agree (SA). Number 9, “The initiatives taken

by the school officers didn't improve students' understanding of the

43
consequences of cyberbullying”. There is 1 respondent who answered Strongly

Disagree (SD); there are 19 respondents who answered Disagree (D); there are

18 respondents who answered Agree (A); and there are 4 respondents who

answered Strongly Agree (SA). Lastly number 10, “The school officers did not

engage in campaigns to prevent cyberbullying within the school”. There are 13

respondents who answered Strongly Disagree (SD); there are 18 respondents

who answered Disagree (D); there are 8 respondents who answered Agree (A);

and there are 3 respondents who answered Strongly Agree (SA).In total, there

are 42 respondents who answered each number.

Table 4.0

ITEMS ƒo ƒe ƒo−ƒe (ƒo−ƒe)²

1 27 19.36 7.64 58.3696

2 25 19.36 5.64 31.8096

3 17 19.36 - 2.36 5.5696

4 12 19.36 -7.36 54.1696

1 25 19.36 5.64 31.8096

2 26 19.36 6.64 44.0896

3 24 19.36 4.64 21.5296

4 12 19.36 -7.36 54.1696

5 17 19.36 -2.36 5.5696

6 21 19.36 1.64 2.6896

7 27 19.36 7.46 58.3696

8 12 19.36 -7.36 54.1696

44
 9 18 19.36 -1.36 1.8496

10 8 19.36 -11.36 129.0496

Degree of Freedom: df = n – 1

df = 14 – 1
df = 13
Level of Significance = 0.05

= 22.36

271
∑ ƒo=
14

∑ ƒo=19.36

2
∑ ( ƒo−ƒe ) =553.2144

SOLUTION:

553.2144
x
2
= 19.36

√ x 2 = √ 28 .57512397

x = 5.3455705

ANHI AG GRAPH

SUNOD IS INTERPRETATION SA BOX AND RESULTS

45
 Chapter III

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter includes the study’s outline, general findings based on the

particular concerns found, conclusions, and suggestions for resolving the

problems and enhancing the research.

The primary objective of this study is to assess the effectiveness of school

officers in facilitating cyberbullying cases within the context of Grade 7 students

at Saint Mary Academy of Guindulman, Bohol, Inc. The research aims to

evaluate the efficiency of school officers in addressing and managing incidents of

cyberbullying among the grade 7 students.

Specifically, this aims to answer the following questions: What is the

demographic profile of the respondents in terms of age, sex, and section? What

actions were done by the school officers to facilitate cyber bullying cases in

school, in the Feedback and concerns of students, parents and staff; and

46
Developing and implementing a social awareness in school? How efficient are

the school officers in facilitating towards the problem of cyberbullying? Is there a

significant degree of relationship between the profile of the respondents and the

following: School Officers; and Cyberbullying cases?

The study aimed to examine the relationship between the efficiency of

school officers and cyberbullying cases among Grade 7 students at Saint Mary

Academy of Guindulman, Bohol, Inc. The researchers formulated a null

hypothesis stating that there is no significant relationship between these

variables.

The researchers utilized a survey as their primary instrument for data

collection. The findings were presented based on the data obtained from this

survey. To analyze the data, the researchers employed statistical treatments,

specifically using simple percentage and weighted mean methods.

SUMMARY OF FINDINGS

This study aims to evaluate and critically analyze the efficiency of the

school leaders in handling the school’s cyberbullying cases specifically in grade 7

students in Saint Mary Academy of Guindulman, Bohol, Inc. This likely involves

evaluating the school officers’ actions on cyberbullying cases, and asses the

efficiency in addressing cyberbullying. The researchers came up with the

following research findings:

47
Profile of the respondents:

Age. It shows that the majority of respondents (76.2%) were 12 years old,

indicating a predominant age group among Grade 7 students. Limited

representation was observed for 13-year-olds (21.4%), and no respondents fell

under the age of 14, while (2,4%) were in 15 years old.

Sex. It shows that a clear gender distribution was evident, with 35.7% of

respondents being male and 64.3% female, emphasizing the higher enrollment of

female students in Grade 7.

Section. It shows that Sections St. Michael, St. Gabriel, and St. Raphael

showed an equal distribution of 33.3% each, reflecting a balanced representation

across the different sections.

Assessment of School Officers' Actions on Cyberbullying Cases:

The assessment of school officers' actions on cyberbullying cases reveals

varied responses. For Indicator 1, "School officers effectively communicate anti-

cyberbullying policies," a majority (64.3%) agreed (A + SA). Indicator 2,

"Proactively monitor and address incidents," received positive feedback, with

83.3% agreeing. However, Indicator 3, "Provide adequate resources and

support," generated concerns, as 40.5% disagreed (D + SD). Lastly, Indicator 4,

"Take proactive steps to educate and raise awareness," showed mixed

48
responses, with 57.1% agreeing. Overall, these findings highlight both strengths

and areas requiring improvement in the school's approach to cyberbullying.

Efficiency of School Officers in Facilitating Cyberbullying Cases:

The efficiency in addressing cyberbullying cases is assessed through

various indicators. Notably, respondents express satisfaction (A + SA) with the

promptness of school officers in addressing concerns (68.3%), effective

communication about resolved cases (81%), active seeking of feedback (78.6%),

and comfort in reporting incidents (81%). However, concerns arise regarding the

satisfaction with officers' responses (54.8% disagreeing), and some perceive a

lack of engagement in awareness programs (73.8% disagreeing). While there are

strengths in addressing cyberbullying, there's room for improvement in specific

areas of response and prevention efforts.

CONCLUSION

Drawing insights from the collected data and its analysis, the following

conclusions are outlined.

1. The demographic profile analysis revealed that the majority of Grade 7

students from Saint Mary Academy of Guindulman, Bohol, Inc. are 12

years old, predominantly female, and evenly distributed among three

sections: St. Michael, St. Gabriel, and St. Raphael.

49
 2. Regarding the assessment of school officers' actions on cyberbullying

cases, the results indicated positive perceptions in terms of effectively

communicating anti-cyberbullying policies and guidelines, proactive

monitoring, and addressing reported incidents. However, concerns were

raised about the adequacy of resources and support and the proactive

educational efforts of school officers.

3. The efficiency in addressing cyberbullying cases highlighted variations in

respondents' perceptions. Positive feedback was received in areas related

to promptness, communication of actions taken, seeking feedback, and

comfort in reporting incidents. However, mixed opinions were observed in

terms of program implementation, campaigns, and initiatives aimed at

improving students' understanding of cyberbullying consequences.

4. Thus, the researchers come to the conclusion that there is no significant

relationship between the school officers and cyberbullying cases of the

grade 7 students of Saint Mary Academy of Guindulman, Bohol, Inc.

RECOMMENDATION

As part of our study goals, we, the researchers, aim to provide practical

recommendations. The researcher's recommendations and ideas that might be

helpful to students, parents, teachers, and school administrators in the future are

listed below.

50
 In addressing cyberbullying cases, the researchers came up with

educational programs that teach students about the consequences of

cyberbullying and promote positive online behavior. These programs can be

integrated into the school curriculum or delivered through workshops and

seminars.

Also, for the students, in mitigating or lessening the cyberbullying cases,

the researchers suggest that they should be cautious about the information they

share online. Encourage students to think before they post or share anything

online, as once something is out there, it can be difficult to control or remove.

Remind them to avoid sharing personal information, such as their full name,

address, phone number, or passwords, on public platforms. Encourage them to

review their privacy settings on social media platforms and limit their audience to

trusted friends and family. By being mindful of what they share and who they

share it with, students can reduce the risk of becoming targets for cyberbullying.

For the teachers and school administrators, in addressing cyberbullying

cases, the researchers suggest that the teachers and school administrators

should implement comprehensive anti-bullying policies and education

programs that specifically address cyberbullying. This includes educating

students about the consequences of cyberbullying, promoting empathy and

digital citizenship, and providing clear guidelines for reporting incidents. By

creating a safe and supportive school environment, teachers and administrators

can empower students to speak up against cyberbullying and take appropriate

51
action. It is also important for schools to have protocols in place for investigating

and addressing cyberbullying incidents promptly and effectively.

Also, in mitigating or lessening the cyberbullying cases, the researchers

suggest that teachers and school administrators should establish clear

expectations and guidelines for online behavior, emphasizing respect, empathy,

and responsible use of technology. They can incorporate discussions and

activities that promote digital citizenship and address the consequences of

cyberbullying. It's also important for teachers to stay informed about the latest

trends and platforms used by students for online communication, as this will

enable them to better understand and address cyberbullying incidents. By

fostering a supportive and inclusive classroom culture, teachers can empower

students to speak up against cyberbullying, report incidents, and seek help when

needed. It's crucial for teachers to maintain open lines of communication with

students, parents, and school administrators to address cyberbullying promptly

and effectively.

In addressing cyberbullying cases, the researchers suggest that parents

should engage in regular conversations with their children about online safety

and responsible digital behavior. Encourage your child to share their online

experiences with you, and create a safe space where they feel comfortable

discussing any issues they may be facing. By maintaining open lines of

communication, parents can stay informed about their child's online activities and

provide guidance and support if they encounter cyberbullying.

52
 Also, for the parents, in mitigating or lessening the cyberbullying cases,

the researchers suggest that the parents should maintain open and honest

communication with their children about their online experiences, including social

media platforms, messaging apps, and online gaming. By regularly discussing

online interactions, parents can better understand their child's digital environment

and any potential signs of cyberbullying. It's important for parents to educate

themselves about the various social media platforms and online communities that

their child is a part of, allowing them to offer guidance and support when needed.

Parents should also set clear boundaries and rules for internet use, such as time

limits and privacy settings, to help protect their children from potential

cyberbullying incidents.

53
 REFERENCES

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the Prevalence of Mental Health Problems Amongst Adolescents-A Systematic

Literature Review (Doctoral dissertation, California State University, Northridge).

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2. Athanasiou, K., Melegkovits, E., Andrie, E. K., Magoulas, C., Tzavara, C. K.,

Richardson, C., ... & Tsitsika, A. K. (2018). Cross-national aspects of

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European countries. BMC public health, 18, 1-15.

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3. Waters, S., Russell, W. B., & Hensley, M. (2020). Cyber bullying, social media,

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4. Faucher, C., Jackson, M., & Cassidy, W. (2014). Cyberbullying among

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Education Research International, 2014.

https://bit.ly/3QsifNI

5. Wegge, D., Vandebosch, H., & Eggermont, S. (2014). Who bullies whom

online: A social network analysis of cyberbullying in a school context.

Communications, 39(4), 415-433.

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6.Faucher, C., Jackson, M., & Cassidy, W. (2014). Cyberbullying among

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8. Alim, S. (2016). Cyberbullying in the world of teenagers and social media: A

literature review. International Journal of Cyber Behavior, Psychology and

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9. Talpur, M. A. R., Touseef, T., Jilanee, S. D. A., Shabu, M. M., & Khan, A.

(2018). Effects of cyber bullying on teenagers: A short review of literature. Open

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10. Evans, C. B., & Smokowski, P. R. (2016). Theoretical explanations for

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11. Lan, M., Law, N., & Pan, Q. (2022). Effectiveness of anti-cyberbullying

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12. Blogspot.com. (2017, January 22). Retrieved 2023, from Anti-Cyber-Bullying

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Appendix A

(letter of proposal)

57
 Appendix B

(letter of request – research adviser)

58
 Appendix C

(letter of request – conduct survey)

59
 Appendix D
RESEARCH QUESTIONNAIRE

"Assessing the Efficiency of School Officers in Addressing Cyberbullying Cases

to Grade 7 Students of Saint Mary Academy of Guindulman, Bohol, Inc.".

Dear Participants,

We, the Grade 12 STEM students from Our Lady of Consolation, would
like to conduct an interview to partially complete the requirements for the Senior
High School Academic Track. "Assessing the Efficiency of School Officers in
Addressing Cyberbullying Cases to Grade 7 Students of Saint Mary Academy of
Guindulman, Bohol, Inc." is the title that the researchers are now working on. In
light of this, we are kindly asking for your time to be part of this study. Please
answer the questions honestly and to the best of your ability. Your responses are
entirely anonymous, and we firmly respect your right to privacy.

PART I. DEMOGRAPHIC PROFILE OF THE RESPONDENTS

60
Instructions: Kindly check (/) the box that corresponds to your answer.

Age: 12 13 14 15
Sex: Male Female
Section: St. Michael St. Gabriel St. Raphael

PART II. ASSESSMENT OF THE ACTIONS TAKEN BY SCHOOL OFFICERS

ON CYBERBULLYING CASES

Instructions: Put a checkmark (/) on the degree of your agreement or

disagreement with each statement that best answers your point of view.

Strongly Agree (SA) = 4

Agree (A) = 3

Disagree (D) = 2

Strongly Disagree (SD) = 1

SD D A SA
1. School officers effectively
communicate the school's anti-
cyberbullying policies and guidelines to
students.
2. The school officers proactively monitor
and address cyberbullying incidents
reported by students, parents, or staff.
3. School officers didn’t provide
adequate resources and support to
students and parents dealing with
cyberbullying.

61
4. School officers didn’t take proactive
steps to educate and raise awareness
among students about responsible online
behavior and the consequences of
cyberbullying.

PART III. EFFICIENCY OF SCHOOL OFFICERS IN FACILITATING CYBER

BULLYING CASES

Instructions: Put a checkmark (/) on the degree of your agreement or

disagreement with each statement that best answers your point of view.

Strongly Agree (SA) = 4

Agree (A) = 3

Disagree (D) = 2

Strongly Disagree (SD) = 1

Indicators SD D A SA
The
feedback
1. The school officers
and
promptly addressed my
concerns of
concerns related to
students,
cyberbullying.
parents , and
staff
2. The school officers
effectively communicate the
actions taken to resolve
cyberbullying cases to all
parties involved.

62
 3. The school officers
actively seek feedback from
students, parents, and staff
about cyberbullying issues.
4. I am not satisfied with the
school officers' responses to
cyberbullying reports.
5. I don't feel comfortable
reporting cyberbullying
incidents to the school
officers.
Developing
and 6. The school officers
implementing effectively involve students,
a social parents, and staff in
awareness promoting social awareness
program in about cyberbullying.
school
7. The school officers
collaborate with external
organizations to enhance
social awareness about
cyberbullying in the
community.
8. The school officers did not
successfully implement
programs to raise
awareness about
cyberbullying.
9. The initiatives taken by
the school officers didn't
improve students'
understanding of the
consequences of
cyberbullying.
10. The school officers did
not engage in campaigns to
prevent cyberbullying within
the school.

63
 CURRICULUM VITAE

PERSONAL BACKGROUND

Name : Karyll Mae A.Cabillo

Address : Cogtong, Candijay, Bohol

Age : 18

Sex : Female

Civil Status : Single

Citizenship : Filipino

Religion : Roman Catholic

Date of Birth : August 26, 2005

Place of Birth : Poblacion, Candijay, Bohol

Parents : Mr. JiovanniHospicioCabillo

64
 : Ms. Maria MelaneCabillo

E-mail : karyllcabillo388@gmail.com

EDUCATIONAL BACKGROUND

Elementary : Saint Paula Learning Center

Cogtong, Candijay, Bohol

High School (Junior) : Saint Mary Academy of Guindulman, Bohol, Inc.

Tabajan, Guindulman, Bohol

: Cogtong National High School

Cogtong, Candijay, Bohol

(Senior) : Saint Mary Academy of Guindulman, Bohol, Inc.

Tabajan, Guindulman, Bohol

Track : Science Technology Engineering Mathematics (STEM)

CURRICULUM VITAE

PERSONAL BACKGROUND

Name : Josher Jane S. Inojales

Address : Abihilan, Candijay, Bohol

Age : 17

Sex : Female

Civil Status : Single

Citizenship : Filipino

Religion : Born Again

Date of Birth : January. 14 2006

Place of Birth : Matin-ao Sierra-Bullones Bohol

65
Parents : Mr. Henry B. Inojales

: Mrs. Josephine S. Inojales

E-mail : inojalesjosher095@gmail.com

EDUCATIONAL BACKGROUND

Elementary : Abihilan Elementary School

Abihilan, Candijay, Bohol

High School (Junior) : Tambongan National High School

Tambongan, Candijay,Bohol

(Senior) : SaintMary Academy of Guindulman, Bohol, Inc.

Tabajan, Guindulman, Bohol

Track : Science Technology Engineering Mathematics (STEM)

CURRICULUM VITAE

PERSONAL BACKGROUND

Name : Ma. Katrina A. Lloren

Address : Catungawan Sur, Guindulman, Bohol

Age : 17

Sex : Female

Civil Status : Single

Citizenship : Filipino

Religion : Roman Catholic

Date of Birth : August 7, 2006

Place of Birth : Jagna, Bohol

Parents : Mr. CandidoLloren

66
 : Mrs. Beatriz Lloren

E-mail : katrinalloren4@gmail.com

EDUCATIONAL BACKGROUND

Elementary : Guindulman Central Elementary School

Sawang, Guindulman, Bohol

High School : Saint Mary Academy of Guindulman, Bohol, Inc.

Tabajan, Guindulman, Bohol

Track : Science Technology Engineering Mathematics (STEM)

CURRICULUM VITAE

PERSONAL BACKGROUND

Name : Maryan Kassandra G. Pizaña

Address : Can- Olin, Candijay, Bohol

Age : 18

Sex : Female

Civil Status : Single

Citizenship : Filipino

Religion : Roman Catholic

Date of Birth : August 18, 2005

Place of Birth : Chong Hua Hospital, Cebu City

Parents : Mr. Armando E. Pizaña

67
 : Mrs. Kyrene G. Pizaña

E-mail : maryangagaa@gmail.com

EDUCATIONAL BACKGROUND

Elementary : Bayawan City East Central School

Barangay Tinago, Negros Oriental

High School (Junior) : Saint Augustine Academy of Bayawan City, Inc.

Negros Oriental

(Senior) : Saint Mary Academy of Guindulman, Bohol, Inc.

Tabajan, Guindulman, Bohol

Track : Science Technology Engineering Mathematics (STEM)

CURRICULUM VITAE

PERSONAL BACKGROUND

Name : Karl John Rywen B. Revadinera

Address : Lungsodaan, Candijay,Bohol

Age : 17

Sex : Male

Civil Status : Single

Citizenship : Filipino

Religion : Roman Catholic

Date of Birth : July 25, 2006

Place of Birth : Manila

Parents : Mr. Erwin P. Revadinera

68
 : Mrs. Mary Ann B. Bernales

E-mail : karljohnrywenrevadinera@gmail.com

EDUCATIONAL BACKGROUND

Elementary : Saint Paula Learning Center

Cogtong, Candijay, Bohol

High School : Saint Mary Academy of Guindulman, Bohol, Inc.

Tabajan, Guindulman, Bohol

Track : Science Technology Engineering Mathematics (STEM)

CURRICULUM VITAE

PERSONAL BACKGROUND

Name : Charo Babia Reyes

Address : Tubod, Candijay, Bohol

Age : 16

Sex : Female

Civil Status : Single

Citizenship : Filipino

Religion : Roman Catholic

Date of Birth : June 02, 2007

Place of Birth : Candijay Medicare

Parents : Mr. Alex Reyes

: Ms. Cheryl Babia

69
E-mail : reyescharo2007@gmail.com

EDUCATIONAL BACKGROUND

Elementary : Tubod Elementary School

Tubod, Candijay, Bohol

High School (Junior) : Saint Joseph Academy

Poblacion, Candijay, Bohol

(Senior) : Saint Mary Academy of Guindulman, Bohol, Inc.

Tabajan, Guindulman, Bohol

Track : Science Technology Engineering Mathematics (STEM)

CURRICULUM VITAE

PERSONAL BACKGROUND

Name : Mayet B. Timbal

Address : Basdio, Guindulman, Bohol

Age : 18

Sex : Female

Civil Status : Single

Citizenship : Filipino

Religion : Roman Catholic

Date of Birth : December 1, 2005

Place of Birth : San Diego, San Pablo City, Laguna

Parents : Mr. Jacinto S. Timbal

: Mrs. Norma B. Timbal

70
E-mail : mayettimbal01@gmail.com

EDUCATIONAL BACKGROUND

Elementary : Basdio Elementary School

Basdio, Guindulman, Bohol

High School : Saint Mary Academy of Guindulman, Bohol, Inc.

Tabajan, Guindulman, Bohol

Track : Science Technology Engineering Mathematics (STEM)

CURRICULUM VITAE

PERSONAL BACKGROUND

Name : Kierl Eleazar B. Tiu

Address : Tabajan, Guindulman, Bohol

Age : 18

Sex : Male

Civil Status : Single

Citizenship : Filipino

Religion : Roman Catholic

Date of Birth : October 29,2005

Place of Birth : Jagna, Bohol

Parents : Mr. Eleazar Tiu

: Mrs. Kimberly Tiu

71
E-mail : kierltzy102905@gmail.com

EDUCATIONAL BACKGROUND

Elementary : Guindulman Central Elementary School

Sawang, Guindulman, Bohol

High School : Saint Mary Academy of Guindulman, Bohol, Inc.

Tabajan, Guindulman, Bohol

Track : Science Technology Engineering Mathematics (STEM)

72