DEPARTMENT OF EDUCATION

Bayambang National High School

Bayambang, Pangasinan
Senior High School
S.Y.2022-2023

Level of Awareness on Cyberbullying Acts among Grade 11 HUMSS

Students of Bayambang National High School

A Research Proposal
Presented to
Bayambang National High School
Senior High School Department

In Partial Fulfillment
of the Requirements for
Practical Research II

By:
Laza, Chabileta G.
Feliciano, William N.
Napuli, Marl Adrian T.
Salomon, Evrahim D.

November 2023

i
 Level of Awareness on Cyberbullying Acts among Grade 11 HUMSS
Students of Bayambang National High School

Chapter I

The Problem and its Background

Background of the Study:

As time went on, cyberbullying's effects on kids' mental health grew more severe

and potent. Social media has grown in popularity among students as a result of

technological advancements, and some of them misuse it. Anyone can experience

cyberbullying at any time. Suicide, anxiety, and mental illness are possible outcomes of

this.

According to Stop Bullying (2021), Cyberbullying is bullying that takes place over

digital devices like cell phones, computers, and tablets. Cyberbullying can occur through

SMS, Text, and apps, or online in social media, forums, or gaming where people can view,

participate in, or share content. Cyberbullying includes sending, posting, or sharing

negative, harmful, false, or mean content about someone else. It can include sharing

personal or private information about someone else causing embarrassment or

humiliation. Some cyberbullying crosses the line into unlawful or criminal behavior.

In the Philippines, there is a law on cyberbullying. The Anti-Bullying Act of 2013

(Republic Act No. 10627) recognizes the importance of preventing and responding to

bullying, including cyberbullying, in educational institutions. Schools are mandated to

adopt policies and mechanisms to effectively handle and address bullying incidents

Respicio & Co. (2023).

 According to Shannen, T. , Shin, J.K., et. al. (2021). Cyberbullying has been found

to be linked to low self-esteem, family problems, academic problems, violence, and

delinquent behaviors. Victims of cyberbullying usually report feelings of depression, anger,

frustration, and even suicidal thoughts.

The purpose of this study is to determine the level of awareness of cyberbullying acts

among grade 11 HUMSS students at Bayambang National High School. This study will be

conducted to show the level of awareness and to find a solution for how to broadly

educate senior high school students about cyberbullying acts.

Statement of the Problem:

This study aims to determine the level of awareness on cyberbullying acts

among grade 11 HUMSS students.

Specifically, it sought to answer the following questions:

1. What is the profile of Grade 11 HUMSS students with respect to:

a. Sex;

b. Age;

c. Section and

d. Time spent on the Internet?

2. What Various forms of Cyberbullying that grade 11 HUMSS students of

Bayambang National High School encounter?

3. Is there an significant relationship between profile of Grade 11 HUMSS

students and their level of awareness?

4. Proposed Intervention
Hypothesis:

There is no significant relationship between Level and Awareness to cyber

bullying acts among grade 11 HUMSS students in Bayambang National High School .

Scope and Delimitation:

The study focuses on the level of awareness of cyberbullying acts among Grade

11 HUMSS students in the year 2023. The primary objective is to determine the level of

awareness of cyberbullying acts among Grade 11 HUMSS students. The research will

take place within Grade 11 senior high school HUMSS classrooms. The respondents are

Grade 11 HUMSS students. These questionnaires will be distributed to students per

section, and the data collected will be used to determine the level of awareness of

cyberbullying acts among Grade 11 HUMSS students.

Significance of the Study:

This study will greatly benefit the following..

Students: For students, this study is significant as it directly impacts their well-being.

Increased awareness of cyberbullying helps them recognize and respond to potential

threats, fostering a safer online environment. It empowers them to protect themselves and

their peers, promoting a sense of security and emotional health.

Parents: Parents are critical in the lives of students, especially in monitoring their online

activities. Knowledge about the level of awareness can empower parents to have open

discussions with their children about cyberbullying, its risks, and how to stay safe online. It

encourages parental involvement and support, which is essential for student safety and

well-being.
Teachers: Teachers play a vital role in students’ lives. Understanding the level of

awareness among students allows educators to tailor their teaching and support methods.

They can implement preventive measures, provide guidance, and address cyberbullying

incidents promptly. In turn, this contributes to a more positive and conducive learning

environment.

Government: Government agencies and policy makers can benefit from this study as it

provides valuable insights into the state of awareness regarding cyberbullying among

students. This information can inform the development of policies and initiatives aimed at

addressing cyberbullying on a broader scale. It can also guide the allocation of resources

to support anti-cyberbullying programs and legislation.

Future Researchers: This study can serve as a foundational resource for future

researchers in the field of cyberbullying awareness. It provides a benchmark against

which future studies can compare their findings, allowing for the identification of trends

and changes over time. It also highlights potential areas for further research, such as the

effectiveness of awareness campaigns or the long-term impacts of cyberbullying

awareness on students.

Definition of Terms:

Definitions are important in exploring common understanding within improvement

teams. They play a key role in ensuring people understand the same thing about key

terms or issues. However, their role is not to Standardize or set a common language,

rather to enable communication through better understanding or translation

 Anchored : to make something or someone stay in one position by fastening him,

her, or it firmly.
  Benchmark : a standard or point of reference against which things may be

compared or assessed.

 Fostering : encourage or promote the development of (something, typically

something regarded as good).

 Mandated : give (someone) authority to act in a certain way.

 Questionnaires : a set of printed or written questions with a choice of answers,

devised for the purposes of a survey or statistical study.

Conceptual Framework:

Input Process Output

Socio-demographic
profile:
1. Profiling
1. Sex 2. Survey Cyberbullying
2. Age Questionnaire Awareness
3. Section 3. Data Analysis and Program
4. Time spent on the Interpretation
Internet

Figure1: Level of Awareness on Cyberbullying Acts among Grade 11 HUMSS

Students of Bayambang National High School

The researchers will use the Input Process Output (IPO) model. It includes the the

materials that will be need through the process and will be the guide of the among the

grade 11 HUMSS students. In figure 1, it shows the process on identifying why grade 11

HUMSS students need to know the handling practices and the effect of the study to

respondents daily life. For input, it contains the respondents profile. For process, it
contains the questionnaires that will be utililize. For output, It contains the propose

intervention.
 Chapter II

Review Literature and Related Study

In this chapter, the researchers delve into a comprehensive review of the existing literature

and related studies, providing a nuanced understanding of the current state of knowledge

in the field.

Related Literature

The act of securing and immobilizing objects or individuals finds multifaceted

expressions, as elucidated by diverse sources. According to the Cambridge Dictionary in

2023, to "make something or someone stay in one position by fastening him, her, or it

firmly" encapsulates the essence of the term. This implies not only physical restraint but

also the imposition of stability and fixity, a practice often employed for safety, organization,

or control.

Extending the notion, the Longman Dictionary of Contemporary English

(LDOCE) in 2023 adds depth to the concept, defining it as being "strongly connected with

a particular system, way of life, etc." This conveys a broader sense of attachment,

suggesting that the act of securing goes beyond the physical realm to encompass a

profound association with a specific context, lifestyle, or system.

Furthermore, in the realm of maritime affairs, as articulated by The Free

Dictionary in 2023, the nautical perspective introduces a unique dimension to securing.

Here, the term is contextualized as a nautical practice involving a heavy object attached to

a vessel by a cable, rope, or chain.

This object, commonly referred to as an anchor, is deployed into the water to

ensure the vessel's stability either through its sheer weight or by its flukes, which grip the
bottom. This maritime application underscores the versatility of the term, demonstrating

how securing transcends contexts and manifests in various forms, from physical restraint

to cultural or operational anchoring.

According to Techtarget of (2023) benchmark is a standard or point of

reference people can use to measure something else.

In addition, According to James Chen (2022) "Investors use benchmarks to

measure the performance of securities, mutual funds, exchange-traded funds, portfolios,

or other investment instruments.

Lastly, the American Society (2023) stated that Benchmarking is defined as

the process of measuring products, services, and processes against those of

organizations known to be leaders in one or more aspects of their operations.

Benchmarking provides necessary insights to help you understand how your

organization compares with similar organizations, even if they are in a different business

or have a different group of customers.

According to Doyle (2013) fostering is the provision of temporary care for

children who cannot reside with their biological families, involving a nurturing environment

that supports their emotional, social, and physical well-being.

In addition, Fostering innovation within organizations refers to the deliberate

cultivation of an environment that encourages creativity, experimentation, and the

implementation of novel ideas to enhance business processes and products (West & Farr,

2014).

Lastly fostering interpersonal relationships involves actively nurturing

connections between individuals, emphasizing empathy, communication, and mutual

support to cultivate meaningful and enduring bonds (Guerrero, Andersen, & Afifi, 2013).
Fostering encompasses diverse contexts, from providing temporary care for children in

need to fostering innovation in business and cultivating meaningful interpersonal

relationships.

Whether in child welfare, organizational culture, or personal development,

fostering plays a crucial role in creating supportive environments and nurturing growth.

The references provided offer in-depth insights into these multifaceted aspects of

fostering, reflecting its significance in various domains of human experience.

Related Study

According to Ashley Abramson (2022). "Cyberbullying can happen anywhere with

an internet connection. While traditional, in-person bullying is still more common, data

from the Cyberbullying Research Center suggest about 1 in every 4 teens has

experienced cyberbullying, and about 1 in 6 has been a perpetrator. About 1 in 5 tweens,

or kids ages 9 to 12, has been involved in cyberbullying". As society becomes more

interconnected through online platforms, the need to comprehend and address

cyberbullying acts has become paramount.

In tandem with the growing concern surrounding cyberbullying, recent related

studies have delved into the multifaceted aspects of awareness regarding such digital

transgressions. This shows the influence of cyberbullying on the academic, social, and

emotional development of students.

Furthermore, the surge in online activities, particularly among diverse demographic

groups, underscores the urgency of cultivating awareness on cyberbullying acts.

According to Tulane University School of Social Work, “Cyberbullying can make

depression and anxiety more likely to develop, exacerbate existing mental health issues,

disrupt academic performance, and impact overall happiness and well-being”.

According to Akcil of 2018, "Under great emotional stress, victims of

cyberbullying are unable to concentrate on their studies, and thus their academic progress

is adversely affected" . By synthesizing the findings, this review seeks to contribute to a

nuanced understanding of the awareness landscape and inform strategies for fostering

safer digital spaces.

Foreign Studies

The pervasive issue of cyberbullying, as explored in several studies, manifests

profound consequences on academic, social, and emotional dimensions. In Yehuda's

2019 study, titled "Cyberbullying and its influence on academic, social, and

emotional development of undergraduate students," victims grapple with

concentration difficulties, detrimentally impacting academic progress (Akcil, 2018). The

psychological toll is further underscored by Faryadi (2011), emphasizing how the

depressive effects of cyberbullying hinder students from excelling in their studies.

Similarly, Zhu et al. (2021), in their comprehensive review titled "Cyberbullying

Among Adolescents and Children," shed light on the multifaceted negative effects,

revealing how cyberbullying infiltrates personal privacy and contributes to psychological

disorders. Drawing a stark comparison with traditional bullying, the study notes heightened
levels of depression, anxiety, loneliness, self-esteem issues, and school absenteeism

among online bullying victims (Zhu et al., 2021).

Building on this narrative, the study on "Cyber Bullying and Victimization among

University Students" highlights the pervasive impact of cyberbullying on university

students, causing fear, sadness, anger, self-harm, academic failure, and low self-esteem

(Kalender et al., 2019). Acknowledging the unique vulnerability of university students due

to increased internet accessibility, the study accentuates the far-reaching consequences

of cyberbullying in the virtual environment.

Expanding the scope globally, Abaido's (2019) study on "Cyberbullying on social

media platforms among university students in the United Arab Emirates"

emphasizes the indiscriminate nature of cyberbullying across age, gender, and various

biases. The study underscores the psychological harm inflicted by cyberbullying,

emphasizing its more damaging nature compared to traditional bullying due to the

preservation and rapid circulation of harmful material.

Furthermore, Myers et al. (2019), in their study " Cyberbullying across the

Lifespan of Education," delineate the distinctive characteristics of cyberbullying. This

form of aggression invades a target's privacy relentlessly, extending beyond traditional

boundaries and heightening insecurity due to perpetrators concealing their identity. The

study underscores the need for interventions, recognizing the pervasive impact of

cyberbullying across different stages of education.

In essence, these studies collectively illuminate the intricate web of challenges

posed by cyberbullying, prompting a call for comprehensive understanding, preventative

measures, and supportive interventions across educational landscapes globally.

 A mandate, as defined by Vocabulary.com in 2023, signifies an official command

or a decisive approval. In the political realm, when a leader secures victory in an election

by a substantial margin, it is regarded as a mandate, granting them the authority to

implement their proposed ideas and policies.

Furthermore, according to Merriam-Webster (2023), in the historical context of

the League of Nations, a mandate also refers to an order or commission bestowed upon

a member nation. This mandate empowers the nation to establish a responsible

government over a formerly German colony or another conquered territory. It represents a

formal authorization, reflecting the League of Nations' role in shaping post-conflict

governance.

Expanding on this historical perspective, as highlighted by Britannica in 2023,

a League of Nations mandate extends beyond the mere authorization; it designates the

governed territory as a mandated territory or mandate. Such territories, stemming from

former German or Turkish colonies, were entrusted to member nations for administration.

This complex system aimed at facilitating the transition of territories from imperial control

to responsible governance under international supervision.

In summary, the term "mandate" encapsulates a multifaceted concept, ranging

from a broad political endorsement to a specific historical authorization, showcasing its

versatility in describing both contemporary political dynamics and past international

governance structures.

Local Studies

In the study of Shannen, et al. (2021), entitled Empathy, Cyberbullying, and

Cyber victimization among Filipino Adolescents, states that despite the fact that
empathy does not always prevent cyberbullying, victims of cyberbullying had higher

empathy levels. Nonetheless, a troubling discovery from this research is that victims might

turn into cyberbullies. Therefore, empathy needs to be emphasized in the efforts to

address other cyber-related concerns and stop cyberbullying. Due to the close connection

between cyberbullying and cyber victimization, it is essential to pay attention to this

relationship and work together to ensure that cyberbullying does not escalate into more

serious issues.

According to the study of Vargas, et al. (2016) entitled Senior High School

Students Cyberbullying Experience: A Case of University in the Philippines,

because of University Administration officials constantly conduct information awareness

programs that lessen anxiety and other negative feelings among senior high school

students, the majority of students have positive opinions regarding cyberbullying. Because

of this, senior high school students' cyberbullying remains a serious issue for both

teachers and students.

In addition, The study of Alvarico, et al. (2023) entitled “ Cybercrime Awareness

Among Senior High School Students”, states that respondents showed a high level of

awareness to cybercrime, encompassing identity theft, cyberbullying, and cyber

pornography. As such, the respondents possess enough expertise to avoid being victims

of this kind of cybercrime or engaging in it entirely. Unforeseen incidents could occur,

though, so we must always be prepared to provide guidance, security, and support when

needed. This means that while people are well-versed in some types of cybercrime, such

as phishing, hacking, and cyberbullying, they are less knowledgeable about others, such

as identity theft and online fraud.

 Additionally, The study of Masangkay, (2020) entitled Defense Mechanism of

Students Experiencing Cyberbullying: A Qualitative Analysis on Students’ Internet

Interaction, states that students can cope and adapt by participating in school-related,

social, and personal development activities as defensive mechanisms or ways to protect

themselves from bullies. The research proposes that diverse educational institutions

undertake distinct initiatives pertaining to inclusivity, gender parity, and heightened social

consciousness and responsibility in the utilization of social media and other related

platforms. Additionally, the Population Commission (PopCom) and the Department of

Social Welfare and Development (DSWD) will work together to establish national and local

regulations mandating social media companies to automatically screen content and

prohibit expressions that encourage bullying.

Lastly According to the study of Vito, (2022), entitled Frequency and

Characteristics of Cyberbullying among Filipino Adolescents, states that bullies and

cyberbullies were more likely to be men than women. Additionally, compared to male

victims, female victims of cyberbullying were more likely to notify adults. Cyberbullying

victimization and perpetration were found to be strongly correlated, suggesting that

cyberbullies are more likely to be cyber victims and vice versa. Moreover, almost 50% of

victims don't tell adults about their experiences with cyberbullying. Therefore, it is advised

that schools create an action plan to address staff and student surveys regarding the

extent of cyberbullying problems at school. Parents ought to be the first people their kids

turn to when something goes wrong. On the other hand, parents may not always be the

first to identify problems. On the other hand, parents don't always find out about problems

first. As a result, school administration ought to facilitate a conversation about

cyberbullying with parents.

Synthesis of the Related Studies

In the study conducted by Shannen et al. (2021), titled " Empathy,

Cyberbullying, and Cyber victimization among Filipino Adolescents," the findings

reveal an intriguing relationship between empathy and cyberbullying. Despite the

acknowledgment that empathy doesn't always serve as a preventative measure against

cyberbullying, the study highlights an unexpected correlation – victims of cyberbullying

tend to exhibit higher levels of empathy. However, the research also uncovers a

concerning trend: victims may transform into cyberbullies themselves. This prompts a call

for a focused emphasis on cultivating empathy in addressing various cyber-related

concerns and curbing the prevalence of cyberbullying.

Transitionally, shifting to Abaido, G.'s (2019) study titled " Cyberbullying

on Social Media Platforms among University Students in the United Arab Emirates,"

a broader spectrum of cyberbullying dynamics emerges. This study emphasizes that

cyberbullying is not confined to a specific age group or gender, but it can manifest across

various demographics, encompassing physical, cultural, racial, and religious biases.

Notably, the psychological repercussions of cyberbullying are underscored as more

severe than traditional bullying, given the capacity to preserve and rapidly circulate

harmful content.

Comparatively, both studies shed light on the nuanced nature of

cyberbullying. Shannen et al.'s research emphasizes the internal aspect, showcasing the

intricate relationship between empathy and cyberbullying victimization. On the other hand,

Abaido, G.'s study provides a more expansive view, considering cyberbullying across
diverse demographics and highlighting the heightened psychological impact of this digital

aggression.

However, a common thread that ties both studies is the recognition of the

escalating potential of cyberbullying into more serious issues. Shannen et al. advocate for

the importance of empathy in preventing the transformation of victims into perpetrators,

while Abaido, G. underscores the need to address the psychological harm caused by

cyberbullying.

In conclusion, these studies collectively emphasize the urgency of

addressing cyberbullying in its various dimensions. While Shannen et al. focus on the

internal dynamics, stressing the role of empathy in prevention, Abaido, G.'s study widens

the perspective, emphasizing the diversity of cyberbullying occurrences and its heightened

psychological impact. Together, they underscore the need for comprehensive efforts to

combat cyberbullying and its potential consequences.

 Chapter III

Research Methodology

This Chapter unfolds the intricate methodology employed in this study, offering a detailed

exploration of the research design, data collection, and analytical approaches that form

the backbone of our investigation.

Research Design

The researchers will employ the Descriptive Research Methodology, as elucidated

by the Dovetail Editorial Team in the year 2023. Descriptive research design is proposed

with the systematic acquisition of information to comprehensively describe a phenomenon,

situation, or population. In addition to this conceptualization, the term "descriptive

research" encompasses the formulation of research questions, the structuring of the study,

and the subsequent analysis of data pertinent to the identified subject matter (Adi Bhat,

2023).

Sample Design

A random sample technique will be used to administer the survey questionnaires. The

researchers will randomly select 30 respondents from 15 HUMSS student sections at the

Senior High School of Bayambang National High School, who are all in grade 11. The

respondents will answer the questionnaires that the researchers will provide. The

researchers will use simple random sampling to gather the appropriate amount of data

about the level of awareness of cyberbullying acts among the senior high school students

at Bayambang National High School. This will help to ensure that the respondents will be

fairly chosen.
Sample Size

The study will be conducted at Bayambang National High School, Senior High School.

The respondents for this study are Grade 11 Humanities and Social Science (HUMSS)

students. The researchers will randomly collect data from the 15 sections in Grade 11,

with only 30 students chosen to participate. In total, there are 664 Grade 11 HUMSS

students at BNHS, and the sample size for the study is 250.

n = N / (1 + Ne2)
n = 664 / (1 + 664(. 05)2)
n = 249.62
n = 250
Data Gathering Instrument

The researchers will use survey questionnaires that will be approved by the

researcher’s subject teacher as their main data collection tool in order to get the

information they need from the Grade 11 HUMSS students. There are two components to

the questionnaire: one for the responders and another for a checklist that gauges their

level of awareness regarding cyberbullying. There will be no time limit, allowing the

respondents the freedom to answer at their convenience. Ensuring the respondents'

safety and confidentiality, each response will be recorded for additional examination in

later chapters.

The student profile, which includes age, sex, section, and amount of time spent

on the Internet, is the main focus of the first section of the questionnaire. The second

segment is divided into three sections and has a compromised checklist along with five (5)

items total. Respondents will be asked to indicate their response by checking the

corresponding box in the provided columns.

Data Gathering Procedure

The researchers devoted a significant amount of time, effort, and collaboration

to make a google form to answer the questions. These google forms will be designed to

gather responses in the students' level of awareness . The researchers will forward links

of google forms to senior high school HUMSS students per section from Bayambang

National High School SHS. Adequate time will be provided for the students to complete

the google form before the researchers closed the link. The collected data will be then

analyzed and interpreted to understand the level of awareness to cyber bullying acts

among Grade 11 HUMSS students.

Statistical Treatment of the Data:

1. Frequency and Percentage. The researchers will be used to determine the

distribution of the respondents’ profiles. The process of gathering the percentage

is dividing the frequency (sum of responses) by the total number of responses.

To compute the Percentage (P)

P = (f/n) x 100

Where:

P = percentage

f = frequency

n = total number of respondents

100= Constant value Weighted Mean

2. Weighted Mean. To evaluate the Awareness of the respondents. The

researchers used the Average Weighted mean for the interpretation of the

computed value. The researchers used the following formula to determine the
Average Weighted mean:

∑𝒏 (𝒘𝒊 𝑥 𝒙𝒊)
𝒘= 𝒊=𝟏

∑𝒏 𝒘𝒊
𝒊=𝟏
where:
𝒘 = represents the calculated weighted mean

𝒙𝒊 = represents each data point in the data set

𝒘𝒊 = represents the corresponding weight for each data point

𝒏 = represents the total number of data points in the data set

To interpret the calculated result, the researchers used a Likert Scale or a

Rating System which is a pre-arranged system, a one-dimensional scale from which

the respondents chose one option that reflects his/her opinion. Respondents select

one of several potential replies to a certain question or statement. Typical responses

include “Highly Aware”, “Moderately Aware”, “Less Aware”, “Unaware.” The legend of

the Four-Point Likert Scales is in the following.

Scale Range Verbal Interpretation

4 3.51 – 4.00 Highly Aware

3 2.51 – 3.50 Moderately Aware

2 1.51 – 2.50 Less Aware

1 1.00 – 1.50 Unaware

Table 1.

The legend of the Four-Point Likert Scales

Ethical Consideration:

Prior to commencing data collection, researchers will ensure the safeguarding

of information acquired from Grade 11 HUMSS students at Bayambang National High

School Senior High School. Participants will be duly apprised of the study's objectives,

and their responses will be handled with the utmost confidentiality. This research

extensively delves into the satisfaction levels of online shopping for each participant.

Only individuals expressing interest will be considered, and participants will be informed

of their entitlement to withdraw at any juncture should they encounter discomfort during

their participation.

All documents, including manuals, policies, and procedures, will be

maintained in confidence and will not be divulged to any third party. The study

acknowledges and attributes due credit to all contributors, promptly recognizing

scholars and attaching a comprehensive list of references. Maximum diligence will be

applied to ensure the study maintains impartiality, devoid of any abuse, misconduct, or

fraudulent acts or practices.

 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Introduction

This chapter presents the analysis and interpretation of data regarding the level

of awareness on cyberbullying acts among grade 11 Humanities and Social Sciences

(HUMSS) students in Bayambang National High School.

The presentation was arranged accordingly to the problems treated in this study.

First, is the profile of the grade 11 HUMSS students in terms of sex, age, section, and

time spent on the internet. Second, is the various cyberbullying forms encountered

among the respondents which is based on the given standardized test. Lastly, is the

significant relationship between the profile of the students and the level of awareness

regarding cyberbullying acts.

Table 1

SEX

Frequency Percent

Male 106 44.2

Female 134 55.8

Total 240 100.0

Table 2

AGE

Frequency Percent

16 94 39.2

17 142 59.2

18 1 .4

19 3 1.3

Total 240 100.0

Table 3

SECTION

Frequency Percent

Justice 16 6.7

Honesty 16 6.7

Hope 17 7.1

Faith 16 6.7

Love 16 6.7

Compassion 16 6.7

Kindness 16 6.7

Courage 16 6.7

Purity 16 6.7

Charity 16 6.7

Felicity 16 6.7

Punctuality 16 6.7
 Modesty 16 6.7

Joy 16 6.7

Enthusiasm 15 6.3

Total 240 100.0

Table 4

TIME SPENT

Frequency Percent

Rarely 4 1.7

Ocassionally 7 2.9

Frequently 32 13.3

Always 197 82.1

Total 240 100.0

Table 5
Average Weighted Mean of the Respondents’ Awareness on Cyberbullying

Descriptive Statistics

Mean Interpretation

A1 3.07 Moderately Aware

A2 3.17 Moderately Aware

A3 3.21 Moderately Aware

A4 3.16 Moderately Aware

A5 3.11 Moderately Aware

Total Moderately Aware

3.14
Table 6
Average Weighted Mean of the Respondents’ Awareness on Cyberbullying Law

Descriptive Statistics

Mean Interpretation

B1 3.23 Moderately Aware

B2 3.07 Moderately Aware

B3 3.11 Moderately Aware

B4 3.16 Moderately Aware

B5 3.13 Moderately Aware

3.14 Moderately Aware

Total

Table 7 Average Weighted Mean of the Respondents’ Awareness on Suicide

Descriptive Statistics

Mean Interpretation

C1 3.26 Highly Aware

C2 3.27 Highly Aware
C3 3.19 Moderately Aware
C4 3.18 Moderately Aware
C5 3.25 Moderately Aware
Total 3.23 Moderately Aware

Table 8 Significant relationship between profile and cyberbullying

Profile Pearson Chi Square Df Pearson Chi Square

Value (Asymp. Sig. 2-sided)
Sex 10.677 3 0.014
 Age 8.606 9 0.474
Section 18.481 42 0.000
Time Spent 18.390 9 0.031

Table 9 Significant relationship between profile and cyberbullying Law

Profile Pearson Chi Square Df Pearson Chi Square
Value (Asymp. Sig. 2-sided)
Sex 6.728 3 0.081
Age 4.871 9 0.845
Section 140.267 42 0.000
Time Spent 12.049 9 0.211

Table 10 Significant relationship between profile and Suicide

Profile Pearson Chi Square Df Pearson Chi Square

Value (Asymp. Sig. 2-sided)
Sex 2.968 3 0.227
Age 3.683 9 0.720
Section 58.231 42 0.001
Time Spent 8.244 9 0.221

Take note: If the Pearson Chi Square (Asymp. Sig. 2-sided) is less than 0.05, that means it is
statistically significant
References:

Abaido, G. (2019). Cyberbullying on social media platforms among university students

in the United Arab Emirates. Retrieved from

https://www.tandfonline.com/doi/full/10.1080/02673843.2019.1669059

Akcil S. Kent State University; 2018. Cyberbullying-Victimization, Acculturative Stress,

and Depression Among International College Students. Doctoral dissertation.

Retrieved from: https://scholar.google.com/scholar?q=Akcil+S.+Cyberbullying-

Victimization,+Acculturative+Stress,

+and+Depression+Among+International+College+Students+Doctoral+dissertatio

n+2018+Kent+State+University+

Alvarico, et al. (2023). Cybercrime Awareness Among Senior High School Students

retrieved from: https://mjbas.com/data/uploads/55648.pdf

American Society For Quality (2023). WHAT IS BENCHMARKING?. Retrieved from:

https://asq.org/quality-resources/benchmarking

Ashley A. (2022). American Psychological Association. Cyberbullying: What is it and

how can you stop it?. Retrieved from:

https://www.apa.org/topics/bullying/cyberbullying-online-social-media

Britannica (2023). Mandate. Retrieved from: https://www.britannica.com/topic/mandate-

League-of-Nations
Cambridge Dictionary (2023). Anchored. Retrieved from:

https://dictionary.cambridge.org/us/dictionary/english/anchored

Dovetail Editorial Team (2023). What is Research design. Retrieved from:

https://dovetail.com/research/descriptive-research/#:~:text=Descriptive

%20research%20design%20aims%20to,problem%20rather%20than%20the

%20why.

Doyle, J. (2013). A child welfare perspective on parenting capacity assessments.

Retrieved from:

https://www.researchgate.net/publication/222136300_Assessing_parenting_capa

city_in_a_child_welfare_context

Guerrero, L. et al. (2013). Close encounters: Communication in relationships. Retrieved

from: https://books.google.com.ph/books/about/Close_Encounters.html?

id=sufxrS5UFW0C&redir_esc=y

James Chen (2022). Benchmark: What It Is, Types, and How to Use Them in Investing.

Investopedia. Retrieved from:

https://www.investopedia.com/terms/b/benchmark.asp

LDOCE (2023). To be something anchored. Retrieved from

https://www.ldoceonline.com/dictionary/be-anchored-in-something

Masangcay, D. (2020). Defense Mechanism of Students Experiencing Cyberbullying: A

Qualitative Analysis on Students’ Internet Interaction retrieved from

https://www.researchgate.net/profile/Dennis-Masangcay-2/publication/

346617660_Defense_Mechanism_of_Students_Experiencing_Cyberbullying_A_
 Qualitative_Analysis_on_Students'_Internet_Interaction/links/

5fc9c17245851568d13a7cde/Defense-Mechanism-of-Students-Experiencing-

Cyberbullying-A-Qualitative-Analysis-on-Students-Internet-Interaction.pdf

Myers, et al. (2019). Cyberbullying across the Lifespan of Education: Issues and

Interventions from School to University. Retrieved from

https://www.mdpi.com/1660-4601/16/7/1217

N.A. (2021). Cyber Bullying and Victimization among University Students. Retrieved

from https://files.eric.ed.gov/fulltext/EJ1336016.pdf

Shannen, et al. (2021). Empathy, Cyberbullying, and Cyber victimization among Filipino

Adolescents. Retrieved from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8650871/

Tulane University School of Social Work (2023). What is Cyberbullying. Retrieved from:

https://elunanetwork.org/resources/cyber-bullying-awareness

Techtarget (2023). What is Benchmark?. Retrieved from:

https://www.techtarget.com/searchcio/definition/benchmark

The Free Dictionary (2023). Anchored. Retrieved from

https://www.thefreedictionary.com/anchored

Vargas, et al. (2016). Senior High School Students Cyberbullying Experience: A Case

of University in the Philippines. Retrieved from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8650871/
Vito, C. (2022). Frequency and Characteristics of Cyberbullying among Filipino

Adolescents. Retrieved from

https://dergipark.org.tr/en/download/journal-file/8291#page=137

West, M. A., & Farr, J. L. (2014). Innovation and creativity at work: Psychological and

organizational strategies. Retrieved from https://books.google.com.ph/books?

hl=en&lr=&id=BNqUDwAAQBAJ&oi=fnd&pg=PA231&dq=West,+M.+A.,+

%26+Farr,+J.+L.+(2014).+Innovation+and+creativity+at+work:

+Psychological+and+organizational+strategies.&ots=3zETNALxcI&sig=QBVYco

BJUuddanl93qPGqgx2y70&redir_esc=y#v=onepage&q=West%2C%20M.%20A.

%2C%20%26%20Farr%2C%20J.%20L.%20(2014).%20Innovation%20and

%20creativity%20at%20work%3A%20Psychological%20and%20organizational

%20strategies.&f=false

Yehuda, P. (2019). Cyberbullying and its influence on academic, social, and emotional

development of undergraduate students. Retrieved from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6434491/

Zhu, et al. (2021). Cyberbullying Among Adolescents and Children: A Comprehensive

Review of the Global Situation, Risk Factors, and Preventive Measures.

Retrieved from

https://www.frontiersin.org/articles/10.3389/fpubh.2021.634909/full