THE EFFECTS OF CYBERBULLYING THROUGH THE USE OF SOCIAL

MEDIA TO THE GRADE 12 STUDENTS OF

UNIVERSITY OF THE VISAYAS

A Study Presented to the Faculty of the

Senior High School Department
UNIVERSITY OF THE VISAYAS

In partial fulfillment of the requirements for

The Senior High School Department

By:

Abregana, Charisse Jade

Macaraya, Christine Ivy
Pepito, Darren
Pacana, Micky
Desoloc, Catherine
Castanas, Teresa
Baldo, Nikka

APRIL 2019
 ACKNOWLEDGEMENT

The process of making this research are both tiring and fulfilling at the same time and to
extend the utmost appreciation, the success of this study wouldn’t be fulfilled without the support
of the important persons behind this research:
First and foremost, to our ALMIGHTY FATHER who have given us the knowledge and
power to conduct this research with the strength we need to be able to get through the whole
process of the research.
To our supportive and understanding PARENTS who have always been there in the hard
times of accomplishing this research in terms of the financial support and the moral support they
imparted when we are hopeless.
To our beloved thesis adviser MR. DARYL AMBRAD who have guided us throughout the
whole research with his suggestions and feedbacks in improving our study as we are the amateur
researchers.
To our dear FRIENDS who stayed with us and cheered us through the hard times of making
this study and sharing their positive vibes. To the RESPONDENTS of this research who have
willingly participate and cooperate in answering our research despite the busy schedule of school
but was still able to fulfill the data that we needed.
To the FACULTY OF CONCORD TECHNICAL INSTITUTE – HIGH SCHOOL
DEPARTMENT for allowing us to conduct our study in their institution.
For this, we owe a special debt of gratitude.
DEDICATION
For the Heavenly Father, who has always been our strength in achieving the pursuits in our
life, creator and the most supreme who have imparted us the knowledge in this world that is beyond
the blessings we could attain
For our family, who inspires us in doing great in everything
For the people that will always remain special to us
With all of our heart, we dedicate this work of us.
 ABSTRACT

Advancement in the technology is something that everyone is trying to adapt in which introduces
various forms of networks, online communications and convenience for everyone. As this is the
generation wherein the young minds are influence through the vicinity of technology, it is also the
generation that is open on the hazards of internet, social media, and online means for they are the
active users, in which unguided use of new forms of social engagement wherein can either result
for the person to be the victim or the perpetrator, and hideously through the platform of social
media could lead to cyberbullying.

The purpose of this study adheres on wanting to know the effects of cyberbullying to the students
from Concord Technical Institute, how it can be prevented, and who should be involved wherein
the researchers distributed 50 checklist form of questionnaire to the 50 respondents of Grade 9
students of Concord Technical Institute, an institution located at 37 Cabreros St., Cebu City, 6000
Cebu. This study anchors on quantitative research using the approach of descriptive survey that
was designed to collect statistical data in order to identify in finding the effects of cyber bullying

The conclusions reached that majority of the students have experienced being cyberbullied through
social media that illustrated the various effects that a student experienced but most of them were
nonchalant in their experience in the act of cyberbullying that had been done to them and mostly
how they cope up the chop of cyberbullying is to ignore the issue and move on. Cyberbullying
can also be destructive to some people wherein it can be a serious problem which can cause the
victim to feel inadequate and overly self-conscious along with the possibility of committing suicide
and having rounds of anxiety due to being cyberbullied despite of the experience of cyberbullying
through social media, they still chose to post it on the social site as a way on how they cope up
with the bullying, that can be determined that they are dependent on using social media even
knowing that they are harmed through using it which can also result in a domino effect wherein
there is a need to inflict what they felt to others.
Implications for practice and working with those affected by cyberbullying include ensuring that
students, administration, parents and community members are aware of and educated about
cyberbullying. Willard (2006) suggest steps that schools can take which contain elements of
cyberbullying concerns; empowering educators, students, parents, and community members with
knowledge of how to prevent and respond to cyberbullying.
 CHAPTER 1

INTRODUCTION

The world nowadays looking closely as to what it has become, upgraded into a fast pacing world
of technology wherein everything is only a one click away to anything that is apparently related to
the cyber world which becomes convenient for everyone to use. You can directly capture and post
a memorable moment in your life wherein everyone can gain access, thus, this rapid expansion of
cyber technology continues to open opportunities for the new generation to receive, share, and
produce information. One of the common platforms for these changes to acquire is through social
media. Social media is a computer-based technology that facilitates the sharing of ideas and
information and the building of virtual networks and communities. By design, social media is
internet based and offers users easy electronic communication of personal information and other
content, such as videos and photos like Facebook, Twitter, Tumblr, etc. For individuals, social
media is used to keep in touch with friends and extended family, network for career opportunities,
find people from all over the globe who share a common interest, share content and more. These
can present a wide range of benefits of those who know how to use technology properly but they
also open up new forms of risks, particularly through the unguided use of new forms of social
engagement wherein most teens are involved that mostly resulted to a malevolent intent that
happen through the use of these sites which is cyber bullying.
Cyber bullying is bullying that takes place over digital devices like cell phones, computers, and
tablets. It has many forms that may occur through text, sms, apps, email, forums, gaming, and
commonly social media where people can view, participate in, or share content.
This also includes sending, posting, or sharing negative, harmful, false, or mean content about
someone else, which could also include sharing personal information about someone else causing
embarrassment or humiliation that sometimes crosses the line unto unlawful or criminal behavior.
If it goes out of control, with the prevalence of social media wherein comments, photos, posts, and
content shared by individuals can often be viewed by strangers as well as acquaintances, the
content an individual shared online - both their personal content and as well as any negative ,or
hurtful content – creates a kind of permanent public record of their views, activities, and behavior.
This public record can be thought as an online reputation, which may be accessible to anyone and
others who may be researching an individual now or in the future.
The uprising of social media has become one of the biggest technological 7advancements.
According to the Pew Internet Social Organization , almost 76% of Facebook’s users use the
website daily. The significance of this is that Facebook actually have 2.07 billion active users and
counting on its website. The statistics, as a whole, gives an inference about social media’s impact,
and because of that urge and interest to communicate with others by wanting to post things that
keeps us connected to people, it also scopes public in different races, ethnicities and gender,
wherein problems are bound to happen, and one of that problems is that how we communicate
accordingly with each other.
This statement emphasized that social media creates a big impact to the people considering the
mass users of it. Looking closely, a lot of teens has been using social media as a form of their
expressing ground, to share their thoughts about something they like or does not like, and others,
who joins the bandwagon, thinks that what appears to be right online seems to be the right thing
that they can take out from their perspective that derive from the majority’s opinions or by trends,
but what appears as a good for others may be offensive for someone,
and what may be rational for you, may be irrational for someone’s else perspective, and sometimes
because of the misunderstanding towards communicating accordingly, it is possible to lead a chaos
that may result to cyber bullying.
Pappas (2015) stated that victimization of young people online has received increasing level of
scrutiny, particularly after the series of high profile suicides of teenagers who were reportedly
bullied on various social networks. A spate of suicides was linked to the social network Ask.Fm,
where users can ask each other question anonymously. The death of teens who had been subject
to abuse on the site prompted Ask.Fm to launch new safety efforts.
Being able to socialize with the other people from different country or places is actually an exciting
part for every teen that is just starting to explore the world particularly if it means meeting up with
new possible friends, but also with this idea, the eagerness sometimes could lead into a new way
of malevolent. Therefore, this statement explains that as much as the safety of a teen was based on
how careful he or she was as a responsible digital user, it is also the part of the social media
websites to make sure that their sites could be safe enough to protect users from the chances of
Cyber Bullying wherein the risks are high for more young generations are engaged through the
use of Internet as a means of meeting up new people.
Davenport ( 2014 ) emphasized that teens experience the majority of their socialization at school,
and if a teen is being cyber-bullied, it’s likely being done by someone from his or her class. Schools
should have more control over cyber-bullying policies, since it’s very likely the bullying can occur
during school hours. And in response to being bullied, a teen can suffer negative consequences
that include poor academic performance. Cyber Bullying is very recent but very serious problem.
And with cases of suicide connected to cyber bullying, it shouldn’t be ignored. School
administrations should definitely be involved in bullying investigations, and
should be given the authority to punish the students who harm other students that way.
The researchers conducted this study to know the effects of cyber bullying through the usage of
social media and to know what platforms of social media has been commonly used that cyber
bullying usually takes place, to promote understanding towards those students who are victims of
cyber bullying that are coping with the hazards of the Internet, and what certain actions are to be
done to avoid experiencing it. This research also aims to let, not just the young digital-users of
social media but everyone, to be responsible for cyber bullying can harm the online reputations of
everyone involved- not just the person being bullied, but those doing the bullying or participating
in it.
 THEORETICAL BACKGROUND

The study was supported by three relevant and prominent theories: The Social Learning Theory, (
Albert Bandura), The Practice and Theory of Individual Psychology (Alfred Adler ), and Choice
Theory ( William Glasser).

The Social Learning Theory states that behavior is learned from the environment through the
process of observational learning and that young people observe the people around them in various
ways. Individuals observed are called models. In society, adolescents are surrounded bany
influential models, such as parents within the family, characters on TV, friends within peer group
and teachers at school. These models provide examples of behavior to observe and imitate
masculine and feminine, pro and anti-social etc. They pay attention to some of these people (
models) and encode their behavior.

In connection to Social Learning Theory wherein it emphasized that the process of social modeling
can be enough for individuals to integrate viewpoints and behaviors that they observe, new
inappropriate trends that are posted on line through the means of Internet and social medias have
served as an example of the negative effects that apical learning can sometimes produce, as
expressed through various methods of cyber bullying. For example, Twitter has become one of the
most common platforms for these types of behaviors, as well as Facebook. In line with Social
Learning Theory, adolescents who observe positive consequences for aggressive behaviors learn
to assume that aggression will lead to positive consequences. Thus, adolescents exposed to
violence in their home are more apt to display violence towards others.
This stresses that peers cab serve as another source of modeled afresh ion, as young adults
typically do not want to sway
from peer social norms.

One that contributes also was the behavior of the person that they idolize that tweets something
vulgar or inappropriate on social media addressing the person who's the receiver of that post.
Instead of being seen as a false action, its effect was reversed and was being idolized more for they
believe it was rather a show for strong person and it's cool to degrade other down, in which violent
tweets like this one spread and are quickly made to become "favorites" only further perpetuates
the falsehood that aggressive behaviors result in positive social outcomes. It was important to
recognize that SLT ( Social Learning Theory) suggests children learn prejudice by observing and
imitating those they find influential, thus a tweet from a superstar expressing discrimination
towards a certain minority group has the ability to affect the manner in which adolescents perceive
this marginalized group.

In Adler's The Practice and Theory of Individual Psychology, it is stated that people strive to
achieve higher state of perfection, to be constructive and creative, and to interact in a healthy way
with others and that each of us seek to have a will of power. We all seek to be superior in the
competitive world. We all try to overcome our deficiencies. If we dwell on our shortcomings, we
can develop an inferiority complex, which can be self-destructive.

Each of the human beings is yearning to be superior in a lot of ways to exalt in a lot of things,
sometime's a person's insecurities as an individual comes first hand before we realize our worth.
This is when one feels inferior to oneself. Everybody has the state of inferiority wherein we feel
we are not enough as an individual, but others luckily as they develop through the years, they
outgrown the feelings of being look down and lift themselves to be confident. As some changed
their attributes, some also remain passive through the years, because of their insecurity that
consumes them mentally and emotionally, this is when being inferior becomes destructive, not just
for themselves but for the people around them as well. Through the means of the anonymity of the
Internet, they can be superior of themselves and inflict to other people what they usually feel. They
could degrade other people down. They don't have to gain physical appearance to reign, with just
the click of their fingers through keyboards and digital use, they could be whoever they want.

It is stated in Choice Theory that people are internally, not externally motivated. While other
theories suggest that outside events causes others to behave in certain predictable ways, Choice
Theory teaches that outside events never make us to do anything. What drives our behavior are
internally developed notions of what is most important and satisfying to us. These internally
created notions of how we would like things to be, are related to certain Basic Needs built into the
genetic structure of every human being. The Basic Needs which provide the foundation for all
motivation are: to be loving and connected to others; to achieve a sense of competence and personal
power; to act with a degree of freedom and autonomy; to experience joy and fun; and to survive.

This theory explains, looking at the perspective of a cyber bully that they want to change the other
person, who is the victim, by controlling their behavior rather than choosing to control or change
their own behavior. By doing this control towards others, this satisfy a part of their
behavioral needs. Most often, teens who cyber bully have behavior problems in school, and this is
related to them being unsuccessful and experiencing feelings of being restrained in satisfying their
basic need. This theory claims that cyber bullies generally have the inability to have a successful
and satisfying relationship with one or more people important to them in their life, or attach
themselves to other people.
 STATEMENT OF THE PURPOSE

This research was conducted in response to know the effects of cyber bullying through
the use of social media to the Grade 9 students of Concord Technical Institute.

This research specifically answers the following questions:

1. What are the effects of cyber bullying through the use of social media?
2. What platforms of social media do they usually use that cyber bullying takes place?
3. How do these victims cope with the effects of cyberbullying?
4. What are the actions that the parents must do to prevent cyberbullying?
5. What are some prevention and intervention techniques that the school must do in regards to
cyberbullying?
 SIGNIFICANCE OF THE STUDY

The study will focus on the effects of cyber bullying through the use of social media and how it
can affect to the respondents of the research team’s behavior, performance and etc. Its importance
is that it can open the reader’s mind specifically the teenagers, students in different higher year
levels, social media users, founders of social media sites, parents, school, cyber bullies,
community, researchers and future researchers to be aware as to what extent the social media can
up bring if used irresponsibly that can be a medium for cyber bullying that has effects on its
victims.

RESEARCHERS. This study will benefit to the researchers as a guide in doing a study that is
related to the effects of cyber bullying through the use of social media. Aside from this, this will
also help them in studying more about the research and contribute more ideas in promoting
awareness about it. This study will also be beneficial to the teenagers because as the most active
users of social media, this will open up their mind to be more responsible in using social media
sites other than a freedom ground to spew their opinions based on biased opinions or through
trends that are commonly from ideas as a bandwagon.

STUDENTS IN DIFFERENT HIGHER LEVELS. The benefits of the students in different

higher year levels will obtain is that they will be more aware of their actions towards their
classmates other than openly cyber bullying them through social media because they think it was
rather fine because they know that person. This will give them a view that even if you knew the
person, unintentionally shaming a person is still the same feeling that they will get – embarrassed
and humiliated.
SOCIAL MEDIA USERS. This study will be beneficial to the social media users because this
will give them the knowledge to be not impulsive on sharing, commenting, or posting something
online without even reevaluating if it has a sense, or if it was credible, or if it is true, but just merely
joining the bandwagon just to give opinions that are just based on biased perspective.

FOUNDERS OF SOCIAL MEDIA SITES. The benefits that the founders of social media sites
will obtain on this study is that it will give them more reason to raise high precautionary measures
on securing social media sites knowing that a high number of cyber bullying has been happening
through the use of these platforms. This will encourage them to make social media a place to
communicate freely but also to secure the protection of the users by the unwanted perpetrator or
bullies of social media.

PARENTS. This study will be beneficial to the parents because it will give them insight about the
hazards social media can bring through the anonymity of the Internet wherein they can monitor
their children regarding about this issue and can proactively communicate with them to avoid the
harmful effects of cyber bullying.

SCHOOL. This study will be beneficial to the school because of the awareness this raises. When
schools try and get involved by disciplining the student for cyberbullying actions that took place
off-campus and outside of school hours, they are often sued for exceeding their authority and
violating the student's free speech right. They also, often lose. Schools can be very effective
brokers in working with the parents to stop and remedy cyberbullying situations. They can also
educate the students on cyberethics and the law. If schools are creative, they can sometimes avoid
the claim that their actions exceeded their legal authority for off-campus cyberbullying actions.
They can recommend that a provision is added to the school's acceptable use policy
reserving the right to discipline the student for actions taken off-campus if they are intended to

have an effect on a student or they adversely affect the safety and well-being of student while in

school.
CYBERBULLIES. This study will benefit the cyber bullies because it will give them the
impression to be cautious of their actions because it has a tremendous impact on the victims of
cyber bullying.

COMMUNITY. This study will be beneficial to the community to raise awareness on how cyber
bullying can affect each individual in a society using social media.

FUTURE RESEARCHERS. This study will be beneficial to the community in order to be more
aware knowledgeable about the effects of cyber bullying can bring to them. It will let them
reevaluate their thoughts before engaging on social media and how to be responsible as a user
because of its possible effects if taken in careless measures.
 DEFINITION OF TERMS

This study will be fluently understandable to the researchers by the help of the following terms:

Behavior - Refers to either the effect of cyberbullying to the victim or the action of the perpetrator
of cyberbullying.

Cyberbullying - A form of bullying that happens through the use of digital devices.

Cyberspace - refers to the virtual computer world, and more specifically, is an electronic medium
used to form a global computer network to facilitate online communication.

Effects - Explains the effects or outcomes of cyberbullying that happens through social media

Social Media - Use as a common platform by the users to perform cyberbullying

Students - Serves as the respondents of the study who can be the victims of cyber bullying
Review of Related Literature

Using social media has been a part of everyone’s life, pertaining that it brought a lot of benefits to
an individual in terms of communication, sharing and being connected globally. This may bring a
lot of advantage in the world of technology but possible harms can also be presented in engaging
into the cyberspace with the malevolent intent of someone that may resulted into a form of
harassment to the other individual; cyber bullying. While focusing merely on the external facets
that contribute to the overall issue, many negate to address that unlimited accessibility to the
internet makes the internet itself a culprit used to facilitate, enable, and nurture the rise of cyber
bullying and offensive discourse. Digging deeper into this study of cyber bullying and its impact
towards students will highly require the researchers to gather enough knowledge and need to
familiarize a lot of parts of branches that are very much related on this study. However, these
minor topics will somehow give a big help to the researchers in order to make this study successful.
This chapter is consist of related literature and studies that are gathered from different books,
theses, dissertations and other references that are related to this present study. The thoughts and
concepts from different writers and researchers are arranged accordingly to give clarity in this
study. The different related studies, international or local are presented in this research from
unpublished theses and dissertations. The findings of these writers and researchers are summarized
to be served as a basis for the important similarities and differences from the current study.

Cyberbullying involves the use of information and communication technologies to cause harm to
others (Belsey, 2004). According to the National Crime Prevention Council and Harris Interactive,
Inc.'s study in 2006, 43% of the students surveyed had been cyberbullied within the last year (cited
in Moessner, 2007). That same year, the Pew Internet and American Life Project found that one
out of three teens have experienced online harassment (Lenhart, 2007). According to an article in
the NASP Communique (2007), a poll conducted by the Fight Crime: Invest in Kids group found
that more than 13 million children in the United States aged 6 to 17 were victims of cyberbullying.
The poll also found that one-third of teens and one-sixth of primary school-aged children had
reported being cyberbullied (Cook, Williams, Guerra, & Tuthill, 2007). Forms of cyberbullying
go beyond name calling and enter a world of impersonation and cyberthreats.
According to Journal of American Psychological Association (2006), there are nine main forms of
cyberbullying: flaming, harassment, denigration, impersonation, outing, trickery, exclusion,
cyberstalking and cybertreats. Flaming is online fights using electronic 7 messages with angry and
vulgar language. Harassment is another form in which the cyberbully repeatedly sends insulting
messages via the Internet. Denigration is "dissing" someone online which can include sending or
posting gossip or rumors about a person that could damage their reputation or
friendships. Impersonation is pretending to be someone else in order to get that person in trouble
with other people or to damage their reputation and friendships. Outing is sharing someone's
secrets, embarrassing information, or photos online without hislher permission. Trickery is similar
to outing, in which the cyberbully will trick the victim to reveal secrets or embarrassing
information and then share it with others online. Exclusion is intentionally excluding someone
from an online group. Cyberstalking is repeated, intense harassment and denigration that includes
threats or creates a significant amount of fear in the victim. Lastly, cyberthreats are defined as
either threats or "distressing material," general statements that make it sound like the writer is
emotionally upset and may be considering harming someone else, themselves, or committing
suicide.

Heirman & Walrave (2008) have similar concerns. They also list anonymity and infinite audiences,
although they add other concerns as well. These are 2417 attainability, the private nature of online
communication, and the absence of non-verbal communication cues. As they describe it, 2417
attainability refers to the fact that the bullying follows the victims home and is present online and
on the victim's phones, all hours of the day. The internet never turns off and therefore the victim
can be bullied at anytime, anywhere that they have their computer or phone with them, particularly
with the environment of social media They also can be bullied when they do not even know about
it. This could happen if the bully posting something online without the victim knowing about it
until hours or days later. In that case, a lot of other people have the opportunity to view the post or
web site and draw their own conclusions. At that point, the damage has been done. In fact, a study
of 770 adolescents by the National Children‟s Home (2005) showed that 73% of cyberbullying
victims knew their harasser. It showed that only 13% of victims did not know the identity of their
online harasser. It is also important to note that many victims of cyberbullying are also likely to
use technology to bully others (Beran & Li, 2007; Raskauskas & Stoltz, 2007). Most of these
cyberbullies perform their acts while they are at home by themselves, and their preferred method
of harassment is usually in forums such as text messages, e-mails, and social networking sites such
as MySpace and Facebook (Juvonen & Gross, 2008; Hinduja & Patchin, 2009).

Cyberbullies use 21st century technology to reach their victims. This species of bullying uses
social media networking sites as a vehicle to support its cause. It is deliberate and repetitive in its
attack on its victim. It is hostile and inescapable because a cyberbully is not someone who attacks
his or her victims in the schoolyard and then goes home. Cyberbullies attack their victims during
school using cell phones, pagers, gaming devices, school computer labs, and human messengers.
Nevertheless, it does not stop at the end of the school day. It is there at home waiting for the victim
on their home computer, and continues on their cell phone. Cyberbullied teens have no reprieve
from their attackers (Hinduja & Patchin, 2007). In the Cyberbullying Victimization Survey,
Appendix B, the data speaks to a study conducted by Drs. Hinduja and Patchin. Their sample size
consisted of 4,441 students taking an electronic survey. Their findings were as follows;
approximately 20% of the students in their sample reported instances where they were cyberbullied
within their lifetimes. When asked about specific types of cyberbullying in a 30 day span of time,
the students reported mean or hurtful comments (13.7%) and rumors spread (12.9%) online
continue to be among the most commonly-cited in the study.

Kowalski and Limber (2006) created a youth Internet survey. They randomly selected 700
participants to take their survey regarding issues of cyberbullying and victimization. The data
showed that 11% reported being cyberbullied at some point in their lives. Only 3% admitted to
cyberbullying someone else. As they surveyed middle school adolescents ranging in age 12–14,
instant messaging was used to victimize, with 42% of respondents stating they were cyberbullied
in this manner. Their study further concluded that cyberbullies preferred instant messaging by 33%
as their weapon of choice.

Using a revised version of the Olweus Bully/Victim Questionnaire (Olweus, 1996/2004),

Kowalski and Limber, 2006, researched 3,767 students in 6th through 8th grades. They used an
anonymous pencil and paper questionnaire asking them about their experiences with traditional
bullying and cyberbullying. The questionnaire posed questions such as: “How often have you been
electronically bullied in the past couple of months?” (Agatston et al., 2008, p. 1036). Eighteen
percent of the students reported they were electronically bullied at least once within a two-month
period and six percent responded that they were bullied at least two to three times a month.

As researchers linked cyberbullying behaviors with theories of human behavior, there is no single
theory or factor to explain why cyberbullying occurs (McQuade et al., 2009). Hinduja and Patchin
(2007) suggest that one theoretical model that will answer the question is disinhibited behavioral
effects on the Internet. Joinson (1998) argues that adolescents on the Internet behave in a way they
would not normally behave in real life because of the effects of disinhibition.
According to Hinduja and Patchin (2007), disinhibited behavior suggests a disregard to social
conventions exhibited by adolescents. Their surveys have shown that adolescents will continue to
cyberbully their peers because social media sites provide them the forum to do so with little to no
social consequence. Joinson (1998) continued his arguments that adolescents on the Internet
behave in a way they would not normally behave in real life because of the effects of disinhibition.
Ten years later, Mason (2008) confirms Joinson’s point by stating; “Disinhibition means that
normal behavior restraint can become lost or disregarded” (p. 328). Supporting these arguments,
many researchers, including Hinduja and Patchin (2009), Aftab (2009), McQuade et al. (2009),
and Suler 15 (2004), have shown that people tend to act more boldly when communicating via
email or texting. Disinhibition effects are caused by deindividuation, which can occur when
accountability cues are reduced; in other words, anonymity can reduce concerns about others’
reactions (Joinson, 1998).

As technology has become more advanced, cyberbullying is now able to occur from several outlets
including cellular phones, Internet chat rooms, online blogs, e-mails, and instant messaging. Many
college students find themselves spending countless hours using some form of digital technology.
According to CTIA-The Wireless Association (2010), wireless use in the United States increased
78% from 2005 to 2009, with 276.6 million subscribers and more than 1.36 trillion text messages.
Moreover, social media sites provide an environment where victims often become targets of
cyberbullies. The most common social networking sites where cyberbullying occurs are Facebook,
Twitter, and Instagram. One of the most popular social media Web sites, Facebook (2010),
reported over 3.5 billion Web links, news stories, blog posts, notes, and photos shared each week
by its more than 350 million users. These sites are intended
to provide a positive outlet for social networking and recreation. Despite this fact, individuals are
victimized and most victims have no knowledge of the person or persons responsible for their acts.
With the capability of cyberbullying occurring anywhere, jurisdictional laws make disciplining
cyberbullies extremely difficult. School officials have had a difficult time monitoring online
activities, knowing when to report this abuse to law enforcement, and distinguishing first
amendment rights of freedom of expression from harassment (Shariff & Hoff, 2007; Willard,
2007).

Raskauskas and Stoltz (2007) studied 84 adolescents about cyberbullying, and they found that 93%
of those who were identified as victims believed that their experiences had negatively affected
them. While this may be a higher percentage than most other studies, researchers are continually
seeing a high number of students who experience one or more of the negative effects associated
with cyberbullying victimization. For example, in a study of 384 students, Hinduja and Patchin
(2007) found that 42.5% of the 26 cyberbullying victims felt frustrated, 40% were angry, 27%
were sad, and 31.9% experienced repercussions at school. Mitchell, Wolak, and Finkelhor (2004)
found that of over 1,500 youth surveyed, approximately one-third felt at least one negative effect
because of a cyberbullying incident. Another study found that 38% of cyberbullying victims felt
very or extremely upset or afraid, with some becoming very jumpy or irritable because they were
unable to stop thinking about an incident (Wolak et al., 2006).

Because of the pervasive effects felt by cyberbullying victims, there are often behavior, academic,
or attendance problems that permeate into the school environment. Since this happens with relative
regularity, cyberbullying is an issue that schools are forced to address. Students
who are victims of cyberbullying report having unfavorable attitudes towards school, they
demonstrate behavior problems while at school, they have higher rates of substance abuse
problems, and report higher frequency of peer aggression (Hinduja & Patchin, 2007; Ybarra, 2004;
Ybarra & Mitchell, 2004a). They are less likely to come to school, have difficulty concentrating
while at school, receive lower grades than students who are not victims, have elevated levels of
distress, and are more likely to encounter instances of face-to-face bullying while at school
(Juvonen & Gross, 2008; Beran & Li, 2007). These students are also more likely to have received
detentions and suspensions from school, and most alarmingly, students who have been targets of
Internet harassment were eight times more likely to report carrying a weapon to school in the past
month (Burgess & Cavanaugh, 2009; Ybarra et al., 2007).

In the Philippines, he MTV-AP Digital Abuse Study reveals that 50% of the 1,247 respondents
aged 14-24 has digitally abusive behavior. The study also presents that young people regularly
encounter digital abuse, from mild to extreme, including a shocking 45% of young people report
that they see people being mean to each other on social networking sites. Simbulan says that there
are no laws governing the do’s and don’t’s of proper internet use.
As of now, the Cybercrime Prevention Act of 2011 or Senate Bill 2796 by Sen. Edgardo Angara,
is still pending in the Upper House. This is a replacement on a bill presented by Sen. Manuel Villar,
Senate Resolution No. 915, which targeted on forming committees to deal with media concerns
and the “increasing incidence of harassment on the Internet or cyberbullying”. The House of
Representatives has also taken their stance on this issue. Ako Bicol Rep. Christopher Co and Ako
Bicol Rep. Roel Batocabe authored House Bill 5391 or “Anti-Cyber-bullying Act of 2011”.
Co pleaded the Congress for the immediate approval of this bill so as “to deter, prosecute, and
eliminate cyber-bullies from the cyber world” and "create a culture of free and unfettered exchange
of information, opinions and ideas based on mutual respect and sensitivity towards the feelings of
others.”
"With the rise of technology and the growing need for cyberspace interaction and communication,
there is also a corresponding growth and the need for protection of its users, most especially minor
children who suffer additional risks of being bullied," Co said.
"Cyber-bullying is a new social disease which results in dire consequences that threatens to tear
the social and moral fabric of the society," Rep. Alfredo Garbin of Ako Bicol Party-list said.
Cyberbullying is intentional intimidation, persecution or abuse that children and teenagers may
encounter on the Internet. Based on the survey which included children aged 8 to 16 years old, 16
percent of the children surveyed are more afraid of being bullied online than offline, while half are
equally afraid of both real-life and virtual bullying. Seven out of 10 children who admitted to have
been bullied said they experienced trauma. Among the effects of cyberbullying, as noted by parents
 Related Literatures

The different related literature, international or local is presented in this research from books,
journals, magazines and different published materials that are related to the topic.

Cyber-bullying is defined by Hinduja and Patchin (2009) as “willful and repeated harm inflicted
through the use of computers, cell phones, and other electronic devices”. Cyber-bullying is a
completely new form of bullying, made possible by our youth culture’s preoccupation and
expertise with computer technology (and other forms of technology as well. Bullies have ample
opportunities to get away with much more harassing behavior than would ever be tolerated in a
traditional school setting. The toxic mix of normal adolescent conflict, the heightened
technological and sexual sophistication among today’s youth population, and the largely
anonymous nature of the Internet creates a volatile combination that has taken bullying to a whole
new dangerous level.

In Shariff (2008), it uses the experiences of victims of cyber bullying to assess the impact of
modern form of torture. From the emotional distress experienced by the adolescent victims that
has been bullied through the social media for years and a victim of cyber bullying who’s account
has been hacked to send to other classmates that he or she went into sex change, this pointed out
that bullying was once more seen as a way of growing up in the early 1920’s. It was considered an
avoidance of maturity if a child did not accept the practice of bullying. Keeping that in mind, it
allude to the idea that bullying was utilized as an avenue guiding children and adolescents towards
normalcy and conformity. Adolescents, who are bullies, reportedly identified their victims as being
strange, or different by their peers.
Medaris & Girourd (2002) emphasized that the most commonly- reported form of cyber bullying
was posting something online about another person to make others laugh, in which adolescent’s
response, indicates that their nonchalant assessment of their own actions, and furthermore suggests
that they have yet to comprehensively digest the ramifications and repercussions of these actions.
Hinduja and Patchin (2010) employs Herbert Kelman's (1958) social influence theory, to explain
how individual's thoughts, feelings, or actions are affected by their peers' misconduct in the
cyberspace realm. Subsequently, this demonstrates that students within the adolescent community
are highly susceptible to their peers' opinions and actions. Ultimately, students are more likely to
emulate their peers' behaviors than any other social group. This too often results in performing
actions for the sole purpose of becoming socially accepted regardless of the positive or negative
nature of those actions or behaviors.
From Hinduja and Patchin (2009), Bullying Beyond the Schoolyard: Preventing and Responding
to Cyber bullying book, it is stated that one of the reasons why cyber bullying is not taken seriously
is that there remains a number of adults who continue to perceive traditional bullying as simply a
rite of passage among adolescents," as "boys being boys," or even an inevitable and instructive
element of growing up. Failure to acknowledge the parallels that exists between traditional
bullying and "bullying 2.0" or cyber bullying, evokes disconnection in how cyber bullying is
perceived, interpreted, and understood by the cyberspace community. This barrier in the
interpretation of these deviant behaviors sheds light onto a greater issue surrounding a dark topic.

“Facing a bully without parental support or other supervision almost certainly leads to an

increase in suffering and, in the long run, despair” (Sheras, 2002 ). Cyberbullying is a repeated

and intentionally cruel act that children should not have to deal with on their own. The possible

consequences of children being left alone to suffer cyber-bullying in silence can be tragic. Major

social influences that lurk within adolescents circles circumvent on social influences. Few seem

to realize that these social influences have no racial distinctions, and may therefore infiltrate all

adolescents groups
According to Healthy Liviing Magazine(2012), about a quarter of adolescents experience
cyberbullying through social media, according to a fresh look at some past research. Much of that
past research also found links between cyber bullying and depression, the researchers note online
June 22 in JAMA Pediatrics. "Social media use is so common among kids and adolescents," said
Michele Hamm, the review's lead author from the University of Alberta in Canada. "We wanted
to look at if there are documented harms associated with its use." She and her colleague cite a 2012
report that 95% of American teenagers use the Internet. About 81% also use social media, it found.
While social media websites, such as Facebook and Twitter, allow for extended social time with
people, they also provide an environment for repeated and sustained harassment. For the review,
she and her colleagues analyzed data from 36 studies of cyberbullying on social media. The
participants were mostly U.S. middle and high school students ages 12 to 18. On average, about
23% of participants reported cyberbullying, but those rates varied among the studies from 11% to
about 43%. Relationships were the most commonly cited reason for cyberbullying. Girls were also
most likely to be on the receiving end of the cyberbullying, they found. "Most of the kids used
very passive coping strategies," Hamm told Reuters Health. Those strategies included blocking the
bully, not reporting the bullying and just ignoring the abuse. While there were no clear links
between cyberbullying and anxiety, self-harm or suicide, there was a consistent link to depression.
The studies just captured one point in time, "so we don't know what happened over a longer period
of time," Hamm said. For example, they don't know whether the link between cyberbullying and
depression lasts into early adulthood or even later. That to let kids know "there are things that can
be done about cyberbullying," she said. "They don't have to be scared." Instead of restricting
access,parents should encourage the safe use of social media.
Willard (2007) ) gave emphasis to the list of the specific characteristics of cyber-bullying include
anonymity, an infinite audience, prevalent sexual and homophobic harassment, permanence of
expression, and the immense popularity of social networking Web sites such as Facebook,
YouTube, and MySpace. Williard (2007) notes that “much of this activity is occurring off-campus”
and “cyberbullying can happen 24 hours”. Because students who wish to harass others can do so
from the privacy of their own homes at any time during the day or night, the prevalence of bullying
will inevitably increase sharply. In addition to particular characteristics, cyber-bullying and other
forms of online social aggression also encompass some distinct behaviors, actions, or methods of
harassment. According to Willard (2007), cyber-bullying methods consist of tactics such as
flaming, heated online verbal exchanges that generally include “offensive, rude, and vulgar
language, insults, and sometimes threats” (p. 5); denigration, a “harmful, untrue, or cruel speech
about a target [that] may be posted online or sent 32 to others” (p. 7); and trickery (which can
occur as part of outing), fooling “an innocent target into thinking that a communication or sending
of images is private, when the cyber bully intends to trick the target into communicating or
disclosing something embarrassing that will then be disseminated to others or used as a threat”.
Shiele (2000) posits, "The problem with the pervasiveness of violence in the visual media for
youths is the media not only arouse youths by appealing to wide range of human emotions and
perceptions but also are considered by many as the legitimate and ultimate source of information
or "truth" about the world. Does at-risk culture have the resources to understand the truth and/or
have access to education to accept that some activity or behavior is not accepted in any given
society? Social workers theorize that at-risk youth behavior in cyberspace is influenced by social
factors. Having access to technology, music, movies, and other cyberspace software may
increase abnormal behaviors and misconduct within the youth culture. The consequences for youth
culture that results in cyber bullying will less likely be stricter because of lack of education,
resources and lack of parental guidance. However, mainstream society youth culture who
demonstrate the same behaviors may have access to education, resources and parental guidance
may have more less punishment, which is identified in mainstream society as privilege.
An article in Philippine Daily Inquirer ( 2012), Rose, 16 years old & currently a 3rd year high
school student in Baguio city, likes posting photos of herself on Facebook. One afternoon, when
she checked her profile page, she found some very offensive comments from a particular group of
her classmates. She decided to brush it off as she wasn’t friends with any of them but the same
thing happened again after she updated her status and again when she posted another photo. The
incident resulted from a traumatic experience when they interviewed the mother. In the judgement
of the psychologist of the family, the threats and comments sniding bad comments trigger a
depressive state in the patient’s side. Based on the survey which included children aged 8 to 16
years old, 16 percent of the children surveyed are more afraid of being bullied online than offline,
while half are equally afraid of both real-life and virtual bullying. Seven out of 10 children who
admitted to have been bullied said they experienced trauma. Among the effects of cyberbullying,
as noted by the parents of the cyber bullied children, are lower self-esteem, depression, inactivity,
nightmares and anorexia. Just as worrying are the statistics showing that 20 percent of children
witnessed others being bullied online, and in seven percent of cases even participated in it. The
survey shows that children often hide incidents of cyberbullying from their parents, making the
task of protecting them even more complicated, though, fortunately, not impossible.

Social Learning Theory
(Albert Bandura)
the process of social modeling
can be enough for individuals
to integrate viewpoints and
behaviors that they observe
Person
Social Media User
Cyber victim
Cyber bully
Conceptual Framework
The Practice and Theory of
Individual Psychology
(Alfred Adler )
an individual uses the internet
as a medium to suffice their
weakness to ruin others
THE EFFECTS
1. Cool with it
2. Tendency of suicide
3. Anxiety
4. Depression
5. Embarrassed
6. Scared then deactivate
accounts
7. Inferiority
Choice Theory
(William Glasser)
the cyber bully want to change
the other person, who is the
victim, by controlling their
behavior.
The Practice and Theory of
Individual Psychology
(Alfred Adler )
an individual uses the internet
as a medium to suffice their
weakness to ruin others
Environment
Social Media
Choice Theory
(William Glasser)
the cyber bully want to change
the other person, who is the
victim, by controlling their
behavior.
Behavior
Cyber bullying
The Practice and Theory of
Individual Psychology
(Alfred Adler )
an individual uses the internet
as a medium to suffice their
weakness to ruin others
Social Learning Theory
(Albert Bandura)
the process of social modeling
can be enough for individuals
to integrate viewpoints and
behaviors that they observe
Environment
Social Media
Person
Social Media User
 RESEARCH METHODOLOGY

This chapter elucidate the methods and procedures that were utilized in producing the necessary
data needed for this study. The following were discussed through the description of the research
design, research environment, research instrument, research respondents, data gathering procedure
and data analysis.

Research Design

A descriptive and explanatory research design was applied in the study. This study adheres on
quantitative research using the approach of descriptive survey that was designed to collect
statistical data in order to identify in finding the effects of cyber bullying through the use of social
media to the Grade 9 students wherein the assistance of questionnaire will be the most important
tool in gathering the data. The descriptive survey is a method of presenting the data that are
gathered wherein the condition is distinguished and related to the events. The questionnaire that is
distributed to the respondents will be the basis of the researchers in deriving analyzed and
interpreted data.

Research Environment

The study was conducted in the campus of Concord Technical Institute ( CTI) , a non-sectarian
school in the Philippines that was established in 1970 and located at 37 Cabreros St., Cebu City,
6000 Cebu. The site was selected because of its convenience to the population served and was also
near.
 Research Instrument

The study was utilized as an assessment tool for the measurement of this academic research study.
The research instrument in this study is examined through the use of self-administered
questionnaire. The questionnaire was entitled: The Effects of Cyber bullying through the Use of
Social Media. In this method, it would be easier to gather the necessary details and information
that will be in assistance in determining the data that are distributed to answer and illustrate the
important detailed responses. The questionnaire is designed to understand the respondent’s
connection to the social media and, to the person around them and their experienced towards cyber
bullying which includes division in cyber bullying and technology which involves the respondents
medium in engaging to their social media accounts through using close-ended questions to limit
the responses that are within the scope of the study. The researchers will gather all the
questionnaire after the respondents have answered to sum up all the gathered results using the
traditional tally in gathering the needed data.

Research Respondents

The researchers chose the Grade 9 students of Concord Technical Institute as the respondents of
this study. The researchers will conduct the survey through the distribution of the questionnaire
that will be self-administered to the 50 Grade 9 students ( chosen randomly from the two sections
of Grade 9). The data that will be collected will serve as the basis for a thorough analysis of the
study.
 Instruments

The data gathering used by the researchers anchored a set of survey questionnaire for the students
that lists the choices for the possible outcomes for the question, and labeled the answer for Others
for a different answer of the respondent that was not enlisted in the choices. The data gathering
developed by the researchers was approved by the research teacher (Mr. Daryl Ambrad).The
results of the questionnaire were analyzed carefully to guarantee quality and validity of the
student’s perspective about the study.

Procedure

In conducting the survey, appropriate procedures were followed by the researchers for a systematic
flow to go for the study. First, the researchers wrote a letter to the office of the principal of Concord
Technical Institute in regards about the assistance in conducting the study for its success. Questions
were also asked in the administration and faculty staff about the issue of cyber bullying and the
effects that are pertaining to it through the use of social media. Subsequently, the researchers
distributed the questionnaire in a form of checklist to the Grade 9 students whom the researchers
believe whose ages that are the active users of social sites. The gathered data from each
questionnaire due to the sensitivity will be kept confidential and taken full responsibility by the
researchers in order to secure the data that were provided.
Directions: Please answer the following questions and check the best answer that corresponds on
the space that has been provided.

I.Demographic Information

1. Age group: ___14 __15 __16 ___17 ___18

2. Sex: _____Female ______Male

II.Cyberbullying

3. Have you been cyberbullied through social media?

_____Yes
_____No

4. Which social media have you been cyberbullied?

_____ Facebook
_____ Twitter
_____ Instagram
_____Others (specify)_________

5. What do you feel after you have been bullied online?

______ Depressed
______ Embarassed
______ I'm not feeling safe
______ Scared then deactivate my account
______ Tendency of suicide
______Having rounds of anxiety
______ I'm cool with it
______Others (specify)_________

6. How do you cope up after you have been cyber bullied?

____ stress eating

____ take every words deeply and cry
____ post it on social media
____ ignore it and move on
____hurt myself
____Others (specify)

7. Have you tried to cyber –bullied others?

____Yes
 ____No

8. Did you inform your parents about your experience in cyberbullying?

____Yes
____No

9. Did your parents monitor your social media accounts or online activities?
___Yes
___No

10. Should the school be involved in the issue of cyber bullying ?

___ Strongly Agree
____Disagree
____Agree
____Strongly Disagree
 CHAPTER 2
PRESENTATION OF RESULTS, INTERPRETAION AND DISCUSSION

This chapter includes the presentation, analysis and interpretation of the data which were drawn
from the 50 Grade 9 students that are chosen randomly from the two sections in Concord Technical
Institute. The data that are gathered from the respondents are now organized by the researchers in
order for the readers to easily cope and understand this study. These data from the conducted study
will be presented in the following pages. The results of the study are presented in tabulation and
were interpreted by the researcher.

TABLE 1.2 DEMOGRAPHIC PROFILE OF STUDY RESPONDENTS FOR SEX

VARIABLE FREQUENCY PERCENTAGE

Female 22 44%

Male 28 56%

TOTAL 50 100%

This table displays the demographic profile of study respondents for their sex wherein 22 of the
respondents ( 44%) are female and 28 of the respondents (56%) are male. From these demographic
data drawn from the respondents, this determines the number of female and male that participates
in the study.

TABLE 2. STUDENTS CYBERBULLIED THROUGH SOCIAL MEDIA

Question: Have you been cyberbullied through social media?

ANSWER OPTIONS FREQUENCY PERCENTAGE
Yes 40 80%
No 10 20%
TOTAL 50 100%

Table 2, illustrates the frequency of students that has been cyber bullied through social media.
Most of the respondents answered that they have been bullied online with 40 of them (80%)
revealing that they are while 10 (20%) of the respondents answered that they have never been
cyber bullied through social media which explains it either these people are staying low profile on
social media to not be seen as a target for bullying or they are following the right people to not be
involved in the hazards of cyber bullying.
TABLE 3. SOCIAL MEDIA SITES USED MOST THAT CYBERBULLYING HAPPENED

Question: Which social media sites have you been cyberbullied?

ANSWER OPTIONS FREQUENCY PERCENTAGE

Twitter 22 55%
Facebook 16 40%
Instagram 1 2.5%
Others
1 2.5%
(Ask.fm)
Total 40 100%

Table 3 presents the social media sites used by the respondents that the cyberbullying happened
wherein it is drawn from the (n=40) respondents who have answered that that they have been
cyberbullied through social media. Majority of the respondents who have been cyberbullied
through social media responded that they are cyberbullied on Twitter with 22 respondents ( 55%)
stating that they are, followed by 16 respondents ( 40%) who have answered that they have been
bullied on Facebook. Twitter has been a common ground for teens particularly in its popularity for
trending hashtags, with the amount of people that has been a bandwagon in the latest trend through
idols, mismatched likeness towards a certain idol or the freedom to post could also harbor prospect
ideas of cyberbullying through this site, while Facebook on the other hand allows people not only
to post or share whatever you wanted to, but it also allows you to share information about yourself.
While some insists on getting their accounts private, some also wanted their account to be public
which could be very prone to cyberbullying particularly because you are exposing too much about
yourself that people think they knew that they could judge. Out of 40 respondents, 1 has answered
(2.5%) that he or she has been bullied online through the use of Instagram and 2.5% that comprised
( n=1) of the total respondents answered that she was cyberbullied on Ask. Fm as her answer for
Others.
 TABLE 4. THE EFFECTS OF CYBERBULLYING THROUGH SOCIAL MEDIA

Question: What do you feel after you have been bullied online?

EFFECTS FREQUENCY PERCENTAGE

Cool with it 10 25%
Depressed 9 22.5%
Embarrassed 8 20%
Im not feeling safe 6 15%
Scared then deactivates
3 7.5%
account
Rounds of anxiety 1 2.5%
Tendency of suicide 1 2.5%
Others
2 5%
(Don’t want to go to school)
TOTAL 40 100%

Table 4, demonstrates the effects that the students experience in cyber bullying with 10
respondents who have answered (25%) that they cool with it which suggests that while some may
see cyberbullying as a negative side, others take it as lightly as they could, which can also be
considered as a good effect on a person to be just nonchalant about it. Out of 40 of the respondents,
9 have ( 22.5%) answered that they felt depressed which suggest that as much as cyberbullying
might be not a big issue for the majority of the respondents but it also has an effect towards an
individual wherein they are disturbed as to the extent that they feel that they are not enough as an
individual that could bring them in a desolation. This is followed by they are embarrassed with 8
respondents (20%) answered that this is what they feel after being cyberbullied. This could sum
up that an individual feels embarrassed because he is the only one that experiences the bullying,
and because what the act of cyberbullying wanted to convey to him that he didn't want anyone else
to find out. From the 40 respondents, 6 of them (15%) answered that they are not feeling safe.
Since cyberbullying usually points out a person's flaws, you feel as if this person might be
observing you or your every action and could leak it to everyone if you've done something
inappropriate. Some of the respondents with 3 of them ( 7.5%) answered that they are scared and
deactivates their account. When an individual knows that he or she is attacked, it is a normal effect
to be scared, and since you have an option to deactivate your account, fighting something as harsh
as cyberbullying is a rational option for the victim to do so. Out of 40 of the respondents, 1 has (
2.5%) answered that he or she feels rounds of anxiety, and 1 respondent ( 2.5%) who responded
that they have tried to commit suicide. As much as some people may not take this seriously,
cyberbullying has a different effect on different people, and basing on the latter answers, this shows
that cyberbullying could do a lot of damage to an individual on his behavior and mentality. Some
people are sensitive and emotional, and if these people were the victims, sudden repercussions will
be done, while 2 of the respondents (5%) answered that they don’t want to go to school after they
have been bullied online.
Basing on these answer, it shows that cyberbullying creates an impression that it can affect a
student’s performance because an individual doesn’t want to go to school, this could also be that
the cyberbully came from the school that he or she is in.

TABLE 5. SPECIFICS REGARDING THE CYBER BULLY EXPERIENCE

Question: Have you experienced the same bullying from social media to the school you are
enrolled?

ANSWER OPTIONS FREQUENCY PERCENTAGE

Yes 19 47.5%
No 21 52.5%
TOTAL 40 100%

In Table 5, this shows the specifics regarding about the cyberbully experience that anchors with
the question if the cyber victim had experienced the same bullying from social media to the school
that they are enrolled. 19 of the 40respondents (47.5%) stated Yes that they experience the same
bullying from social media in the school that they are enrolled while 21 of them ( 52.5%) stated
No, that they haven’t experience the same bullying from social media to the school that he or she
is enrolled.

TABLE 6. STUDENT’S COPING ACTIONS TOWARDS CYBER BULLYING

Question: How do you cope up after you have been cyberbullied?

ANSWER OPTIONS FREQUENCY PERCENTAGE

Ignore it and move on 15 37.5%
Post it on social media 9 22.5%
Take every words deeply and 6 15%
cry
Stress eating 5 12.5%
Hurt myself 5 12.5%
TOTAL 40 100%

In the Table 6, this displays how the victims cope up after they have been cyberbullied. Most of
the students answered that they were ignoring it and moving on with 15 respondents ( 37.5%) was
some students way of coping up with cyberbullying which can be perceived that these students
couldn't care less on people's idea about them and is best to not dwell on people's opinion about
them. With 9 of them (22.5%) that they were coping with cyberbullying through posting it on
social media, which imposes a cycle in between the victim, social media and the act of
cyberbullying. Though they knew that the act of cyberbullying has been done through the platform
of social media, they keep posting it on social media. 6 out of 40 answered ( 15% ) that they are
coping through taking every words deeply then cry which is both good and bad practice depending
on the sensitivity level of the person. Five of the students ( 12.5%) responded that they cope with
cyberbullying through stress eating, while 5 out of the 40 respondents (12.5%) responded that they
are hurting themselves.

TABLE 7. STUDENTS VIEW IN CYBERBULLYING OTHERS

Question: Have you tried to cyber-bullied others?

ANSWER OPTIONS FREQUENCY PERCENTAGE

Yes 28 56%
No 22 44%
TOTAL 50 100%

Table 7 shows the students view in cyberbullying others that anchors with the question if they have
tried to cyebrbully others. Majority of the respondents answered Yes, with 28 of them (56%)
revealing that they have while 22 of the respondents (44%) have answered No, that they haven’t
tried to cyberbully others.

FIGURE 2. STUDENT’S PERCEPTION ON INFORMING PARENTS ABOUT THE CYBER

BULLYING
Question: Did you inform your parents about the cyerbullying?

Figure 2 shows the student’s perception on informing their parents about the cyberbullying that
they are experiencing. In this bar graph, the data presented that 6 out of the 40 students (15%)
responded that they have inform their parents about the cyberbullying that they are experiencing
while 34 of them (85 %) answered that they haven’t inform their parents regarding about the
cyberbullying that have experienced which could derived from the data that these students have
the mindset that they don’t need to tell their parents about the problem that they are facing, thus
they are more on the perspective of owning the problem that they are currently facing particularly
in the issue of cyberbullying.

FIGURE 3. INVOLVEMENT OF PARENTS IN SOCIAL MEDIA GUIDANCE

Question: Did your parents monitor your social media accounts or online activities?

In Figure 3, this displays the involvement of parents in social media guidance wherein it anchors
with the question if the parents monitor the social activities of their children. With 12 of the
respondents (24%) answering Yes, that their parents monitor their social media accounts or online
activities, while 38 of the 50 respondents (76%) who have answered No, that their parents didn’t
monitor their social media accounts or any online activities. Basing on the data that has been
analyzed, this suggests that most parents lack in the involvement of their child’s online and social
activities.
 FIGURE 4. STUDENT’S RESPONSE IN TRUSTING PEERS
Question: Do you talk to your peers in regards about the cyber bullying that you are
experiencing?

In Figure 4, this illustrates the student’s response in trusting peers wherein it anchors with the
question if they talk to their peers in regards about the cyberbullying that they have experienced.
24 out of 40 respondents (60%) answered Yes, that they tell their peers about the cyberbullying
they are experiencing while 16 of the 40 respondents (40%) have answered No, that they don’t tell
their peers about what the cyberbullying. In the data presented, this shows that most studentst trust
their peers about the cyberbullying that they are experiencing than those who do not yet the slight
difference between the two answer options suggest that students still confide their problems to
peers.

FIGURE 5. STUDENT'S PERCEPTION OF SCHOOL’S INVOLVEMENT IN THE ISSUE OF

CYBERBULLYING

Question: Should the school be involved in the issue of cyber bullying ?

Figure 5 presents the 50 students’ perception of school’s involvement in the issue of cyberbullying
wherein it anchors with the question if the school should be involved in the issue of cyberbullying.
16 out of 50 respondents answered (40%) that they Strongly Agree in the involvement of school
towards the issue of cyberbullying wherein it presents that students are concern with this issue of
cyberbullying and that that therefore school should do some actions towards it while 9 respondents
(22.5%) answered that they Agree, 9 respondents (22.5%) who have responded that they Disagree
in the involvement of school about the issue of cyberbullying while 6 out of the 50 respondents
answered ( 15%) that they Strongly Disagree about the involvement of schools.
 CHAPTER 3

SUMMARY OF FINDINGS AND CONCLUSION

This chapter gives the summary of the findings, the conclusion that can be derived and
recommendations suggested by the researchers for this study.

SUMMARY

This study was conducted for the purpose of determining the effects of cyberbullying through the
use of social media to the Grade 9 students of Concord Technical Institute. Apparently, this enables
the young generation as well as the students to be more aware to the of extent cyberbullying that
can cause harm in a person and that in every actions that we do to others that is meant to harm
them, could lead to consequences that might cause the person to do that action to another person.

The survey was conducted by using the questionnaire in a checklist form as a tool. All the data
gathered were analyzed through getting the average of each loaded component. The self -
administered questionnaire were given to the Grade 9 students of Concord Technical Institute and
was conducted through the distribution of the research tool to the 50 respondents in Cabreros more
specifically in the institution of Concord Technical Institute.This research was conducted during
the school year 2018.

The analysis of the data gathered, answers the following questions:

• What are the effects of cyberbullying through the use of social media?
• What platforms of social media did the cyberbullying takes place?
• How do these victims cope with the effects of the cyberbullying?
• What are the actions that the parents must do to prevent cyberbullying?
• What are some prevention and intervention techniques that the school must do in regards to
cyberbullying?
• What output can be derived from the study?

FINDINGS

The researchers went through the extent of planning process of the study, conducted surveys, and
gathered data in Concord Technical Institute.

The following are the salient findings of the study based on the data gathered:

Out of the 40 respondents who answered that they were cyberbullied on social media, majority of
them correspond 25% (10 respondents) who were cool with the cyberbullying as the effect of the
action, 9 respondents ( 22.5%) who answered they are depressed, 20% ( 8 respondents) who felt
embarrassed, 15% ( 6 respondents ) who feels that they are not safe, 7.5% ( 3 respondents) that
they are scared them deactivates their account, 5% ( 2 respondents) who answered that they don't
want to go to school, 2.5% ( 1 respondent) that they have felt anxiety and 2.5% ( 1 respondent)
that they have tried to do suicide.

Based on the data that were gathered, majority of the social media users were cyberbullied through
social such as: Twitter with 22 (55%) respondents, followed by Facebook with 16 (40%)
respondents, Instagram with 1 ( 2.5%) respondent,then Ask.Fm with 1 (2.5%) respondent.

Out of the 40 respondents,most of the students with 15 respondents (37.5%) cope up with the
cyberbullying through ignoring the action and moving on, followed by posting it on social media
with 9 respondents ( 22.5%), taking every words that were thrown to them deeply then cry with 6
respondents (15%), stress eating with 5 respondents ( 12.5%) and lastly with 5 respondents (
12.5%) hurting themselves.

Majority of the students strongly agree in regards about the involvement of schools in the issue of
cyberbullying with16 respondents out of 50 ( 40%) answering that they strongly agree.
 CONCLUSION

Based on the findings of this study, the following conclusion were drawn
based on the result of the study The Effects of Cyberbullying through the Use of Social Media.

The researchers concluded that majority of the students have experienced being cyberbullied
through social media and basing on the data gathered by the researchers, it illustrated the various
effects that a student experienced but most of them were nonchalant in their experience in the act
cyberbullying that had been done to them and mostly how they cope up the chop of cyberbullying
is to ignore the issue and move on. Yet despite the reaction and the effects that wasn't taken
seriously by some respondents, cyberbullying can also be destructive to some people wherein it
can be a serious problem which can cause the victim to feel inadequate and overly self-conscious
along with the possibility of committing suicide and having rounds of anxiety due to being
cyberbullied.

The researchers also concluded that despite the experience of cyberbullying through social media,
they still chose to post it on the social site as a way on how they cope up with the bullying, which
can be concluded that they are dependent on using social media even knowing that they are harmed
through using it which can also result in a domino effect wherein there is a need to inflict what
they felt to others.

Based on the answers from the respondents, most of them who are cyberbullied tried to to do the
same to others wherein according to Schellenberg (1998) that one experiences conflict as the result
of experiencing deprivation. Since most of the respondents answered that they didn't inform their
parents on the cyberbullying that they have experienced, in the perspective of this, deprivation sets
into place when these victims chose to not tell their parents about the cyberbullying that has
happened to them, and that the psychological need of belongingness and the basic needs of safety
and love weren't met that resulted on inflicting to others what they felt and sometimes they could
be influenced by the perspective of peers basing that most of them trusted their peers more than
their parents.

Therefore the researchers conclude that cyberbullying indeed has an impact to a student's behavior,
health their relation to people, and even school performance and that since cyberbullies mostly
came from the school that the victim is enrolled, it is the moral and professional obligation of
educators to become informed about the realities of cyberbullying and do everything possible to
fight against it. The study of this area of research could expand perpetually over tune as social
media and technology grows, matures and changes, it is the hope of the researcher that studied on
this topic to expand in order to bring know like and awareness to a growing issue that could be
preventable through education.