CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

Introduction:

Grade 10 students of Sorsogon national high school are facing

discrimination called cyberbullying. The concept of cyberbullying is not
new to the students. Cyberbullying or cyber-harassment is a form of a
bullying using electronic means. Cyberbullying or cyber-harassment are
also known as online bullying. It has become increasingly common,
especially among teenagers, cyberbullying is when someone typically
teens, bully or harass other on social media sites.
Internet trolling is a common form of bullying over the internet in
an online community (such as in online gaming or social media) in order
to elicit a reaction, disruption, or for someone’s own personals
amusement.
Cyberstalking is another form of bullying or harassment that uses
electronic communications to stalk a victim, this may pose a cradle treat
to the victim.
Not all negative interaction online or on social media ca be
attributed to cyberbullying. Research suggest that there are also
interactions online that results in peer pressure, which can have a
negative, positive, or neutral impact on this involved.
Background of the study:

Bullying in school is a real problem. By sending one’s children to

school, one lays the foundations for their life. Bullying is a harmful
external factor that sets the stage for permanent damage which will
ultimately have a lasting effect. One example of bullying is
cyberbullying or cyber-harassment using social media someone can
bully others or they can hurt others.
Bullying is all about behavior, how a person interacts and behaves.
Let us first dig into the early ideas about behavior.
“From earliest times, people have sought to explain behavior and
to find remedies for behavior disorders. Archeological evidence shows
that Stone Age people engage in a practice called “trephining” To cure
behavior disorders. Trephining involved chipping away a hole in the
disturbed on the brain. Some trephined skulls show growth over the
wound indicating that some people miraculously survived this treatment
(Rayland, R.G, Invitation to Psychology, 2002).

Even thousands of years ago behavior is one of the most

mysterious aspects of the human composition. It does affect everything
and anyone around you. Bullying may not be considered a serious
mental disorder rather it is a rude or emotional pressure towards the
victim. Bullies are people who have their reasons too.
Statement of the problem:
 In 2012, a study conducted by Unisa established that out of a
research sample of 3371 learners, 1158 learners (34.4%) had been
victims of bullying. Furthermore, emotional bullying is evidently more
prevalent, with 55.3% of learners falling victim to emotional bullying,
38.4% being victimized physically, 16.9% being tormented via social
media (social media) and 2.8% being the victims of verbal bullying. This
study also shows that 29.3% of bullying incidents transpire at school
after class; and 32.2% of bullying incidents occur during class.

Survey sample:
S.N.H.S Students:
This survey questioner is to know your opinion about cyberbullying and if you have
experience being bullied or being bully.

1. During this school year how often have you seen someone being bullied?
□ Never.
□ Sometimes (1 or 2 times a month).
□ Regularly (1 or 2 times a week)
□ Every day.
2. During this school year how often have you been bullied at school?
□ Never.
□ Sometimes (1 or 2 times a month).
□ Regularly (1 or 2 times a week)
□ Every day.
3. How were you bullied?
□ I haven’t been bullied.
□ I have been teased and called names.
□ I have been hit, kicked or pushed.

Significance of the study:

 The point of this study is to provide accurate knowledge to
those who haven’t know what cyberbullying is. And to be aware
them to avoid being bullied.

Students – enabling them to have a knowledge how to avoid

bullying, and by this research they possibly discipline self to
become friendly.

Parents – by this research, they can aware their child what bullying
affects them, and proper guidance can take over.

Teachers – by this, they can discipline their students to avoid being

bullied or bullies.

Definition of terms:
 TREPHINING – In drilling into the skull and removing a piece of

the bone, the dura mater is exposed without damage to the

underlying blood-vessels, meninges and brain.

 CYBERBULLYING-or cyber-harassment is a form of bullying or

harassment using electronic means. Example texting, social media,

etc. electronic device.

 BULLYING- It’s when one person or more are hurting a person in

a physical, mental, and social way.

 PHYSICAL BULLYING- Is using one’s body and physical bodily

acts to exert power over peers. Punching, kicking and other

physical attacks are all types of physical bullying.

 MENTAL BULLYING-Is a type of bullying using offensive words

(verbal way).

CHAPTER 2: REVIEW OF RELATED LITERATURE

Local Studies:
 Cyberbullying is a negative act of the user using social networking for
making fun of another user, for harassing a user over an instant messaging,
for posting picture without permission of the user or even false rumors.
While bullying typically happens at school, cyberbullying takes place over
cyberspace. Because of modern technology it easy to users to post a message
destroying the reputation of other social media users. However, cyber-
bullying is covered by existing laws against personal threats and harassment.
In some cases, it may be advisable to inform the school principal or consult
a legal counsel. The law prohibits bullying, including cyber-bullying that
occurs inside or outside of school when it affects student life within school,
insist all schools to create anti-bullying policy, discipline bullying, and
notify parents, and local law enforcement when needed. Cyberbullying is
one of the top challenges facing public schools. There are many recurring
legal problems confronting public schools. Educators are mostly challenged
in developing policies and guidelines to prevent the utilization of technology
to bully other students. To raise awareness to students and school personnel,
educators establishes systems for reporting and monitoring of students use of
technology within the campus of S.N.H.S. Thus, these circumstances
contribute to a wider appreciation of cyberbullying experience of students
within and outside the campus. Sentiment analysis is being utilized in most
of social and business discipline as sentiments are mainly present in
everyday activities, and considered explainers of human behaviors.
Opinions, perceptions of realistic events, beliefs and decisions are trained on
how other people see and assess situations or events. Most of the time, a
person seeks opinion from others before making a decision. These situations
commonly exist in persons and firms. However, there are limited studies
investigating the sentiments of senior high school students in cyberbullying,
thus, in the Philippines, cyberbullying is also a main concern in the
education sector. At this point, this research aims to explore on the
sentiments on cyberbullying in a senior high school program of a university
in the Philippines.

Foreign studies:
 Reported rates of victims of cyberbullying actually telling anyone in order to
get help were 56% in Study One and 59% in Study Two; these appear low
compared to rates for victims of traditional bullying (Whitney & Smith, 1993).
Smith et al, (2008) in Study Two, victims of traditional bullying were significantly
more likely to tell someone. Qing (2010) states that 40% of cyberbullied students
would do nothing and one in ten would inform an adult. In Mishna’s et al (2012)
study, over 30% of the students identified as involved in cyber bullying, either as
victims or perpetrators; one in four of the students (25.7%) reported having been
involved in cyberbullying as both a bully and a victim within a three-month period.
In Adams’ (2010) research, approximately 20% of students admitted to having
been cyberbullied. However, many more students reported incidents that fall under
its definition. Posting mean or hurtful comments and spreading rumors online was
the most common complaint in their random survey of 4,400 students ages 10 to 18
in February 2010. Not surprisingly, cyberbullying is most prevalent among middle
schoolers. Moreover, the incidence of cyberbullying increases slightly with age.
Finally, teens spending much time on the Internet, reporting higher ICT expertise
and owning a computer with privileged online access share an increased likelihood
of online bullying behavior (Walrave & Heirman, 2011). 2. Definition Researchers
have realized the necessity for including cyberbullying definitions in their surveys.
(Tokunaga, 2010). The absence of a universal cyberbullying definition is due to a
lack of conceptual clarity (Vandebosch & Van Cleemput, 2008; Tokunaga, 2010).
Tokunaga emphasized a need for consistent not disparate conceptual and
operational definitions. The quality of an operational measure rests heavily on the
context where clarity and richness of the conceptual definition from which it is
derived. Yet, the absence of a single definition can lead respondents astray and
invalidate subsequent findings since most people lack an even rudimentary
understanding of cyberbullying and conclusions and eliminates the possibility of
drawing meaningful cross-study comparisons. (Vandebosch & Van Cleemput,
2008; Tokunaga, 2010; Smith, 2009 as cited in Durkin & Patterson, 2011)
Tokunaga (2010) found the multidimensionality of the cyberbullying construct
renders a simple yes/no response almost impossible to accomplish, much less
interpret and provide a reliable and valid measure of the cyberbullying. Every
definition has one commonality. Cyberbullying is a category of bullying that
occurs in the digital realm/medium of electronic text (Wong-Lo & Bullock, 2011).
Wong-Lo (2009) cautions while a universal definition may be a useful tool for
researchers, results suggest that it does not necessarily yield a more rigorous
measure of bullying victimization. Electronic bullying, online bullying, and/or
cyberbullying are new methods of bullying involving forms of bullying defined as
harassment using technology such as social websites (My Space, Facebook, etc.),
email, chat rooms, mobile phone texting and cameras, picture messages (including
sexting), IM (instant messages), and/or blogs (Miller & Hufstedler, 2009; Beale &
Hall, 2007). Across the sample, the most common sites in which cyberbullying
occurred were email (21%), online chatrooms (20%), social networking sites
(20%) and mobile phones (19%). Other websites (8%) and other forms of texting,
such as Twitter (6%), were also reported. Through free-text response, 12% of
participants also reported MSN Messenger as a cyberbullying tool.