EFFECTS OF CYBERBULLYING ON THE ACADEMIC

PERFORMANCE OF GRADE12 STUDENTS OF SASHS W/TIS

FOR S/Y: 2022-2023
A Research Paper
presented to
GAS12-GARNET, Stand Alone Senior HighSchool
In Partial Fulfillment
of the Requirements
of Senior High School Department

OCTOBER 2022

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 CHAPTER 1

Introduction

Modern technology is continuously evolving, and in recent times, it

has manifested itself in a very serious social problem, namely cyber

bullying. Modern technology is like a double-edged sword; on one

hand it gives us connectivity, on the other it increases emotional

stress (Michel, 2011). As such, young internet users, including

students, may be at the mercy of cyber bullies. The victims, under

great emotional stress, are unable to concentrate on their studies,

and thus their academic progress is adversely affected (Juliana,

2010). Unfortunately little attention is given to this global problem by

institutions of higher learning, teachers, parents and emergency

service providers. The depressive effect of cyber bullying prevents

students from excelling in their studies (Lauren, 2011). Bullying in

schools and universities are causing unimaginable problems to

students, parents and to educational institutions. Unfortunately little

has been done to help those victims who are continuously trapped in

the name of modernization and digitalization (Watson, 2010).

Researchers agree that the stressful impact of bullying is escalating

with the rapid expansion of technological advancement (Justin,

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 2011). Many students who are victims of cyber bullies suffer silently;

they are reluctant to complain to the authorities or their parents owing

to the social stigma attached to victims of bullies (Susan, 2011). As

such, parents, teachers and institutional authorities have to be on the

lookout for such occurrences Last 2013, the Philippines approved the

Anti-Bullying law, which covered cyberbullying. However, a 2015

study revealed that 80% of filipino teenagers aged 13 to 16 are still

experiencing cyberbullying (Takumi, 2016). This paper attempted to

compare existing laws on cyberbullying among selected ASEAN

(Association of Southeast Asian Nations) countries such as

Indonesia, Malaysia, Philippines, Singapore, Thailand, and Vietnam.

It also aims to identify each country’s anti-cyberbullying measures

that might fit other ASEAN countries’ needs.

Theoretical Framework

Social Development Theory (Vygotsky, 1978) provides a theoretical foundation

for this study. In this view, social interaction plays a fundamental role in the
children’s development. “Every function in the child’s cultural development
appears twice: first, on the social level, and later, on the individual level; first,
between people (interpsychological) and then inside the child (intrapsychological)”
(Vygotsky, 1978, p. 57). Culture contributes to children’s development in two

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ways: 1) children construct knowledge through culture, and 2) culture provides
children with the process of their thinking. That is, children’s behaviours and
mental functions are learned and shaped through their interaction with significant
people around them. These people include parents, teachers, and peers. Through
interactions with these significant people in children’s lives (whether in real life or
in a virtual world), children derive meaning and learn the habits of mind of their
culture. Hence, bullying, online or offline can occur as a result of experiencing
aggressive and antisocial behaviours at home or in the society. In addition to peer
and family factors, school climate can impact rates / incidents of bullying. For
example, students who are being bullied are likely to feel unsafe and disrespected.
Schools with clear school policies and positive school climates are more likely to
experience a low frequency of bullying (Espelage, Bosworth & Simon, 2000;
Olweus, 2003). The “mutual influences of family, peers, school, and teachers serve
to instigate, maintain, and exacerbate bullying-” (Siu, 2004, p.22) related
behaviours. Although cyberbullying occurs in the digital world, similar claims can
be made.

In particular, amongst the adult groups, teachers are at the forefront of coping with
students’ learning behaviour problems and it is their responsibility to create safe
learning environments. Their attitudes in counteracting bullying and cyberbullying,
therefore, are important determinants of intervention (Espelage et al., 2000;
Kallestad & Olweus, 2003). This study, hence, examines teacher perceptions of
cyberbullying by focusing on preservice teachers.

CONCEPTUAL FRAMEWORK
Input Process O

1. Senior Highschool 1.Survey

2.Does Cyberbullying ca Questionnaire The effects
cause too much stress? the Academ
Does it affect the academic 2.Gathering of Data
Senior Hig
performance of class?in 3.Interpration of Academic ye
How? Data

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Statement of the Problem

The research of the study sought to determine The Effects of the Cyber

Bullying to the Academic Performance by answering the following question:

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

a. Age; b. Sex; and c. Grade Level /Section?

2.What are the effects of cyberbullying to the students Academic

Performance in terms of: a. Academic; b. Social life; and c.

Psychological?

3. Which gender is mostly cyberbullied?

Hypothesis
there is a significant effect of cyberbullying on The Academic
Performance of students after finding out their levels of self-esteem
Scope and Limitations
This scope of the study is reflected in the title The effects of
Cyberbullying in the academic performance of grade12 students in The
variables of the study are self-esteem, anger, depression, and suicide
ideation. The study limited its coverage to Stand Alone Senior
Highschool it is confined to the current Grade12 senior Highschool
students. The sample size is delimited to 66 students from SASHS who
will serve as the respondents for this research with the use of a
questionnaire survey.

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Significance of the study
The following areas may be significant and benefited by the study on
"the impact of cyberbullying on the academic achievement of grade 12
pupils at Stand Alone Senior High School Within Taguig Integrated
School:

Students: This research will inspire them to modify their attitudes

toward others and work as a cure-all for everyone's minds to become
open-minded about the repercussions of their actions.

Parents: They will be aware of the type of conduct their child is

displaying, and this will provide them ideas for how to encourage and
support them in avoiding cyberbullying.

Community: this study in communities well know and understand how

effect is cyberbullying to young people that they should be given
guidance counseling to avoid its bad effects on young people

Future Researchers: The results of our current study will be used by

researchers in the near future as the foundation for and benchmark for
their further research.

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Definition of Terms
The following is a list of terms that will provide to understand the
contents of this study:
Academic performance - is the extent to which a student, teacher, or
institution has attained their short or long-term educational goals and is
measured either by continuous assessment or cumulative grade point
average
Cyberbullying - a way of being cruel to others by sending or posting
harmful material or engaging in other forms of social aggression using
the internet or other digital technologies
Self-esteem- is how we value and perceive ourselves. It's based on our
opinions and beliefs about ourselves, which can feel difficult to change

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