Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discussed the related studies and literatures from foreign countries that will
provide explanations on the concept of the study and steer the researchers to fully understand the
research work. All of the gathered information were deeply reviewed and browsed by the
researchers to assure its relevance and relationship with the current study.

Related Studies
The following foreign studies gathered from different sources are also helpful in
analyzing the present study and to have a clearer and deeper understanding of it.
Local Sources
According to Goebert et. al. (2011) in his research entitled The Impact of Cyberbullying on
Substance Use and Mental Health in a Multiethnic Sample the objective of the study was to
examine the relationship between cyberbullying and mental health problems among a
multiethnic sample of high school students in Hawai`i. A University-Community partnership was
established to direct the research. Using a mixed-methods approach, we explored violence
among Asian and Pacific Islander youth. In the first phase, focus groups were conducted to
identify areas of youth concern and develop survey questions. Responses from 677 high school
students on interpersonal youth violence and risk and protective factors were utilized in this
study. More than 1 in 2 youth (56.1%) had been victims of cyberbullying in the last year.
Filipino and Samoan youth were more likely to report feeling badly about themselves as a result
of cyberbullying. While cyberbullying and mental health problems varied by sex and ethnicity,
we found that cyberbullying is widespread with serious potential consequences among Asian and
Pacific Islander youth. A multifaceted approach is needed to reduce and prevent cyberbullying.
School, family and community programs that strengthen positive relationships and promote safe
use of technology provide promise for reducing cyberbullying.

According to Patacsil, F. F. (2019) Cyberbullying is an intentional action of harassment along

the complex domain of social media utilizing information technology online. In her research
experimented entitled Analysis of Cyberbullying Incidence among Filipina Victims: A Pattern
Recognition using Association Rule Extraction find cyberbullying words, patterns and extract
association rules from a collection of tweets based on the domain / frequent words. Furthermore,
this research identifies the relationship between cyberbullying keywords with other
cyberbullying words, thus generating knowledge discovery of different cyberbullying word
patterns from unstructured tweets. The study revealed that the type of dominant frequent
cyberbullying words are intelligence, personality, and insulting words that describe the behavior,
appearance of the female victims and sex related words that humiliate female victims. The
results of the study suggest that we can utilize unsupervised associative approached in text
mining to extract important information from unstructured text. Further, applying association
rules can be helpful in recognizing the relationship and meaning between keywords with other
words, therefore generating knowledge discovery of different datasets from unstructured text.

In a research entitled Defining Bullying among Students from Criminal Law Perspective:
Comparison between Malaysia and the Philippines conducted by Rajamanickam et. al. (2019)
School bullying is not new, but it has been a long and constant problem. Bullying issues are
often reported in the mass media and have garnered attention not only in Malaysia but also
abroad. Today, bullying can no longer considered as a trivial social problem that can be taken
lightly. Failure to address this issue will have bad consequences for students in particular.
Various ways have been introduced to tackle this issue and one of them is through the
enforcement of law. This study will focus on the bullying within the legal framework in
Malaysia, especially in the context of its definition. Studies showed that while in Malaysia, there
are alarming statistics about bullying, but little attention has been paid to the absence of any
specific law dealing with bullying in Malaysia. To date, no statutory definition of bullying has
been provided. This paper thus provides an overview of Malaysia’s legal framework of bullying
compared with the Philippines law on bullying. Despite a number of definitions of bullying
provided by the scholars, the paper concludes that to date, there are no specific law on bullying
and its statutory definition in Malaysia. Such absence may not fully safeguard the interests of
bullying victims comprehensively. The findings would give more clarity to the theoretical
framework of bullying in Malaysia thus showing the commitment of the government towards
preventing the rampancy of this issue through legal enforcement.

In addition by Fabito, B. S., & Yabut, E. R. (2018) Mobile gamification has been explored to
understand the possibility of its application to promote engagement and motivation for learning
among students. However, it cannot be disputed that the growing market for mobile games has
drawn several ethical setbacks. Two of the setbacks arising from mobile gaming are addiction
and cyberbullying. Mobile Game Addiction and Cyberbullying are ethical concerns that should
be addressed respectively as it hampers regular individual activities particularly of students in an
academic institution. In the Philippines, very few or no studies have been conducted to determine
the prevalence of ethical concerns in mobile gaming specifically on Mobile Game Addiction and
Cyberbullying. It is the role of the present study to determine the prevalence of Cyberbullying
and Addiction in the context of Mobile Gaming among students of one University in the
Philippines through the Quantitative Approach. Existing Surveys were used to determine the
possible prevalence of Cyberbullying and Addiction. Additionally, a discussion on
consequentialism about the ethical dilemma in mobile gaming is addressed through Qualitative
approach. From the Game Addiction Test, the over-all mean suggested that thirty-six (36) out of
the eighty-eight (88) respondents are at risk for Mobile Game addiction, whereas, six (6) can be
classified as mobile game addicts. The test also revealed that the respondents play mobile games
for Mood Modification (the need to shift from a bad mood to a good mood). For Cyberbullying,
it is not conclusive that majority of the respondents have experience or have initiated
cyberbullying in mobile games. Nevertheless, a few of the respondents have become a victim or
have initiated cyberbullying. Ethical discussion on Consequentialism and recommendations are
discussed in the latter part of the paper.

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. To
achieve its purposes, it used a qualitative research with the following primary methods: discourse
analysis of cyberbullying laws and alternative strategies addressing said concern; and literature
review of online journals, online publications, and online news articles. The study revealed that
the Philippines is the only ASEAN country with a cyberbullying law that addresses the students,
while other countries have alternative strategies in addressing the issue. Further, it found that
cyberbullying is experienced by individuals aged 6 to 30 through Facebook and Twitter. The
study suggests that the government should require schools to develop specific and consistent
policies that would address this concern; and a curriculum that promotes digital responsibility.
Finally, parents are encouraged to educate their children on ethical values, particularly in the
digital world. Ruiz, R. M. N. M. (2018).

According to Vargas et. al. (2018) Twitter is widely used to explore on the opinions of the public
in variety of topics. It has constantly gained popularity as good source of information for
visualization-centered application. This paper aims to understand the opinions of senior high
school students’ on cyberbullying in a university in the Philippines. This study uses a tweet
visualization tool to present the opinions of students. The results of the study indicate that most
of the students feel pleasant on cyberbullying as the university administration officers
continuously drives information awareness campaign that decreases fear and unpleasant emotion
among the senior high school students. Therefore, cyberbullying among senior high school
students remain an important concern for educators and students. This study suggests practical
and research recommendations.

With the advent of technology, cyberbullying is becoming more prevalent with the use of
electronic devices such as computers and mobile phones. This study will assess the impact of
cyberbullying and its different subtypes (phone call, text message, social network and e-mail
bullying) among different year levels in a selected secondary school in the Philippines. Out of
the 395 respondents, 334 experienced cyber bullying alone of which majority are females
(64.07%). For all types of cyberbullying, first year level has the most number of victims and
fourth year having the least. Overall, social networking has the most number of victims while
phone call has the least. Phone calls are considered least harmful by 4th year and is more harmful
for 1st year. All year levels consider social networking to be the most harmful for all subtypes of
cyberbullying. Text message and email bullying are considered more harmful by 1st year and
least harmful by 3rd year. Analyzing the impact of each subtype of cyberbullying per year level,
social network and email bullying were statistically significant. Phone call and text message
bullying were not statistically significant. Baronia-Locson, E. L. C. (2012).

Foreign Sources

Dadvar, M., de Jong, F., et al (2012) stated in their study that the invention of social

networks and applications are the roots of cyberbullying. Alongside with this is the increasing of

evidences that online social applications are used by children and adolescents for bullying. Social

studies reveal that the written language used by a bully varies with his or her features including

gender.

Dredge, R., Gleeson, J., et al (2014) stated in their study they use qualitative inductive

approach, a set of strong themes relating to factors that either increased the severity of impact of

cyberbullying victimization or buffered victims against the impact emerged from interviews with

25 adolescents aged 15–24 years. The implications of these results for further research and for

school/university cyberbullying prevention programs for victims, perpetrators, and bystanders

are discussed.

Brochado, S., Braga, S., et al (2016) claims that in other studies, researchers assess

cyberbullying experiences but most of the studies existing tend to assess cyber victimization

experience. Also in this research, it aims to know the prevalence of cyberbullying by using

descriptive scoping. They used systematic scoping review of cyberbullying empirical studies to

conduct published papers between January 2004 and August 2014. They found a high
methodological heterogeneity which can explain variability in prevalence estimates. Researchers

conclude that methodological research options influence the prevalence of cyberbullying.

Hamm M., Newton A., et al (2015) that there is a consistent relationship across studies

between cyberbullying and depression among children and adolescents; however, the evidence of

the effect of cyberbullying on other mental health conditions is inconsistent and the most

common reason for cyberbullying is relationship issues. In this review provides important

information that characterizes cyberbullying within the context of social media, including

attributes of the recipients and perpetrators, reasons for and the nature of bullying behaviors, and

how recipients react to and manage bullying behaviors. In this information is critical to the

development of effective prevention and management strategies.

Also, Sourander, A., MD, PhD; Klomek, A., et al. (2010) asserts in their study that

cyberbullying and cyber victimization are associated with psychiatric and psychosomatic

problems. The most troubled are those who are both cyberbullies and cyber victims. They need

to indicate for new strategies for cyberbullying prevention and intervention.

And, Safaria, Triantoro(2016) show how junior high school students experiencing

psychological suffering because of cyberbullying. Majority of students were experienced

bullying almost everyday which can affect the students' psychological behavior.

Egeberg, G., Thorvaldsen, S., et al (2016) asserted that because of cyberbullying, the

students cannot handle their studies and their emotions both. In their study, it tells how

cyberbullying and cyber harassment affects academic achievements of the students.

And also, Foodya, M., Samara, M., et al (2015) stated in their study that lower academic

achievement, anxiety and even suicide were the negative consequences of bullying. Their study
suggests that the cyberbullying victims to have an online psychological therapy for them to

recover easily from being bullied.

In addition, Schenk, A. and Fremouw, W. (2012) the purpose of their study was to

expand prevalence, psychological impact, and coping strategy research with college victims of

cyberbullying in the United States. The results show that the victims had significantly more

suicidal ideations, planning, and attempts.

Furthermore Camacho, S., Hassanein, K., et al (2013) that having an aggressive behavior

which is cyberbullying can harm and hurt person's emotions enough for them to commit suicide

just like what happened to the previous reported cases in Canada, United States, and United

Kingdom.

Ortega, R., Elipe, P., et al (2012) In their study they took a questionnaire in three

different countries and the results shows that both traditional bullying and cyberbullying have an

impact in the emotion of the cybervictims.

But also, Chadwick, S. (2017) stated in their study that book review tells that the

cyberbullying is only a simple form of bullying but then it can cause a serious long-term effect

on social and emotional behavior of the students. So, this study extends an applied practice to

cyberbullying for the students to recover socially and emotionally.

Hase, C., Goldberg, S., et al (2015) stated that the majority of cybervictims were also

victims of in-person bullying. Even if traditional or cyber form of bullying targeted the same

student, traditional bullying has more negative outcomes negatively.

 Kopecký, K., PhD and Szotkowski R., PhD (2017) claimed in their study that the

cyberbullies and cyberperpetrators doesn't only bully students, they also bully their teachers.

They do not care if what kind of person they'll target.

Cooper, R. and Blummenfeld, W. (2012) stated in their study that in our generation of

new technologies and modern communication, people become aggressive when it comes in using

social media. Their study involves the Lesbian, Gay, Bisexual, Transgendered(LGBT)

communities and allied youth as the cybervictims.

Zych, I., Otrtega-Ruiz, R., et al (2015) stated in the study that cyberbullying are present

all over the world and have serious consequences for individuals and societies. It also claims that

one of every five children is involved in some forms of bullying and that boys are more involved

than girls. Despite the fact that there are lots of anti-cyberbullying interventions, those are not

still enough to eliminate the problem and some are need to evaluate and improve.

Heiman, Tali, et al (2015) It study shows that the students with Attention Deficit

Hyperactivity Disorder or ADHD and at the same time the cybervictims felt loneliness in their

society emotionally than the victims without ADHD. This also tells that girls are more often

cybervictims than boys, because boys are most involved in cyberperpetrators than girls.

Price, M. and Dalgleish, J. (2010) in their study the researchers encouraging the

cybervictims to speak out.

Smokowski, P., PhD, MSW, et al (2014) in their study augments this scant literature by

exploring the school experiences, social support, and mental health outcomes for rural, middle

school youth. The findings illustrated that chronic victimization resulted in the lowest levels of

school satisfaction, social support, future optimism, and self-esteem. Chronic victims also
reported the highest levels of school hassles, perceived discrimination, peer rejection, anxiety,

depression, and externalizing behaviors. In terms of episodic victimization, current year

victimization was associated with worse outcomes than past year victimization.

Hunter S., Durkin, K., et al (2015) The study shows the different roles in bullying and

how it will connect with the experiences, the different roles could be related are (bullies,

victims,bully-victims). A test was conducted to figure out the emotional reactions differ when

the victim was or was not influenced by traditional bullying behaviors,which was reportedly

believed by the cyberbullies that the victims that are bullied ,experienced more discomfort than

the actual report or responses given by the victims. It was then said that cyberbullying have

greater negative impact than the actual bullying according to the victimization itself.

Related Literature
The researchers gathered and examined the following literatures from different sources
that are relevant to the current study. The foreign literatures are reviewed thoroughly in order to
gain deeper understanding and educational insights to the present study.
Local Sources
According to Babao (2012) “There are so many forms of bullying. But the bottom line is, if your
child’s self-esteem is affected and if she is repeatedly harassed by another child, then she is
being bullied.
She also added “I believe that the law has given us enough description of what bullying is all
about so that we can all have a better grasp of this type of violence directed to another human
being. Bullying is global concern that has become prevalent in the workplace, schools and even
in homes and it is prevalent because of the following reasons: Society tends to pick on someone
who is different in appearance and someone who is weak and cannot defend himself. Studies will
show that many bullies come from dysfunctional families where discipline is either too harsh or
too lenient so it is very possible that unconsciously they vent out their frustrations on others
through bullying. Children think it is funny (http://www.ncpc.org/cyberbullying). Bullying is
also an issue of power and control and a child is given much or none at all it can manifest itself
through bullying.” And According to another research bullying is also a group phenomenon.
(Dorothy Espelage) notes that ‘bullying is a group phenomenon’ and that ‘in many regards,
bullying can be viewed as a peer-driven phenomenon that is both encouraged and maintained by
characteristics of the peer group.’ Bullying is also very prevalent in schools because it is being
ignored or not treated well. According to one study, a high of 97 percent of students feel that
bullying is ignored.

According to Fact Friday.com (2021) A PIDS study revealed one of the damaging effects of
bullying. The estimation results show that bullying is consistently negatively correlated with test
scores across all subjects (math, science, and reading). The 2018 round of the Programme for
International Student Assessment (PISA) noted that 65 percent of students in the Philippines
reported being bullied at least a few times in a month compared to 23 percent on average across
OECD countries.

According to Sonnie (2022) “In the Philippines, we eat free speech for breakfast because this is
one of our core values. Because of this, it is but normal for hate speeches or abusive creative
expressions to take place.”
Since by default we are biased in protecting free speech, in my opinion, we should exert a
conscious effort to protect the right to safe spaces and privacy.
Articles 5 and 12 of the universal declaration of human rights speak of the right against torture
(including mental) and safe space and privacy.
The last publicly reported Department of Education (Dep Ed) report about bullying from public
and private schools, the Philippines recorded a dramatic 21% increase in 2015.
In 2018, 6 out of 10 Filipinos said they were bullied, according to a survey facilitated by the
Program for International Student Assessment (PISA). Unicef, in 2019, also reported 1 of 3
young individuals have experienced online bullying in 30 countries.
With classes in all levels mostly being held online for 2 school calendar years, I’m curious about
the current state of cyberbullying among minors.

In an artcle of Unicef Philippines entitled Online bullying remains prevalent in the Philippines,
other countries (2019) In the Philippines, latest national data show that cyberviolence affects
almost half of children aged 13-171. The prevalence of cyberviolence for males (44 per cent) is
almost the same for females (43 per cent).
One-third of cyberviolence experienced by Filipino children are in the form of verbal abuse over
the internet or cellphone, while a fourth are through sexual messages. More females received
messages of sexual nature or content than males. However, twice as many males than females
reported having their nude body or sexual activities, whether real or falsified, shown on the
internet or cellphone.
Violence against children, in all forms including online bullying or cyberbullying, has
devastating effects on the physical and emotional wellbeing of young people. This can create
lasting emotional and psychological scars, even physical harm. It is particularly challenging to
address since children are vulnerable and have easy access to the internet, making them easy
targets of online violence.
In the UNICEF U-Report poll conducted in June 2019, almost three-quarters of young people
from 30 countries said that social networks including Facebook, Instagram, Snapchat and Twitter
are the most common platforms for online bullying. Being connected online means that school
no longer ends once a student leaves class, and neither does bullying.
The U-Report further revealed that 32 per cent believe that the government is mainly responsible
in addressing online bullying, 31 per cent said that young people are responsible, while 29 per
cent said internet companies. These show that opinions are equally divided on who should be
responsible for ending online bullying – highlighting the need to involve children and young
people in the shared responsibility.
UNICEF is calling for urgent action to implement policies that will protect children and young
people from bullying – both online and offline. Addressing the problem requires action from all
of us.
Establishing and equipping national helplines to support children and young people in reporting
violence is a concrete step. Training teachers and parents to respond to and prevent bullying will
ensure the safety of children and young people, particularly the most vulnerable ones.
Gathering better data about the online behavior of children and young people, and how criminals
are using the internet, will guide policies and action plans.
UNICEF is also urging social media and social networking service companies to improve ethical
standards and practices in collecting and managing information of children.

According to de Jesus (2022) Bullying is ever present in your child’s school and social circles,
made more rabid nowadays with technology. No longer limited to traditional bullying such as
physical harm or gossiping, reputations can be ruined in a matter of seconds with a single tweet
or message sent to a group chat. How do you help your child manage the stressful situations that
come with bullying?
Bullying, whether it be physical, emotional, or in the form of cyberbullying, can have lasting
effects on both the person being bullied and the bully. According to Gladden et al., bullying can
inflict severe physical, psychological, social or educational harm or distress to its victims and can
be observed in many forms.
Once children are exposed to others beyond their filial circle, bullying can happen. According to
Sheila Marie Hocson, Guidance Director of FEU Manila and Makati and the Immediate Past
President of the Philippine Guidance & Counseling Association Inc., it can happen as soon as
children head out to school at 4 or 5 years of age. She says, “In the study of Bayhon in the
Philippines, it is usually rampant in 10 to 12-year-olds.”
She further states that the most rampant forms of bullying are name-calling and cyberbullying.
“The traditional bullying is elevated to different forms of cyberbullying through the use of
various forms of technology such as email, cellphones, instant messaging, defamatory personal
websites, defamatory online personal polling websites, group chat rooms brought about by a
strong feeling of dislike that can be through bashing, flaming or online fights, harassment or
sending offensive messages, and the like.”
Russell Roi Tuazon, a guidance counselor and growth facilitator at St. Mary’s College Quezon
City, agrees that cyberbullying can be very harmful. “It can affect the child psychologically and
emotionally,” he says. “For me as a guidance counselor, the most harmful form of bullying is
emotional or verbal bullying, because emotional scars may take a very long time and even need
professional help to heal. It affects the mental health of a child. It may lead to anxiety,
depression, or worst, suicide.”

Foreign Sources

TeenSafe. (2016). “Cyberbullying Awareness and Prevention: An infographic for

NBPM” states that ‘Raising awareness and preventing cyberbullying is one of the greatest

challenges of modern day child-rearing. Cyberbullying may in fact be even more common: a

study supported by PACER showed that 22% of students report being bullied during the school

year, while over 43% of kids report being bullied online.

Young people say it’s easier to bully people online. This is because in the digital world,

there isn’t the same level of supervision. The increasing number of apps and social networks

mean there are more places for cyberbullying to occur outside of parent or adult supervision.

Because of that, the large majority (up to 90%!) of children who witness cyberbullying do

nothing.’

In this article, raising awareness for cyberbullying is one of the greatest challenges of

modern society. This is especially due to the exposure every individual to technology. One of the

risks involved are children or minors who are experiencing harassment or verbal abuse during
their time spent on the internet. To them, there are a lot of negative effects that can be the cause

of cyberbullying and it discusses them more in depth. Using information from this source will be

very valuable in conducting the survey.

In addition, Tulane University (2018), asserted that cyberbullying is a common occurence

in this generation. It discusses how almost everyone is a potential victim to cyberbullying. The

data that they have gathered also assures their stand on how cyberbullying is a major impact to

the life of the victim. Similar to the previous articles, it also provides counter measure to prevent

and help negate the impacts of bullying. Interestingly, the article shown evidence of the

awareness of cyberbullying and compiled together data to support the lack of awareness.

In line to that, Ipsos (2018), stated that awareness of cyberbullying is increasing globally.

The article then goes on to give evidence to support their claims about how citizens of other

countries are aware of cyberbullying. Despite their findings, it has also shed new light about

other data such as adults or parents having no knowledge or are unaware of this. The data

gathered here is valuable to the researchers as it references the investigations made covering a

global environment and not just one specific location.

However, Abedi, M. (2018), argued that the on going awareness programmes in Canada

have not been effective. It describes how cyberbullying has been a challenge to stop, and that the

issue of cyberbullying is growing larger. Not only have the parents had children in their

community become victims of cyberbullying, but also had first hand experience with their own

children. It goes to show how common place cyberbullying takes place in Canada.

Cook, C., Gadalla, T., et al (2010), asserted in their article that most bullying was

committed by and to friends and participants generally did not tell anyone about the bullying.

The conclusion is based from the examinations of the prevalence, impact, and differential
experience of cyber bullying among a large and diverse sample of middle and high school

students. Also, technology use, cyber bullying behaviors, and the psychosocial impact of

bullying and being bullied were examined.

Moreover, Cutts, H., Meyers, J., et al (2011), claimed that cyberbullying can have a

variety of negative effects on students’ mental health. An understanding of student coping with

cyberbullying could help the researchers and professionals to determine ways to prevent the

negative effects of cyberbullying. The results revealed three primary coping themes as follows:

reactive coping, preventive coping, and no way to prevent cyberbullying.

Along with, Cruz, V. (2013), presented that in his article features the counter measures

towards cyberbullying. It also includes the different methods or provides additional information

on what to do if bullied in the internet/computer. This is a credible source of information that is

related to the subject of research as it states the possible situations that the victim is in and its

solutions. The article will be used as a reference to test the potential respondents on their

knowledge of cyberbullying.

Coyne, Iain, Farley, Samuel, et al (2017) shows in their study that the new generation of

people nowadays are more aggressive when it comes to social media and because of it, the

victims of cyberbullying increased its percentage. Victims are not only students but also

employees. People who is experiencing cyberbullying may encounter different struggles on their

job.

Also, Giumetti, G., Kowalski, R., et al (2015) says that bullying at school is a common

problem of youths on their study. There are two ways of bullying the traditional and

cyberbullying. In the fact that the internet and social media are easily to access so that there is a

lot of youth who experience cyber bullying.

 Meter, D. and Meter Sheri (2016) asserted that students with lack of guidance from their

parents have more chance to encounter cyberbullying. Parents do not know the struggles that the

student is facing when being cyber bullied.

Davis, Katie, et al (2014) claimed that bullying is a major problem of the students

throughout the United States when someone is being bullied, a lot of unpleasant things might

happen. Everyone may be affected when a student is experiencing bullying and it is a major

concern.

In line to that, Singh, Vinita, et al (2013) Explores the nature of cyberbullying, impacts

and the use of online coping strategies of young adults. The result show that cyberbullying is

done through name calling, abuse, harassment, exclusion and impersonation. It also states that

there are more female victim rather than male. They also said that blocking and removing from

friend's list may help to prevent cyberbullying.

In addition, Brett, L., and Brausch, A., (2013) show in their study that bullied are more

likely to struggle in school. The data of department of education found that the female students

are more struggling in cyberbullying than male and its shows here that the female students are

having greater percentage to commit suicide than males. When the students encounter physical

and cyberbullying, this may lead the students to commit suicide.

Also, Berne, S., Frisén, A., et al (2014) said that female students are more prone to

cyberbullying because girls are more sensitive when it comes to bullying than boys. Students

experience on cyberbullying may cause anxiety, fear, depression, and low self-esteem. They also

may deal with low self-esteem, experience physical symptoms, and struggle academically.
 Rivituso and Jack (2014) asserted that when it comes to college cyberbullying, students

will be vary to have low esteem and may lead the college student to quit school. There is a lot of

college students who experience cyberbullying.

Moreover, Na and Hyunjoo (2014) claimed that United State is one of the countries who

are having a higher average when it comes to cyberbullying. The student who are engage in

cyberbullying may have a low self-esteem that may lead into depression and anxiety.

Also, Pilkey and Jacqueline (2011) says that cyberbullying usually involve a loss of

dignity or control over social situation. The effects of cyberbullying to the students in

psychological aspect of the thinking of the student particularly those who are bullied, this may

lead them into depression and anxiety and when it comes to education, the student feel

uncomfortably and it is difficult to study for those students who got engaged on cyberbullying.

Nikolaou and Dimitrios (2017) asserted that cyberbullying has a big impact on the rate of

suicide attempts. It also states that cyberbullying law helps to decrease the number of

cyberbullying and also the rate of suicide attempts.

However, Cassidy, W., Faucher, C., et al (2017) states that it is not just students who is

being bullied online but also teachers. Students may be bullied by other students while teachers

may be bullied not just by students but also their colleagues. It also states that although students

and teachers or faculty members may have different age level and statuses, they still have similar

effects.

McLoughlin, C., Meyricke, R., et al (2009) Presented that in terms of long-term problem

of cyberbullying that causes physical and psychological damage to students has remained a

major focus of the school in rural. The effectiveness, victims of harassment considered technical
solutions such as blocking contacts on social websites, seeking support, or ignoring the bully on

purpose are the most effective in stopping victimization with the help of parents and teachers.
 Notes for Chapter II

Patacsil, F. F. (2019). Analysis of Cyberbullying Incidence among Filipina Victims: A Pattern

Recognition using Association Rule Extraction.

Rajamanickam, R., Ramli, F. S., Na’aim, M. S. M., Hassan, M. S., & Hashim, H. (2019).
Defining Bullying among Students from Criminal Law Perspective: Comparison between
Malaysia and the Philippines. Universal Journal of Educational Research, 7(8), 1643-1649.

Fabito, B. S., & Yabut, E. R. (2018) Prevalence of Cyberbullying and Addiction in Mobile
Gaming among Tertiary Students in one University in the Philippines: An Ethical Discussion in
the lens of Consequentialism. In 2018 IEEE 10th International Conference on Humanoid,
Nanotechnology, Information Technology, Communication and Control, Environment and
Management (HNICEM) (pp. 1-6). IEEE.

Ruiz, R. M. N. M. (2018). Curbing Cyberbullying Among Students: A Comparative Analysis of

Existing Laws Among Selected Asian Countries. PEOPLE: International Journal of Social
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