CHAPTER 1

INTRODUCTION

I. Background of the Study

Cyberbullying is a very significant societal issue that has recently

arisen as a result of the ongoing evolution of modern technologies.

Modern technology is like a two-edged sword that creates emotional

tension while also providing connectivity (Michel, 2011). Therefore,

young internet users, including students, could be vulnerable to online

bullies. The sufferers' scholastic success is negatively impacted because

they are unable to focus on their studies while under intense emotional

stress (Juliana, 2010). Unfortunately, academic institutions, educators,

parents, and those who offer emergency services pay little attention to

this global issue. Cyberbullying's depressing effects stop students from

attending school from achieving academic success (Lauren, 2011).

Students, parents, and educational institutions are experiencing

unfathomable difficulties as a result of bullying at schools and

universities. Sadly, not much has been done to assist people who are

perpetually trapped in the name of modernity and digitization (Watson,

2010). Researchers concur that as technology advances quickly, the

stressful effects of bullying are intensifying (Justin, 2011). Due to the

shame associated with bully victims in society, many students who are
the targets of cyberbullying suffer in silence. They are also hesitant to

report their experiences to the police or their parents (Susan, 2011). As

a result, it is important for parents, educators, and institutional authorities

to remain alert for such events.

The goal of this study is to ascertain whether or not 12 HUMSS

students' academic performance may have been impacted by

cyberbullying. Students are frequently the targets of cyberbullying due to

the fact that they spend so much time online, which has a negative

impact on their emotional and psychological well-being as well as their

academic performance. Cyberbullying has become a very alarming

problem in recent years and is spreading at an alarming rate. This study

was done to find out if Grade 12 learners at Rufino G. Palabrica Senior

National High School were affected academically by cyberbullying.

II.Statement of the Problem

This study aims to determine the impacts of cyberbullying on the

Academic Performance of Grade-12 learners at Rufino G. Palabrica

Senior National High School.

Specifically, the researchers sought to answer the following questions:

 1. What is the academic performance of Grade 12 learners affect by

cyberbullying as a whole and when group according to section?

2. Is there a significant difference in the academic performance of

Grade 12 learners affected by cyberbullying as a whole and when

group according to section?

IV. Definition of Terms

To better understand the terms used, the following term operatinally and

conceptually defined:

Cyberbullying. The use of electronic communication to bully a person,

typically by sending messages of an intimidating or threatening nature.

HUMSS.Stands for Hmanities and Social Sciences

Impacts. The strong effect or influence that something has on a situation or

person.

RGPSNHS. Abbreviations of Rufino G. Palabrica Sr. National High School

 Rufino G. Palabrica Sr. National High School
San Matias, Dingle, Iloilo

The Effects of Cyberbullying on the Academic

Performance of Grade 12 Learners at RGPSNHS

Presented by
ROSEL L. OSANO
ALYANNA SOFIA DEFENSOR
GABRIELA FRANZIEN LANCE
JEZABEL MAGBANUA
FRITZ CARL GALENO
NORA LANCE
Grade 12-HUMSS(Taurus)

JANUARY 2022