Republic of the Philippines

Department of Education
Region XII
Division of South Cotabato

Submitted by:

Cyrex Nover D. Penafiel

Andrew Jugar
Philip Cesar C. Mejia
Reystermark Samling

Teacher -II/Research Adviser

June 2023
 ACKNOWLEDGEMENT

The researchers would like to express their sincere gratitude and

appreciation to those who have shared their efforts and assistance throughout

the making of this study.

One of my best friend, Heart Steffanie Gragasin, energetically helped,

supported, and gave time to supervise their work.

To our beloved parents, thank you for supporting us financially,

physically, emotionally, and spiritually.

To the student who participated in conducting our survey: Above all, we

thank our Almighty God for guiding us since the start of our endeavors in their

research.
 ABSTRACT

This study aimed to determine the cause and effect of cyberbullying on

junior high school students.

The respondents to this study were the ten junior high school students

of Polomolok National High School who observed the effects of cyberbullying.

The research design used in this research is a mixed-methods research

design in order to address this research's goals. A qualitative and quantitative

approach were employed. In order to know the cause and effect of

cyberbullying on junior high school students. This research was conducted at

Polomolok National High School, specifically in the junior high school

department, which is located at the back portion of the school. The

researcher's strategy for gathering the data was to send a survey questionnaire

to the respondents to this research. All of the data collected by the researchers

was analyzed carefully by the researchers to avoid misunderstanding the

research.

This study found that six out of ten learners revealed that they encountered

discrimination. Some of the students struggled with selfdisappointment, but

the majority of the learners ignored all the bullies.

Therefore, the researchers concluded that cyberbullying has a huge

effect on the victims, especially on their mental and emotional health.

 TABLE OF CONTENTS

I. Acknowledgement...................................................................................................
II. Abstract.................................................................................................................ii

III.CHAPTER I
A. Background of the Study………………………………………….1-2 (sample only)
B. Statement of the Problem………………………………………………..
C. Scope and Delimitation…………………………………………………..
D. Significance of Study …………………………………………………….. E.
Definition of Terms………………………………………………………..
F. Hypotheses (if applicable)…………………………………………………….
G. Conceptual Framework…………………………………………………..

IV. CHAPTER II
A. Review of Related Studies and Literature………………………

III. CHAPTER III

A. Research Design………………………………………………………….
B. Respondents of the Study…………………………………………….
C. Locale of the Study……………………………………………………..
D. Sampling Technique……………………………………………………
E. Data Gathering Procedure/Instrument………………………….

IV. CHAPTER IV
A. Presentation, Analysis and Interpretation of Data…………..

V. CHAPTER V
A. Summary of Findings…………………………………………………… B.
Conclusion…………………………………………………………………..
C. Recommendation…………………………………………………………

VI. LIST OF REFERENCES (at least 10 citation which you used in all parts of the study)
VII. APPENDICES
A. Appendix A (Letter of Approval)
B. Appendix B (Sample Questionnaire) C. Appendix C
(Curriculum Vitae)
D. Appendix D (Photo Documentation)
 CHAPTER I

INTRODUCTION

Many people do interact on social platforms even if you use your real

name, it’s possible that you’re talking to someone you’ve never met in real life.

Real-life interactions are obviously substantially different than online

interactions, and this can result in cyber bullying . Lots of students are

experiencing being bullied online. Cyberbullying is when someone is

threatened, harassed, embarrassed, or hurt through technology. It crosses the

line into unlawful or criminal behavior when it includes sending, posting, or

sharing negative remarks about someone else. The junior high school students

are prone to using digital gadgets and engaging in any type of trend that may

result in them having internet issues. It affects people's mental, emotional,

and physical behavior. Some of the learners encountered cyberbullying, which

leads to various negative effects on school performance, such as poor academic

outcomes and an increased risk of depression and mental health problems.

According to (Kim et al., 2019) students who have access to mobile gadgets

can easily spend a quarter of the class period looking at their devices. Although

they always want to check their phones every three to four minutes, if students

were getting distressing text messages during class, they would be unable to

avoid being the target of cyberbullying. In this article, cyberbullying diverts

students, which harms their ability to learn and their grades (Kates et al.,

2018). The researchers believe that bullying creates a negative impact to

learners and may affect their academic performance. The goal of this study is
to help student to address bullying in our school and to bullied students to

give help in their mental health. The contribution of the study is to help parent

in guiding their children to prevent cyberbullying on social media.

As stated by (Holfeld&Mishna, 2019) teenagers who struggle to

maintain strong relationships with their classmates and peers are frequently

the focus of cyberbullying, which consequently reduces self-esteem.

Cyber bullying is similar to conventional bullying since those who are

bullied online frequently experience mental health problems such anxiety,

depression, estrangement, diminished concentration, and suicide thoughts

(Kowalski et al., 2012).

Teaching students acceptable behaviors and addressing inappropriate

bullying behaviors when they arise in the classroom are two ways that teachers

can help manage cyberbullying because students need to know that an adult

will support them (ConnectSafely, 2018).

Statement of the Problem

Generally, this research will focus on the effect of cyber bullying to junior high
school students. Specifically, the researchers aim to answer the specific
questions:

Research Question:

1. Why do student experience bullying from their school mates?

2. What do student feel when they are bullied?
3. How do they avoid this kind of issues?
Scope and Delimitation

The main purpose of this study is to determine the effects of cyberbullying on

junior high school students. To answer the question regarding the issue, the

researcher will choose trustworthy respondents. The locale of this study will

be Polomolok National High School in Polomolok, South Cotabato. During the

second semester of the academic year 2022– 2023, the survey is carried out.

Junior high school students were only chosen as respondents to reduce bias

and ensure objective responses.

Due to the researchers' limited time and financial resources, only

twenty junior high school students will be chosen. The researcher utilized

simple random sampling in selecting the study's respondents. The majority of

the kids are not mature, sensitive, or aware of their actions and attitudes,

hence the researcher's curiosity as to how cyberbullying affects individuals.

Means are the necessary statistical instruments.

Definition of Terms

The following terms are defined in this chapter so that readers will

comprehend them more clearly.

Effect of Cyber bullying- It is defined as the harassment and

embarrassment of being bullied online. It might cause mental, physical, and

emotional damage to the individual.

Junior High School Students- It refers to the learners from different

grade levels, such as grades 7, 8, 9, and 10.

CONCEPTUAL FRAMEWORK

Independent Variable Dependent Variable

Cyber Bullying Junior High School

Student

Figure 1.

The Dependent Variable are shown in the figure above. With title Effect

of the cyber bullying to the junior high school students. The first figure shown

the Independent Variable, which is cyber bullying. And the Dependent

Variable, is the junior high school students. An arrow was employed by the

researchers to show the association between independent and dependent

variables in the study.

 CHAPTER II

REWIEW OF RELATED LITERATURE AND STUDIES

This chapter present the related studies and literature of this research study.

Since students feel the need to check their phones every three to four

minutes, if they were receiving distressing text messages during class, they

would not be able to avoid cyber bullying (Kim et al., 2019).

Cyber bullying diverts students, which harms their ability to learn and

their grades (Kates et al., 2018).

According to a specific definition, cyber bullying is behavior that is

persistent, aggressive, hurtful, and intended to create harm by equating power

(Dehue, et.al 2013). Moreover, in this study (Dehue, et.al 2013) Due to the

various measures and definitions used to describe this concept, it is difficult to

report on the prevalence of cyber bullying among adolescents.

According to (Yulianti et.al 2015) her study also found no significant

difference between public and private schools in terms of the incidence rates

of cyber bullying.

Significant psychosocial issues are linked to cyberbullying, a kind of

harassment and humiliation (Bastiaensens et al., 2014; Dehue, 2013; Ouytsel,

Walrave, & Vandebosch, 2014).

In addition to the victim's self-esteem being affected by involvement in

cyber bullying, onlookers and the perpetrator also exhibit lower levels of

selfesteem than those who are not at all involved in cyber bullying (Aliyev &

Gengec, 2019). Cyber bullying has an impact on the self-esteem of all people

involved.
 Children who experience cyberbullying may also become drug users,

miss classes, become hostile, and committed murders (Diaz & Fite, 2019;

Mishna et al., 2010).

The authors Juvonen and Gross (2008) list depression, low selfesteem,

and heightened social anxiety as examples of this (Campbell, Slee, Spe ars,

Butler, & Kift, 2013).

The advantage of cyberbullying over traditional bullying is the potential

for an endless online audience, which can heighten the sense of humiliation

during cyber bullying (Bauman & Newman, 2013).

 Chapter III

RESEARCH METHODOLOGY
A. Research Design

This study is a qualitative method of research to determine the effect of

cyberbullying on junior high school students at Polomolok National High

School. The data collection technique that was used in the study is survey

research.

B. Respondents of the study

The respondents to this study were randomly selected

students from junior high school. The researchers' respondents

were teen learners.

C. Locale of the Study

This study was conducted at Polomolok National High

School. Located at Octavio Village, Cannery Site, Polomolok, South Cotabato.

D. Sampling Technique

The sample method used in this study was simple random sampling.

E. Data Gathering Procedure

The following step-by-step process consisted of data

gathering and analyzing the gathered data. First, the researchers

plan to conduct a survey, and they prepare a questionnaire to be

given to each respondent in this study. Lastly, the researchers

gathered all the answers from the respondents and analyzed the

data.
 Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and interpretation of the
gathered data based from the research question. These are presented in tables. They
are analyzed and given the necessary interpretation.

SOP #1 Experiences of Bullying of learners

Respondents Code Name Significant Statement Theme Cluster

1. Jordan Because of my face Physical Appearance

Challenge

2. Reymond Because of my pimples Physical Appearance

Challenge

3. Michel Because of my face Physical Appearance

Challenge

4. Yosha Because of my face Physical Appearance

Martinez
Challenge

5. Kyle I think because I’m Physical Appearance

ugly Challenge

6. Rodmark Why they keep taking Physical Appearance

stolen pictures from
me, I guess because of Challenge
my eyes and face.

7. Cardo Because of my mouth Physical Appearance

Challenge
 8. Rex They calling me a gay Gender Discrimination
through my voice and
action even it if not Challenge

9. Jeiliane Because of my face Physical Appearance

Challenge

10. Gwyneth Because their too Overcritical Challenge

judgemental

Table 1 shows that six out of ten learners encountered imperfection and flaws

in their faces, while four of them encountered body shaming, bullying by

taking pictures, gender discrimination, and overcriticality.

SOP #2 Students feeling when they are bullied

Respondents Code Name Significant Statement Theme Cluster

1. Jeiliane I feel insecured Emotional Challenge

2. Rex I feel like disappointed Disappoinment

to my self
Challenge

3. Cardo Sad Emotional Challenge

4. Rodmark I feel bad on my self and Emotional Challenge

sad because they’re keep
doing such things also I
feel happy and sad

5. Kyle I dont know I haven’t Social

bully them
Discrimination

Challenge
 6. Yosha I feel insecure Emotional Challenge

Martinez

7. Michel I feel sad Emotional Challenge

8. Reymond Emotional feeling Emotional Challenge

9. Jordan I feel sadness Emotional Challenge

10. Gwyneth Depends Social Challenge

Table 2 shows that two out of ten respondents struggle with their own

insecurities, while the other two are sorrowful, and the other four struggle

with self-disappointment, a mysterious bullying, inner affection, and other

situations.

Sop #3 How Learners Avoid to the Situation

Respondents Code Significant Statement Theme

Name
Cluster

1. Jeliane I avoid this kind of issues by minding Avoidance

my own priority

2. Rex I ignore their nonsense word Avoidance

3. Cardo I ignore them Avoidance

4. Rodmark Pinababayaankonalamangsiladahilayaw Avoidance

konglumala and sitwasyon

5. Kyle I just laugh at it Avoidance

6. Yosha I avoid this kind of bullying by minding Avoidance

Martinez
my own things

7. Michel Let it go Avoidance

 8. Rex I avoid those issue Avoidance

9. Jordan Let it go Avoidance

10. Gwyneth By talking them privately Avoidance

Table 3 shows that majority of all the learners just ignored all the bullies and

negative comments to obtain from future problems.

Chapter V
 Summary of Findings, Conclusion and Recommendation

The research entitled Effect of Cyberbullying to Junior High School

Students aims to know the effect of cyberbullying on the students. Generally,

the researchers come up with the effect of cyberbullying on the students at

school. Six out of ten learners were the respondents to this study, and they

revealed that they encountered discrimination. Some of the students struggled

with self-disappointment, but the majority of the learners ignored all the

bullies. It also revealed that there are common reasons to expect that the

students will ignore issues such as negative comments thrown at them. The

bad behavior behind the cyberbullying could have a negative effect on the

junior high school learners. The conclusion that was drawn from the study

shows that there are relationships between the after-mentioned literature and

studies and that they can be used as a tool for studying the present topic.

Recommendation

The following recommendation are offered based on the findings and

conclusion of the study.

1. Conduct a classroom policy about "no cell phone allowed during time of

class."

2. Engage with a friendly community through social activities to gain

selfconfidence when facing other people.

3. Conduct an anti-bullying policy at school.

4. Promote cyber safety among children, adolescents, parents, and

teachers.

5. The researchers recommended that students focus on academic

performance at school instead of doing bad things to one another.

Conclusion

The following are the conclusion formulated by the researchers with

regard to the finding accumulated by this research.

1. The researchers concluded that learners should engage themselves

in social activities, especially in school, to reduce low self-esteem

and gain self-confidence. As stated by Holfeld and Mishna (2019),

teenagers who struggle to maintain strong relationships with their

classmates and peers are frequently the focus of cyberbullying,

which consequently reduces self-esteem.

2. Therefore, the researchers concluded that cyberbullying has a

negative effect on emotional as well as mental health, which is why

bullies should stop bullying. In addition to the victim's self-esteem

being affected by involvement in cyberbullying, onlookers and the

perpetrator also exhibit lower levels of self-esteem than those who

are not at all involved in cyberbullying (Aliyev & Gengec, 2019).

3. The result showed that teachers should be the first to take action

when there’s an issue of cyberbullying to prevent future problems.

Teaching students acceptable behaviors and addressing

inappropriate bullying behaviors when they arise in the classroom

are two ways that teachers can help manage cyberbullying because

students need to know that an adult will support them

(ConnectSafely, 2018).

4. The researchers concluded that the victims ignored the bullies and

negative comments to refrain from encountering problems.

5. The result showed that the learners were struggling with their own

insecurities and sadness because of cyberbullies.

LIST OF REFERENCES

Kowalski, R. M., Limber, S. P., & Agatston, P. W. (2012). Cyberbullying:

Bullying in the digital age. Wiley-Blackwell.

https://files.eric.ed.gov/fulltext/EJ1263005.pdf?fbclid=IwAR3ZOz

ConnectSafely. (2018, May 7). Tips to help stop cyberbullying. Retrieved

October 13, 2019, from https://www.connectsafely.org/tips-to-help-stop-

cyberbullying/
Kates, A. W., Wu, H. & Coryn, C.L.S. (2018). The effects of mobile phone use

on academic performance: A meta-analysis. Computers & Education, 127,

107112.

https://doi.org/10.1016/j.compedu.2018.08.012

Holfeld, B., & Mishna, F. (2019). Internalizing symptoms and externalizing

problems: Risk factors for or consequences of cyber victimization? Journal of

Youth and Adolescence, 48(3), 567-580. https://doi.org/10.1007/s10964-

018-0974-7

Kim, I., Kim, R., Kim, H., Kim, D., Han, K., Lee, P. H., Mark, G., & Lee, U.

(2019). Understanding smartphone usage in college classrooms: A long-term

measurement study. Computers & Education, 141, 1-16.

https://doi.org/10.1016/j.compedu.2019.103611

Dehue, F. (2013). Cyberbullying research: New perspectives and alternative

methodologies. Journal of Community & Applied Social Psychology, 23(1),1-6.

https://files.eric.ed.gov/fulltext/EJ1086191.pdf

APPENDICES
A. LETTER OF APPROVA
B. SAMPLE QUESTIONNAIRE
SURVEY QUESTIONNAIRE Research Title: The Effect of Cyber Bullying to
Junior High School Students
Name(Optional): ____________________________________ Grade &Section:
____________________
General Instructions: Kindly read and analyze the following questions. Write your
answers on the space provided.
1.Why do you experience bullying by their school
mates?_________________________________________________________
_______________________________________________________________
________________________________________________

2.What do you feel when they are bullied?

_______________________________________________________________
_______________________________________________________________
__________________________________________

3.How do you avoid this kind of issues?

_______________________________________________________________
_______________________________________________________________
______________________________

Note: All information gathered will be

kept confidential.

Signature of the
respondent
 SURVEY QUESTIONNAIRE Research Title: The Effect of Cyber Bullying to
Junior High School Students
Name(Optional): ____________________________________ Grade &Section:
____________________
General Instructions: Kindly read and analyze the following questions. Write your
answers on the space provided.
1.Why do you experience bullying by their school mates?
_______________________________________________________________
_______________________________________________________________
__________________________________________

2.What do you feel when they are bullied?

_______________________________________________________________
_______________________________________________________________
__________________________________________

3.How do you avoid this kind of issues?

_______________________________________________________________
_______________________________________________________________
______________________________

Note: All information gathered will be

kept confidential.

Signature of the
respondent
 C. CURRICULUM VITAE
Personal Data

Name: Cyrex Nover D. Penafiel

Age: 18 years old

Birthdate: Novemeber 04, 2004
Address: Asuncion Village, Brgy. Cannery Site, Polomolok, South Cotabato

Mother’s Name: Carol D. Penafiel

Father’s Name: Morito P. Penafiel
Skills: Taekwondo and Basketball
Work Experience: Labor
Educational Background
Senior High School: Polomolok National High School
Octavio Village, Cannery Site, Polomolok, South Cotabato
2021-2023
Junior High School: Polomolok National High School
Octavio Village, Cannery Site, Polomolok, South Cotabato
2017-2020
Elementary: Dole Cannery Central Elementary School
Octavio Village, Cannery Site, Polomolok, South Cotabato
2010-2016
Personal Data
Name: Philip Cesar C. Mejia
Age: 18 years old
Birthdate: September 15, 2004
Address: Fernandez subdivision Barangay Cannery Site, Polomolok South
Cotabato
Mother’s Name: Rosa C. Mejia
Father’s Name: Cesar J Mejia
Skills: Mechanic and Driving
Work Experience: salesman
Educational Background
Senior High School: Polomolok National High School
Octavio Village, Cannery Site, Polomolok, South Cotabato
2021-2023
Junior High School: Polomolok National High School
Octavio Village, Cannery Site, Polomolok, South Cotabato
2017-2020
Elementary: Dole Cannery Central Elementary School
Octavio Village, Cannery Site, Polomolok, South Cotabato
2010-2016
Name:Andrew James Jugar

Age:18
Birthday: November 30,2004

Address:Polo Purok 6 Polomolok, South

Cotabato

Mother Name: Josie Jugar

Skills: Driving and Mechanic

EDUCATION BACKGROUND

Senior High School: Polomolok National High School

Octavio Village, Cannery Site, Polomolok,

South Cotabato
2021-2023

POWER PURPLE CHILDREN SCHOOL

Tauzon Subd.,Poblacion, Polomolok ,South
Cotabato
2017-2020

POWER PURPLE CHILDREN SCHOOL

Tauzon Subd.,Poblacion, Polomolok ,South
Cotabato
2010-2016