SENIOR HIGH SCHOOL STUDENTS’ PERSPECTIVE ON HAVING BEEN

CYBERBULLIED: A PHENOMENOLOGICAL STUDY

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A Research Presented to the Faculty

of the Senior High School
Nieves Villarica National High School
Zone 7, Brgy. Villarica, Babak District IGaCos

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In Partial Fulfillment of the Requirements for the

Practical Research 1

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Kraiza Marie T. Gutiones

Mary Trisha Kate A. Ami
Athena Beatriz L. Rivera
Dorothy Joei A. Oñas
Erica Jell S. Hapayan
Jandy H. Adlawan Jr.
Ianna Mea L. Tojong
Jane Althea C. Alfar
Regine T. Estaño
Angel L. Ligutan
Jerwin O. Sahid

March 2023
 CHAPTER I

INTRODUCTION

In today's digital world, cyberbullying is an increasing concern among

young people. Students are more vulnerable to online harassment than ever

before because of the growth of social media and the internet. According to a

study conducted by the Cyberbullying Research Center, over 34% of students

have experienced cyberbullying in their lifetime (Hinduja & Patchin, 2020).

Social media has ingrained itself into young people's life, and a lot of students

spend a lot of time online. Students who suffer cyberbullying may feel very

alone because they may believe that no one is on their side or willing to stand

up for them. Senior High School Students who have experienced

cyberbullying perceive a significant negative impact on their mental health,

and social well-being, highlighting the urgent need for schools and parents to

implement effective preventive measures and support systems.

One of the most challenging aspects of cyberbullying is that it can be

difficult to escape. The psychological effects of cyberbullying are perhaps the

most challenging aspect. Research has shown that victims of cyberbullying

experience a range of negative emotions, including anxiety, depression, and

anger (Wolke et al., 2015). Another challenging aspect of cyberbullying is that

it can have long-lasting effects on the victims' mental health. A study

conducted by Kowalski et al. (2018) found that victims of cyberbullying

reported higher levels of depression, anxiety, and stress compared to non-

victims. Unlike traditional bullying, which is often confined to a specific

location, cyberbullying can happen at any time and from anywhere. As a

result, it can be challenging for students to feel safe and secure in their own

homes and personal spaces.

This research aims to explore and understand the challenges that

senior high school students’ perspective on having been cyberbullied because

of the fact that for a number of reasons, it is crucial to investigate students'

opinions on cyberbullying. In order to design effective prevention and

response methods, it first enables educators and policymakers to obtain

understanding of the prevalence and nature of cyberbullying in schools.

Second, recognizing vulnerable populations who may be more susceptible to

victimization such as those who are marginalized or who already have mental

health problems requires an awareness of students' experiences with

cyberbullying. Last but not the least, by hearing students' viewpoints, we can

better understand the effects that cyberbullying has on their mental health,

academic performance, and general well-being and take action to give them

the support they require.

SIGNIFICANCE OF THE STUDY

Students - Cyberbullying is a serious matter that can lead to long-term

psychological effects. Understanding the causes, consequences, and

strategies to prevent cyberbullying helps students become more aware and

empowered to cope with such incidents.

Teachers- Teachers play a critical role in preventing cyberbullying. Studying

cyberbullying helps teachers recognize potential warning signs, deal with

victims and perpetrators, and implement effective prevention and intervention

strategies.

School Administrators- Cyberbullying can cause a significant disruption in

the educational system. By studying cyberbullying, school administrators can

create policies and protocols to prevent and respond to such incidents,

ensuring a safe and supportive learning environment for all students.

Parents- This study can help parents to help assist their children by keeping

an eye on their kids' internet behavior and promoting honest dialogue about

any problems they may be having.

In summary, studying cyberbullying can benefit the different

stakeholders of the school system by raising awareness, identifying risk

factors, and implementing effective strategies to prevent and respond to this

issue.

STATEMENT OF THE RESEARCH PROBLEM

 The study aims to address the following research questions:

1. What are the experiences of students who have been cyberbullied?

2. How do students perceive the impact of cyberbullying on their lives?

3. What coping strategies do students use to deal with cyberbullying?

This research problem aims to better understand the experiences of

senior high school students who have been cyberbullied so that school

administrator could come up with preventive measures.

SCOPE AND DELIMITATION

The scope of the phenomenological study on senior high school

students' perspective on having been cyber bullied in Nieves Villarica National

High School is limited to the experiences and perceptions of a Senior High

School Students who have been cyberbullied. The study aims to explore the

subjective experiences of senior high school students who have been cyber

bullied and their understanding of the phenomenon.

 The limitations of the study include the potential for sampling bias since

only few senior high school students in NVNHS will be included in the study.

This means that the findings may not be generalizable to other populations,

cultures, or contexts. Additionally, the study relies on self-reported data, which

may be subject to recall bias and social desirability bias.

DEFINITION OF TERMS

Cyberbullying: The act of using electronic communication platforms to

intimidate, harass, or harm others by sending negative, hurtful, or derogatory

messages, comments, or images. (Merriam-Webster, n.d.)

Generalizability: The extent to which the findings of a study can be applied to

other populations or contexts. (Nikolopoulou,2022)

Phenomenological study: A research method that seeks to understand and

describe the essence of a phenomenon or experience as it is experienced by

participants. (Smith,2014)

Recall bias: A type of bias that occurs when participants are unable to recall

events or experiences accurately. (cancer.gov,n.d.)

Sampling bias: A type of bias that occurs when the sample selected for a

study is not representative of the population being studied. (Wikipedia,n.d.)

Senior high school students: Students in their final years of high school,

typically between the ages of 16-19 years old. (Merriam-Webster,n.d.)

Social desirability bias: A type of bias that occurs when participants respond

in a way that they perceive as socially acceptable or desirable, rather than

truthfully.(cancer.gov,n.d.)

CONCLUSION

Overall, this reaseach study aims to explore and understand the

challenges of senior high school students who have exposure to

cyberbullying. This research can help the school administrators even

guardians to empower the victims and raise the awareness to the students

about the bad effects of cyberbullying in our mental health, academic

performance, and general well-being. This research can also help to prevent

this kind of event (cyberbullying) in the future.

REFERENCES
Hinduja, S., & Patchin, J. W. (2020). Cyberbullying: Identification, prevention,

and response. Routledge.

Wolke, D., Lee, K., Guy, A., & Woods, S. (2015). Cyberbullying and

internalizing difficulties: Above and beyond the impact of traditional

forms of bullying. Journal of Youth and Adolescence, 44(3), 568-582.

Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2018).

Bullying in the digital age: A critical review and meta-analysis of

cyberbullying research among youth. Psychological Bulletin, 144(10),

1145-1177. doi: 10.1037/bul0000170