CHAPTER I

THE PROBLEM AND ITS SCOPE

Rationale of the Study

Cyberbullying is defined as the electronic posting of mean-spirited message

about a person often done anonymously. Technology is advancing and affecting how

students interact one another and the world. Due to its rising frequency and the fact that

it has been linked to several teen suicides. Cyberbullying is becoming a bigger issue for

parents, police, schools, and the general public. It can be especially harmful because it

can be spread to a large number of people around the world instantly, anonymously, or

through impersonation, and it can stay online for an indefinite amount of time. Victims of

cyberbullying are more likely to suffer from psychological harm, such as academic and

acting out issues, chronic stress, and weapon carrying, among other things. The

significant role that electronic communications play in Filipinos social lives is thought to

be the cause of these effects.

According to Tokunaga (2010) between 20% and 40% of young people have

experienced cyberbullying at some point in their lives. The prevalence of cyberbullying

decreases to an average of 3 to 10 percent when more constrained time frames are

used, such as two or three times per month over the past year (Olweus 2012; Smith and

other, 2008; 2010 Tokunaga; 2007, Williams Guerra, and (2006) by Ybarra, Mitchell, and

Filkelhor).
 On account of COVID-19 pandemic, the national government through the IATF-

MEID in coordination with the Department of Education, allowed only virtual or online

classes between teachers and students instead of the traditional face-to-face classes.

This means that learners and educators are in distant communication linkage with each

other using modern communication tools like desktop computers, laptops, smart

phones, etc.

According to National Bullying Prevention Center use of technology itself has

evolved, so can bully. Bullying, once restricted to the school or neighborhood, has now

moved into the online world. Bullying through electronics means referred to as “cyber-

bullying”. Typically, when the issue of cyber-bullying is reported on in the popular media,

it is the extreme cases that are presented as if they are the norms. One example of this

occurred in Australia, where it was reported that a nine-year-old grade four female

student received pornographic emails from a classmate (Thorp,2004). In other example,

it was reported that many of the students were affected at Calabasas High School in

California, where bullying on a website-school scandal.com occurred (Paulson, 2003).

The problem with these types of articles is that they not portraying an accurate picture

of the type and the scope of bullying that is occurring in many online communities.

Young people are combating cyberbullying in Cebu as a whole. Shift-CTRL-Del:

Cyber Teenagers Responsible Leaders, a youth conference against cyberbullying held

last October 17–18 at Bayfront Hotel in Cebu City, attracted about 340 students and

educators from roughly 100 public and private schools. The youth conference brought
together student representatives in Grades 10 and 11 who have the potential to be

digital activists against cyberbullying and its dangers, including the rising cases of

suicides linked to it. The conference focused on the nuances of online bullying and its

effects on teens. With the assistance of youth volunteers, UNICEF, Salesians of Don

Bosco, and the Child Protection Network coordinated the youth conference to ensure

that it was created by the youth for the youth.

The purpose of the researchers of conducting this study is to help the school to

know who among of their students are victim of cyberbullying. The school will then be

able to take action to stop the cyberbully from targeting its students once more.

Theoretical Background
 Restorative Justice is a theory of justice that emphasizes repairing the harm

caused by criminal behavior. It is a way of responding to crime, or to other types of

wrongdoing, injustice or conflict, that focuses primarily on repairing the damage caused

by the wrongful action and restoring, insofar as possible, the well-being of all those

involved. It reflects a more relational theory of justice because it emphasizes the

restoration of respect, equality, and dignity to the relationships affected by wrongdoing.

Restorative justice is called 'restorative' because it employs restorative processes,

processes that restore agency, ownership and decision-making power to those directly

affected by the harmful event - victims, offenders, their supporters and the wider

community. Rather than deferring all responsibility to the state or to legal professionals,

it aims to engage the immediate participants in resolving the harm.

While acknowledging the harm to victim/s is crucial, accountability also means

assuming responsibility for addressing the consequences of one's actions (Zehr and

Gobar, 2003).

Conceptual Framework
 RESTORATIVE JUSTICE THEORY
A way of responding to crime, or to other types of wrongdoing, injustice or conflict.

GRADE 11 STUDENTS

Gathering information through survey questionnaire.

ADDRESSES
THE IMPACT OF CYBERBULLYING
Statement of the Problem

This study aimed to determine The Effects of Cyberbullying to the Academic

Performance of Grade 11 students in Carmen National High School Day-Class for

School Year 2023-2024 specifically, it sought to answer the following questions:

1.What is respondents’ profile in terms of:

1.1 Age

1.2 Gender

2.What are the effects of Cyberbullying to their academic performance?

3.What does students do when they get bullied?

4.Is there a significant relationship between the effects of cyberbullying to student's

academic performance?

5.Based on the findings, what intervention plan can be implemented?

Null Hypothesis

Ho. There is no significant relationship between cyberbullying and the effects of it to the

academic performance of the students.

Alternative Hypothesis

Ha. There is a significant relationship between cyberbullying and the effects of it to the

academic performance of the students.

Significance of the Study

The result of the study will beneficial to the following persons:

School. The result of this study would provide them an information to promote
and support program concerning to their learner, the cyber security awareness
foundation program.

Teachers. The result of this study would guide them to give an advice on proper
use of the social media to their learners and address their inappropriate bullying
behaviors.

Parents. The result of this study would give them an awareness that they
should look after on what is their children doing on social media.

Students. This study will help them to express how they actually feel when it
comes to this type of situation and give them an awareness on how to prevent being a
cyberbully victim.

Future Researcher. This study is very important to the future researchers who
will conduct similar study. They can refer and follow this as a guide for their future
studies.
Definition of Terms

Academic performance. It is the measurement of student achievement across

various academic subjects.

Cyberbullying. It is when someone repeatedly and intentionally harasses,

mistreats, or makes fun of another person online or while using cell phones or other

electronic devices.

Effect. It is a change that results when something is done or happens

CHAPTER II
 REVIEW OF RELATED LITERATURE

The rapid advancement of computer technology in the 21st-century has drastically

changed the world for young people, especially in their communications with one
another and the classroom instructional strategies used by their teachers. The
detrimental aspects of advanced technology for adolescents appear most prominently in
the social context.With social media applications such as Facebook, Instagram, Twitter,
and Snapchat, one can reach others instantly and relatively easily, and one message
can be sent to countless others at the push of a button. These conveniences have
resulted in both positive and negative engagements between students, situations that
often challenge school administrators. Administrators must therefore maintain an
impressive knowledge of devices and sites used by young people. Johnson (2011)
suggested that “to keep up with the needs of student learning and issues in a school
building, school administrators must be the models for change” (p. 78). However, many
administrators still do not fully understand the ramifications of public communication and
the potential physiological effects of negative interactions with social media (Wiseman,
2011). School Administrators across the nation find it difficult to report conclusively on
the impact of negative social media communication on school-age children. They also
struggle to find strategies that will prevent adolescents from using social media
irresponsibly. However, the prevalence of social media problems in schools makes it
clear that this is an important

educational issue that must be studied and addressed.

In the United States, studies by the federal government have focused on the impact of
social media on politics and information dissemination. A Congressional research report
released in 2016 evaluated study on the methods of communication to reach member
constituents from 1995–2015 (Straus & Glassman, 2016). The report concluded that the
main method of communication in society has shifted from traditional modes to
electronic forms, which can facilitate more effective and farther-reaching communication
to member constituents. By 2013 all member of Congress had created their official
Twitter accounts for the purpose of constituent communication and platform support
(Straus & Glassman, 2016). However, with the instantaneous ability to reach hundreds
of thousands of people comes responsibility for appropriate usage, especially given the
serious consequences of one important feature of online communication: the inability to
take back what has been released. In 2011, Congressman Anthony Weiner accidentally
sent an inappropriate photo of himself through his official Twitter account (Krieg, 2016).
In 2014, Delaware Governor Jack Markell accidentally attached a photo of a woman in a
bondage photo to an official tweet sent to his constituents (Krieg, 2016). In both
incidents the tweets were removed, but not in time to prevent the continued distribution
of the photos through social media by those who had already viewed and saved the
released tweets.

Social media is perhaps the most powerful, influential phenomenon of the early 21st-
century. The first social network site to appear was SixDegrees.com in 1997, but by

2012 Facebook was the largest social networking site in the world, with more than one
billion members (Zhang & Tu, 2009). The increased use of the internet and social media

can be attributed to increased broadband availability, adolescents’ embrace of new

technology, and affordability of technological devices such as computers, laptops and
mobile smartphones. In a brief on social media released by the Canadian Parliament,

which defines social media, its evolution, attributes, and its impact, social media is
defined as “the wide range of internet-based and mobile services that allow users to
participate in online exchanges, contribute user-created content, or join online
communities” (Dewing, 2010, p. 1). The brief also identifies different aspects of social
media and its usage that are causes for concern. First, what is posted on the internet
becomes permanent—even if it is deleted or removed, it can still be discovered. Another
concern is that posts on the internet can be anonymous. The brief also points out that
the internet and social media are changing how people interact with one another as well
as the ways they are involved in consumerism. Businesses are using social media to
promote
products, and individual professional bloggers and social media influencers are paid or
reimbursed for promoting products and businesses. While the overall impact of the
internet and social media is not yet clear, previous studies on the influence of media on
children have shown that children exposed to physical or social aggression through
television were more likely to emulate those behaviors (Huesmann, Moise-Titus,
Podolski & Eron, 2003). The fact that their usage continues to grow exponentially and
has fundamentally changed how people interact and communicate with one another
makes it an important topic for study.

In this study, I conducted a four-week presentation with a select group of freshman

presentation students at Springfield High School. Through pre- and post-presentation
questionnaires, I ascertained any differences students’ existing and post-presentation
knowledge of social media and their feelings about using social media technology
responsibly. According to the Pew Research Center, 92% of adolescents access the
internet daily (Lenhart, 2015). Of those students, more than three-quarters report
owning a mobile phone, and 71% report using more than one social media website
(Lenhart, 2015). With such widespread availability of technology comes a significant
need to monitor and regulate usage, as well as to educate adolescents about its
responsible use. It is imperative that schools help young people understand the dangers
of irresponsible social media usage.

REVIEW OF RELATED STUDIES

 CHAPTER III
RESEARCH METHODOLOGY

This chapter presents the method used in this study. This portion of the research

paper includes the research design, research informants, research environment,

research instruments and data gathering procedure of the study.

Research Design
The research used correlational research design to determine the

perceptions of students of the effect of cyberbullying to the academic performance of

Grade 11 students. The researchers believed that the correlational method is

appropriate for this study because it is used to determine the relationship between the

variables that are being studied. The researchers will also conduct observation and

interview to the respondents to support the data being gathered.

Research Respondents

The research informants of this study are the Carmen National High School-Day

Class grade 11 students (HUMSS strand). In getting the respondents, researchers will

choose 10 students in every section and since there are 6 sections, the total number of

respondents are 60. They were chosen to provide information about how does

cyberbullying affect their academic performance.

Research Environment
The research was conducted in Carmen National High School-Day Class Senior

High School Department. The SHS Department was supervised by their Assistant

Principal Mrs. Rafaelita S. Flores. It is located at Luyang Carmen Cebu. The

school applied the (K-12) basic education curriculum wherein the SHS Department is

in Northern part of Cebu beside the National Road in Luyang, Carmen.

Research Environment The re

searchers condFigure 1: Location of Carmen National High School-Day Class

Research instruments The main instrument in g

Research Instruments

The main instrument in gathering the data would be the use of standardized

questionnaires, which is a checklist type to help the respondents choose their answer
quickly from the given choices. The questionnaire stated specific questions. Question

about their age, gender, and the effects of cyberbullying to their academic performance.

and also what they wish to be done about it. The researchers wouldn't be biased, they

promised to be objective with their results and must kept their promises and

agreements.

Data Gathering Procedure

Before gathering the data, the researchers made a letter to be signed by the

school assistant principal to ask permission for the study to be conducted in Carmen

National High School-Day Class Senior High School Department. The survey through

the ready-made questionnaire would start right away after the permission is granted.

The researchers approached the respondent during their free time and gave them time

to answer.

Statistical Treatment

The information gathered need to be assessed. In this section of the

investigation, formulas were utilized to compute the data collected. It calculated the

percentage of the total population that responded to each questionnaire. This

measurement is also referred to as a percentage.

Slovin’s Formula

It is used to calculate the appropriate sample size (n) from the given population

size (N) and a margin of error (e).

Formula to
identify the
number of
respondents
October 20, 2023

RAFAELITA S. FLORES

Asst. Secondary School Principal II

Carmen National High School-Day Class

Cogon West, Carmen, Cebu

Madam:

Greetings!

We, the Grade 12 HUMSS D students, are currently enrolled in Practical Research 2
which requires us to conduct research as a requirement for the subject.

In this connection, we would like to ask permission from your good office to kindly allow
us to conduct a survey on our study entitled ‘’ THE EFFECTS OF CYBERBULLYING
TO THE ACADEMIC PERFORMANCE OF GRADE 11 STUDENT’S “ at Carmen
National High School-Day Class Senior High Department. The main purpose of this
study is to determine how does cyberbullying affect students’ academic performance.

Specifically, we would like to conduct a survey of the Grade 11 students, for they can
respond to the questions better since they already have a certain level of maturity
compared to the lower grade levels. In addition, we will make sure that the respondents’
identity will remain confidential and will strictly follow the safety protocols. Furthermore,
it will be conducted at their most convenient time and will last for five to ten minutes
only.

We are looking forward to a positive response regarding this matter. Thank you for your
kindness and attention. May God bless you!

Respectfully yours,

CARL VINCENT RESTON

Research Leader

Noted:

JERRY P. DINDIN

Research Adviser

Approved by:

RAFAELITA S. FLORES

Assistant Principal II
 SURVEY QUESTIONNAIRE

THE EFFECTS OF CYBERBULLYING TO THE ACADEMIC PERFORMANCE OF

GRADE 11 STUDENTS
Retrieved from https://scholarcommons.sc.edu/etd/5025

PROFILE OF THE RESPONDENT

I. Name (optional):

Grade & Section (optional):

Age:
Gender:
o Male
o Female

1. Have you ever been cyberbullied?

o Yes
o No
2. If you have been cyberbullied, did you report it to anyone?
o Yes
o No

3. If you report it, who did you report it to?

o Teacher
o Counselor
o Friend
o Parent
o Sibling/Family member
4. If you didn’t report it, and you were being cyberbullied, why not?

o It didn’t really bother me.

o It is childish if you let anything get to your head.
o I don’t know.
o I didn’t want to get into trouble.
o They might come after me if I say anything and make my life horrible.

5. How does cyberbullying affect your academic performance?

o The results of your exam are poor because of cyberbullying.
o Cyberbullying creates a negative environment in school.
o It affects your academic achievement.
o Discourages you to attend class.
o Lack of motivation to learn.
o Affects academic level negatively.
o Academic performance may seem unimportant.

6. Reasons why get cyberbullied.

o To be popular
o To feel powerful
o To get attention
o Because the student is different
o The way others dressed.

7. How often do you think cyberbullying happens?

o It happens all the time.

o It happens too often, but not all the time.
o It happens sometimes.
o It hardly ever happens.
o It never happens.

8. “Finish this statement: ‘Cyberbullying happens mostly to’…”

o Both equally
o Boys
o Girls
o Not sure

9. What do you want school staff and your parents to know?

o Cyberbullying is a big deal.

 o It could hurt someone’s feelings.
o It gives them suicidal thoughts.
o Makes others feel stupid inside.

10. “If you could write a school policy on cyberbullying, what would it provide?

o Schools should teach kids about cyberbullying and how they can
affect others’ lives.
o School should require including lessons about cyberbullying.
o The police can arrest someone who cyberbullies.
o School should have an officer that handles cyberbullying.
o Schools can punish someone who cyberbullies others.
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter involves the presentation, analysis and interpretation of data

gathered by the researchers. This study aims to identify the effects of Cyberbullying to

their Academic Performance. The researchers applied the correlational research design,

to explore the effects of underlying principles. The data presented were based on the

answers of the respondent’s and studied to examine the answer of the question

mentioned in the statement of the problem the procedures are analytically arranged

according to the sequence of the specific questions.

Table 1. Distribution of Respondents According to Gender

GENDER FREQUENCY PERCENTAGE

Female 85 56.67%

Male 65 43.33%

Total 150 100%

 The table 1 showed that there were 85 (56.67%) female respondents and there

were 65 (43.33%) male respondents with an overall total of 150 (100%) in this study.

Table 2. Percentage of the Respondents that Experienced Cyberbullying

EXPERIENCED BEING

CYBERBULLIED FREQUENCY PERCENTAGE

YES 95 63.33%

NO 55 36.67%

TOTAL 150 100%

Table 2 showed that most of the respondents experienced cyberbullying it

gained (63.33%) in total.

Table 3. Percentage of the Students if They did Report it to Anyone When

They Experienced Cyberbullying.

DID THEY REPORTED IT FREQUENCY PERCENTAGE

 YES 53 35.33%

NO 97 64.67%

TOTAL 150 100%

Table 3 showed that there were 53 respondents (35.33%) who chooses to

report to someone that they have been cyberbullied but 97 (64.67%) of the

respondents chooses not to.

Table 4. Percentage of the Respondents Who Openly Report it to Someone.

WHO DID THEY

REPORT IT TO FREQUENCY PERCENTAGE

TEACHER 54 32.53%

COUNSELOR 4 2.41%

FRIEND 49 29.52%

PARENT 34 20.48%
 SIBLING/FAMILY 25 15.06%

MEMBER

TOTAL 166 100%

Table 4 showed that most of the respondents reported their experienced to

their teachers in total of 54 (32.53%) followed by their friends which gained 49 or

(29.52%) and the lowest are the counselor who has 4 (2.41%).

Table 5. Percentage of the Respondents Why They Didn’t Report it.

WHY THEY DIDN’T FREQUENCY PERCENTAGE

REPORT IT

IT DIDN’T REALLY

BOTHER’S THEM 27 16.27%

IT IS CHILDISH IF

THEY LET ANYTHING 25 15.06%

GET INTO THEIR

HEAD

THEY DON’T KNOW 22 13.25%

 THEY DIDN’T WANT

TO GET INTO 67 40.36%

TROUBLE

THEY MIGHT COME

AFTER THEM IF THEY

SAY ANYTHING AND 25 15.06%

MAKE THEIR LIFE

HORRIBLE.

TOTAL 166 100%

Table 5 showed that most of the respondents doesn’t want to get into

trouble which leads a total of 67 (40.36%) so they stayed silent when they’ve

experienced cyberbullying.

Table 6. Percentage on How Does Cyberbullying Affect Their Academic

Performance
DOES

CYBERBULLYING HOW

AFFECT THEIR FREQUENCY PERCENTAGE

ACADEMIC

PERFORMANCE

THE RESULTS OF THE

 EXAM ARE POOR

BECAUSE OF 14 7.11%

CYBERBULLYING

IT CREATES NEGATIVE

ENVIRONMENT IN 77 39.09%

SCHOOL

IT AFFECTS THEIR

ACADEMIC 21 10.66%

ACHIEVEMENT

DISCOURAGES THEM

TO ATTEND CLASS 14 7.11%

LACK OF MOTIVATION

TO LEARN 32 16.24%

AFFECTS ACADEMIC

LEVEL NEGATIVELY 26 13.20%

ACADEMIC

PERFORMANCE MAY 13 6.59%

SEEM UNIMPORTANT

TOTAL 197 100%

 Table 6 shows that cyberbullying affect the students’ academic performance

because it creates a negative environment in school 77 (39.09%) which most of

the respondents chooses.

Table 7. Percentage of the Reasons Why They get Cyberbullied.

REASONS WHY THEY

HAVE BEEN FREQUENCY PERCENTAGE

CYBERBULLIED

TO BE POPULAR 7 4.02%

TO FEEL POWERFUL 21 12.07%

TO GET ATTENTION 61 35.06%

BECAUSE THE

STUDENT IS 62 35.63%

DIFFERENT

THE WAY OTHERS

DRESSED 23 13.22%

TOTAL 174 100%

Table 7 shows that the reason why others get cyberbullied is it because

the student is different most of the respondents chooses this in a total of 62 or

(35.63%) followed by the reason just to get attention in a total of 61 (35.06%).

Table 8. Percentage on How Often do They Think Cyberbullying Happens

 HOW OFTEN DO THEY

THINK

CYBERBULLYING FREQUENCY PERCENTAGE

HAPPENS

IT HAPPENS ALL THE

TIME 42 27.27%

IT HAPPENS TOO

OFTEN, BUT NOT ALL 60 38.96%

THE TIME

IT HAPPENS

SOMETIMES 44 28.57%

IT HARDLY EVER

HAPPENS 4 2.60%

IT NEVER HAPPENS 4 2.60%

TOTAL 154 100%

Table 8 presents how often does the respondents think cyberbullying

happens which most of the respondents’ answers that it happens too often, but

not all the time 60 (38.96%) and the lowest among the categories are it hardly

ever happens and it never happens 4 (2.60%).

Table 9. Percentage on How the Respondents thinks that Cyberbullying

happens mostly to.
 CYBERBULLYING

HAPPENS MOSTLY TO FREQUENCY PERCENTAGE

BOTH EQUALLY 119 74.38%

BOYS 22 13.75%

GIRLS 10 6.25%

NOT SURE 9 5.62%

TOTAL 160 100%

Table 9 shows that most of the respondents think that cyberbullying

happens to both genders equally with a 199 (74.38%).

Table 10. Percentage on What does the Respondents Want the School Staff
and They’re Parents Should Know.
THEY WANT THE

SCHOOL STAFF AND

THEY’RE PARENTS TO FREQUENCY PERCENTAGE

KNOW THAT

CYBERBULLYING IS A

BIG DEAL 38 20.00%

IT COULD HURT

SOMEONE’S FEELINGS 81 42.63%

 IT GIVES THEM

SUICIDAL THOUGHTS 40 21.05%

MAKES OTHERS FEEL

31
STUPID INSIDE 16.32%

TOTAL 190 100%

Table 10 shows what the students wanted to know by the school staff

and their parents and that is cyberbullying could hurt someone’s feelings 81

(42.63%) followed by it gives them suicidal thoughts 40 (42.63%) which makes

the situation more dangerous.

Table 11. Percentage of the Respondents Who Chooses What to Write If

They Could Write a School Policy About Cyberbullying.
IF THEY COULD WRITE
A POLICY ABOUT
CYBERBULLYING FREQUENCY PERCENTAGE
WHAT WOULD IT
PROVIDE
SCHOOLS SHOULD 99 54.09%
TEACH KIDS ABOUT
CYBERBULLYING AND
HOW THEY CAN
AFFECT OTHERS LIVE
SCHOOL SHOULD 35 19.13%
REQUIRE INCLUDING
LESSONS ABOUT
CYBERBULLYING
THE POLICE CAN 5 2.73%
ARREST SOMEONE
WHO CYBERBULLIES
 SCHOOL SHOULD 21 11.48%
HAVE AN OFFICER
THAT HANDLES
CYBERBULLYING
SCHOOLS CAN 23 12.57%
PUNISH SOMEONE
WHO CYBERBULLIES
OTHERS
TOTAL 183 100%

Table 11 shows what does the respondents want to write if they would get a

chance to give a school policy about cyberbullying and most of the students wanted the

school to teach kids about cyberbullying and how they can affect others lives 99

(54.09%), followed by school should require including lessons about cyberbullying 35

(19.13%) and the least among the categories is the police can arrest someone who

cyberbullies 5 (2.73%).