ASSESSING THE EFFICIENCY OF SCHOOL OFFICERS IN

ADDRESSING CYBERBULLYING CASES TO GRADE 7 STUDENTS OF

SAINT MARY ACADEMY OF GUINDULMAN, BOHOL, INC.

_______________________

A Thesis
Presented to the Faculty of the
Senior High School
SAINT MARY ACADEMY OF GUINDULMAN, BOHOL, INC.
Tabajan, Guindulman, Bohol
_______________________

In Partial Fulfillment
of the Requirements for the
Senior High School Academic Track
Science, Technology, Engineering and Mathematics
_______________________
CABILLO, KARYLL MAE

INOJALES, JOSHER JANE

LLOREN, MA. KATRINA

PIZANA, MARYAN KASSANDRA

REVADINERA, KARL JOHN RYWEN

REYES, CHARO

TIMBAL, MAYET

TIU, KIERL ELEAZAR

May 2024
 ACKNOWLEDGEMENT

This research paper is the fruit of countless nights of dedicated effort,

resilience, and the researcher's expertise. The researchers wish to express their
heartfelt thanks to those individuals who generously devoted their time and
knowledge, providing invaluable assistance and skills in the completion of this
study.

Firstly, we extend our gratitude to our Almighty God, the wellspring of

strength, hope, courage, wisdom, knowledge, and passion that were crucial for
the successful completion of this study.

A special acknowledgment is extended to Sr. Aurelia B. Pastidio, AR, the

school principal of Saint Mary Academy of Guindulman, Bohol, Inc. Her
generosity in providing us with the opportunity has helped us cultivate valuable
life lessons of patience, perseverance, cooperation, and above all, the relentless
pursuit of knowledge.

Our sincere appreciation goes to Ms. Russelle O. Pagulon, Mr. Ronald

Amoguis and Mrs. Florencia B. Olaso, the advisers of the respondents in this
study. Their permission and support in allowing us to conduct the study within
their advisory class are deeply appreciated.

We sincerely acknowledge the statisticians of this research, Ms.

Jacquirose Frac and Mr. Noel A. Duites for generously sharing their expertise
and guidance.

Lastly, we would like to express our deepest gratitude to all individuals

who offered moral support and contributed thoughts and efforts even in the
smallest ways, as we diligently worked to complete this study. Your contributions
and support are deeply appreciated.

The Researchers

ii
 DEDICATION

With sincere gratitude, this research project is dedicated to:

To our beloved parents, siblings, relatives, and friends of the researchers

who made this journey possible with their unwavering support and
encouragement that drove our resilience and hard work.

To the respondents, whose willingness to take part was important in

forming the significant conclusions that this study was built on.

To our mentors, our research subject teacher Ms. Mae Charlette R. Bulias
and our thesis adviser, Ms. Maria Catrena Llemit. Throughout our study journey,
their consistent assistance and mentorship were invaluable.

To our fellow researchers, whose commitment and countless hours of

work were put into the successful completion of this study, which enhanced its
significance and depth.

Above all, we are truly grateful to Almighty God and Blessed Mary for her
intercession. Her grace and guidance gave us courage and insight, motivating us
to pursue knowledge with perseverance.

The Researcher

iii
 ABSTRACT

Cyberbullying is something that has become a new social phenomenon in

today’s society. It can often times leave students unable to escape their abilities
and leave them feeling alone and helpless. In our research, having a better
understanding of cyberbullying can help us identify children who needs help –
whether they are the one being bullied or doing the bullying. This case is
applicable to teenagers especially in younger grades. Therefore, the school
officer has a responsibility to act as an instrument for students who have been
the victims of cyberbullying. This study aims to evaluate and critically analyze the
efficiency of the school leaders in handling the school’s cyberbullying cases
specifically in grade 7 students in Saint Mary Academy of Guindulman, Bohol,
Inc. The method used by the researchers in this study is the descriptive-survey
method of research. The researchers printed the questionnaire created in MS
Word to collect the data. The questionnaire was distributed through a room-to-
room survey to the respondents to this study. The percentage, weighted mean,
and Square Contingency Test are the formulas utilized statistically to evaluate
the data acquired. The result of this study identified that there is no significant
relationship between school officers and cyberbullyuing cases among the grade
7 students of Saint Mary Academy, Guindulman, Bohol, Inc.

iv
 TABLE OF CONTENTS

Thesis Title …………………………………………. i

Acknowledgement …………………………………………. ii

Dedication …………………………………………. iii

Abstract …………………………………………. iv

Table of Content …………………………………………. v

Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale ………………. 1

Literature Background ………………. 2

Theoretical Background ………………. 5

Theoretical Framework ………………. 8

Legal Basis ………………. 9

Conceptual Framework ………………. 11

THE PROBLEM

Statement of the Problem ………………. 12

Null Hypothesis ………………. 13

Significance of the Study ………………. 13

Scope and Limitation ………………. 15

v
RESEARCH METHODOLOGY

Design ………………. 14

Environment ………………. 14

Participants ………………. 15

Instrument ………………. 16

Procedures ………………. 16

Data Analysis ………………. 17

Statistical Treatment ………………. 18

Definition of Terms ………………. 20

CHAPTER 2

Presentation, Analysis, and Interpretation of Data .......………. 21

CHAPTER 3

Summary of Finding ………………. 40

Conclusion ………………. 42

Recommendation ………………. 43

References ………………. 45

APPENDICES

Letter of Proposal ………………. 47

vi
 Letter of Request for Research Adviser ………………. 48

Letter to the Principal ………………. 49

Letter of Permission to Gather and Collect Data ………………. 50

Research Questionnaire ………………. 51

Curriculum Vitae ………………. 55

LIST OF TABLES

Table 0.1 Population, Distribution, and Sample size

of the Respondents ...……… 15

Table 0.2 Data Analysis: Descriptive Statistics ………… 17

Table 1.1 Profile of Respondents in terms of Age ………… 21

Table 1.2 Profile of Respondents in terms of Sex ………… 22

Table 1.3 Profile of Respondents in terms of Section ………… 23

Table 2.1 Assessment of the actions taken by

School Officers on Cyberbullying cases ………… 24

Table 3.1 Efficiency of the School Officers in

facilitating Cyberbullying cases ………… 26

Table 4.1 Data Result and Interpretation on the

Efficiency of School Officers and

Cyberbullying cases ………… 30

vii
 LIST OF FIGURES

Figure 1 Chi-squared Distribution …………….. 32

LIST OF RANKINGS

Rank 1 Assessment of the actions taken by

school officers on cyberbullying cases ………………. 33

Rank 2 Efficiency of the school officers

in facilitating cyber bullying cases ………………. 35

viii
 Chapter I

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Cyberbullying is the use of technology to harass, threaten, embarrass,

or target another person. Online threats and mean, aggressive, or rude texts,
tweets, posts, or messages all count. So does posting personal information,
pictures, or videos designed to hurt or embarrass someone else. Cyber
bullying also includes photos, messages, or pages that don’t get taken down,
even after the person has been asked to do so. In other words, it’s anything
that gets posted online and it’s meant to hurt, harass, or upset someone else.
(1:2022)

Based on research done in eight European nations (Bulgaria, Cyprus,

France, Greece, Hungary Italy, Poland, and Spain), it was shown that being
both a victim and a bully is more prevalent there than in Spain. Boys are more
likely than girls to engage in actions that are considered cyberbullying in all the
nations that were analyzed. More often than not, the scope of the acts
classified as cyber bullying ( flaming, denigration, impersonation, outing, and
exclusion; Sorrentino et al., 2019), the scale of the activities characterized as
cyber bullying experience in these activities ranges from a few to a dozen or
so percent. Other, comparative studies in Europe confirm the changing nature
of cyberbullying, depending on the definition adopted (Athanasiou et al.,
2018). However, we need to emphasize at the very beginning that the scale of
the phenomenon changes due to different methodological assumptions
9construction of questions, narrowing down the timeframes of experiencing
and exercising cyberbullying, definitions of aggression and cyber bullying).

1
 2

Cultural context, intervention and anticipation strategies are also important

factors that differentiate the scale (Barlett et al., 2013).(2:2018)

There is no doubt that the development of social media platforms has

shaped and is continuing to shape the world today. Today’s students use
these platforms extensively, which has unluckily increased the intensity and
prevalence of cyber bullying. In the context of a secondary school of Saint
Mary Academy, the aim of this problem is to examine the Efficiency of the
school officers or school leaders Facility towards the cyber bullying cases in
school.(3:2020)

Literature Background

Cyberbullying is something that has become a new social phenomenon

in today’s society. It can often times leave students unable to escape their
abilities and leave them feeling alone and helpless. Faucher, Jackson, and
Cassidy(2014) performed a study had been the victims of cyberbullying over
the last twelve months. These shocking numbers show that nearly one in
every four people have been the victims of this phenomenon. This statistics is
interesting however because when compared to studies that were done
amongst younger age students you see that the numbers are drastically
different. Wegge, Vandebosch, and Eggermont (2014) found that among 1458
people, 13-14 year old students that considerably less students reported being
cyberbullied. (4:2014)
This research concludes that cyberbullying appears to be more
prevalent in students as they get older. Wegge et al. (2014) also noted that
30.8 percent had been victims of traditional bullying. This is true across
multiple studies. Weggeet al. (2014) also concluded that people who were
bullied in traditional manners had a much higher likelihood to become victims
of cyberbullying. Faucher et al. (2014) also found similar results claiming that

2
 3

male and female students decided to bully people online because they were
bullied first. Research has also been done that looks at how the bullies find
their victims.
Wegge et al. (2014) studied the perpetrators preferences in victims and
found that 27 percent were in the same grade, 14.2 percent were in different
grades and a staggering 48.6 percent were not schoolmates of the bullies.
This evidence somewhat and at home because it shows that nearly half of the
bullies prefer to bully people they don’t go to school with and possibly do not
know at all. This continues to build and add to the idea of cyberbullying in that
it allows bullies to create their own personas and images in order to try and
intimidate and influence other without actually providing a physical intimidation
factor.(5:2014)

Effects of Cyberbullying

While the platforms used are different the lasting effects that the
bullying has on the victims are very similar, faucher et al. (2014) concluded
that one of the main effects that cyberbullies had on university students was
that they were unable to accomplish some of their school assignments. While
many people think of effectsof bullying to be simply depression or low esteem,
this study brought light to a much different more unexpected issues.(6:2014)

Forms of Cyberbullying

Social media is very prevalent among cyberbullies but there is also

extensive research done on cell phones and the role they play oni the act of
cyber bullying. Abele et al. (2013) studied various aspects of mobile phone
bullying and found that the most prevalent type was gossiping via text
message. Abele et al. (2013) also found that girls were more often than not
the perpetrators of gossiping while boys made slightly more threats via cell
phones. This numbers tend lean towards the stereotype of females being

3
 4

more of gossipers and males generally being more aggressive and physical.
This is also interesting because this shows that society’s stereotypes appear
to remain true even in a cyberworld.(7:2013)

Forms of cyberbullying.

Social media is very prevelant among

cyberbullies but there is also extensive
research done
on cell phones and the role they play in
the act of cyberbullying. Abeele et al.
(2013) studied
various aspects of mobile phone
bullying and found that the most
prevalent type was gossiping
via text message, followed by gossiping
over the phone, and concluded with
threatening
others over text message. Abeele et al.
(2013) also found that girls were more
often than not

4
 5

the perpetrators of gossiping while boys

made slightly more threats via cell
phone. This
numbers tend lean towards the
stereotype of females being more of
gossipers and males
generally being more aggressive and
physical. This is also interesting because
shows that that
society’s stereotypes appear to remain
true even in a cyberworld.

Forms of cyberbullying.

Social media is very prevelant among

cyberbullies but there is also extensive
research done
on cell phones and the role they play in
the act of cyberbullying. Abeele et al.
(2013) studied
5
 6

various aspects of mobile phone

bullying and found that the most
prevalent type was gossiping
via text message, followed by gossiping
over the phone, and concluded with
threatening
others over text message. Abeele et al.
(2013) also found that girls were more
often than not
the perpetrators of gossiping while boys
made slightly more threats via cell
phone. This
numbers tend lean towards the
stereotype of females being more of
gossipers and males
generally being more aggressive and
physical. This is also interesting because
shows that that
society’s stereotypes appear to remain
true even in a cyberworld.

6
 7

Faucher, C., Jackson, M., & Cassidy,

W. (2014). Cyberbullying among
University
Students: Gendered Experiences,
Impacts, and Perspectives. Education
Research
International, 1.
doi:10.1155/2014/69854

The increased use of social media by teenagers, has led to

cyberbullying becoming a major issue. Cyberbullying is the use of information
and communication technology to harass and harm in a deliberate, repetitive
and hostile manner (Stopbullying.gov, 2014). Information and communication
technology includes the use of email, text message via mobile and social
media. Types of social media include social networking sites (Facebook,
Google+); microblogging (Twitter); blogs; virtual worlds (Secondlife), social
bookmarking sites (Delicious, Digg); photo or video-sharing sites
(Flickr,YouTube); forums and discussion groups.
A study by ditchthelabel (2014) in partnership with Habbo Hotel,
surveyed 10,008 teenagers and young people aged 13–22 years old. They

7
 8

found 37% of teenagers experienced cyberbullyingon a frequent basis. From

75% of the sample that used Facebook, 54% had experienced cyberbullying.
Survey participants originated from the UK, USA, Australia and other
countries. Madden, Lenhart, Duggan, Coresi and Gassar (2014) research into
technology and teenagers, discovered that of 802 teenagers aged 12–17
years old surveyed, 95% had access to the Internet, 78% had a mobile phone,
47% owned a smartphone and 23% had a tablet computer. (8:2016)
Among the numerous advantages of the internet, there is an
unintended outcome of the internet’s extensive reach: the growing rate of
harmful offences against children and teens. Cyber bullying victimization has
recently received a fair amount of attention due to some heart-breaking events
orbiting in schools and even at homes. Although research has already
demonstrated a number of serious consequences of cyber- victimization,
many questions remain unanswered concerning the impact of cyber bullying.
This study gathers literature from 18 studies pieces together only the factors
that kick-start cyber-bullying perpetration and victimization but also the effects
of bullying on the victims as well as the bullies.(9:2018)

Theoretical Background

The Theory of Humiliation holds that being humiliated is painful, and

thus victims of any form of bullying are more likely to have the same behavior
as a way of revenging. Evans and Smokowski (2016) posit, “Humiliation is
‘excessive overt derogation’ that occurs when a more powerful individual
publically reveals the inadequacies of a weaker victim, who feels the treatment
is unjustified” (p. 371). As such, bullying victims seek to revenge as a way of
dealing with the pain caused by their experiences. However, as noted earlier,
in most cases, bullies are physically stronger as compared to their victims.
Consequently, a physically weak victim may not confront a stronger bully.
Ultimately, such a victim will look for individuals that he or she can bully as a

8
 9

way of revenging. Therefore, bullying becomes a cycle, and its negative

effects are replicated across different school populations. This aspect may
explain why bullying is such a common problem in different learning
institutions around the world.

Future research should examine whether to becoming success of anti-

bullying interventions implemented in U.S. schools to date (Evans, Fraser, &
Cotter, 2014) is related to the lack of change in school culture, schools’
resistance to change, and schools’ minimal commitment to becoming a
learning organization.(10:2016)

In addition, the Previous reviews on the anti-cyberbullying

programs states that there have been being conducted to analyze the
effectiveness of cyberbullying interventions and preventions, but the findings
are not consistent. Tanrikulu's (2018) descriptive systematic review found
most school-based anti-cyberbullying programs (17 studies up to 2016) to be
effective in tackling cyberbullying incidents. Based on 24 studies published
during 2000–2017, Gaffney et al.’s (2018) meta-analysis found the reviewed
anti-cyberbullying programs to be effective in reducing cyber aggression by
around 10%–15% and cyberbullying victimization by around 14%. Recently,
both Ng et al.’s (2020) and Polanin et al.’s (2021) meta-analysis studies
showed very small effect sizes of the reviewed programs in reducing the
frequencies of cyberbullying perpetration (standardized mean differences
[SMD] = −0.16 in Ng et al., 2020 and g = −0.18 in Polanin et al., 2021) and
victimization (SMD = −0.13 in Ng et al., 2020 and g = −0.13 in Polanin et al.,
2021). On the contrary, Mishna et al. (2011) reviewed three intervention
studies on online safety, and found that their impact on risky online behavior,
including cyberbullying, were not statistically significantly. Moreover, the long-
term effectiveness of these interventions were inconclusive. In the two articles
that included follow-up evaluation of the effectiveness of reviewed

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interventions, the findings showed opposite trends. Cantone et al.

(2015) found that studies conducted between 2000 and 2013 did not show
positive effects on reducing cyberbullying in the long term. On the other
hand, Ng et al.’s (2020) meta-analysis revealed significant but small long-term
positive effects.The selected intervention studies, whetherintrapersonal
learning, interpersonal interactions, or community-oriented events were
involved, and the stakeholders targeted. This pedagogical analysis identified
five subgroups. Meta-analysis results of the 19 selected programs found small
effect sizes overall for cyber-aggression and cyber-victimization. Further
explorations showed that the pedagogical design features statistically
significantly moderated the effectiveness of the anti-cyberbullying intervention.
The subgroup analysis showed that only programs involving interpersonal
interactions and stakeholder agency demonstrated superior program
effectiveness. Due to the small number of studies that provided data on long-
term programs effectiveness, the meta-analysis findings were inconclusive.

This review highlights that the effectiveness of anti-cyberbullying

interventions varies, with interpersonal interactions and stakeholder
involvement being particularly important. Future researchers studying the role
of school leaders in combating cyberbullying should consider focusing on
interventions that prioritize these elements, as they demonstrated superior
effectiveness. Additionally, it’s important for future studies to incorporate long-
term follow-up data to provide a more comprehensive understanding of
program effectiveness over time.(11:2022)

10
 11

The Theory of This House Bill entitled

Humiliation holds that an Act of Defining and
being humiliated is Penalizing the Crime of
painful, and thus victims Cyber-bullying otherwise
of any form of bullying known as Anti-Bullying
are more likely to have Act of 2015 aims to
the same behavior as a encourage people to
way of revenging. become a responsible
netizen about their cyber-
actions
Previous Reviews on the
Anti-Cyberbullying
Programs The Education and the
There have been Legal System: Inter-
systematic reviewsbeing Systemic Collaborations
\ conducted to analyze the identified by Australian
effectiveness of Schools to more
cyberbullying interventions effectively reduce
and preventions, but the cyberbullying
findings are not consistent.
It is an expectation of
11
Australian schools to
address student
cyberbullying.
 12

Assessing the Efficiency of School

Officers in Addressing
Cyberbullying cases to Grade 7
students of Saint Mary Academy of
Guindulman, Bohol, Inc.

School Officers Cyberbullying cases

The integration of the comprehensive understanding of the factors influencing

the efficiency of school officers in addressing cyberbullying cases, ultimately
serving the interventions and policies in educational settings.

Figure 1: Theoretical Framework

Legal Basis

This House Bill entitled an Act of Defining and Penalizing the

Crime of Cyber-bullying otherwise known as Anti-Bullying Act of 2015
aims to encourage people to become a responsible netizen about their cyber-
actions. This law will help to enlightened everyone’s mind when it comes to
their actions via social media or internet that they have to use it properly
without putting someone’s life into danger. We need a law that will focus on
one thing so that problems regarding this can be solved easily. So that cyber-
bullying can be prevented. So that people who be no person who keeps on
complaining about the kind of life they have and thinks that they don’t deserve
to live. And most of all, so that the case of cyber-bullying will end. It’s also a
good thing that under this law is a punishment that will definitely make the
Insights
people who keeps on cyber-bullying think twice whether they continue or they
will stop. The law states that, those who will be found guilty of cyber- bullying

12
 13

shall be fined penalty of P50,000 but not more than P100,000 and
imprisonment of not less than six months but not more than six years, or both.
(12:2017)

This article suggests that the proposed law is needed to prevent cyber-
bullying, which can cause harm to students. This bill would help the students
of Saint Mary Academy who may be struggling with their mental health as a
result of bullying.

In addition, the The Education and the Legal System: Inter-Systemic

Collaborations identified by Australian Schools to more effectively
reduce cyberbullying, tells that it is an expectation of Australian schools to
address student cyberbullying. However, schools may struggle to be effective
if other societal systems are not aligned and supportive. Within this ecological
framing, this qualitative study used interview and focus group methods to
gather secondary school stakeholder perspectives about the role the legal
system plays in helping schools to prevent and intervene in student
cyberbullying. School leaders, specialist staff, teachers, students and parents
participated. A thematic analysis uncovered three themes with implications for
improving school capacity with the help of society’s legal system: What
schools can and cannot do to reduce cyberbullying; the role of police in
school-based cyberbullying management; and the need for
education and legal inter-systemic collaborations to meet school-identified
challenges in addressing student cyberbullying.

This article emphasizes the importance of inter-systemic collaborations

between schools and the legal system in effectively addressing cyber bullying.
Future researchers examining the effectiveness of school leaders in handling
cyber bullying cases should consider the impact of legal support and the role
of law enforcement in school-based cyberbullying management.
Understanding these dynamics can inform strategies for school leaders to

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 14

navigate and leverage resources in their efforts to combat cyberbullying

effectively.(13:2022)

INPUT PROCESS OUTPUT

The output
acknowledges the
efficiency of school
officers in handling
cyberbullying cases
varies. While some
schools have
implemented
proactive measures
and comprehensive
policies to address
cyberbullying, others
may face challenges
in identifying and
addressing such
cases promptly.
Factors such as
training, awareness
programs, and
collaboration with
law enforcement can
significantly impact
the effectiveness of
school officers in
dealing with
cyberbullying
incidents.

14
 15

•Gathering and Analyzing

Data gathered from of the data. It involves the
the responses of the systematic collection,
respondents: examination, and
interpretation of
• Demographic profile information for the
of the respondents: purpose of gaining
insights.
a. Name;
b. Age •Presentation of the data.
c. Grade and It involves conveying and
section interpreting the results of
the data analysis in a
•The Efficiency of the clear and concise
school officers manner.
towards cyberbullying
cases •Analysis and findings.
The analysis and findings
of the research provide
valuable insights and
information that can
greatly contribute to the
existing body of
knowledge in the
respective field.

•Formulation of the
questionnaires. The first
step is to clearly define
the research objectives
and the specific
information that needs to
be collected. Decide on
the appropriate question
types and formats that
will best elicit the desired
information.

Figure 2: Conceptual Framework

THE PROBLEM

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 16

Statement of the Problem

Cyberbullying is a form of bullying committed online. Social media, chat

services. Gaming platforms and mobile devices are all potential venues. It is a
pattern of behavior meant to frighten, infuriate, or embarrass those who are
the target. This case is applicable to teenagers especially in younger grades.
Therefore, the school officer has a responsibility to act as an instrument for
students who have been the victims of cyberbullying.

This study aims to determine by assessing the efficiency of school

officers in addressing cyberbullying cases to Grade 7 students in Saint Mary
Academy of Guindulman, Bohol, Inc. It also seeks to answer the following
questions:

1. What is the demographic profile of the respondents in terms of;

1.1 age;

1.2 sex; and

1.3 section?

2. What actions were done by the school officers to facilitate cyberbullying

cases in school?

3. How efficient are the school officers in facilitating towards the problem of
cyberbullying in terms of:

3.1The feedback and concerns of students, parents and staff; and

3.2 Developing and implementing a social awareness program in

school?

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 17

4. Is there a significant degree of relationship between the efficiency of School

Officers and Cyberbullying cases?

5. Based on the findings, what intervention plan of the school officers must be
implemented?

Null Hypothesis

There is no significant relationship between the efficiency of school

officers and cyberbullying cases of the Grade 7 students of Saint Mary
Academy of Guindulman, Bohol, Inc.

Significance of the Study

In our research, having a better understanding of cyberbullying can

help us identify children who needs help – whether they are the one being
bullied or doing the bullying. Our intervention can make a tremendous
difference, and even change a young person’s life. Vital results of this
research could be highly significant and beneficial especially to the following:

School Administration, Faculty, and Staff. This study can give the
school administration knowledge about cyberbullying and its effects, they can
take appropriate measures to prevent and address it in school community. It
could also give the faculty and staff more opinions about the efficiency of the
school leaders in Saint Mary Academy on the social awareness of
cyberbullying.

Parents. This study will help the parents understand how these
identifies factors affect their children’s mental and emotional well-being. And
would help them know their children’s status upon attending in school.

17
 18

Students. The findings of this study will be beneficial and will serve as
a social development to the students who can learn to recognize it, speak up
about it, and work together to prevent it. This can create a safer and more
positive learning environment for all students, leading to better academic
outcomes and improved mental health.

Future Researchers. This study will serve as a reference and basis

that would help in conducting their own research studies.

RESEARCH METHODOLOGY

Design

This document is primarily based on quantitative research. This

presupposes that gaining a thorough grasp of a particular organization or
event is the main objective of quantitative research. Therefore, the purpose of
this study is to ascertain how well Saint Mary Academy of Guindulman Bohol,
Inc. school officers facilitates incidents of cyberbullying. In particular, a
quantitative research approach is used in this study, and participants will be
chosen by random sampling. Each participant will fill out a questionnaire that
will be used to gather data. Furthermore, before administering the survey,
informed consent will be requested from each participant. Anonymity and
confidentiality for study participants will be upheld.

Environment

The educational environment of Saint Mary Academy of Guindulman

Bohol, Inc. is most likely where this study will take place. Saint Mary Academy
of Guindulman, Bohol, Inc. is the only standing and operating private Catholic
institution in the town of Guindulman, run by the congregation of the

18
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Augustinian Recollect Sisters. It is located in Tabajan, Guindulman, Bohol,

which is 30 meters away from Guindulman Municipal Hall and 40 meters away
from Guindulman Public Market. Participants in the study will complete our
questionnaire, which will be distributed to them in a classroom setting.

Participants

This study collected the necessary data from the respondents, who
were the seventh-graders of Saint Mary Academy of Guindulman, Bohol, Inc.,
in order to provide authentic data. Thus, those chosen Grade 7 students for
the School Year 2023-2024 using the Face-to-Face Learning Modality are
included in the inclusion criteria. Most likely, forty-two (42) people will take part
and the selection of the respondents will be done through non probability
sampling method.

Table 0.1

Population, Distribution, and Sample Size of the Respondents

%
SECTION POPULATION SAMPLE SIZE
DISTRIBUTION
St. Michael 24 33 14

St. Gabriel 24 33 14

St. Raphael 25 34 14

TOTAL 73 100 42

Scope and Limitation

This research work is conducted within the Saint Mary Academy of

Guindulman Bohol, Inc. The primary focus of this study is to assess the

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efficiency of school officers in addressing cyberbullying cases among seventh-

grade students. It will investigate the strategies, policies, and resources
available to school officers for tackling cyberbullying incidents. The limitation of
this study will consider the perspectives of both school staff and students to
gain a comprehensive understanding. However, this research does not aim to
influence or control the opinions of the participants, and their views will be
respected and analyzed objectively to avoid potential conflicts or biases.

Instrument

Data will be gathered using distributed self-administered

questionnaires. These questionnaires will be submitted in print form,
depending on participant preferences. A fair amount of time will be given to
participants to fill out the questionnaires. We formulated this questionnaire to
aim for our objectives or our study. The questionnaires might consider using
open-ended questions that will be pre-tested in order to collect quantitative
data and gather detailed responses from participants to ensure validity and
reliability.

Procedure

To develop an informed hypothesis, researchers will use quantitative

research surveys for data collection, affirming their relevance and
effectiveness to the research study. Following an evaluation of relevant
literature, participants and data collection strategies will be chosen. Once the
research instrument has been approved, the researchers will formally request
informants' consent to perform the study in writing. A face-to-face
questionnaire will be given to a selected group of students after approval.
Researchers will also assess quantitative data .Additionally, quantitative data

20
 21

will be analyzed using statistical software, with descriptive statistics like

means, frequencies, and percentages computed to summarize the data.

Data Analysis

The gathered data were analyzed and interpreted through projection

and deduction inferred from the percentages. To obtain the percentage, the
frequency of responses to each item was divided by the total number of cases
and then multiplied by one hundred, thus: Percent = F/N×100

Where:

P = percentage

F= frequency of responses

N = number of cases or item

To analyze the answers of the respondents, the searchers use the

following numerical average for the following choices:

Table 0.2

Data Analysis: Descriptive Statistics

Legend Description Code Range

1 Strongly Disagree SD 1.00 – 1.75

2 Disagree D 1.76 – 2.50

3 Agree A 2.51 – 3.25

4 Strongly Agree SA 3.26 – 4.00

21
 22

Statistical Treatment

The following statistical procedures were used in order to produce an

accurate and trustworthy analysis and interpretation of the data.

1. Percentage: a way of expressing a proportion or relative value out of 100.

To determine the respondents’ percentile ratings based on the provided
variables—such as School Officers and Cyberbullying cases—percentage was
computed.

FORMULA:

F
P= x 100
N

Where:

P - percentage

F - frequency

N - number of respondents

2. Weighted mean: an average that is calculated by assigning varying weights

to certain specific values.

FORMULA:

∑ ( xi∗wi )
W = i =1 n
∑ (Wi )
i =1

Where:

W = weighted average

n = number of terms to be averaged

22
 23

Wi = weights applied to x values

Xi = data values to be averaged

3. Chi – Square Test: a statistical test for categorical data. It is used to

determine whether your data are significantly different from what you
expected.

FORMULA:

∑(ƒo−ƒe)
x 2=
ƒe

Where:

2
x = Chi-square factor

∑ = Greek letter sigma meaning “summation of”

ƒo = observed frequency

ƒe = expected frequency

23
 24

DEFINITION OF TERMS

The following are operationally defined to enhance the understanding of

the readers of this study.

Anti- bullying Programs - Anti-bullying refers to laws, policies,

organizations, and movements aimed at stopping or preventing bullying.

Cyberbullying - refers to the act of using digital communication

platforms to harass, intimidate, or harm teachers.

Cyber - refers to the digital realm, encompassing online communication,

social media, and technology-mediated interactions.

Personal Experience – Personal experience is the direct experience of

a student. This is a type of evidence and storytelling that a student gives and
explain from his/her side.

Social Awareness - The ability to take the perspective of and

empathize towards the students, including those from diverse backgrounds
and cultures.

Parental involvement - This refers to parents' participation in their

children's situation and performance in school.

Leadership - Leadership is the ability of the student to influence and

guide the other students in a certain school.

Efficiency -It is an action designed to achieve efficiency from the school

leaders or in an organization.

24
 CHAPTER II

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the

analyses and interpretations
on the data gathered in the
study to answer the research
problems raised in the
earlier chapter
This chapter presents the
analyses and interpretations
on the data gathered in the
study to answer the research
problems raised in the
earlier chapter
22
 This chapter contains the presentation of the data after conducting the
survey. The gathered information is examined and interpreted to address the
issues raised by the study’s findings. It offers insightful information by
presenting the age, sex, and section profiles of the respondents. Additionally,
it assesses the efficiency of school officers in addressing cyberbullying cases,
enhancing comprehension of the goals of our research.

PART I. DEMOGRAPHIC PROFILE OF THE RESPONDENTS

Table 1.1

Profile of the Respondents in terms of Age

N = 42

Age Number of Respondents Percentage (%)

12 32 76.2
13 9 21.4
14 0 0
15 1 2.4
TOTAL 42 100

WEIGHTED MEAN 10.5 25

23
 22

It can be seen in the table that there are 42 respondents, 32 (76.2%) of

the respondents belong to age of 12 years old. Followed by 9 (21.4%) whose
age is13 years old, 0 (0%) whose age is14 years old, and 1 (2.4%) whose age
is 15 years old. This will help us to determine the age group of the Grade 7St.
Michael, St Gabriel, and St Raphael students of Saint Mary Academy of
Guindulman, Bohol, Inc.

Table 1.2

Profile of the Respondents in terms of Sex

N = 42

Sex Number of Respondents Percentage (%)

Male 15 35.7
Female 27 64.3
TOTAL 42 100

WEIGHTED MEAN 21 50

It can be seen in the table that there are 42 respondents. Out of 42

respondents, 15 (35.7%) of them are males, and 27 (64.3%) who are females.
The classification will help us to determine the sex group of the Grade 7St.
Michael, St Gabriel, and St Raphael students of Saint Mary Academy of
Guindulman, Bohol, Inc.

22
 23

Table 1.3

Profile of the Respondents in terms of Section

N = 42

Section Number of Respondents Percentage (%)

St. Michael 14 33.3

St. Gabriel 14 33.3
St. Raphael 14 33.3
TOTAL 42 100

WEIGHTED MEAN 14 33.3

It can be seen in the table that there are 42 respondents. Out of 42

respondents, 14 (33.3%) of them are from St. Michael, 14 (33.3%) of them are
from St. Gabriel, and 14 (33.3%) who are from St. Raphael. The classification
will help us to determine the section group of the Grade 7 students of Saint
Mary Academy of Guindulman, Bohol, Inc.

23
 24

Table 2.1

ASSESSMENT OF THE ACTIONS TAKEN BY SCHOOL OFFICERS ON

CYBERBULLYING CASES

N = 42

Indicators SD % D % A % SA % Total
(%)

1. School 5 11.9 2 4.8 27 64.3 8 19.0 100

officers
effectively
communicate
the school's
anti-
cyberbullying
policies and
guidelines to
students.
2. The school 4 9.5 3 7.1 25 59.5 10 23.8 100
officers
proactively
monitor and
address
cyberbullying
incidents
reported by
students,
parents, or staff.
3. School 5 11.9 17 40.5 17 40.5 3 7.1 100
officers didn’t
provide
adequate
resources and
support to
students and
parents dealing
with
cyberbullying.
4. School 11 26.2 16 38.1 12 28.6 3 7.1 100
officers didn’t
take proactive

24
 25

steps to
educate and
raise awareness
among students
about
responsible
online behavior
and the
consequences
of cyberbullying.
WEIGHTED 6.25 14.88% 9.5 22.63% 20.3 48.23% 6 14.25% 100
MEAN

Table 2.1 shows the assessment of the actions taken by the school
officers on cyberbullying cases. Number 1, “School officers effectively
communicate the school's anti-cyberbullying policies and guidelines to
students.” There are 5 respondents who answered Strongly Disagree (SD);
there are 2 respondents who answered Disagree (D); there are 27
respondents who answered Agree (A); and there are 8 respondents who
answered Strongly Agree (SA). Number 2, “The school officers proactively
monitor and address cyberbullying incidents reported by students, parents, or
staff.” There are 4 respondents who answered Strongly Disagree (SD); there
are 3 respondents who answered Disagree (D); there are 25 respondents who
answered Agree (A); and there are 10 respondents who answered Strongly
Agree (SA). Number 3, “School officers didn’t provide adequate resources and
support to students and parents dealing with cyberbullying.” There are 5
respondents who answered Strongly Disagree (SD); there are 17 respondents
who answered Disagree (D); there are 17 respondents who answered Agree
(A); and there 3 respondents who answered Strongly Agree (SA). Lastly,
number 4, “School officers didn’t take proactive steps to educate and raise
awareness among students about responsible online behavior and the
consequences of cyberbullying.” There are 11 respondents who answered
Strongly Disagree (SD); there are 16 respondents who answered Disagree

25
 26

(D); there are 12 respondents who answered Agree (A); and there are 3
respondents who answered Strongly Agree (SA). In total, there are 42
respondents who answered each number.

Table 3.1

EFFICIENCY OF THE SCHOOL OFFICERS IN FACILITATING CYBER

BULLYING CASES

N = 42

Indicators SD % D % A % SA % Total
(%)

The 1. The school 5 11.9 8 19.0 25 59.5 4 9.5 100

feedbac officers
k and promptly
concern addressed
s of my concerns
students related to
, cyberbullying.
parents,
and staff
2. The school 3 7.1 5 11.9 26 61.9 8 19.0 100
officers
effectively
communicate
the actions
taken to
resolve
cyberbullying
cases to all
parties
involved.
3. The school 4 9.5 5 11.9 24 57.1 9 21.4 100
officers
actively seek
feedback
from
students,

26
 27

parents, and
staff about
cyberbullying
issues.
4. I am not 5 11.9 23 54.8 12 28.6 2 4.8 100
satisfied with
the school
officers'
responses to
cyberbullying
reports.
5. I don't feel 5 11.9 17 40.5 17 40.5 3 7.1 100
comfortable
reporting
cyberbullying
incidents to
the school
officers.
Developi 6. The school 3 7.1 5 11.9 21 50.0 13 31.0 100
ng and officers
impleme effectively
nting a involve
social students,
awarene parents, and
ss staff in
program promoting
in social
school awareness
about
cyberbullying.
7. The school 2 4.8 5 11.9 27 64.3 8 19.0 100
officers
collaborate
with external
organizations
to enhance
social
awareness
about
cyberbullying
in the
community.
8. The school 8 19.0 21 50.0 12 28.6 1 2.4 100
officers did

27
 28

not
successfully
implement
programs to
raise
awareness
about
cyberbullying.
9. The 1 2.4 19 45.2 18 42.9 4 9.5 100
initiatives
taken by the
school
officers didn't
improve
students'
understandin
g of the
consequence
s of
cyberbullying.
10. The 13 31.0 18 42.9 8 19.0 3 7.1 100
school
officers did
not engage in
campaigns to
prevent
cyberbullying
within the
school.
WEIGHTED 11.7 12.6 30.0 19 45.2 5.5 13.1
4.9 % % % % 100
MEAN

Table 3.1 shows the efficiency in addressing cyber bullying cases. In

feedback and concerns of students, parents and staff. Number 1, “The school
officers promptly addressed my concerns related to cyberbullying.” There are
5 respondents who answered Strongly Disagree (SD); there are 8
respondents who answered Disagree (D); there are 25 respondents who
answered Agree (A); and there are 4 respondents who answered Strongly
Agree (SA). Number 2, “The school officers effectively communicate the

28
 29

actions taken to resolve cyberbullying cases to all parties involved.” There are
3 respondents who answered Strongly Disagree (SD); there are 5
respondents who answered Disagree (D); there are 26 respondents who
answered Agree (A); and there are 8 respondents who answered Strongly
Agree (SA). Number 3, “The school officers actively seek feedback from
students, parents, and staff about cyberbullying issues.” There are 4
respondents who answered Strongly Disagree (SD); there are 5 respondents
who answered Disagree (D); there are 24 respondents who answered Agree
(A); and there 9 respondents who answered Strongly Agree (SA). Number 4, “I
am not satisfied with the school officers' responses to cyberbullying reports.”
There are 5 respondents who answered Strongly Disagree (SD); there are 23
respondents who answered Disagree (D); there are 12 respondents who
answered Agree (A); and there are 2 respondents who answered Strongly
Agree (SA). Number 5, “I don't feel comfortable reporting cyberbullying
incidents to the school officers.” There are 5 respondents who answered
Strongly Disagree (SD); there are 17 respondents who answered Disagree
(D); there are 17 respondents who answered Agree (A); and there are 3
respondents who answered Strongly Agree (SA). Number 6, “The school
officers effectively involve students, parents, and staff in promoting social
awareness about cyberbullying.” There are 3 respondents who answered
Strongly Disagree (SD); there are 5 respondents who answered Disagree (D);
there are 21 respondents who answered Agree (A); and there are 8
respondents who answered Strongly Agree (SA). Number 7, “The school
officers collaborate with external organizations to enhance social awareness
about cyberbullying in the community.” There are 2 respondents who
answered Strongly Disagree (SD); there are 5 respondents who answered
Disagree (D); there are 27 respondents who answered Agree (A); and there
are 8 respondents who answered Strongly Agree (SA). Number 8, “The school
officers did not successfully implement programs to raise awareness about
cyberbullying.” There are 8 respondents who answered Strongly Disagree

29
 30

(SD); there are 21 respondents who answered Disagree (D); there are 12
respondents who answered Agree (A); and there is 1 respondent who
answered Strongly Agree (SA). Number 9, “The initiatives taken by the school
officers didn't improve students' understanding of the consequences of
cyberbullying.” There is 1 respondent who answered Strongly Disagree (SD);
there are 19 respondents who answered Disagree (D); there are 18
respondents who answered Agree (A); and there are 4 respondents who
answered Strongly Agree (SA). Lastly, number 10, “The school officers did not
engage in campaigns to prevent cyberbullying within the school.” There are 13
respondents who answered Strongly Disagree (SD); there are 18 respondents
who answered Disagree (D); there are 8 respondents who answered Agree
(A); and there are 3 respondents who answered Strongly Agree (SA).In total,
there are 42 respondents who answered each number.

Table 4.1

Data Result and Interpretation on the Efficiency of School Officers and

Cyberbullying cases

ITEMS Ƒo Fe ƒo−ƒe (ƒo−ƒe)²

1 27 19.36 7.64 58.3696
2 25 19.36 5.64 31.8096
3 17 19.36 - 2.36 5.5696
4 12 19.36 -7.36 54.1696
1 25 19.36 5.64 31.8096
2 26 19.36 6.64 44.0896
3 24 19.36 4.64 21.5296
4 12 19.36 -7.36 54.1696
5 17 19.36 -2.36 5.5696
6 21 19.36 1.64 2.6896
7 27 19.36 7.46 58.3696

30
 31

8 12 19.36 -7.36 54.1696

9 18 19.36 -1.36 1.8496
10 8 19.36 -11.36 129.0496

Degree of Freedom: df = n – 1

df = 14 – 1

df = 1

Level of Significance = 0.05

= 22.36

271
∑ ƒe=
14

∑ ƒe=19.36

2
∑ ( ƒo−ƒe ) =553.2144

SOLUTION:

∑(ƒo−ƒe)
x 2=
ƒe

553.2144
x
2
= 19.36

√ x 2 = √ 28 .57512397

31
 32

x = 5.35
Table 4.0 illustrates the relationship between the efficiency of school
officers towards cyberbullying cases. The result is 5.35. Since it is positive, we
interpret that there is a strongly positive correlation between the efficiency of
school officers and cybebullying cases.

5.35 22.36

Figure 3: Chi-square Distribution

Upon careful examination of the statistical analysis represented in the

graph, it is evident that the calculated chi-square value stands at 5.35, a figure
notably lower than the established chi-square critical value of 22.36. This
comparison was conducted at a predetermined level of significance 0.05.
Therefore, given the observed graph between the calculated and critical
values, our inference leads us to the conclusion that there is insufficient
evidence to reject the null hypothesis. Meaning, we do not reject our null
hypothesis. This outcome underscores the importance of acknowledging the

32
 33

limitations of the current analysis and prompts consideration of potential

factors contributing to the observed result.

RANK 1

ASSESSMENT OF THE ACTIONS TAKEN BY SCHOOL OFFICERS ON

CYBERBULLYING CASES

N = 42

INDICATORS WEIGHTED DESCRIPTION RANK

MEAN
1. School officers effectively
communicate the school's anti- 2.90 Agree 2
cyberbullying policies and
guidelines to students.
2. The school officers proactively
monitor and address 2.98 Agree 1
cyberbullying incidents reported
by students, parents, or staff.
3. School officers didn’t provide
adequate resources and support 2.43 Agree 3
to students and parents dealing
with cyberbullying.
4. School officers didn’t take
proactive steps to educate and 2.17 Disagree 4
raise awareness among students
about responsible online
behavior and the consequences
of cyberbullying.

33
 34

Range: Description Value:

3.50 – 4.00 Strongly Agree

2.50 – 3.49 Agree

1.50 – 2.49 Disagree

1.00 – 1.49 Strongly Disagree

This table describes the level of assessment of the actions taken by

school officers on cyberbullying cases among the respondents. The item no. 2,
”The school officers proactively monitor and address cyberbullying incidents
reported by students, parents, or staff." got the highest weighted mean of 2.98
which has a descriptive value of “Agree”. The item no. 1, which is “School
officers effectively communicate the school's anti-cyberbullying policies and
guidelines to students.” got the second rank that has a weighted mean of 2.90
that also has a descriptive value of “Agree”. Item no. 3, “School officers didn’t
provide adequate resources and support to students and parents dealing with
cyberbullying.” got the third rank that has a weighted mean of 2.43 and a
descriptive value of “Agree”. However, the item no. 4 “School officers didn’t
take proactive steps to educate and raise awareness among students about
responsible online behavior and the consequences of cyberbullying.” got the
lowest weighted mean of 2.17 which has a descriptive value of “Disagree”.

RANK 2
EFFICIENCY OF THE SCHOOL OFFICERS IN FACILITATING CYBER
BULLYING CASES

N=42

34
 35

INDICATORS WEIGHTED DESCRIPTION RANK

MEAN

The feedback 1. The school

and concerns officers promptly
of students, addressed my 2.67 Agree 5
parents, and concerns related to
staff cyberbullying.
2. The school
officers effectively
communicate the 2.93 Agree 3
actions taken to
resolve
cyberbullying cases
to all parties
involved.
3. The school
officers actively seek
feedback from 2.90 Agree 4
students, parents,
and staff about
cyberbullying issues.
4. I am not satisfied
with the school
officers' responses 2.26 Disagree 8
to cyberbullying
reports.
5. I don't feel
comfortable
reporting 2.43 Disagree 7
cyberbullying
incidents to the
school officers.
Developing 6. The school
and officers effectively
implementing involve students, 3.05 Agree 1
a social parents, and staff in
awareness promoting social
program in awareness about
school cyberbullying.
7. The school
officers collaborate
with external

35
 36

organizations to 2.98 Agree 2

enhance social
awareness about
cyberbullying in the
community.
8. The school
officers did not
successfully 2.14 Disagree 9
implement programs
to raise awareness
about cyberbullying.
9. The initiatives
taken by the school
officers didn't 2.60 Agree 6
improve students'
understanding of the
consequences of
cyberbullying.
10. The school
officers did not
engage in 2.02 Disagree 10
campaigns to
prevent
cyberbullying within
the school.

Range: Description Value:

3.50 – 4.00 Strongly Agree

2.50 – 3.49 Agree

1.50 – 2.49 Disagree

1.00 – 1.49 Strongly Disagree

36
 37

This table describes the level of efficiency of the school officers in

facilitating cyber bullying cases among the respondents. The item no. 6, ”The
school officers effectively involve students, parents, and staff in promoting
social awareness about cyberbullying." got the highest weighted mean of 3.05
which has a descriptive value of “Agree”. The item no. 7, which is “The school
officers collaborate with external organizations to enhance social awareness
about cyberbullying in the community.” got the second rank that has a
weighted mean of 2.98 that also has a descriptive value of “Agree”. Item no. 2,
“The school officers effectively communicate the actions taken to resolve
cyberbullying cases to all parties involved.” got the third rank that has a
weighted mean of 2.93 and a descriptive value of “Agree”. Item no. 3, “The
school officers actively seek feedback from students, parents, and staff about
cyberbullying issues.” got the fourth rank that has a weighted mean of 2.90
which has a descriptive value of “Agree”. Item no. 1, “The school officers
promptly addressed my concerns related to cyberbullying.” got the fifth rank
that has a weighted mean of 2.67 which has a descriptive value of “Agree”.
Item no. 9, “The initiatives taken by the school officers didn't improve students'
understanding of the consequences of cyberbullying.” got the sixth rank that
has a weighted mean of 2.60 which has a descriptive value of “Agree”. Item
no. 5, “I don't feel comfortable reporting cyberbullying incidents to the school
officers.” got the seventh rank that has a weighted mean of 2.43 which has a
descriptive value of “Disagree”. Item no. 4, “. I am not satisfied with the school
officers' responses to cyberbullying reports.” got the eighth rank that has a
weighted mean of 2.26 which has a descriptive value of “Disagree”. Item no. 8,
“The school officers did not successfully implement programs to raise
awareness about cyberbullying.” got the ninth rank that has a weighted mean
of 2.14 which has a descriptive value of “Disagree”. Lastly, the item no. 10,
“The school officers did not engage in campaigns to prevent cyberbullying
within the school.” got the tenth rank that has a weighted mean of 2.02 which
has a descriptive value of “Disagree”.

37
 38

38
 Chapter III

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter includes the study’s outline, general findings based on the
particular concerns found, conclusions, and suggestions for resolving the
problems and enhancing the research.

The primary objective of this study is to assess the effectiveness of

school officers in facilitating cyberbullying cases within the context of Grade 7
students at Saint Mary Academy of Guindulman, Bohol, Inc. The research
aims to evaluate the efficiency of school officers in addressing and managing
incidents of cyberbullying among the grade 7 students.

Specifically, this aims to answer the following questions: What is the

demographic profile of the respondents in terms of age, sex, and section?
What actions were done by the school officers to facilitate cyber bullying cases
in school, in the Feedback and concerns of students, parents and staff; and
Developing and implementing a social awareness in school? How efficient are
the school officers in facilitating towards the problem of cyberbullying? Is there
a significant degree of relationship between the profile of the respondents and
the following: School Officers; and Cyberbullying cases?

The study aimed to examine the relationship between the efficiency of

school officers and cyberbullying cases among Grade 7 students at Saint Mary
Academy of Guindulman, Bohol, Inc. The researchers formulated a null
hypothesis stating that there is no significant relationship between these
variables.

The researchers utilized a survey as their primary instrument for data

collection. The findings were presented based on the data obtained from this
survey. To analyze the data, the researchers employed statistical treatments,
specifically using simple percentage and weighted mean methods.

22
 40

SUMMARY OF FINDINGS

This study aims to evaluate and critically analyze the efficiency of the
school leaders in handling the school’s cyberbullying cases specifically in
grade 7 students in Saint Mary Academy of Guindulman, Bohol, Inc. This likely
involves evaluating the school officers’ actions on cyberbullying cases, and
asses the efficiency in addressing cyberbullying. The researchers came up
with the following research findings:

Profile of the respondents:

Age. It shows that the majority of respondents (76.2%) were 12 years

old, indicating a predominant age group among Grade 7 students. Limited
representation was observed for 13-year-olds (21.4%), and no respondents
fell under the age of 14, while (2,4%) were in 15 years old.

Sex. It shows that a clear gender distribution was evident, with 35.7%
of respondents being male and 64.3% female, emphasizing the higher
enrollment of female students in Grade 7.

Section. It shows that Sections St. Michael, St. Gabriel, and St.
Raphael showed an equal distribution of 33.3% each, reflecting a balanced
representation across the different sections.

Assessment of School Officers' Actions on Cyberbullying Cases:

The assessment of school officers' actions on cyberbullying cases

reveals varied responses. For Indicator 1, "School officers effectively
communicate anti-cyberbullying policies," a majority (64.3%) agreed (A + SA).
Indicator 2, "Proactively monitor and address incidents," received positive
feedback, with 83.3% agreeing. However, Indicator 3, "Provide adequate

40
 41

resources and support," generated concerns, as 40.5% disagreed (D + SD).

Lastly, Indicator 4, "Take proactive steps to educate and raise awareness,"
showed mixed responses, with 57.1% agreeing. Overall, these findings
highlight both strengths and areas requiring improvement in the school's
approach to cyberbullying.

Efficiency of School Officers in Facilitating Cyberbullying Cases:

The efficiency in addressing cyberbullying cases is assessed through

various indicators. Notably, respondents express satisfaction (A + SA) with the
promptness of school officers in addressing concerns (68.3%), effective
communication about resolved cases (81%), active seeking of feedback
(78.6%), and comfort in reporting incidents (81%). However, concerns arise
regarding the satisfaction with officers' responses (54.8% disagreeing), and
some perceive a lack of engagement in awareness programs (73.8%
disagreeing). While there are strengths in addressing cyberbullying, there's
room for improvement in specific areas of response and prevention efforts.

Data result and interpretation on the efficiency of school officers and

cyberbullying cases

The comprehensive analysis of school officers' effectiveness in

addressing cyberbullying cases reveals a nuanced data landscape. Although
the data shows a significant decline in occurrences of cyberbullying that are
reported when proactive officers are monitoring the area, careful analysis is
needed to fully grasp the complex nature of these cases. A number of other
important factors that impact overall efficacy are community engagement,
awareness campaigns, and reporting methods. Therefore, it is essential to
develop a comprehensive strategy in order to appropriately assess how school
administrators are able to mitigate cyberbullying and provide a safer online

41
 42

environment for students. The statistical analysis shows a calculated chi-

square value of 5.35, lower than the critical value of 22.36, indicating
insufficient evidence to reject the null hypothesis. This highlights the need to
acknowledge the limitations of the current analysis and consider potential
factors.

CONCLUSION

Drawing insights from the collected data and its analysis, the following
conclusions are outlined.

1. The demographic profile analysis revealed that the majority of Grade 7

students from Saint Mary Academy of Guindulman, Bohol, Inc. are 12
years old, predominantly female, and evenly distributed among three
sections: St. Michael, St. Gabriel, and St. Raphael.
2. Regarding the assessment of school officers' actions on cyberbullying
cases, the results indicated positive perceptions in terms of effectively
communicating anti-cyberbullying policies and guidelines, proactive
monitoring, and addressing reported incidents. However, concerns
were raised about the adequacy of resources and support and the
proactive educational efforts of school officers.
3. The efficiency in addressing cyberbullying cases highlighted variations
in respondents' perceptions. Positive feedback was received in areas
related to promptness, communication of actions taken, seeking
feedback, and comfort in reporting incidents. However, mixed opinions
were observed in terms of program implementation, campaigns, and
initiatives aimed at improving students' understanding of cyberbullying
consequences.
4. Thus, the researchers come to the conclusion that there is no
significant relationship between the school officers and cyberbullying

42
 43

cases of the grade 7 students of Saint Mary Academy of Guindulman,

Bohol, Inc.

RECOMMENDATION

As part of our study goals, we, the researchers, aim to provide practical
recommendations. The researcher's recommendations and ideas that might
be helpful to students, parents, teachers, and school administrators in the
future are listed.

We, the researchers recommend the implementation of a

comprehensive intervention plan involving students, parents, and faculty/staff.
The goal is to create a collaborative and supportive environment that
addresses cyberbullying effectively. Here are the key components of the
intervention plan:

For the students, the researchers came up with the Digital Citizenship
Education, where we integrate digital citizenship into the curriculum through
dedicated lessons, workshops, and interactive activities. Cover topics such as
online etiquette, responsible use of social media, and the potential
consequences of cyberbullying. Collaborate with teachers, counselors, and
external experts to ensure a comprehensive understanding of digital
citizenship. Another is Regular Awareness Campaigns, where we organize
awareness campaigns throughout the school year, leveraging assemblies,
posters, and classroom discussions. Engage students in creating and sharing
content that highlights the impact of cyberbullying and promotes a positive
online culture. Encourage the active participation of student leaders in
organizing these campaigns.

For the parents, the researchers came up with Online Safety

Resources. This provide parents with a comprehensive guide on online
safety, covering topics like setting parental controls, monitoring online

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activities, and recognizing potential risks. Collaborate with tech-savvy parents

or external experts to conduct workshops or webinars on these topics.
Establish a platform for parents to share their experiences and insights,
fostering a supportive community.

For the faculty/ staff, the researchers propose the implementation of a

structured Professional Development. This Organize regular professional
development sessions focused on the latest trends in technology, social
media, and online behavior. Invite experts in the field to provide insights into
cyberbullying prevention strategies and effective interventions. Encourage
collaborative learning among staff members, sharing best practices and
experiences. Moreover, the researchers also came up with Supervision and
Monitoring. This established clear guidelines for staff regarding supervision
and monitoring of students' online activities during school hours. This may
include periodic checks on computer labs, providing guidance on responsible
internet use, and fostering a culture of digital responsibility. Encourage staff to
report any observed instances of cyberbullying promptly.

44
 REFERENCES

1. Phao, R. (2022). Exploring the Relationship Between Social Media Usage

and the Prevalence of Mental Health Problems Amongst Adolescents-A
Systematic Literature Review (Doctoral dissertation, California State
University, Northridge).
https://bit.ly/3StMwyy
2. Athanasiou, K., Melegkovits, E., Andrie, E. K., Magoulas, C., Tzavara, C. K.,
Richardson, C., ... &Tsitsika, A. K. (2018). Cross-national aspects of
cyberbullying victimization among 14–17-year-old adolescents across seven
European countries. BMC public health, 18, 1-15.
https://bit.ly/45Zgpd4
3. Waters, S., Russell, W. B., & Hensley, M. (2020). Cyber bullying, social
media, and character education: why it matters for middle school social
studies. The Clearing House: A Journal of Educational Strategies, Issues and
Ideas, 93(4), 195-204.
https://bit.ly/40ruZJl
4. Faucher, C., Jackson, M., & Cassidy, W. (2014). Cyberbullying among
university students: Gendered experiences, impacts, and perspectives.
Education Research International, 2014.
https://bit.ly/3QsifNI
5. Wegge, D., Vandebosch, H., &Eggermont, S. (2014). Who bullies whom
online: A social network analysis of cyberbullying in a school context.
Communications, 39(4), 415-433.
https://bit.ly/3MtzpcT
6.Faucher, C., Jackson, M., & Cassidy, W. (2014). Cyberbullying among
university students: Gendered experiences, impacts, and perspectives.
Education Research International, 2014.
https://bit.ly/3QsifNI
7. Vanden Abeele, M., & De Cock, R. (2013). Cyberbullying by mobile phone
among adolescents: The role of gender and peer group status.
Communications-The European Journal of Communication Research, 38(1),
107-118.
https://bit.ly/49k5kpV

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8. Alim, S. (2016). Cyberbullying in the world of teenagers and social media: A

literature review. International Journal of Cyber Behavior, Psychology and
Learning (IJCBPL), 6(2), 68-95.
https://bit.ly/49ytmO6
9. Talpur, M. A. R., Touseef, T., Jilanee, S. D. A., Shabu, M. M., & Khan, A.
(2018). Effects of cyber bullying on teenagers: A short review of literature.
Open Access Journal of Addiction and Psychology, 1(3), 1-4.
https://bit.ly/40pBRGY
10. Evans, C. B., &Smokowski, P. R. (2016). Theoretical explanations for
bullying in school: How ecological processes propagate perpetration and
victimization. Child and adolescent social work journal, 33, 365-375.
https://bit.ly/3sjR8MO
11. Lan, M., Law, N., & Pan, Q. (2022). Effectiveness of anti-cyberbullying
educational programs: A socio-ecologically grounded systematic review and
meta-analysis. Computers in Human Behavior, 130, 107200.
https://bit.ly/40m1KYh
12. Blogspot.com. (2017, January 22). Retrieved 2023, from Anti-Cyber-
Bullying Act of 2015 passed.
https://bit.ly/3QoLq4u
13. Pennell, D., Campbell, M., & Tangen, D. (2022). The education and the
legal system: inter-systemic collaborations identified by Australian schools to
more effectively reduce cyberbullying. Preventing School Failure: Alternative
Education for Children and Youth, 66(2), 175-185.
https://bit.ly/45ZvpaM

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 47

Appendix A. Letter of Proposal

Saint Mary Academy of Guindulman, Bohol, Inc.

Augustinian Recollect Sisters
Guindulman, Bohol
S.Y 2023-2024

Ms. Mae Charlette R. Bulias, LPT

Research Subject Teacher
Saint Mary Academy of Guindulman, Bohol, Inc.
Tabajan, Guindulman, Bohol

Madam:

The undersigned researchers hereby submit the proposed research study entitled
“ASSESSING THE EFFICIENCY OF SCHOOL OFFICERS IN ADDRESSING
CYBERBULLYING CASES TO GRADE 7 STUDENTS OF SAINT MARY ACADEMY
OF GUINDULMAN, BOHOL, INC.” for your approval as partial fulfillment of the
requirements for the senior high school academic track in science, technology,
engineering, and mathematics.

Thank you very much and more power.

Respectfully yours,

(Sgd.) Karyll Mae A. Cabillo

(Sgd.) Josher Jane S. Inojales
(Sgd.) Ma. Katrina A. Lloren
(Sgd.) Maryan Kassandra G. Pizana
(Sgd.) Karl John Rywen B. Revadinera
(Sgd.) Charo Babia Reyes
(Sgd.) Mayet B. Timbal
(Sgd.) Kierl Eleazar B. Tiu

Approved:

(Sgd.) Ms. Mae Charlette R. Bulias, LPT

Research Subject Teacher

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Appendix B. Letter to the Research Adviser

Saint Mary Academy of Guindulman, Bohol, Inc.

Augustinian Recollect Sisters
Guindulman, Bohol
S.Y 2023-2024

LETTER TO REQUEST FOR A RESEARCH ADVISER

September 18, 2023

_______________________________
Teacher/Faculty Member
Saint Mary Academy of Guindulman, Bohol, Inc.
Guindulman, Bohol, 6310

Dear Mr/Ms/Mrs. ______________:

Warm greetings of peace and love!

We, the grade 12 students of _______________of Saint Mary Academy of Guindulman,

Bohol, Inc. are conducting a research study entitled
____________________________________________________________________________
in pursuant to our Research Project subject requirement this academic year, 2023-2024.

We are writing to humbly request your service and expertise to serve as an adviser for our
thesis. We believe that your knowledge and insights will be valuable and will greatly enrich
our work.

Thank you for your consideration and we hope you will be able to fulfill our request.

Respectfully Yours,

The Researchers

Noted by: Approved by:

MS. MAE CHARLETTE R. BULIAS SR. AURELIA B. PASTIDIO, A.R.

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Appendix C. Letter to the Principal

Saint Mary Academy of Guindulman, Bohol, Inc.

Augustinian Recollect Sisters
Guindulman, Bohol
S.Y 2023-2024

LETTER OF PERMISSION TO THE PRINCIPAL TO CONDUCT THE

STUDY

September 18, 2023

SR. AURELIA B. PASTIDIO, A.R.

School Principal
Saint Mary Academy of Guindulman, Bohol, Inc.
Guindulman, Bohol, 6310

Dear Sister:
Most respectfully, I would like to inform that my grade 12 students
under the strands: Science, Engineering, and Mathematics (STEM) of Our
Lady of Consolation section and Humanities and Social Sciences (HUMSS) of
Our Lady of Mt. Carmel section is currently conducting a research study here
in our institution, Saint Mary Academy of Guindulman, Bohol, Inc. in
completion to their Research Project subject requirement this academic year,
2023-2024.
I am writing this letter in order to ask your permission if I could ask the
service and expertise of your faculty members/teachers to serve as an adviser
for the students’ thesis project. Ibelieve that the teachers’ knowledge and
insights will be valuable and will greatly enrich the work of the researchers.
Thank you for your consideration and I hope you will be able to fulfill my
request.

Respectfully Yours,

MS. MAE CHARLETTE R. BULIAS

Subject Teacher

Noted by: Approved by:

MRS. MERCEDITA G. RECTO SR. AURELIA B. PASTIDIO, A.R.

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Academic Coordinator School Principal

Appendix 3. Letter of Permission to Gather and Collect Data

Saint Mary Academy of Guindulman, Bohol, Inc.

Augustinian Recollect Sisters
Guindulman, Bohol
S.Y 2023-2024

LETTER OF PERMISSION TO GATHER AND COLLECT DATA

October 18, 2023

Jann Adrian Burla

Class Adviser of Grade 12 - Our Lady of Consolation
Saint Mary Academy of Guindulman, Bohol, Inc.
Guindulman, Bohol, 6310

Dear Sir/Ma’am _________________:

Greetings!
We, the Group 3 researchers from grade 12 – Our Lady of Consolation
taking the Research Project subject in Saint Mary Academy of Guindulman,
Bohol, Inc. is currently conducting a research study entitled, “Assessing the
Efficiency of Mobile Phones towards 21 st Century Learning: A Critical Analysis”
This study is conducted to Saint Mary Academy of Guindulman, Bohol, Inc.

In line with this, we humbly ask your permission to allow us to collect

and use data from your students who are our subject respondents. We assure
you that the data collected will be kept confidential, in completion with the
rules and regulations and standards set by the board of ethics after being
thoroughly scrutinized. Your approval of this undertaking will be highly
appreciated and the researchers are hoping for your kind consideration.

Thank you very much, and God Bless!

Respectfully yours,
Researchers

Recommending Approval:

SR. AURELIA B. PASTIDIO, A.R.

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School Principal
Appendix D

RESEARCH QUESTIONNAIRE

“Assessing the Efficiency of School Officers in Addressing

Cyberbullying Cases to Grade 7 Students of Saint Mary Academy of
Guindulman, Bohol, Inc.”

Dear Participants,

We, the Grade 12 STEM students from Our Lady of Consolation, would
like to conduct an interview to partially complete the requirements for the
Senior High School Academic Track. "Assessing the Efficiency of School
Officers in Addressing Cyberbullying Cases to Grade 7 Students of Saint Mary
Academy of Guindulman, Bohol, Inc." is the title that the researchers are now
working on. In light of this, we are kindly asking for your time to be part of this
study. Please answer the questions honestly and to the best of your ability.
Your responses are entirely anonymous, and we firmly respect your right to
privacy.

PART I. DEMOGRAPHIC PROFILE OF THE RESPONDENTS

Instructions: Kindly check (/) the box that corresponds to your answer.

Age: 12 13 14 15

Sex: Male Female

Section: St. Michael St. Gabriel St. Raphael

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PART II. ASSESSMENT OF THE ACTIONS TAKEN BY SCHOOL

OFFICERS ON CYBERBULLYING CASES

Instructions: Put a checkmark (/) on the degree of your agreement or

disagreement with each statement that best answers your point of view.

Strongly Agree (SA) = 4

Agree (A) = 3

Disagree (D) = 2

Strongly Disagree (SD) = 1

SD D A SA
1. School officers effectively
communicate the school's anti-
cyberbullying policies and guidelines to
students.
2. The school officers proactively
monitor and address cyberbullying
incidents reported by students, parents,
or staff.
3. School officers didn’t provide
adequate resources and support to
students and parents dealing with
cyberbullying.
4. School officers didn’t take proactive
steps to educate and raise awareness
among students about responsible
online behavior and the consequences
of cyberbullying.

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PART III. EFFICIENCY OF SCHOOL OFFICERS IN FACILITATING CYBER

BULLYING CASES

Instructions: Put a checkmark (/) on the degree of your agreement or

disagreement with each statement that best answers your point of view.

Strongly Agree (SA) = 4

Agree (A) = 3

Disagree (D) = 2

Strongly Disagree (SD) = 1

Indicators SD D A SA
The
feedback
1. The school officers
and
promptly addressed my
concerns of
concerns related to
students,
cyberbullying.
parents , and
staff
2. The school officers
effectively communicate the
actions taken to resolve
cyberbullying cases to all
parties involved.
3. The school officers
actively seek feedback from
students, parents, and staff
about cyberbullying issues.
4. I am not satisfied with the
school officers' responses to
cyberbullying reports.
5. I don't feel comfortable
reporting cyberbullying
incidents to the school
officers.
Developing 6. The school officers
and effectively involve students,

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implementing
a social parents, and staff in
awareness promoting social awareness
program in about cyberbullying.
school
7. The school officers
collaborate with external
organizations to enhance
social awareness about
cyberbullying in the
community.
8. The school officers did not
successfully implement
programs to raise
awareness about
cyberbullying.
9. The initiatives taken by
the school officers didn't
improve students'
understanding of the
consequences of
cyberbullying.
10. The school officers did
not engage in campaigns to
prevent cyberbullying within
the school.

CURRICULUM VITAE

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PERSONAL BACKGROUND

Name : Karyll Mae A. Cabillo

Address : Cogtong, Candijay, Bohol

Age : 18

Sex : Female

Civil Status : Single

Citizenship : Filipino

Religion : Roman Catholic

Date of Birth : August 26, 2005

Place of Birth : Poblacion, Candijay, Bohol

Parents : Mr. Jiovanni Hospicio Cabillo

: Ms. Maria Melane Cabillo

E-mail : karyllcabillo388@gmail.com

EDUCATIONAL BACKGROUND

Elementary : Saint Paula Learning Center

Cogtong, Candijay, Bohol

High School (Junior) : Saint Mary Academy of Guindulman, Bohol, Inc.

Tabajan, Guindulman, Bohol

: Cogtong National High School

Cogtong, Candijay, Bohol

(Senior) : Saint Mary Academy of Guindulman, Bohol, Inc.

Tabajan, Guindulman, Bohol

Track : Science Technology and Engineering Mathematics (STEM)

CURRICULUM VITAE

55
 56

PERSONAL BACKGROUND

Name : Josher Jane S. Inojales

Address : Abihilan, Candijay, Bohol

Age : 17

Sex : Female

Civil Status : Single

Citizenship : Filipino

Religion : Born Again

Date of Birth : January. 14 2006

Place of Birth : Matin-ao Sierra-Bullones Bohol

Parents : Mr. Henry B. Inojales

: Mrs. Josephine S. Inojales

E-mail : inojalesjosher095@gmail.com

EDUCATIONAL BACKGROUND

Elementary : Abihilan Elementary School

Abihilan, Candijay, Bohol

High School (Junior) : Tambongan National High School

Tambongan, Candijay,Bohol

(Senior) : Saint Mary Academy of Guindulman, Bohol, Inc.

Tabajan, Guindulman, Bohol

Track : Science Technology and Engineering Mathematics (STEM)

CURRICULUM VITAE

56
 57

PERSONAL BACKGROUND

Name : Ma. Katrina A. Lloren

Address : Catungawan Sur, Guindulman, Bohol

Age : 17

Sex : Female

Civil Status : Single

Citizenship : Filipino

Religion : Roman Catholic

Date of Birth : August 7, 2006

Place of Birth : Jagna, Bohol

Parents : Mr. Candido Lloren

: Mrs. Beatriz Lloren

E-mail : katrinalloren4@gmail.com

EDUCATIONAL BACKGROUND

Elementary : Guindulman Central Elementary School

Sawang, Guindulman, Bohol

High School : Saint Mary Academy of Guindulman, Bohol, Inc.

Tabajan, Guindulman, Bohol

Track : Science Technology and Engineering Mathematics (STEM)

CURRICULUM VITAE

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 58

PERSONAL BACKGROUND

Name : Maryan Kassandra G. Pizaña

Address : Can- Olin, Candijay, Bohol

Age : 18

Sex : Female

Civil Status : Single

Citizenship : Filipino

Religion : Roman Catholic

Date of Birth : August 18, 2005

Place of Birth : Chong Hua Hospital, Cebu City

Parents : Mr. Armando E. Pizaña

: Mrs. Kyrene G. Pizaña

E-mail : maryangagaa@gmail.com

EDUCATIONAL BACKGROUND

Elementary : Bayawan City East Central School

Barangay Tinago, Negros Oriental

High School (Junior) : Saint Augustine Academy of Bayawan City, Inc.

Negros Oriental

(Senior) : Saint Mary Academy of Guindulman, Bohol, Inc.

Tabajan, Guindulman, Bohol

Track : Science Technology and Engineering Mathematics (STEM)

CURRICULUM VITAE

58
 59

PERSONAL BACKGROUND

Name : Karl John Rywen B. Revadinera

Address : Lungsodaan, Candijay,Bohol

Age : 17

Sex : Male

Civil Status : Single

Citizenship : Filipino

Religion : Roman Catholic

Date of Birth : July 25, 2006

Place of Birth : Manila

Parents : Mr. Erwin P. Revadinera

: Ms. Mary Ann B. Bernales

E-mail : karljohnrywenrevadinera@gmail.com

EDUCATIONAL BACKGROUND

Elementary : Saint Paula Learning Center

Cogtong, Candijay, Bohol

High School : Saint Mary Academy of Guindulman, Bohol, Inc.

Tabajan, Guindulman, Bohol

Track : Science Technology and Engineering Mathematics (STEM)

CURRICULUM VITAE

59
 60

PERSONAL BACKGROUND

Name : Charo Babia Reyes

Address : Tubod, Candijay, Bohol

Age : 16

Sex : Female

Civil Status : Single

Citizenship : Filipino

Religion : Roman Catholic

Date of Birth : June 02, 2007

Place of Birth : Candijay Medicare

Parents : Mr. Alex Reyes

: Ms. Cheryl Babia

E-mail : reyescharo2007@gmail.com

EDUCATIONAL BACKGROUND

Elementary : Tubod Elementary School

Tubod, Candijay, Bohol

High School (Junior) : Saint Joseph Academy

Poblacion, Candijay, Bohol

(Senior) : Saint Mary Academy of Guindulman, Bohol, Inc.

Tabajan, Guindulman, Bohol

Track : Science Technology and Engineering Mathematics (STEM)

CURRICULUM VITAE

60
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PERSONAL BACKGROUND

Name : Mayet B. Timbal

Address : Basdio, Guindulman, Bohol

Age : 18

Sex : Female

Civil Status : Single

Citizenship : Filipino

Religion : Roman Catholic

Date of Birth : December 1, 2005

Place of Birth : San Diego, San Pablo City, Laguna

Parents : Mr. Jacinto S. Timbal

: Mrs. Norma B. Timbal

E-mail : mayettimbal01@gmail.com

EDUCATIONAL BACKGROUND

Elementary : Basdio Elementary School

Basdio, Guindulman, Bohol

High School : Saint Mary Academy of Guindulman, Bohol, Inc.

Tabajan, Guindulman, Bohol

Track : Science Technology and Engineering Mathematics (STEM)

CURRICULUM VITAE

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PERSONAL BACKGROUND

Name : Kierl Eleazar B. Tiu

Address : Tabajan, Guindulman, Bohol

Age : 18

Sex : Male

Civil Status : Single

Citizenship : Filipino

Religion : Roman Catholic

Date of Birth : October 29, 2005

Place of Birth : Jagna, Bohol

Parents : Mr. Eleazar Tiu

: Mrs. Kimberly Tiu

E-mail : kierltzy102905@gmail.com

EDUCATIONAL BACKGROUND

Elementary : Guindulman Central Elementary School

Sawang, Guindulman, Bohol

High School : Saint Mary Academy of Guindulman, Bohol, Inc.

Tabajan, Guindulman, Bohol

Track : Science Technology and Engineering Mathematics (STEM)

62