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CHAPTER IV

RESULTS AND DISCUSSION

This chapter examines and interprets a quantitative methodology-based

research of Cybercrime awareness and prevention attitudes of college students.

The topic of this chapter is the answers of respondents obtained through the

survey method.

The following topics have been addressed and presented in this study: the

level of cybercrime awareness of the college students; the level of cybercrime

prevention attitudes of the college students; the relationship between cybercrime

awareness and cybercrime prevention attitudes of college students. The data

analysis tools were used to analyze all statistics.

As provided, the following tables have been designated to illustrate and

provide possibilities for the various dimensions that correspond to the study's

aims.

Level of Cybercrime Awareness

The primary objective of this study is to assess the level of cybercrime

awareness among college students. To thoroughly investigate this research

question, the study utilized descriptive statistical methods. Specifically, the mean
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was calculated to provide a clear and concise measure of the overall awareness

level.

ITEMS Mean SD
1. I have heard about phishing 4.53 0.58
2. I would click any link that I receive via email/SMS. 1.85 0.86
3. I think that it is easy to identify a fraudulent website. 4.25 0.76
4. I think that a fraudulent email/website/link is easy to identify. 3.64 0.65
5. I would report being a victim of a cybercrime if I had been a 4.26 0.74
victim
6. I am not a victim of fraud online and lost money. 4.11 0.70
7. I use other methods other than Antivirus software to protect 3.77 0.75
myself from cybercrimes.
8. In general, I do trust the websites That ask me to enter some 4.17 0.75
details about my bankcard.
Overall Level of Cybercrime Awareness 3.83 0.33

The comprehensive analysis of the descriptive statistics, specifically

focusing on the mean, provides valuable insights into the level of cybercrime

awareness among college students. The mean scores for various items indicate

varying degrees of awareness and perceptions related to cybercrime.

The highest mean score of 4.53 (SD = 0.58) for the item "I have heard

about phishing" suggests that most students are well aware of phishing as a form

of cybercrime. This high level of awareness is crucial, as phishing is a common

method used by cybercriminals to deceive individuals. Conversely, the item "I

would click any link that I receive via email/SMS" has a low mean score of 1.85

(SD = 0.86), indicating a high level of caution among students regarding

unsolicited links. This demonstrates a strong understanding of the risks associated

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with clicking on unknown links, which is a positive sign of awareness and

prudence.

The mean score for the item "I think that it is easy to identify a fraudulent

website" is 4.25 (SD = 0.76), while for "I think that a fraudulent

email/website/link is easy to identify," the mean is 3.64 (SD = 0.65). These scores

suggest that while students generally feel confident in their ability to recognize

fraudulent websites, they are slightly less confident about identifying fraudulent

emails or links. This indicates a need for more focused education on recognizing

deceptive emails and links. The mean score of 4.26 (SD = 0.74) for the item "I

would report being a victim of a cybercrime if I had been a victim" shows a high

likelihood of students reporting cybercrimes, reflecting a responsible attitude

towards cybercrime incidents. Similarly, the mean score of 4.11 (SD = 0.70) for "I

am not a victim of fraud online and lost money" indicates that most students have

not experienced financial loss due to online fraud, suggesting effective preventive

behaviors.

The item "I use other methods other than Antivirus software to protect

myself from cybercrimes" has a mean score of 3.77 (SD = 0.75), showing that

while antivirus software is commonly used, students also employ additional

protective measures. This diversified approach enhances their overall security.

Interestingly, the mean score of 4.17 (SD = 0.75) for the item "In general, I do

trust the websites that ask me to enter some details about my bankcard" suggests a
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relatively high level of trust in websites requesting sensitive information. This

highlights an area where further education is needed to ensure students critically

evaluate the legitimacy of such requests.

Overall, the mean level of cybercrime awareness among the college

students is 3.83 (SD = 0.33), indicating a fairly high level of general awareness.

This overall mean, combined with the specific item means, suggests that while

students possess a good foundational awareness of cybercrime, there are certain

areas, such as identifying fraudulent emails and exercising caution with websites

requesting bank details, where additional educational efforts could further

enhance their cybersecurity practices.

Karagiannopoulos et al., (2021) Cybercrime Awareness in Students plays

a critical role in shaping students' behaviors and attitudes towards online threats.

Their findings underscores the importance of educational programs in enhancing

students' understanding of various cyber threats, particularly phishing, which

aligns with the findings that students are highly aware of phishing scams.

Alharbi and Tassaddiq (2021), found that while students generally

demonstrated good awareness of cybercrime threats such as phishing and

computer viruses, there were notable gaps in their ability to identify fraudulent

emails and links. Similarly, a study by Althibyani and Al-Zahrani (2023),

emphasized the importance of digital citizenship in preventing cybercrime. They

 46

found that educating students about responsible online behavior significantly

improved their ability to mitigate cyber risks. This study highlighted the necessity

of integrating digital citizenship education into higher education curricula to

enhance students' cybersecurity practices.

Further, research by Mohamed and Abuobied (2024) supports these

findings by showing that students with better knowledge of digital law and online

safety measures were more adept at preventing cybercrime. Their study

underscores the role of comprehensive digital education in enhancing

cybersecurity awareness among students.

Overall, these studies reinforce the conclusion that while college students

generally possess a foundational awareness of cybercrime, there is a consistent

need for targeted educational initiatives to address specific vulnerabilities,

particularly in recognizing and responding to phishing and fraudulent online

communications.

Level of Cybercrime Prevention Attitude

The subsequent phase of this research endeavor endeavors to delve into

the cybercrime prevention attitudes prevalent among college students. With a

focus on comprehensively understanding this aspect, the study employs data

collection methodologies tailored to capture nuanced insights into the mindset and

behaviors of the student population in relation to cybercrime prevention. By

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utilizing statistical analysis techniques, specifically the Mean, gathered data

undergo rigorous examination and interpretation to furnish a detailed depiction of

the prevailing attitudes towards cybercrime prevention within the college

community.

ITEMS MEAN SD
1. I think that anti viruses are enough to protect me from a
4.08 0.70
cybercrime.
2. I use other methods other than antivirus software to protect
3.83 0.75
myself from cybercrimes.
3. I would make people aware of how and what damage will
4.00 0.83
viruses do to our computers and files.
4. I will report any obscure materials in the social media. 3.74 0.79
5. I would report being a victim of a cybercrime if I had been a
4.02 0.82
victim.
6. I had a virus or other harmful software on one of my devices. 2.66 1.09
7. I will only use visited websites if I know and trust them. 4.21 0.72
8. I will install anti-virus software on one or more of my devices. 3.55 0.75
10. I reduce the amount of personal information I disclose. 3.66 0.68
Overall Cybercrime Prevention Attitude 3.74 0.44

The mean scores of the survey items provide valuable insights into the

cybercrime prevention attitudes among college students. Firstly, it is notable that

the majority of respondents indicated a high level of reliance on antivirus software

for protection against cybercrimes, as evidenced by the mean score of 4.08 for

item 1. This suggests a prevalent belief among students that antivirus software

alone is sufficient for safeguarding their digital assets.

However, the survey also reveals a nuanced perspective, with respondents

acknowledging the importance of employing additional protective measures

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beyond antivirus software, as reflected in the mean score of 3.83 for item 2. This

indicates a growing awareness among students of the need for a multi-layered

approach to cybersecurity. Furthermore, the survey highlights a proactive attitude

towards cybercrime awareness and prevention, with high mean scores recorded

for items such as "I would make people aware of how and what damage will

viruses do to our computers and files" (mean = 4.00) and "I will report any

obscure materials in social media" (mean = 3.74). These findings suggest a

willingness among students to actively engage in educating others about cyber

threats and to contribute to maintaining a safe online environment. Interestingly,

the survey also reveals areas of potential vulnerability, as indicated by the

relatively low mean score of 2.66 for item 6, which pertains to personal

experiences with viruses or harmful software on devices. This underscores the

need for increased awareness and proactive measures to mitigate the risk of

cyberattacks among college students.

Overall, the mean score for the overall cybercrime prevention attitude

(mean = 3.74) suggests a moderately positive outlook among college students

towards cybersecurity practices. However, the findings also underscore the

importance of ongoing education and awareness initiatives to further enhance

cybercrime prevention attitudes and behaviors within the college community.

According to Drew (2020), prevention attitude in cybercrime play a

crucial role in students' ability to protect themselves online. Jacob's study

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emphasizes that a proactive attitude towards cybercrime significantly enhances

students' awareness and implementation of protective measures against cyber

threats. Additionally, Alharbi and Tassaddiq (2021) found that students'

knowledge and attitudes towards digital citizenship and responsible online

behavior greatly influence their ability to prevent cybercrime. This reinforces the

need for comprehensive educational programs to address specific vulnerabilities

in students' cybersecurity practices. Cybercrime awareness plays a crucial role in

shaping cybercrime prevention attitudes, as highlighted by various studies.

Park et al., (2022), increased awareness of cyber threats significantly

enhances individuals' ability to recognize and respond to these threats effectively.

This awareness fosters a proactive mindset towards adopting preventive measures

such as using strong passwords, recognizing phishing attempts, and avoiding

suspicious links.

Drew (2020), emphasizes that educational initiatives are fundamental in

improving cybercrime prevention attitudes among students. His research shows

that students who receive comprehensive training on cybersecurity are more likely

to adopt robust security practices, thus reducing their vulnerability to cyber

attacks. For instance, according to Omojemite (2023), education on digital

literacy significantly impacts students' attitudes towards cybercrime prevention.

The study highlights that students with higher levels of digital literacy and

awareness tend to adopt more cautious and proactive behaviors in preventing

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cybercrime. This includes recognizing phishing attempts, avoiding suspicious

links, and using multiple layers of security beyond just antivirus software.

These studies collectively highlight that while college students generally

show a positive attitude towards cybercrime prevention, ongoing educational

efforts are essential to further enhance their cybersecurity practices and resilience

against cyber threats.

Relationship Between Cybercrime Awareness and Cybercrime Prevention

Attitudes of College Students

The main objective of this study is to investigate the potential correlation

between cybercrime awareness and cybercrime prevention attitudes among

college students. To address this objective comprehensively, data collection was

conducted, and subsequent analysis utilized the Pearson product-moment

correlation method. By employing this statistical approach, the study endeavors to

elucidate any significant associations between the level of awareness regarding

cyber threats and the corresponding attitudes towards preventive measures among

the student population.

Table __. Relationship between cybercrime awareness and cybercrime prevention

attitudes of college students
Pearson r value p-value Decision
cybercrime awareness and 0.490 0.0002 Reject the null
cybercrime prevention attitudes hypothesis
of college students
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The Pearson correlation analysis revealed a significant positive

relationship (r = 0.490, p = 0.0002) between cybercrime awareness and

cybercrime prevention attitudes among college students. This finding suggests

that as awareness of cyber threats increases, so does the inclination towards

adopting preventive measures. The low p-value indicates a high level of

confidence in the observed relationship, supporting the rejection of the null

hypothesis. In practical terms, this implies that students who are more

knowledgeable about cyber risks are also more likely to exhibit proactive attitudes

towards preventing cybercrimes. This result underscores the importance of

educational initiatives aimed at enhancing cybercrime awareness among college

students, as it appears to positively influence their attitudes and behaviors towards

cybersecurity. By acknowledging and addressing this significant correlation,

institutions can develop targeted interventions to promote a culture of cyber

vigilance and resilience among the student population, thereby mitigating the

risks associated with cyber threats.

Cybercrime awareness plays a crucial role in shaping cybercrime

prevention attitudes, as highlighted by various studies. According to Drew (2020),

increased awareness of cyber threats significantly enhances individuals' ability to

recognize and respond to these threats effectively. This awareness fosters a

proactive mindset towards adopting preventive measures such as using strong

passwords, recognizing phishing attempts, and avoiding suspicious links.

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Moreover, the Alsaeed et al., (2023) discusses the impact of public

awareness campaigns on cybercrime prevention. It notes that well-informed

individuals are better equipped to protect themselves and contribute to the broader

effort of mitigating cyber threats. The portal highlights the role of continuous

education and awareness-raising initiatives in maintaining a high level of

vigilance and preparedness against evolving cyber threats.

Althibyani and Al-Zahrani (2023) similarly identified a significant

relationship between cybercrime awareness and the adoption of preventive

measures. Chua's research highlighted that students who are more informed about

cyber threats are more vigilant and likely to utilize multiple layers of security,

such as strong passwords and two-factor authentication, to protect themselves

from cybercrimes.

Bluhm (2023) also supported these findings by demonstrating that digital

literacy and cybercrime awareness are critical factors influencing students'

cybersecurity behaviors. Kate's study suggested that educational initiatives

focusing on increasing digital literacy can lead to improved preventive attitudes

and reduced vulnerability to cyber threats.

In summary, these literatures collectively suggest that enhancing

cybercrime awareness is essential for fostering positive prevention attitudes. By

investing in education and public awareness campaigns, institutions can

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significantly improve the overall cybersecurity posture of individuals, thereby

reducing the risk of cybercrime.

These studies collectively support the conclusion that increasing

cybercrime awareness among students is crucial for enhancing their preventive

attitudes and behaviors. Institutions can leverage this knowledge to design

targeted educational interventions, promoting a culture of cyber vigilance and

resilience, thereby mitigating the risks associated with cyber threats. By

acknowledging and addressing the significant correlation between awareness and

prevention, educators and policymakers can effectively enhance cybersecurity

practices within the student population.