CYBERCRIME AWARENESS OF ACLC COLLEGE OF TACLOBAN

SENIOR HIGH SCHOOL STUDENTS

Boleche, Ryan Peñaranda, Stephen Kim

Cabeling, Honey Lorin Saranza, Princess
Catindoy, Rei Joel Solayo, Chrisrael
Elizon, Shane J. Turalde, Alexander Gabriel D.
Jandoc, Jass Cyrelle Ysidoro, Arnold James
Mutia II, Rod Randolph L.

Group 2 – Block 18 – STEM

A Research Project
Submitted in Fulfillment
Of the Senior High School Program
Academic Strand STEM

ACLC College of Tacloban

Senior High School Department
Tacloban City

0
 May 2024

CHAPTER I

INTRODUCTION

This chapter includes the background of the study, statement of the

problem, significance of the study, scope and delimitation, theoretical

framework, conceptual framework, and definition of terms used.

Background of the Study

In today's digital age, the internet has become a vital tool for

communication, learning, and entertainment. However, with the increasing

usage of technology, there has been a rise in cybercrime incidents,

causing significant harm to individuals and organizations (Singh & Singh,

2019). Cybercrime is defined as crimes committed on the internet using

digital devices such as phones or computers. It encompasses a broad

range of illegal actions, including but not limited to financial fraud, hacking,

cyberbullying, spreading malware, identity theft, and more. While many

cybercrimes are financially motivated, some are aimed at causing harm to

devices or networks directly (Wu et al., 2023).

With the increasing reliance on technology and the widespread use

of the internet for various purposes, the prevalence of cybercrime has

emerged as a significant concern (Mittal & Ilavarasan, 2019). Students,

especially teenagers, are more prone to cyberattacks due to their

extensive use of digital devices and online platforms, coupled with a lack

1
of awareness about potential online threats (Lesjak et al., 2019). As digital

natives, they are often comfortable navigating the internet but may not

fully grasp the risks associated with their online activities. Teenagers may

unknowingly share personal information, click on malicious links, or

download harmful files, making them easy targets for cyberattacks (Rek &

Milanovski, 2017).

As highlighted by Toso's (2023) study, which revealed significant

differences in awareness levels for cyberbullying, cyberpornography, and

identity theft among senior high school students at Misamis University,

Ozamiz City, Philippines, it is clear that despite being aware, students are

hesitant to report cyberbullying incidents to their parents or guardians.

This hesitancy highlights a crucial challenge in improving online safety

practices among senior high school students, emphasizing the need for

tailored interventions and ongoing educational efforts. In the broader

context of cybercrime awareness, these findings show the importance of

addressing both awareness gaps and barriers to reporting to empower

students to navigate the digital world safely and responsibly.

According to a report by the Philippine Daily Inquirer (2023),

cybercrimes in the National Capital Region (NCR) saw a significant rise,

with a staggering 152% increase recorded in the first half of 2023

compared to the same period in 2022, as reported by the Cybercrime

Investigation and Coordination Center (CICC). This surge in cybercrime

incidents underscores the evolving challenges posed by digital offenses

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and the pressing need for enhanced cybersecurity measures in the NCR.

The statistics provided in the report shed light on the growing prevalence

of cyber threats in urban centers like Metro Manila, emphasizing the

urgency for proactive strategies to combat online criminal activities.

Cybercrime becomes a significant concern for students as they

have become increasingly prevalent in recent years, particularly with the

rise of technology and growing online activity. Consequently, a need for

increased awareness and education on cybercrime among students is

vital to minimize their exposure and protect them from the negative

impacts of cybercrime. Understanding cybercrimes and their impact is

essential in helping students protect their personal information online,

digital assets, and privacy. Also, it is essential to assess their

understanding and readiness to prevent and to be aware. Thus, the

purpose of this study is to determine the cybercrime awareness of ACLC

College of Tacloban senior high school students.

Statement of the Problem

This study aimed to investigate the awareness among ACLC

College of Tacloban senior high school students regarding cybercrimes.

Specifically, this study sought to ask the following questions:

1. What types of cybercrimes are known to the students of ACLC

College of Tacloban senior high school?

2. What sources do ACLC College of Tacloban senior high school

students rely on for information about cybercrimes?

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 3. What is the level of awareness of ACLC College of Tacloban senior

high school students regarding cybercrime?

Significance of the Study

This study on the descriptive analysis of cybercrime awareness

among the senior high school students of ACLC College of Tacloban in

understanding cybercrime held significance for a diverse range of

stakeholders, including:

Students. By gaining insights into the prevalent forms of cybercrime,

understanding the sources of information on cyber threats, and assessing

their own level of awareness, students can enhance their digital literacy

and security awareness.

Parents and Guardians. They can benefit from the study by gaining

insights into their children's cybercrime awareness, enabling them to

support and educate their children on online safety practices.

Teachers. Teachers can use the study findings to design and integrate

cybercrime awareness programs into their curriculum effectively.

Understanding the level of awareness among students helps teachers

tailor their lessons to address specific areas of concern or knowledge

gaps regarding cyber.

Administrators. Administrators play a crucial role in shaping and

implementing policies, programs, and interventions related to cybercrime

awareness within educational institutions like ACLC College of Tacloban

senior high school. Also, they can use the findings of the study to

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collaborate with teachers, parents, and other stakeholders to create a

comprehensive approach to cybercrime awareness and prevention.

Government. They can utilize the study findings to inform the

development of policies and guidelines aimed at enhancing cybercrime

awareness among students. The insights gained from the research can

contribute to the creation of effective national or local strategies to address

cyber threats in educational settings.

Future Researchers. They can build upon the methodology, results, and

conclusions of this study to deepen the understanding of cybersecurity

education in educational settings. Additionally, this study can enrich their

knowledge base and stimulate further inquiry into effective strategies for

promoting cyber awareness among students.

Scope and Delimitation

This study aimed to evaluate and analyze the cybercrime

awareness among students in ACLC Senior High School. It identified the

types of cybercrimes known to the students and explored the sources they

rely on for information about cybercrimes. The study involved students

from various grade levels at ACLC College of Tacloban to ensure diverse

representation.

The study was limited to senior high school students at ACLC

College of Tacloban within a specific academic year, specifically targeting

those enrolled during the academic year 2023-2024. Moreover, it did not

5
delve into the technical aspects of cybercrimes but primarily focused on

students’ understanding and awareness of cyber threats.

Theoretical Framework

Bandura's Social Cognitive Theory, as articulated in his seminal

work "Social Foundations of Thought and Action: A Social Cognitive

Theory" (1986), provides valuable insights into how individuals acquire

knowledge, attitudes, and behaviors through social interactions, cognitive

processes, and environmental influences. This theory is particularly

relevant to understanding the level of cybercrime awareness among

students in ACLC senior high school within the context of their

engagement with social media that shape their experiences.

According to Bandura's Social Cognitive Theory, individuals learn

not only through direct experiences but also through observation of others,

known as vicarious learning. This means that students in ACLC senior

high school may develop their understanding of cybercrime awareness by

observing how their peers, family members, teachers, and online

communities navigate social media platforms and respond to online

threats. For example, if students witness their peers practicing safe online

behaviors, such as using privacy settings, verifying sources before sharing

information, and reporting suspicious activities, they are more likely to

internalize these behaviors and incorporate them into their own online

practices.

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 Bandura's theory stresses the importance of individuals' belief in

their capability, known as self-efficacy, in influencing their motivation and

ability to engage in specific behaviors, including cybercrime awareness. In

simpler terms, students who feel confident in their digital skills and online

safety are more likely to actively seek information about cyber threats,

take steps to protect themselves online, and promote responsible online

behavior among their peers.

Conceptual Framework

INPUT PROCESS OUTPUT

 Know the forms
they are aware
 Forms of Analysis of Data
of and the
cybercrimes through:
resources/chann
 Resources/
channels that  Survey els they rely on
provides questionnaire for information
information on  Data gathering about
cybercrime  Data treatment cybercrimes
 Cybercrime  Statistical  Measures the
awareness level analysis of data level of
assessment tool cybercrime
 Interpretation
awareness of
senior high
school students

Figure 1. Conceptual Framework

Figure 1 shows the conceptual framework of this study. The input

included the forms of cybercrimes, the resources or channels that provide

information on cybercrime, and the cybercrime awareness level

assessment tool, which was analyzed through survey questionnaires and

descriptive analysis. The output involved identifying the level of

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cybercrime awareness among students, understanding the forms they are

aware of, and knowing the resources or channels they rely on. The

framework outlined the intended outcomes of the study. Researchers

aimed to discern the overall cybercrime awareness within the student

population.

Definition of Terms

In order to have a deeper understanding of the study's background,

these are the terms used in the study.

Cybercrime. Refers to criminal activities carried out using computers or

the internet.

Cybercrime Awareness. Understanding, online threats, scams, and how

to stay safe in the digital world by recognizing and preventing cyberattacks

Cyber Threats. These are malicious actions targeting computer systems,

aiming to steal, damage, or disrupt data and resources.

Information Sources/Channels. The mediums through which individuals

acquire knowledge, insights, or awareness about cybercrime. This can

include social media platforms (e.g., Facebook, Twitter), educational

websites (e.g., cybersecurity blogs, government resources), school

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presentations (e.g., workshops, seminars), and law enforcement programs

(e.g., community outreach initiatives, awareness campaigns).

Online Safety. Online safety refers to the practices and measures

undertaken to protect individuals from online threats, including

cyberbullying, identity theft, online predators, and exposure to

inappropriate content. It involves educating individuals about safe online

behaviors, setting privacy settings on social media platforms, and being

cautious when sharing personal information online.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter provides a comprehensive analysis of relevant

research and literature in the field of cybercrime awareness. The

researchers carefully examined and assessed these references to furnish

readers with insightful perspectives that are consistent with the goals of

the investigation.

FOREIGN LITERATURE

Cybercrime poses a significant threat to students, focusing

the urgent need for comprehensive cybersecurity education to protect

them from online risks. With the increase of technology and internet usage

among students for academic and social purposes, they are increasingly

vulnerable to cyber threats such as phishing, malware, and identity

theft,.etc. cybercrime awareness and perception among students provides

valuable insights into the complexities of navigating the digital landscape.

Avais et al. (2014) discovered that while students may possess a basic

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understanding of certain aspects of cyber culture, such as age restrictions

on social media platforms, their knowledge of cybercrime victimization is

often limited. Similarly, Solak & Topaloglu (2014) emphasize the

significance of perceiving cybercrimes as both legal and moral offenses,

as this shapes individuals' attitudes and behaviors online. While students

may recognize certain actions, like spreading viruses or hacking, as

illegal, there may be a misconception that other behaviors, such as

sharing copyrighted materials, are morally acceptable. Addressing these

misconceptions through education is crucial in promoting ethical conduct

and reducing the prevalence of cybercrime.

Students may have varying levels of comprehension regarding

cyber threats. While some may be familiar with common forms of

cybercrime like hacking or phishing, others may lack awareness of subtler

dangers such as social engineering or online scams. The relationship

between age and cybercrime awareness suggests that older students tend

to exhibit higher levels of awareness. Hasan et al. (2015) found a positive

correlation between age and cybercrime awareness, indicating that as

students grow older, their awareness of cyber threats increases. Similarly,

Mwiraria et al. (2022) observed a moderate positive relationship between

age and cybercrime awareness among university students, implying that

younger students may require more targeted cybercrime awareness

initiatives to enhance their understanding of online risks.

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LOCAL LITERATURE

The Regional Anti-Cybercrime Unit (RACU) in Calabarzon,

Philippines, has witnessed a notable increase in reported online scams

since the inception of Provincial Anti-Cybercrime Response Teams

(PACRT) in Cavite, Laguna, and Rizal. Police Major Rainier Sison Julio,

the assistant chief of PNP Calabarzon’s RACU, noted that victims have

been more forthcoming in reporting cybercrime incidents since the PACRT

became operational (Philippine Information Agency [PIA], 2023).

From January 1 to August 31, 2023, RACU IV-A documented a total

of 3,384 cybercrime cases, with online swindling or estafa accounting for

the highest number of reported incidents, totaling 2,151 cases. Data

interference and illegal access of data followed as the second and third

most reported cybercrimes, with 306 and 255 incidents, respectively (PIA,

2023). Cavite province reported the highest number of cyber-related

incidents, with 1,815 cases, while Quezon had the lowest number of

cybercrimes. Julio highlighted the absence of PACRT in Quezon and

Batangas as potential reasons for the lower number of cybercrime

incidents in those provinces compared to Cavite. Plans are underway to

establish PACRT in Batangas and Quezon (PIA, 2023).

RACU IV-A underscores the importance of prompt reporting of

cybercrime incidents and continues to enhance its capabilities to

safeguard the region's cyberspace. Julio cautioned cybercriminals about

the active monitoring and enforcement actions by the PNP Anti-

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Cybercrime Group, emphasizing the recent arrest and imprisonment of

numerous cybercriminals (PIA, 2023). The unit collaborates with local

governments to disseminate information and raise awareness about

cybercrime prevention strategies through various channels, including

leaflets, mass media, and community engagement initiatives (PIA, 2023).

FOREIGN STUDY

Research conducted by Khan (2018) indicates that while a significant

portion of MSW students are familiar with the term "cybercrime," their

understanding of specific cyber threats somewhat familiar with

cybercrime, yet many lacked detailed knowledge about different types of

cyber threats and appropriate security measures. Despite regular internet

usage 93% of students accessed the internet daily there was a notable

gap in cybersecurity practices. For instance, 33% of respondents never

changed their passwords, and 62% did not understand what constitutes a

strong password (Khan et al., 2018). This lack of basic cybersecurity

knowledge highlights the vulnerability of students to cyber threats.

The importance of targeted education on cybercrime is

underscored by the finding that many students are unaware of how to

protect their personal information online.The study also suggests the need

for integrating cybersecurity education into the broader curriculum for

social work students. As future professionals who may handle sensitive

client information, MSW students must be equipped with the knowledge to

safeguard digital data effectively.

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 Assessing and enhancing cybercrime awareness among students,

particularly those in social work programs, is imperative given the

increasing reliance on digital platforms in both personal and professional

spheres. The study by Khan et al. (2018) highlights significant gaps in

students' cybersecurity knowledge and practices, emphasizing the need

for comprehensive educational interventions. By improving cybercrime

awareness through targeted educational programs, MSW students can be

better prepared to protect themselves and their future clients from cyber

threats, ultimately fostering a safer digital environment.

Moreover, Broadhurst et al. (2019) conducted a comprehensive

study exploring the susceptibility of university students to phishing and

cybercrime, emphasizing the necessity of assessing cybercrime

awareness within student communities. Through a quasi-experimental

observational approach, involving 138 participants, the researchers

exposed individuals to various fake email scams, aiming to gauge their

responses to social engineering tactics. Their findings revealed that

tailored and individually crafted email scams were notably more effective

in eliciting engagement compared to generic scams, indicating the

significance of personalized phishing attempts in exploiting individuals'

vulnerabilities. This study underscores the imperative for universities to

evaluate the cybercrime awareness levels of their student populations.

Given the prevalence of phishing and social engineering attacks targeting

academic institutions, understanding students' susceptibility to different

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types of scams and their level of awareness becomes crucial. By gaining

insights into these factors, educational institutions can tailor cybersecurity

education and awareness programs to effectively safeguard their

communities against cyber threats, ultimately fostering a safer online

environment for students and staff alike.

Studies examining the association between the level of study and

cybercrime awareness have produced mixed results. While some

researchers, like Nzeakor et al. (2020) and Ogutcu and Aydin (2015),

found a positive correlation, indicating that students in higher levels of

education demonstrate greater awareness of cyber threats, others, such

as Nwoke et al. (2021), reported a negative correlation. However, Mwiraria

et al. (2022) confirmed a weak positive relationship between the level of

study and cybercrime awareness among students at Egerton University,

suggesting that students at higher levels of education exhibit increased

awareness of cyber threats.

Understanding the factors associated with cybercrime awareness

among university students is crucial for developing effective strategies to

enhance their knowledge and protect them from cyber threats. According

to Mwaeke (2022), the level of reliance on ICT among university students

worldwide is unprecedented, leading to increased exposure to cybercrime

victimization due to heavy internet usage for daily communication and

academic activities. Their study found that while there was no significant

association between gender and cybercrime awareness, there was a

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moderate positive relationship between the age of students and their level

of cybercrime awareness, indicating that awareness tends to increase with

age Mwaeke ( 2022). Furthermore, Mwaeke (2022) identified a weak but

significant positive relationship between students' educational level and

cybercrime awareness, with students in higher levels of education

demonstrating greater awareness compared to those in lower levels.

Furthermore, study conducted by Sharma and Thapa (2023) in

Nepal sheds light on the pivotal role of educational interventions in

bolstering cybercrime awareness among adolescents. Through their

research, Sharma and Thapa emphasize the effectiveness of integrating

cybersecurity education into school curricula as a means of empowering

students with the requisite knowledge and skills to navigate the digital

landscape securely. By immersing students in cybersecurity education,

educators have the opportunity to instill vital principles of online safety and

responsible digital citizenship. Such initiatives not only enhance students'

ability to recognize and respond to cyber threats but also cultivate a

culture of cyber resilience within educational institutions. The findings of

Sharma and Thapa underscore the significance of proactive measures in

promoting secure online practices among end-users, serving as a catalyst

for informed decision-making and behavioral change in the realm of

cybersecurity.

Additionally, research conducted by Schilder et. al., (2016) provides

valuable insights into the impact of interventions on cybercrime awareness

16
and risk-taking behaviors among adolescents. Their study focuses on the

effectiveness of an intervention aimed at promoting awareness and

reducing online risk behavior in early adolescence. The findings reveal

that the intervention led to significant improvements in participants'

awareness of cyber risks and their adoption of protective measures to

safeguard their digital identities. This underscores the potential for

targeted interventions to enhance cyber awareness among adolescents

and mitigate online risks. By addressing key aspects of online behavior

through structured programs, such interventions have the capacity to

empower adolescents to make informed decisions and cultivate

responsible online habits.

Similarly, study conducted by García-Palomares and Lacalle (2017)

in Spain explored the role of social media platforms in influencing

cybercrime awareness among youth. Their research revealed that while

social media can serve as a valuable tool for disseminating information

about online risks, it can also expose young users to potential threats such

as phishing scams and identity theft. This underscores the importance of

fostering critical thinking skills and digital literacy among students to

navigate social media safely and discern trustworthy sources of

information regarding cyber threats.

LOCAL STUDY

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 The study conducted by Toso et al. (2023) reveals significant insights

into Senior High School students' awareness of cybercrime, stressing the

urgent necessity for continual education and intervention programs. In the

digital age, students are particularly vulnerable to various cyber threats

due to their extensive use of technology and the internet. While students

exhibit a high awareness level regarding certain cybercrimes like

cyberbullying and cyberpornography, there are noticeable gaps in

understanding other forms of cyber threats. Hence, there's a critical need

for comprehensive education and awareness initiatives to bridge these

gaps and equip students with the essential knowledge and skills for online

safety (Toso et al., 2023).

Similarly, Bundela and Kumari (2020) emphasize education's pivotal

role in shaping individuals' understanding of cyber threats and their ability

to navigate the online world securely. Their research underscores the

complexity of cybercrime, which poses a significant challenge to modern

society. Despite the prevalence of cyber culture, there remains a notable

disparity in understanding among college students regarding the risks and

consequences associated with online activities. To address this gap,

Bundela and Kumari (2020) conducted a survey among B.A. and B.Ed.

students in Sirsa District, Haryana, shedding light on their attitudes

towards cybercrime awareness. While many students recognize the

prevalence of cybercrime and its potential consequences, disparities in

awareness levels among different demographic groups persist. Thus,

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further research and interventions are necessary to enhance awareness

and promote safe online practices among college students (Bundela &

Kumari, 2020).

Furthermore, The study by Lapuh Bele et al. (2014) emphasizes

education as a pivotal tool for increasing awareness and knowledge of

illegal internet content and cybercrime among children, teenagers,

parents, and educators. Cybercrime prevention initiatives often stress

education, aiming to inform users about the risks associated with online

activities and the importance of information security. Lapuh Bele et al.

(2014) stress the significance of proactive measures in combating cyber

threats, including cyberbullying, online sexual harassment, and the

dissemination of inappropriate content. Education empowers individuals to

recognize and respond appropriately to these threats, thereby mitigating

their impact. Furthermore, comprehensive educational modules

addressing various aspects of cybercrime, from technical security

measures to behavioral patterns and online etiquette, are needed.

Through a blended learning approach combining face-to-face workshops

with interactive online courses, the authors aim to actively engage

participants and promote knowledge retention, ultimately contributing to a

more informed and secure online environment.

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 CHAPTER III

METHODOLOGY

This chapter presents the operational framework of the study. It

includes the following: research design, locale of the study, population and

sampling, research instrument, data collection procedure, and data

analysis.

Research Design

The study is a quantitative descriptive research design. In this

specified design, researchers aim to describe characteristics of a

population or phenomenon under study. It involves collecting data to

present a momentary overview of the current status or condition of the

variables being investigated. This method is particularly useful for

20
summarizing and organizing data to draw patterns, trends, and

relationships without inferring causal relationships (Sirisilla, 2023).

The researchers were able to systematically gather numerical data

to achieve the study's goals by using a quantitative descriptive research

design. They quantified the awareness levels of senior high school

students regarding different types of cybercrimes through a questionnaire,

thereby providing a clear picture of which cybercrimes are most and least

known. Also, they were able to identify the sources and channels that

students rely on the most and the least for cybercrime-related information

and to quantitatively assess the level of cybercrime awareness among

ACLC College of Tacloban senior high school students.

The quantitative descriptive research design allowed the

researchers to present a detailed account of the students' awareness of

cybercrimes, their sources of information, and the specific types of

cybercrimes they are familiar with. This approach will then provide

valuable insights into the students' knowledge gaps and help in developing

targeted interventions to enhance cybercrime awareness among this

demographic.

Locale of the Study

The study was conducted at ACLC College of Tacloban City Senior

High School Department, situated at 62V3 M76, Zamora St, Downtown,

Tacloban City, 6500 Leyte. The choice of ACLC College of Tacloban as

21
the focus of the researchers' study was grounded in its status as a leading

computer learning institution in the region, highlighting the school's

emphasis on computer-centric education and extensive online sports

programs. The locale was chosen because it catered to a diverse group of

students and was one of the most prominent senior high schools in the

area. Additionally, the school was known for its focus on technology and

computer education, making it an ideal environment to investigate

cybercrime awareness levels among students.

Population and Sampling

In this study, Slovin's formula was utilized to determine the sample

size. This formula is commonly used to calculate the required sample size

for research investigations, particularly in cases where the population size

is large, and the researcher aims to secure a sample that accurately

represents the population (Ellen, 2020). Slovin’s formula provided a

straightforward method for researchers to calculate the sample size based

on the population size and the desired margin of error, helped researchers

in selecting an appropriate sample size that balanced the need for

accuracy with practical constraints, and enabled researchers to determine

the sample size needed to achieve the desired level of accuracy.

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 To calculate the sample size, the researchers followed the formula

below:

n = N/1 + (N x e)

Where:

n = sample size

N = Total population size (2455)

e = margin of error (0.05 or 5%)

Substituting the values:

n = 2,455 / 1+(2,455 ×0.05²)

Compute:

n = 2,455 / 1+(2,455 ×0.0025)

n = 2,455 / 1+6.1375

n = 2,455 / 7.1375

n = 2,455 / 7.1375

n = 343.95 or 344

Therefore, the calculated sample size was approximately 344

senior high school students from ACLC College of Tacloban.

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 The researchers chose simple random sampling, where each

member of the population had an equal probability of being chosen. This

was a suitable method as it ensured that each student had an equal

chance of being selected for the study. This fairness in selection helped in

obtaining a sample that was representative of the entire population of

2455 students. Additionally, simple random sampling was straightforward

to implement, had high internal and external validity, and minimized bias in

the selection process (Thomas, 2020). The results obtained from simple

random sampling were more confidently extrapolated to draw conclusions

about the cybercrime awareness level of all senior high school students at

ACLC College of Tacloban.

Research Instrument and Validation

The researchers utilized a research instrument wherein a survey

questionnaire was administered to assess the level of cybercrime

awareness among senior high school students at ACLC College of

Tacloban. The questionnaire consisted of two sections.

In Section 1, the list of cybercrimes, as reported by PHILSTAR

GLOBAL and mentioned by Ronda (2023), was provided. Respondents

were tasked with identifying common forms of cybercrime they were

aware of and indicating the resources or channels that had provided them

with information on cybercrimes.

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 Section 2 focused on assessing respondents' cybercrime

awareness by prompting them to rate their agreement on a 5-point Likert

scale, ranging from "Fully Not Aware" to "Fully Aware," regarding various

statements related to their understanding of cybercrime, its types,

consequences, prevention measures, and other relevant aspects.

To ensure the appropriateness and coherence of the questionnaire,

the researchers sought guidance from a knowledgeable teacher in the

field of research. Additionally, they engaged an expert, a former IT

graduate, to validate the content of the questionnaire. The feedbacks

received from the validators were carefully considered and incorporated

into the final version of the questionnaire.

Data Collection Procedure

The researchers planned to initiate the study by formally submitting

a request letter to the research instructor and administrators to conduct

the research at ACLC College of Tacloban. This step was crucial to

ensure the study was aligned with institutional policies and to gain access

to the student population. Upon obtaining approval, the researchers would

secure informed consent from the participants. The informed consent

process involved explaining the study's purpose, procedures, and benefits

to the participants, ensuring that they were fully aware of what their

involvement entailed and agreed to participate voluntarily.

25
 Next, to collect data, several steps were included to ensure the

integrity and accuracy of the data collected. The researchers coordinated

with class instructors to schedule specific times for distributing and

collecting the questionnaires, ensuring minimal disruption to regular class

activities and maximizing student participation. During the designated

class sessions, the researchers distributed the physical copies of the

questionnaires, providing clear instructions both verbally and in writing.

They emphasized the importance of honest and thoughtful responses.

Throughout the data collection sessions, the researchers remained

present to provide any necessary assistance and support, addressing any

questions or concerns the respondents had. After completion, the

researchers collected the physical copies of the questionnaires, checking

the data for completeness and consistency. Finally, the data were tallied

for analysis and interpretation.

Data Analysis

In this study, the researchers employed descriptive analysis to

investigate cybercrime awareness among ACLC College of Tacloban

senior high school students, focusing on three primary research questions:

the types of cybercrimes known to students, the sources of information

26
they rely on for understanding cybercrimes, and their overall level of

awareness regarding cybercrime.

To answer the first and second research questions, the researchers

used frequency and percentage to measure the types of cybercrimes

known to the respondents and the sources of information they rely on for

understanding cybercrimes.

Frequency and percentage. This tool was used to assess the

students' frequency in the types of cybercrimes known to them and the

sources of information they rely on for understanding cybercrimes. The

formula below was utilized to identify the percentage:

P = (f/n) x 100

Where:

 P = Percentage

 f = Frequency

 n = Number of Population

For the third research question, the researchers used the mean as

a statistical tool to calculate the average of each indicator for this study.

The formula below was utilized:

27
 Where:

 = Mean

 = Frequency

 = Number of Population

The researchers used the 5-point Likert Scale in assessing the

level of cybercrime awareness of the respondents, ranging from Fully Not

Aware (1), Not Aware (2), Neither Aware or Not Aware (3), Aware (4), to

Fully Aware (5).

Scoring and Interpretation

Likert Scale Likert Scale Likert Scale Interval

Description

1 Fully Not Aware 1.00 - 1.79

2 Not Aware 1.80 - 2.59

3 Neither Aware or Not 2.60 - 3.39

28
 Aware

4 Aware 3.40 - 4.19

5 Fully Aware 4.20 - 5.00

Figure 2. Note. From Paguigan and Jacinto, 2018

(https://www.researchgate.net/figure/Five-point-Likert-Scale-on-

Awareness-of-the-Occupants-on-Campus-Policy-on-

Energy_tbl1_326260075).

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the findings on the cybercrime awareness

among ACLC College of Tacloban senior high school students. The study

aimed to investigate their understanding and knowledge of cybercrimes by

exploring the types of cybercrimes they were aware of, the sources of

information they relied on for learning about cybercrimes, and their overall

29
level of awareness regarding cybercrime. By addressing these aspects,

the study sought to provide insights into the students' awareness and

preparedness to deal with cybercrime threats.

Table 1. (insert label)

Cybercrime Type Frequency Percentage Rank

Cyberbullying 314 91.28% 1

Online Scams 260 75.58% 2

Online 241 72.09% 3

Harassment

Unauthorized 235 68.31% 4

access

Sextortion 210 67.15% 5

Identity Theft 248 60.05% 6

Phishing 179 52.03 7

Table 1 presents the different types of cybercrimes, with the

frequency indicating the number of respondents who are aware of and

recognize each type. The percentage represents the proportion of

30
respondents who chose each cybercrime, and the table also shows their

ranks.

The results in Table 1 reveal that cyberbullying is the most

recognized type of cybercrime among students, with an awareness rate of

91.28%, ranking first. This is followed by online scams, which 75.58% of

students are aware of, ranking second. Online harassment ranks third,

with 72.09% awareness. On the lower end, identity theft has a 67.15%

awareness rate, ranking fifth. Sextortion is recognized by 61.05% of

students, ranking sixth, and phishing is the least recognized, with only

52.03% awareness, ranking seventh. These findings indicate a relatively

high awareness of more common and directly impactful cybercrimes like

cyberbullying, online scams, and online harassment, but less awareness

of significant threats like phishing and sextortion.

Table 2.

Sources and
Frequency Percentage Rank
Channels

31
News Websites and 233 67.3% 1

Media Outlets

Social Media 219 63.66% 2

Monitoring

Government 214 62.21% 3

Reports and

Websites

Educational Source 155 45.06%% 4

Academic Journals 136 39.53% 5

and Articles

Cybersecurity 108 31.40% 6

Reports and

Studies

Surveys and Polls 87 25.29% 7

32
 Table 2 displays the different sources and channels through which

students obtain information about cybercrimes. The frequency indicates

the number of respondents who selected each source or channel, while

the percentage represents the proportion of respondents who chose that

source or channel. The table also includes the ranking of each source

based on these percentages.

According to Table 2, news websites and media outlets are the

primary sources of information about cybercrimes for students, with 67.3%

relying on them, ranking first. Social media monitoring is the second most

significant source, used by 63.66% of students. Government reports and

websites rank third, with 62.21% of students using them. On the lower

end, academic journals and articles are used by 39.53% of students,

ranking fifth. Cybersecurity reports and studies are utilized by 31.40% of

students, ranking sixth, and surveys and polls are the least utilized, with

only 25.29% reliance, ranking seventh. These findings suggest that

students primarily rely on easily accessible and widely disseminated

information sources, such as news media and social media, while more

specialized and formal sources like academic articles and cybersecurity

reports are less frequently used.

Table 3.

33
 .

Bases for assessing the Mean Interpretation

R
respondents’ level of awareness

I am aware of what cybercrime is. 4.13 Aware

I am aware of the different types of

cybercrimes (e.g., hacking, phishing, 3.91 Aware

cyberbullying).

I am aware of the importance of

keeping personal information secure 3.91 Aware

online.

I am aware of the potential

consequences of engaging in 3.84 Aware

cybercrimes.

I am aware of how to protect myself

from becoming a victim of 3.81. Aware

cybercrimes.

I am aware of the importance of

using strong and unique passwords 3.81 Aware

for online accounts.

34
I am aware of the risks associated

with sharing personal information 3.76 Aware

online.

I am aware of how to identify and

avoid online scams. 3.75 Aware

I am aware of the importance of

regularly updating software and 3.18 Aware

applications to prevent security

vulnerabilities

I am aware of tools and strategies

to protect my devices from malware 3.07 Neither Aware or

and viruses. Not Aware

I am aware of the signs of

cyberbullying and how to respond if I 3.06 Neither Aware or

witness or experience it Not Aware

I am aware of the concept of digital

footprint and its implications for 3.05 Neither Aware or

online privacy. Not Aware

35
 I am aware of any formal education

or training I have received on 2.81 Neither Aware or

cybersecurity and cybercrime Not Aware

awareness.

I am aware of the importance of

actively participating in discussions 2.81 Neither Aware or

or activities related to cybersecurity Not Aware

and cybercrime prevention.

I am aware of the importance of

regularly seeking information or 2.62 Neither Aware or

resources to stay updated on Not Aware

cybersecurity best practices.

Grand Mean 3.47 Aware

Table 3 presents the statements used to assess the respondents'

level of awareness, along with the mean scores of their evaluations on a

5-point Likert scale. The interpretation of these mean scores is based on

the study's scoring system, where each mean value corresponds to a

specific level of awareness.

The data in Table 3 evaluates the overall awareness levels of

students regarding cybercrime. It shows that students generally consider

themselves aware of what cybercrime is, with a mean score of 4.13, and

36
feel knowledgeable about the different types of cybercrimes (mean score

of 3.91). They also recognize the importance of keeping personal

information secure (mean score of 3.91). However, awareness is notably

lower in areas such as regularly updating software (mean score of 3.18),

using tools to protect devices (mean score of 3.07), and understanding

digital footprints (mean score of 3.05). The grand mean of 3.47 indicates

that while students are generally aware of cybercrime issues, there are

critical areas, particularly in technical defenses and understanding digital

footprints, that require improvement.

Overall, the findings suggest that while ACLC College of Tacloban

Senior High School students have a decent level of awareness about

cybercrimes, targeted educational efforts could enhance their

understanding and preparedness, particularly in more technical and

continuously evolving aspects of cybersecurity.

37
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

In this chapter, the summary derived from the findings of the study

on the cybercrime awareness level of the ACLC senior high school

students are briefly explained. The conclusions formed were based on the

statement of the problems. The implications of the findings are also

explained. Furthermore, the recommendations that were formulated were

based on the significance and purposes of the study

Summary of Findings

The study on cybercrime awareness levels among ACLC College of

Tacloban senior high school students reveals several key insights.

Cyberbullying is the most recognized cybercrime, followed by online scam

38
and online harassment. In addition, unauthorized access and identity theft

are known to students, respectively. Sextortion and phishing are less

recognized.

Students primarily obtain information about cybercrimes from news

websites and media outlets, followed by social media monitoring, and

government reports and websites. Less frequently used sources include

educational materials, academic journals, cybersecurity reports, and

surveys.

Overall, students consider themselves aware of what cybercrime is,

the different types, and the potential consequences. They also know how

to protect themselves, such as using strong passwords. However,

awareness is lower in technical areas like updating software, protecting

devices from malware, understanding digital footprints, and formal

cybersecurity education. Participation in cybersecurity activities and

seeking updated information also scored low.

These findings suggest that while students have a general

awareness of cybercrimes, there is a need for targeted educational efforts

to enhance their understanding and preparedness, particularly in technical

and evolving aspects of cybersecurity.

Conclusions

Upon gathering and interpreting the necessary data, the

researchers have concluded the following:

39
 1. The research conducted among 344 Senior High School students at

ACLC College of Tacloban reveals a high awareness of cybercrimes like

cyberbullying (91.28%), while highlighting a significant gap in recognition

of phishing (52.03%), underscoring the need for enhanced education on

all types of cyber threats.

2. The research indicates that the majority of students (67.73%) rely on

news websites and media outlets for information about cybercrimes, while

only 25.29% use surveys and polls, highlighting a preference for more

accessible sources.

3. The evaluation reveals that while students at ACLC College of

Tacloban are generally aware of cybercrimes (grand mean of 3.47), there

are notable gaps in their knowledge regarding technical defenses and

continuous education, indicating areas needing improvement.

Recommendations

Upon determining the cybercrime awareness of the senior high

school students, the researchers would like to recommend the following:

1. Students should be educated about different types of cybercrimes

beyond

cyberbullying, such as phishing, sextortion, identity theft, and unauthorized

access, to enhance their overall cybercrime awareness. Also, they should

rely on a variety of sources, not just news websites and media outlets, to

40
stay informed about cybercrimes. This could include survey and polls,

cybersecurity reports and studies, and academic journals and articles.

2. Teachers can organize awareness programs, workshops, and

activities focused

on cybersecurity to engage students and raise awareness about

cybercrimes.

3. Parents and guardians should stay informed about the latest

cybersecurity trends and threats to better support their children in

navigating the online world safely.

4. Governments should allocate resources to support cybersecurity

education

initiatives in schools and communities to foster a cyber-aware society.

5. Future studies should delve deeper into specific demographics,

regions, or types of cybercrimes to understand awareness levels more

comprehensively.

6. Future studies should assess the effectiveness of cybersecurity

education programs in schools and identify areas for improvement to

enhance students' cybercrime awareness.

7. Future studies could explore the use of technology, such as

cybersecurity apps or online platforms, to enhance cybercrime awareness

among students and facilitate learning in this area.

41
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Survey Questionnaire

49
Note: This survey aims to assess the level of cybercrime awareness

among Senior High School students at ACLC College of Tacloban. Please

answer each question to the best of your ability.

Section 1:

Directions: Check the box of the cybercrime listed below that you are

aware of

1. What types of cybercrimes are you aware of?

[ ] Cyberbullying (Sending, posting, or sharing negative, harmful,

false, or mean content about someone else.)

[ ] Online Scams (Fraudulent schemes aiming to deceive individuals

for financial gain.)

[ ] Identity Theft (Stealing someone's personal information to

pretend to be them or to use their identity for illegal activities.)

[ ] Phishing (Sending fake emails or messages pretending to be

from real companies to trick people into giving away personal

information.)

[ ] Sextortion (Threatens to expose sexually explicit private images

or videos of the victim unless the victim meets certain demands.)

[ ] Online Harassment (Persistent and unwanted online behavior

causing distress, including stalking, trolling, or hate speech.)

[ ] Unauthorized Access (Gaining access to someone else's online

accounts or devices without permission.)

Others please specify: ________________

50
2. What sources do you rely on for information about cybercrimes?

Directions: Check the box of the listed channels below that provides

you credible and valuable information about various cybercrimes.

[ ] Government Reports and Websites (Official reports and

publications from government agencies such as the Philippine National

Police (PNP), the National Bureau of Investigation (NBI), and the

Department of Justice (DOJ).)

[ ] Academic Journals and Articles (Academic research papers

and articles from reputable sources like JSTOR, Google Scholar, or

local university libraries.)

[ ] News Websites and Media Outlets (Online news portals and

traditional media outlets like ABS-CBN News, GMA News Online,

Rappler, and Philippine Daily Inquirer.)

[ ] Cybersecurity Reports and Studies (Reports and studies from

cybersecurity firms and organizations like Kaspersky, Symantec (now

NortonLifeLock), and the Center for Strategic and International Studies

(CSIS).)

[ ] Surveys and Polls (Survey results published by entities like Pew

Research Center or local research institutions.)

[ ] Social Media Monitoring (Through social media platforms like

Facebook, Instagram, Twiiter, and Tiktok.)

51
 [ ] Educational sources (School workshops, guest speakers, and

textbooks.)

Others please specify: ________________

Section 2: Cybercrime Awareness

Directions: Please indicate your level of agreement or disagreement with

each of the statements regarding Cybercrime Awareness. Place a " ✓"

mark in the box corresponding to your answer.

Strongly Agree Neither Slightly Disagree

Agree Disagree

5 4 3 2 1

1 2 3 4 5

1. I am aware of what cybercrime is.

2. I am familiar with the different types of

cybercrimes (e.g., hacking, phishing,

cyberbullying).

3. I know the potential consequences of

engaging in cybercrimes.

4. I understand how to protect myself from

becoming a victim of cybercrimes.

5. I know the importance of keeping personal

information secure online.

52
6. I am aware of the importance of using

strong and unique passwords for online

accounts.

7. I know how to identify and avoid online

scams.

8. I understand the risks associated with

sharing personal information online.

9. I am aware of the signs of cyberbullying

and know how to respond if I witness or

experience it.

10. I am aware of the importance of regularly

updating software and applications to

prevent security vulnerabilities.

11. I am familiar with tools and strategies to

protect my devices from malware and

viruses.

12. I understand the concept of digital footprint

and its implications for online privacy.

13. I have received formal education or training

on cybersecurity and cybercrime

awareness.

14. I actively participate in discussions or

activities related to cybersecurity and

53
 cybercrime

prevention.

15. I regularly seek information or resources to

stay updated on cybersecurity best

practices.

54
0