Chapter I

INTRODUCTION

BACKGROUND OF THE STUDY

In today’s generation, cyberbullying is a problem that has

experienced by students for many years.Cyberbullying is a kind of
annoying, intimidating, or humiliating the victims that occurred
over digital devices like mobile phones, computers, and tablets.
It can also be through text messaging and some apps online,
social media, forums, or gaming where people can view,
participate in, or share content.

This is one of the issues that some students in Brooke’s

Point National High School is facing especially at this
generation. Millennia’s are prone to bullying which can affect
its behaviour, social life, and even may turn into depression
which can be the reason of losing self-esteem, poor health and
low academic performance.
This phenomenon happened in the emotional stage of being
adolescence whereas most are exposed with online activitiesand
social media. This sometimes may not be noticeable for some
bullies which thought something considered as a joke. Victims
mostly didn’t show feeling and just keep hiding emotions which is
dangerous. Like for examples, posting unwanted words or funny and
annoying pictures that would ruin the reputation of the target
victim.

Cyberbullying can occur anywhere even at home through email,

SMS Cellphones and social media websites in our daily lives and
many people are involved, where most of it is teens. The
depressive effect of cyber bullying prevents students from
excelling in their studies (Lauren, 2011).Bullying in schools and

1
universities are causing unimaginable problems to students,
parents and to educational institutions.
We often say bullies are jealous, unhappy or just unkind people.
While there is some truth to those perceptions, the reality is
more nuanced. Cyberbullying, in fact, can come from more mundane
feelings, like boredom. Access and opportunity can also lead
students to bully others online.

Forty percent of students who cyberbully say they do not feel

any feelings of guilt or shame after the bullying, according to
a large study of students published in the "American Journal of
Orthopsychiatry."

Some students also reported that online bullying made them feel
better. These students reported feeling "funny, popular and
powerful" online. The study also explained that a natural desire
for attention can cause students to cyberbully.

This study aims to determine the negative impacts of

cyberbullying and how do it affects student’s perspective and
into an academic performance especially students in Brooke’s
Point National High School. At the end of the study, the
researchers expect to provide solutions and recommendations.

Some students in Brooke’s Point National High School had

experienced cyberbullying and this will tend to determine the
number of victims and their perceptions towards the effects of
cyberbullying to their life.

2
Objective of the Study

1. The purpose of this study is to present research exploring the

causes and impacts of cyberbullying on student’s academic

performance.

2. To evaluate the existence of cyber bullying among particular

students in Brooke’s Point National High School.

3. To inform or give school leaders a greater understanding of

this phenomenon and suggest solution to deal with this

challenging issues.

Statement of the Problem

This study aims to determine the effects of cyberbullying

towards student’s academic performance among the selected
respondents from Brooke’s Point National High School area.
Especially, this research seeks to answer the following research
question.
1. What are the factors or causes of cyberbullying?
2. What are the present situation among the students of
Brooke’s Point National High School in terms of
cyberbullying?
3. What are the effects of cyberbullying on student’s academic
performance?

3
Significance of the Study

The findings which this study will reveal, may benefit

certain groups and the benefits they may be able to gain are as
follows.

Students- The researchers believe that this research will help

and guide students particularly the Grade 12 General Academic
Strand in Brooke's Point National High School to perceive the
cyberbullying that might affect their academic performance.

Teacher- This study can help the teachers to raise the awareness
to their students at their class.

School- This study will help the school of Brooke's Point

National High School to get rid the cyberbullies at their school.

Future Researchers- Lastly, this study will help the future

researchers through the data and collected information in the
research.

Hypotheses of the Study

Based on the information and facts presented in this study

from different sources, the researcher arrived at the following

guessed:

a. Cyber bullying affect the academic performance of students

by losing self-esteem and unable to concentrate during
discussion.
b. Some students in General academic strand have experience
cyber bullying.
c. There are certain reasons why there are cyberbullies.

4
 Scope and Delimitation

The study confined itself to the identification of the

Effects of Cyberbullying among selected students from Grade 12
General Academic Strand of Brooke's Point National High School.
The researchers also determine the causes of cyberbullying it was
also assume that the literature reviewed would clearly identify
the prevalence and is seriousness of cyberbullying. Possible
limitations of the study were the topic of cyberbullying in
relatively new and therefore a lot of the research overlapping by
reciting the same studies.

The said research comprises of100 respondents from Grade 12

students in different section. This research conductedfrom

November 25, 2018. and published on February 25, 2019.

5
 Chapter II

REVIEW OF RELATED LITERATURE

This chapter present different related studies and literature

that will give more concrete information to the research. This clearly

emphasize the study.

Related Studies

Modern technology is continuously evolving, and in recent

times, it has manifested itself in a very serious social problem,
namely cyber bullying. Modern technology is like a double-edged
sword; on one hand it gives us connectivity, on the other it
increases emotional stress (Michel, 2011). As such, young
internet users, including students, may be at the mercy of cyber
bullies. The victims, under great emotional stress, are unable to
concentrate on their studies, and thus their academic progress is
adversely affected (Juliana,2010). Unfortunately little attention
is given to this global problem by institutions of higher
learning, teachers, parents and emergency service providers.

This aggression can be repeated, deliberate hostility. Cyber-

bullying occurs "when the Internet, cell phones or other devices
are used to send or post text or images intended to hurt or
embarrass another person”.
Cyber bullying causes grave harm to an individual or group of
people by exposing their personal data, real names and addresses
to criminals with malicious intent to the targeted individual or
group.Cyber bullying can include such acts as making threats,
sending provocative insults or racial or ethnic slurs, gay

6
bashing, attempting to infect the victim's computer with a virus,
and flooding an e-mail inbox with messages

The depressive effect of cyber bullying prevents students from

excelling in their studies (Lauren, 2011).Bullying in schools and
universities are causing unimaginable problems to students,
parents and to educational institutions. Unfortunately little has
been done to help those victims who are continuously trapped in
the name of modernization and digitalization (Watson, 2010).
Researchers agree that the stressfulimpact of bullying is
escalating with the rapid expansion of technological advancement
(Justin, 2011).Many students who are victims of cyber bullies
suffer silently; they are reluctant to complain to the
authorities or their parents owing to the social stigma attached
to victims of bullies (Susan, 2011). As such, parents, teachers
and institutional authorities have to be on the lookout for such
occurrences.

Undergraduate students use the Internet for a wide variety of

purposes, including recreation, such as communicating in online
groups or playing games; academics, such as doing assignments,
researching scholarships or completing online applications; and
practical, such as preparing for job interviews by researching
companies. Students also use the Internet for social
communication with increasing frequency. The cyberbullying
literature suggests that the victims generally manifest
psychological problems such as depression, loneliness, low self-
esteem, school phobias and social anxiety (Grene, 2003; Juvonen,
Graham, & Shuster, 2003). Moreover, research findings have shown
that cyberbullying causes emotional and physiological damage to
defenseless victims (Akbulut, Sahin, & Eristi, 2010) as well as

7
psychosocial difficulties including behavior problems, drinking
alcohol, smoking, depression, and low commitment to academics
(Ybarra & Mitchell, 2007)

The word cyberbullying did not even exist a decade ago, yet
the problem has become a pervasive one today. Cyberbullies do not
have to be strong or fast; they just need access to a cell phone
or computer and a desire to terrorize. Anyone can be a
cyberbully, and such persons usually have few worries about
having face-to-face confrontation with their victims. In fact,
the anonymity of cyberbullying may cause students who normally
would not bully in the tradition-sense to become a cyberbully
(Poland, 2010).
The double-edged nature of modern technology, continuously
balancing between risks and opportunities, manifests itself
clearly in an emerging societal problem known as cyberbullying
(Walrave & Heirman, 2011). More than 97% of youths in the United
States are connected to the Internet in some way (Tokunaga,
2010). The number of children and teens who use the Internet at
home is rapidly growing, with now over 66% of fourth to ninth
graders able to go online from the comfort of their bedrooms.
Children can engage in numerous Internet-based activities such as
game playing, seeking information, and talking with friends. The
constellation of benefits, however, has been recently eclipsed by
numerous accounts of the Internet's undesirable social
implications, which appear in both scholarly literature and
popular media. A fair amount of attention has been given to
Internet offenses, including cyberstalking (Seto, 2002), sexual
predation (Dombrowski, Lemasney,
In a study conducted by Wong-Lo and Bullock (2011) a
total of 137 participants (62 adolescents; 75 parents) responded
to a survey. Results indicated that 90% of the participants from

8
the adolescent group have reported to have experienced
cyberbullying either as victims or as a bystander. In addition,
70% of the victims have been cyberbullied one to two times within
a month’s time and 50% of the victims did not know the
perpetrator. Secondly, 89% of parent participants indicated to be
knowledgeable about the issues relating to cyberbullying and 89%
reported to have no knowledge if their child has or has not been
a victim of cyberbullying. Furthermore, qualitative findings of
personal perspectives toward cyberbullying from each
participating group are discussed.

A review of literature is provided and results and analysis

of the survey are discussed as well as recommendations for future
research. Erdur-Baker’s (2010) study revealed that 32% of the
students were victims of both cyberbullying and traditional
bullying, while 26% of the students bullied others in both
cyberspace and physical environments.

Electronic bullying, online bullying, and/or cyberbullying

are new methods of bullying involving forms of bullying defined
as harassment using technology such as social websites (MySpace,
Facebook, etc.), email, chat rooms, mobile phone texting and
cameras, picture messages (including sexting), IM (instant
messages), and/or blogs (Miller & Hufstedler, 2009; Beale & Hall,
2007). Across the sample, the most common sites in which
cyberbullying occurred were email (21%), online chatrooms (20%),
social networking sites (20%) and mobile phones (19%). Other
websites (8%) and other forms of texting, such as Twitter (6%),
were also reported. Through free-text response, 12% of
participants also reported MSN Messenger as a cyberbullying tool.
Figure 1 lists some of the many “tools” a cyberbully can use.

Externalizing behaviors were most predictive of cyber victim

status. Increased awareness about the use of technology as a

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vehicle for bullying and identification of potential problems
associated with cyber bullying and victimization will aid
parents, educators, and psychologists in developing intervention
and prevention strategies. (Williams, & Guerra). According to
Calvete, et al (2010) cyberbullying was significantly associated
with the use of proactive aggression, justification of violence,
exposure to violence, and less perceived social support of
friends. Other reasons for cyberbullying are: envy, prejudice and
intolerance for disability, religion, gender, shame, pride,
guilt, and anger. (Hoff & Mitchell, 2009; Jones, Manstead, &
Livingstone, 2011).

According to Mesch (2009) cyberbullying emerges most

commonly from relationship problems (break-ups, envy,
intolerance, and ganging up); victims experience powerfully
negative effects (especially on their social well-being); and the
reactive behavior from schools and students is generally
inappropriate, absent, or ineffective (Hoff & Mitchell, 2009).
There is a significant correlation between becoming a cyber-
victim and loneliness among adolescents according to Sahin
(2012). Studies show that electronic bullying peaks in middle
school.

Adolescents who socialize online have probably been involved in

cyberbullying in some form (Trolley et al., 2006; Willard, 2005
as cited in Mason, 2008). There are six different roles
identified throughout the literature. Entitlement bullies are
individuals who believe they are superior and have the right to
harass or demean others, especially if the person is different.
Targets of entitlement bullies are individuals who are picked on
because bullies believe that they are different or inferior.

Retaliators are individuals who have been bullied by others

and are using the Internet to retaliate. Victims of retaliators

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are individuals who have been bullying others, but are now
receiving the cruelty of being cyberbullied. Furthermore,
bystanders who are part of the problem are individuals who
encourage and support the bully or who watch the bullying from
the side-lines but do nothing to help the victim. Finally,
bystanders who are part of the solution are individuals who seek
to stop the bullying, protest it, and provide support to the
victim (Trolley et al., 2006; Willard, 2005 as cited in Mason,
2008).

How does giftedness relate to bullying and being bullied? In

a recent survey of fifth-grade students, Estell et al. (2009)
found that academically gifted students and general education
students were less likely than students with mild disabilities to
be viewed as bullies by their peers. Teachers also rated
academically gifted students as less likely to bully or be
bullied than both general education students and students with
mild disabilities. Key factors in being perceived as a bully were
associations with aggressive and popular peers. Social isolates
were the most likely to be bullied. Whereas gifted students are
less likely to bully or be bullied according to this research,
bullying is still a factor in their lives (Siegle, 2010).

Smith et al (2008) found in line with Raskauskas and Stoltz

(2007), that cyber victims had also often been traditional
victims, and cyberbullies had often been traditional bullies;
many traditional victims or bullies were not cyber victims or
bullies, since cyberbullying is substantially less frequent.
Cyber victims are more dependent upon the internet, feel less
popular, take more internet-related risks, are more often a
bystander and perpetrator of internet and mobile phone bullying,
and are less often a perpetrator and more often a victim of
traditional bullying. (Vandebosch & Van Cleemput, 2008).

11
 In deeply searching for the related studies regarding
to the Characteristics of Cyberbullies and Victims.  Children and
adolescents who are more prone to be a cyberbully.
Cyberbullies typically have poor relationships
and emotional bonds with their parents, a smaller amount of paren
tal supervision, and tend to associate with delinquent peers
(Ybarra,2007b). There seems to be a correlation between age and c
yberbullyinginvolvement.Cyberbullying frequency is highest among 
adolescents age 13 to 15 (Calvere, 2010).    

It has been found that younger children engage  more  often

in  traditional  bullying  as  opposed  to cyberbullying
(Kowalski,  2007).    This  is  most  likely  partially  due  to
younger  children  not  having  the  same amount  of  a  access
to  computers,  cell  phones,  and  other electronic
devices. There  is  a  strong  correlation  between substance
abuse  and  cyberbullying  (Ybarra,
2007a). Also, victims or perpetrators of traditional bullying are
more likely to be cyberbullies (Ybarra, 2007a).

Effects of cyberbullying Like technological bullying,

cyberbullying is associated with a variety of negative outcomes
for youth, including depression, social anxiety, substance use,
lowered academic performance, and diminished quality of family
relationships (Bonanno, & Hymel, 2013; Tokunaga, 2010; Wolke,
Copeland, Angold, & Costello, 2013).

Online bullying – cyberbullying – has a number of features

which distinguish it from face-to-face bullying including the
permanence, publicity, and permeability of online messaging.
These features may exacerbate effects on adolescent mental health
outcomes and may challenge factors central to traditional
bullying including repetition, power imbalance, and
intentionality.

12
 The permanence and ease of sharing online messages means
single acts of online harassment may be repeated when viewed or
distributed by others. Rather than physical strength,
cyberbullies’ power may be linked to psychological power and
technical skills as perpetrators can affect a cyber victims’
reputations and relationships via the distribution of online
messages. Intentionality online is complicated by online
disinhibit ion effects as lack of nonverbal cues and social
feedback can desensitise individuals and lead to more aggressive
behaviour online compared to face-toface settings (7).

Cyberbullying also tends to occur in online environments

lacking adult supervision and unrestricted to any specific
geographical location, possibly preventing those victimised from
escaping its impact (8). Given issues in defining cyberbullying,
inconsistency in estimates of prevalence is unsurprising (3).

Conceptual framework
After a deep analysis with different studies, the researcher
arrived at a conceptual framework of this investigation. To
13
conduct a basic structure of something or a set of ideas of
facts, it must be provide or support the researcher framework.

Research Paradigm

THE EFFECT OF CYBERBULLYING ON THE ACADEMIC PERFORMANCE

OF GRADE 12 GENERAL ACADEMIC STRAND STUDENTS OF BROOKE’S POINT

NATIONAL HIGH SCHOOL

Independent variable
Dependent variable

Cyberbulllying Academic
performance

DEFINITION OF TERMS

1. Academic Performance – is the level of how well one student

perform in school.

14
2. Bullies- the person who actively seeks to harass, harm, or
whom they know as vulnerable.
3. Cell phone- a small wireless portable device that allows
users to make and receive calls, do online activities, and
connects with friend and throughout across the world.
4. Cyberbullying- involves the use of information and
communication technologies such as email, cellphone, text
messages, or online posting, to intend harming others.
5. Depression- is a mood disorder that causes severe feeling of
pain and long term sadness.
6. Harassment-the act or intent of abusing, insulting, annoying
or harming someone on a regular basis.
7. Internet-A global wide area network that connects computer
systems and millions of people across the world.
8. Self-esteem- a confidence and satisfaction in one self.
9. Social media-websites or any applications that enable
someone to create and share content or to participate in
social networking.

10. Victim-the person who suffers from any kind of insulting

such as cyberbullying

Chapter III

Methodology

15
 This chapter presents the research design and methodology
used in this research consisting sample size, sampling technique,
and Data analysis in determining the effects of cyberbullying in
the academic performance among selected students in Brooke’s
Point National High School.

I. Research Design

This study used a Qualitative design which enables

collection of data from a large population along with rich
qualitative data that expand and explain student’s experience. A
descriptive method is used to interpret the theoretical meaning
of the findings and hypothesis development for further
studies.Specifically the researchers utilized a questionnaire
type of descriptive research method which enables the team to
gather information from the respondents without having any
difficulties in answering the questions that seeks to answer the
effect of cyberbullying on the academic performance of one
student.

The data are collected from 100 respondents from Brooke’s

Point National High School chosen participants particularly Grade
12 General Academic Strand using a survey, which contains limited
choice, scaled response, and open-ended question.

II. Participant

There were one hundred (100) total selected respondents

from Brooke's Point National High School who answered the
survey questions. The researchers used simple random sampling

16
 as a selection of participants from each group or section to
obtain data without any bias and consideration. This is also
to determine the number of students who have been bullied
through social media. The whole population of respondents was
comprises 25 participants in each section of Grade 12 students
from General Academic Strand.

III. Research Instrument

The researcher conducted a research survey through

formulating questionnaire by using Microsoft Excel in the form
of open-ended question, scaled response, and limited choice
which had been answered by the selected respondents from Grade
12 GAS students through the simple random Sampling techniques.
Every questions obtained choices to make respondents choose
their preferred answer that relate their experience in terms
of “The effect of cyberbullying on their academic performance.
The data analysis and interpretation of data has done through
the use of Microsoft excel to convert answers or the
percentage of response into simple pie and bar graph.

IV. Procedure

This study started with research designing and developing a

questionnaire for gathering the information and to obtain data
and findings that will be needed at the end of the study.

17
Brooke’s Point National High School particularly the Grade 12
General Academic Strands Students is the main focus of the study
regarding in determining the effect of cyberbullying on their
academic Performance. At first, the researchers gave
questionnaire to the respondents. The respondents mentioned above
had answered the given questionnaire after the researchers
explained the instructions orderly to make it clearly and gave
them enough time to think critically. Afterwards, it was followed
by the collection of documentary which the study can used to show
the evidences and that the survey is reliable and truthfully
gathered.

As the respondents had finished answering the questionnaire, the

researchers collect the data through the used of gathering
technique. And lastly, the overall needed data is already done
and ready for the final processing, analyzing and converting data
into graph.

Chapter IV

Presentation Analysis and Data Interpretation

18
 I. Descriptive analysis and Data Interpretation

Depicts the total percentage of respondents based on gender and strand

17% 17% 17%
16%
13%
12% 11%
8% 8% 8%
8%
4%
0%
GAS A GAS B GAS C GAS D

FEMALE MALE

A. Frequency Distribution graphs

The graph shows the profile of randomly selected participants of

Brooke’s Point National High School Grade 12 GAS students who
answered the survey questionnaires.

How often do you use internet

never
5% always
sometimes
sometimes always never
42% 53%

19
 This indicates that there are more students in Brooke’s
Point National High School GAS students who most likely to engage
more often in using internet that leads to cyberbullying than
those who claims sometimes and had never used internet.

Which of the following is your favorite online activities?

Playing online
Shopping
games
8% 8%
Playing online games
Using social media
Shopping
Using social
media
83%

20
 There are more respondents who are most like preferred using
social media than shopping and online games. This goes to show
that there are more students who is prone to cyberbullying.

Have you eperienced cyberbullying?

No
27%
Yes
73%

Based on the result, students particularly Grade 12 GAS

students had experienced cyberbullying where 73% claims of being
cyberbullied while there are still respondents who didn’t
experienced cyberbullying.

21
 If Yes, how did it affect you as a person?
50% 40% 37%
40%
30%
18%
20%
10% 3% 2%
0%

Anxiety/Deppresion Loss of confidence Fear

Health problem Anger

The result shows that anxiety and depression are mostly the
impact and struggles that some students in Brooke’s Point
National High School is facing.

If Yes, how do it affect your academic performance?

100%
80% 89%
60% 68% 68% 71%
59%
40%
41%
20% 32% 32% 29%
0% 11%
Lack of Less involvement Absencies Lack of Difficulties in
concentration in any acativities in interactions understanding
during discussion school between school lessons
mates and
teachers.

Agree Disagree

22
 The graph indicates the response of students who claim to be
a victim of cyberbullying. They agrees that cyberbullying has an
effect to their academic performance which is mostly less
involvement in any activities in school as primary effect while
others are answered as lack of concentration during discussion
and the rest are absences, lack of interaction between school
mates and teachers, and lastly difficulties in understanding
lessons.

If yes, what do you think are the reason someone bully you?
90%
80%
70% 75% 77%
60% 67% 71%
50% 60%
40%
30% 40%
33% 29%
20% 25% 23%
10%
0%
Because of my Because of my attitude Because of my religion Because of my gender Because of my race
looks/Physical identity
appearance

Agree Disagree

23
 The graph shows the factor or the causes of cyberbullying.
It shows that most victims had been bullied because of those
mentioned reasons to the existence of cyberbullying.

How do you deal with the cyberbullies?

50% 45%
45% 40%
40%
35%
30%
25%
20% 15%
15%
10%
5%
0%

I fight them back I Ignored them as none of my business

I act or look different

24
 Most students ignored the cyberbullies yet it is still
undeniable that cyberbullying still give a depressiveeffects
among students

Have you ever bullied someone on the internet?

70%
60%
60%
50%
40%
30%
20% 25%
10% 15%
0%
1

Just once or twice Sometimes No I’ve never done this

25
 The study found out that cyberbullies in Brooke’s Point
National High School exist. The results shows that there are
numbers of students who claims to bully someone on the internet
sometimes, while there are less students who confirms done it
just once or twice and 15% claims that they have never done it.

Chart Title
40%
35%
30%
35%
32%
25% 28%
20%
15%
10%
5%
0% 5%
1

Boredom Jealousy
makes you feel better I can't describe

If Yes, what are your motivation to cyberbully?

26
 This findings reveals the the certain factors or reasons of
cyberbullies. Most students can’t describe their reasons

In what particular applications does cyber bullying mostly occur?

Instagram
Twitter
7% 5%

Facebook
88%

Most students are fond of using Facebook because it is

accessible sites where the cyberbullying happened.

27
 If you see bullying at social media, what would you do?

I haven't
Join in the
see fun
any
bullying2%
19%
Tried to
help the
victim
80%

Most student’s claims to help the victim although some have

been became a cyberbullies. 20% less confirms that they haven’t
seen any cyberbullying and the rest admits they joined to the
issue.

Chapter V

Discussion, Conclusion and Recommendation

I. Discussion

The research discussed the effect of cyberbullying on the

academic performance of students and the findings shows that

28
there are varying causes and effects to the occurrence of
cyberbullying. The findings of the study brought a
significance to every students

The study shows that while there are number of students who
experienced cyberbullying, there are also some who didn’t
engage in this issue. The result shows that most often causes
of cyber bullying based on the response and perceptions among
the respondents is mostly the ones physical look, self-
behavior, gender identity, and, etc. But some agrees that they
didn’t know why it happens to them. This study is essential
for students to give them a relevant information that will
makes them aware and be conscious about cyberbullying. The
findings will contribute to the future researcher as well.

II. Conclusion

Based on the results and findings, the researchers concluded

that there are existing numbers of students from Grade 12
General Academic Strand of Brooke’s Point National High School
that have been engaged in cyberbullying and have been became
the victim and once a cyberbullies. The study concluded that
cyberbullying have a certain causes and effects in nature. The
results reveals that cyberbullying can cause anxiety,
depression, and, loss of confidence in one self. It can also
affect the academic performance in school by having lack of
concentration during discussion, less involvement in any
school activities, lack of interest in pursuing their studies,
andeven loosing dignity.

Based on the perceptions by the respondents, they believe

that cyberbullying can be prevented by ignoring the bullies.
Some studies from review of related literature,victims can

29
 change their account setting to prevent this.It can be stop in
a proper way.The findings concluded that most students
considered themselves as the victims or the one who bullied
online but most of the statement, proof or evidences from the
survey that in out of 100%, 70-80% of them answered that the
cyberbullying is an alerting issue nowadays. The study also
concluded that cyberbullies has a reason to do bullying and
the study confirms from the selected participants that it was
because of boredom, makes them feel great, and mostly some
can’t explain why.

III. Recommendation

Now, for those who suffer a cyberbullying the effects can be

devastating, leaving your feeling like humiliated, angry,
depressed, feeling hurt or even suicidal but no type of bullying
should ever be tolerated.

The recommendation of that, is important not to respond to any

messages or posts written about you, no matter how it hurts you
so much or even untrue stories about you are being exposed,
don’t be so much affected about it. Responding on those criticism
will only make this situation worse and provoking a reaction from
you or any action that you’ve done was they want. They only want
is to satisfy their happiness through bullying so everyone can
notice them. Therefore don’t seek revenge on a cyberbully because
of it, it can also call yourself as a cyberbully. It will only
make a problem worst and could result only in a serious legal
consequences that you can encounter by that.

30
 APEPENDICES

Data Gathering: The researchers distributing questioners to the

31
respondents in Grade 12 General Academic Strand in section A,B,C and D at
Brooke’s Point National High School Main Campus.
 Data Gathering: The Researcher conducted survey through questioners
at Brooke’s Point National High School.

Data Gathering:Grade 12 Students Answered the given questioners last

February 15, 2019 at Brooke’s Point National High School.

32
 II. Survey Questionnaire

Grade & Strand:

Age:
Gender:

Questions:

1. How often do you use internet?

a. Always
b. Sometimes
c. Never
2. Which of the following is your favorite online
activities?
a. Playing Online Games
b. Using Social Media
c. Shopping
Others (Please Specify): ____________________

3. Have you experience cyberbullying?

a. Yes
b. No
4. If Yes, how did it affect you as a person?
( ) Anxiety/depression
( ) Loss of confidence
( ) Lack of interest in school work
( ) Fear
( ) Health problems
( ) Anger or feeling of revenge

5.If Yes, how do it affect your academic performance? Check the

following effects that corresponds to your experience?

Lack of concentration during discussion( )agree ( )disagree

Less involvement in any acativities in school
( )agree ( )disagree
Absencies( )agree ( )disagree
Lack of interactions between school mates and teachers.
( )agree ( )disagree
Difficulties in understanding lessons( )agree ( )disagree

33
6. If Yes, what do you think are the reasons why you have been
bullied? (Please check your answer)

( ) Because of my looks/Physical appearance

( ) Because of my attitude
( ) Because of my religion
( ) Because of my gender identity
( ) Because of my race

7. How do you deal with cyberbullies if ever you have been

through with this?
a. I fight them back
b. Ignored them as none of my business
c. I act or look different

8. Have you ever bullied someone on the internet?

a. Just once or twice
b. Sometimes
c. No I’ve never done this

9. If Yes, what are your motivation to cyberbully?

a. Boredom b. Jealousy c. makes you feel better d. Nothing
10. In what particular applications does the cyberbullying mostly
occur?
a. Facebook
b. Twitter
c. Instagram

11. If you have saw bullying at social media, what would you do?
a. Tried to help the bully or help the victim
b. I haven’t seen any bullying
c. Join in on the fun
Others (Please Specify): ____________________

34
III.Sampling

Population
General Academic Strand (GAS):
Grade 12 GAS A Grade 12 GAS B
Male Block A = 8 Male BlockA = 8
Female Block B = 17 Female Block B = 17
Total: 25 Total: 30
Science Technology Engineering Mathematics (STEM):
Grade 12 GAS C Grade 12 STEM
Male Block A = 12 Male Block A = 8
Female Block B = 13 Female Block B = 17
Total: 25 Total: 25
Overall total: 100
Population Size (N) = 1002

Sample: Slovin’s Sample Size Formula : N= ( 1+NNe )

100
n = ( 1+100 ( 0.10 ) )
n= 50

35
 IV. CURRICULUM VITAE

Ipilan, Brooke’s Point Palawan

Address : [email protected]
Cellphone #: 09967097722
Name: Katrina S. Amoto
Age: 17
Date of Birth: March 05, 2001
Place of Birth: Puerto Princesa, City
Occupation: Student
Education Background:
Senior High School:
Brooke’s Point National High School (Grade 11-12)
Program: General Academic Strand (GAS)
Junior High School:
Ipilan National High School (Grade 7-10)
Elementary School:
Ipilan Central School (Grade 1-6)
Family Details:
Father: Renante Amoto
Mobile No: 09357535703
Address: Ipilan Brooke’s Point Palawan
Occupation: Fisherman

Mother: Cristina Amoto

Mobile No: 0956856712
Address: Ipilan Brooke’s Point Palawan
Occupation: Businesswoman

36
 Ipilan, Brooke’s Point Palawan
EmailAddress:[email protected]
Cellphone #: 09365566619

Name: Elaine Mae N. Taguan

Age: 18
Date of Birth: February 07, 2001
Place of Birth: Panao, Ipilan Brooke’s Point Palawan
Occupation: Student
Education Background:
Senior High School:
Brooke’s Point National High School (Grade 11-12)
Program: General Academic Strand (GAS)
Junior High School:
Ipilan National High School (Grade 7-10)
Elementary School:
Ipilan Central School (Grade 1-6)
Family Details:
Father: Nelson G. Taguan
Mobile No: 09262640641
Address: Ipilan, Brooke’s Point Palawan
Occupation: Government Employee
Mother: Mary Ann Taguan
Mobile No: 09972332411
Address: Ipilan, Brooke’s Point Palawan
Occupation: Housekeeper

37
Samarina , Brooke’s Point Palawan
EmailAddress:[email protected]
Cellphone #: 09979765772

Name: Rhea May A. Ubogan

Age: 17
Date of Birth: March 22, 2001
Place of Birth: Samarina, Ipilan Brooke’s Point Palawan
Occupation: Student
Education Background:
Senior High School:
Brooke’s Point National High School (Grade 11-12)
Program: General Academic Strand (GAS)
Junior High School:
Samarina National High School (Grade 7-10)
Elementary School:
SamarinaElementary School (Grade 1-6)
Family Details:
Father: Ernesto Ubogan
Mobile No: 09755298376
Address: Samarina, Brooke’s Point Palawan
Occupation: Farming

Mother: Nery Ubogan

Mobile No: 09552357645
Address: Samarina, Brooke’s Point Palawan
Occupation: Housekeeper

38
 Ipilan, Brooke’s Point Palawan
EmailAddress:[email protected]
Cellphone #: 09967097722

Name: Jennyrose O. Alili

Age: 18
Date of Birth: July 25, 2000
Place of Birth: Ipilan Brooke’s Point Palawan
Occupation: Student
Education Background:
Senior High School:
Brooke’s Point National High School (Grade 11-12)
Program: General Academic Strand (GAS)
Junior High School:
Ipilan National High School (Grade 7-10)
Elementary School:
Ipilan Central School (Grade 1-6)
Family Details:
Father: Zenon Alili
Mobile No: 09057991389
Address: Ipilan, Brooke’s Point Palawan
Occupation: Farmer

Mother: Evelyn Alili

Mobile No: 0935192811
Address: Ipilan, Brooke’s Point Palawan
Occupation: Housekeeper

39
 Ipilan, Brooke’s Point Palawan
EmailAddress:[email protected]
Cellphone #: 09365573426

Name: Eframil N. Landuan

Age: 19
Date of Birth: February 17, 2000
Place of Birth: Ipilan Brooke’s Point Palawan
Occupation: Student
Education Background:
Senior High School:
Brooke’s Point National High School (Grade 11-12)
Program: General Academic Strand (GAS)
Junior High School:
Ipilan National High School (Grade 7-10)
Elementary School:
Bayog Elementary School (Grade 1-6)
Family Details:
Father: Nelson Landuan
Mobile No: 09161616221
Address: Ipilan, Brooke’s Point Palawan
Occupation:

Mother: Judita Landuan

Mobile No: 09972332411
Address: Ipilan, Brooke’s Point Palawan
Occupation: Housekeeping

40
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