MAHARDIKA INSTITUTE OF TECHNOLOGY, INC.

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Cyberbullying on the overall well-being of 12th graders

Undergraduate Thesis Presented to the Faculty of the College of Nursing

Mahardika Institute of Technology inc.
Bongao, Tawi-Tawi, Philippines

In partial fulfillment of the requirements for the degree of

Bachelor of Science in Nursing

AMIRHASSAN H. JOWAK
DINDO H. IDIRIS
BABY-ANNE U. AKMDAD
RIA-IMARI A. ARROYO
CHERRY-ANN M. HIYANG
LYNSHIERLY A. JAMMANG
SHERYN A. LIPAE
FHARSIMA M. MURSIMAR
FAIRIDZ M. SALAPUDDIN
ANALYZA A. SITTIN

November 2023
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Approval Sheet

An undergraduate thesis entitled, “cyberbullying on the overall well-being of 12th

graders ” In partial fulfillment of the requirements for the degree of Bachelor of Science in

Nursing is hereby recommended for proposal defense.

PRESUILLA TAWASIL INSAIL, MAN, RN

Adviser

Approved by the proposal Defense Committee on February 02, 2024 with a grade of

RAHIMA J. SAHIRON PhD, MAN, RN

Chairman

NIEVA FE P. AKIP, RN ARNEE HADA A. TAMBURANI, MAN, RN

Member Member

JEROME T. RIGONAN, MAED RAIZA T. MALIK, LPT

Statistician English Critique

Accepted as partial fulfillment for the requirements of the degree of Bachelor of

Science in Nursing (BSN).

ARVIE E. ARRIETA, MAN, RN

Dean, College of Nursing
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Dedication

This research is dedicated to our parents, siblings, relatives, and friends; these people

have always supported us throughout our research. Without their unconditional

support in our research, we would not have made it this far,

with our very being. We are profoundly grateful for

all the unconditional love and

support. Thank you so

much and we

love you!

all.

A. H. J.
D. H. I.
B. U. A.
R. A. A
C. M. H
L. A. J
S. A. L
F. M. M
F. M. S
S. A. A
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Acknowledgment

This study would not have been a success without the following individuals, who in

one way or another, contributed their unconditional help and support. In turn, the researchers

would like to acknowledge and express their sincerest gratitude.

To the School President of Mahardika Institute of Technology, Inc., Mr. Abumarwan

I. Hassan, Alhaj, and Vice President for Academic Affairs, Prof. Helen G. Juaini,, who gave

researchers the permission to conduct the research study at Mahardika Institute of

Technology, Inc.

The research instructor and Dean of the College of Nursing, Arvie E. Arrieta, MAN,

RN, for sharing her remarkable knowledge and ideas which enables the writing of this

research be possible and for enhancing the skills needed in making this paper.

The committee proposal defense, Rahima A. Sahiron, Ph.D, MAN, RN, the panel

thesis chairman, the panel members, Nieva Fe P. Akip, RN and Arnee Hada A. Tamburani

Man, RN. The panel statistician, Jerome T. Rigonan, MAED and the English critique Raiza

T. Malik, LPT for all their scholarly comments and recommendations in shaping this writing

into a better thesis worth reading, thus making a presentable and better research study.

To all the administration and faculty members of the College of Nursing, for

effectively teaching the researchers in all nursing subject areas, transforming them into
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competent student nurses of Mahardika Institute of Technology, Inc. Thank you so much for

all the knowledge and ideas you have imparted.

To the thesis adviser, Presuilla T. Insail, MAN, RN for the guidance, encouragement,

and patience extended during the drafting as well as in organizing the work in research

writing. You were always there in times of need, you have paved the way which lead to the

success of this research proposal.

To the researchers’ parents, who have provided unwavering care and financial

support that were extended since day one.

To the research participants, this study would have not been possible without your

cooperation and support, it was a great pleasure working with you and thank you on behalf of

the research team.

Above all, to the Almighty Allah (Subhanahu wa Ta’ala) for the blessings and

protections that he given to the research team which resulted in the success of writing the

research proposal.

A. H. J.
D. H. I
B. U. A
R. A. A
C. M. H
L. A. J
S. A. L
F. M. M
F. M. S
S. A. A
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Table of Content

Content Page

Title Page 1

Approval Sheet 2

Dedication 3

Acknowledgment 4

Table of Content 7

List of Figures 10

List of Tables 11

CHAPTER I: INTRODUCTION

Background of the Study 12

Statement of the Problem 16

Hypotheses 17

Significance of the Study 18

Scope and Delimitation 19

Definition of Terms 19

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES

Cyberbullying and it’s definition 21

Prevalence and Frequency of Cyberbullying 23

0verall impact of Cyberbullying 25

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Content Page

Cyberbullying and Gender/Sexual Orientation 29

Gaps and Future Directions 31

Theoretical Framework 34

Conceptual Framework 36

Conceptual Paradigm 37

CHAPTER III: METHODOLOGY

Research Design 38

Research Locale 38

Research Respondents 39

Sampling Procedure 39

Research Instrument 39

Validity and Reliability of the Instrument 40

Data Gathering Procedure 40

Statistical Treatment of Data 41

Ethical Consideration 43

BIBLIOGRAPHY 44

APPENDICES 47

A. Survey Questionnaire 47

B. Statistical Treatment of Data 55

Content Page
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C. Letters of Permission

C.1. Letter for the Vice President for Academic Affairs 57

C.2. Letter for Adviser 58

C.3. Letter for Registrar 59

C.4. Consent for Respondent 60

C.5. Letter for the Dean of College of Nursing 61

C.6. Letter for the President 62

C.7. Letter for Human Resource Management Office 63

C.8. Letter for Principal 64

D. Spot map 65

E. Summary of Budget 67

F. Research Schedule 68

Curriculum Vitae 70
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List of Figures

Figure Page

1. Conceptual Paradigm of the Study 37

2. Spot Map 65

3. Documentation
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List of Table

Table Page

1. Summary of Statistical Treatment of Data 45

2. Hypothetical Mean Score for the 4 aspects of Cyberbullying 45

3. Degree of Correlation 46

4. Cohen ‘d Magnitude of Specification on Pearson r Correlation 46

5. Schedule of Activities / Work Plan 57

6. Summary of Budget/ Budgetary Outlay 56

Chapter I
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Introduction

Background of the Study

Cyberbullying has become an alarming threat for young adults ages 18 and above on

their overall well-being. With the progression of the digital world, bullying has evolved in

the cyberspace in different forms such as harassment and impersonation. Furthermore,

research has shown many effects of cyberbullying, some of which may lead to severe mental

health issues, particularly on the victims social and psychological well-being that may lead to

depression, anxiety, sleep disturbances, difficulties in academics, violent behavior, elevated

levels of stress, isolation, inability to feel safe, self-harm and suicide (Angelica Bottaro,

2023).

Most of the time of the 12th graders revolves around their online presence, the impact

of cyberbullying on their overall well-being has become a pressing concern. This form of

aggression, conducted through digital platforms, is not limited by time or place, making it a

pervasive threat to the physical, emotional, and social well-being of these young adults. This

introduction delves into the definition, prevalence, and criminal law/s of cyberbullying and

highlights the profound effects it can have on the overall well-being of the 12th graders,

shedding light on a critical issue that demands our attention.

Prevalence rates of cyberbullying varies greatly due to the lack of a standard

measuring instrument (Shapka & Maghsoudi, 2017). A review of 159 studies across several

countries observed prevalence rates from 1% to 61% for cyber victims, 3% to 39% for

cyberbullies, and 2% to 72% for cyberbully victims (Brochado et al., 2016). Hinduja and

Patchin (2015) found prevalence rates of 12% cyber victims, 4% cyberbullies, and 3%
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cyberbully victims. These numbers are consistent across several studies (Livingstone et al.,

2011; Rice et al., 2015).

With the rise of cyberbullying-related cases, a survey was conducted in the

Philippines in 2015 by the childcare non-profit Stairway Foundation Inc. In which they share

their findings which are as follows. Among the 1,268 school almost 70% of their surveyed

subject have had or has experience cyberbullying. (Stairway Foundation Inc, 2015)

The prevalence of cyber violence among men (44%) is about the same as the

prevalence among women (43%). One-third of the cyber violence experienced by young

adults in the Philippines is verbal abuse via the internet or mobile phones, and one-quarter

occurs through sexual messages. Women received more messages of a sexual nature and

content than men. However, twice as many men as women's girlfriends reported having their

naked bodies or sexual acts published online or on their cell phones, whether real or fake. All

forms of violence against young adults, including online bullying and cyberbullying, have a

devastating impact on the overall well-being of young people. This can cause permanent

emotional and psychological scars and even physical damage. This issue is particularly

difficult to address because adolescents are vulnerable and have easy access to the internet,

making them an easy target for online violence.

A UNICEF U - report survey conducted in June 2019 found that almost three-

quarters of young people in 30 countries said social networks such as Facebook, Instagram,

Snapchat, and Twitter are the most common platforms for online bullying. (UNICEF, 2019)

With this pressing concerns the Judicial Department of the Philippines has to enact a

law that is known as “Cybercrime prevention act of 2012” or also known as Republic Act
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No. 10175 in which the state recognizes the vital role of information and communication

industries such as content production, telecommunication, broadcasting electronic commerce,

and data processing. It also recognizes the importance of providing a safe environment on the

cyberspace (R.A. No 10175, Sec. 2.).

With the “Cybercrime Prevention act of 2012” a Punishable act is also enacted under

(R.A. 10175, Sec. 4) in which it entails the crimes that is punishable by law under the

“Cybercrime prevention act of 2012” such as Illegal access, Illegal Interception, Data

interference, System Interference, Misuse of device, Cyber-squatting, Computer-related

fraud, Computer-related identity theft and Computer-related forgery. The Sec. 4 of R.A.

10175 also entails the Content-related offenses such as Cybersex, Child Pornography, and

Libel.

Although it is not yet that prevalent within the area, it is becoming a threat because of

the advancement of technology and the researcher wishes to determine the effect of such

cases on the overall well-being of the victimized 12thgraders.

In basis of the information listed above, the purpose of this paper is to determine the

effects of cyberbullying on the overall well-being of the 12 th graders in Bongao, Tawi-Tawi,

because it may become an alarming concern due to the increase of online presence of the 12 th

graders and they are in the realm of entering adulthood which, if their overall well-being are

being affected by such cases which most likely may have a negative impact on their activities

of daily living and it may possibly cripple their adulthood.

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Statement of the Problem

The research aims to determine the effect of Cyberbullying on the overall well-being

of the 12th graders in Bongao, Tawi-Tawi.

The study ought to answer the following:

1. What is the demographic profile of the respondents, in terms of:

1.1 Age

1.2 Gender Identity

1.3 Ethnicity

1.4 The social platform that is being used on the cyberspace.

2. What is the perception of the 12th graders of Bongao, Tawi- Tawi on

cyberbullying?

3. What is perceived physical impact of cyberbullying on the 12th graders of Bongao,

Tawi- Tawi on cyberbullying?

4. What is perceived emotional impact of cyberbullying on the 12th graders of

Bongao, Tawi- Tawi on cyberbullying?

5. What is perceived social impact of cyberbullying on the 12th graders of Bongao,

Tawi- Tawi on cyberbullying?

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6. Is there a significant difference on the perceived impact of cyberbullying of 12 th

graders when grouped according to their profile?

7. Is there a significant difference on the overall wellbeing of 12 th graders when

grouped according to their profile?

8. Is there a significant relationship between perception on cyberbullying and impact

on the overall wellbeing of 12th graders?

Hypothesis

Ho1 There is no significant difference in the perceived impact of cyberbullying of

12th graders when grouped according to their profile.

Ho2 There is no significant difference on the overall well-being of 12 th graders when

grouped according to their profile.

Ho3 There is no significant relationship between perception on cyberbullying and

impact to the overall well-being of 12th graders.

Significance of Study

The following will benefit from this study:

To the readers, the result of this study will serve as basis to enhance their knowledge

about cyberbullying.

To the schools, the findings of this study will serve as basis for guidelines to school

administration to identify and generate a safe and friendly environment in the institution.
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To the students, the result of this study will serve as basis and guidelines about the

risk of cyber bullying.

To the parents, the findings of this study will serve as basis in emphasizing their

thoughts towards the risk of cyber bullying.

To future researchers, the result of this study can be use as basis or reference to their

research study on cyberbullying, particularly about its overall well-being risk/s.

To the policy makers, the result of this research will serve as guidelines and basis for

them to identify the nature of cyberbullying and to further their knowledge towards the risk

of cyberbullying.

To the authorities, this research will serve as basis or guidelines for them to provide

awareness about cyberbullying. And if our research proves that cyberbullying is happening

and is progressing among 12 th graders in Bongao, Tawi-Tawi, we want to spread awareness

and educate those students as well as others about the risk and nature of cyberbullying and

the coping mechanisms regarding the problem.

Scope and Delimitation

This study concentrated on the comprehensive well-being of 12 th grade students,

examining the influence of cyberbullying in Bonngao,Tawi-tawi. The research outcomes

were derived from the randomly chosen and officially enrolled 12 th grade students in Bongao,

Tawi-tawi. The investigation was executed at a randomly selected senior high school in

Bongao, Tawi-tawi.
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Definition of Terms

The following terms were used in the study to avoid obliqueness in the

comprehension of the whole study.

Age – the length of an existence the respondents has live.

Cyberbullying – the electronic posting of mean-spirited messages about a person

(such as a student) often done anonymously.

Cyber-Squatting - the acquisition of a domain name over the internet in bad faith to

profit, mislead, destroy reputation, and deprive.

Correlational-descriptive quantitative research- scientific investigations wherein

observations are made via measurements. These measurements yield numerical data that are

subjected to statistical analyses to derive meaningful conclusions.

Cyberstalking – an act of stalking a person in the cyber space.

Ethnicity – ethnic quality or affiliation of the respondents.

Flaming – to insult or to roast a person.

Gender Identity- each person's internal and individual experience of gender. It is a

person's sense of being a woman, a man, both, neither, nor anywhere along the gender

spectrum. A person's gender identity may be the same as or different from their birth-

assigned sex.
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Overall well-being - is a multidimensional construct that considers a range of

important life domains related to work, finances, emotional health, physical health,

and behavioral risks, as well as the quality of one’s social connections and

community.

Simple Random Sampling - researchers randomly select a subset of participants from

a population.
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Chapter II
Review of Related Literature and Studies

Cyberbullying and it’s Definition.

Cyberbullying refers to the use of digital communication tools, such as social media

platforms, instant messaging, and online forums, to harass, intimidate, or humiliate

individuals. It has become a growing concern in today’s digital age, affecting individuals of

all ages, but particularly adolescents. According to Ansary (2020), many elements of

cyberbullying, its definition, prevalence rates, risk and protective variables, effects, and

preventative strategies are linked to but also distinct from traditional bullying, according to

emerging studies. The pervasiveness of technology in the lives of today's adolescents

provides a chance for individuals to purposely and repeatedly damage others, 24 hours a day,

sometimes completely anonymously, and sometimes without consequence.

However, while people harvest the convenience and freedom of online

communication, some are haunted by cyberbullying (Xu et al., 2021). Internet access is

critical because it provides people with educational and social benefits. Cyberspace is used

by around 5.18 billion individuals worldwide, accounting for 64.6 percent of the global

population. Furthermore, 4.8 billion individuals, or 59.9 percent of the world's population,

utilize public media (Statista, 2022). Unfortunately, these beneficial traits are offset by
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potentially harmful effects. The internet allows users to hide behind a cloak of secrecy in

order to improve message delivery and democratize data access. The phrase "Cyberbullying"

became popular, referring to bullying via digital means. Cyberbullying is not a new

occurrence. It has grown in tandem with internet use and computer ownership. Before the

phrase "cyberbullying," hostile online communications were referred to as "violent,"

"drowning," "hitting," and "spamming. “Cyberbullying happens through the use of digital

technologies such as cell phones and laptops. People are bullied in various ways because of

internet threats. Cyberbullying differs from traditional bullying in that it can occur 24 hours a

day, seven days a week (Peebles, 2014). Cyberbullying can follow a victim across the

internet wherever they go. While most cyberbullying incidents involve children and

adolescents, adults are not immune to this type of online harassment (Burton & Mutongwizo,

2009).

Watts et al. (2017) describe 7 types of cyberbullying: flaming, online harassment,

cyberstalking, denigration, masquerading, trickery and outing, and exclusion. Moreover,

cyberbullying is not just bullying online. It has its own rules, rates, risk and results. Experts

try to figure out what it is, how often it happens, who does it and why, how it hurts and helps,

and how to stop and solve it.

Futhermore, cyberbullying is a type of harassment or bullying that takes place online

with the intention of hurting the targets. The terms "cyberbullying" and "cyberharassment"

are occasionally used synonymously. However, cyberbullying has unique characteristics that

set it apart. Regretfully, it is discovered that academics are unable to agree even on the

characteristics that define cyberbullying, let alone its definition, with the exception of two
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shared attributes, Namely intent and repetition Xu (2021). Huston (2016), for instance, lists

three more essential characteristics of cyberbullying: an aggressive act, electronic contact,

and victim harm. Ira-Katharina and Petermann (2018), on the other hand, list power

imbalance, direct and indirect cyberbullying, and the victim's perception as additional

characteristics. But cyberbullying is hard to pin down and keep up with.

Prevalence and Frequency of Cyberbullying

A study of 201 students from sixteen different colleges across the United States found

a prevalence rate of 85.2% for college students who reported being victims of cyberbullying

out of the total 201 responses recorded. This ranged from only occasional incidents to almost

daily experiences with cyberbullying victimization (Poole, 2017). Moreover, in a research of

international students, 20.7% reported that they have been cyberbullied in the last 30 days

once to many times (Akcil, 2018).

Previous study on cyberbullying has almost solely focused on its prevalence among

teenagers and young adults, leaving it unclear how widespread it is among the general

communityThe current study examined gender, age, and ethnic disparities in cyberbullying

victimization using a New Zealand (NZ) national sample (N = 20,849). On average,

approximately 14.9 percent of respondents said they had been the victim of cyberbullying in

the past, with 2.2 percent reporting such encounters in the previous month. While young

adults (18-25 years) had the highest levels of cyberbullying across both time periods (lifetime

and previous month), the prevalence of cyberbullying was reduced among older age cohorts,

with the 66+ age group having the lowest rate. Reports of cyberbullying differed slightly
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between men and women, with women reporting slightly higher levels of having ever

experienced cyberbullying than men overall; however, this significant difference did not

carry over into reports of cyberbullying in the previous month. During both time periods,

participants identifying as European reported lower levels of cyberbullying than Māori and

Pacific Nations participants, with Asian participants falling in the middle. These findings,

when taken together, provide a nuanced understanding of the prevalence of cyberbullying in

a large national sample of New Zealand adults(Wang et al.,2019).

Smartphone use is becoming indispensable to most young people these days, which

has led to a rapid increase of smartphone ownership around the world (Silver, 2019),

specifically in Asia (Mak et al., 2014), and a high prevalence of smartphone addiction among

adolescents (Buctot et al., 2018, Haug et al., 2015). In India, smartphone addiction among

adolescents ranged from 39% to 44% (Davey & Davey, 2014). In Spain, the estimated

prevalence of cell phone dependence among adolescents was 20% (26.1% in females, 13% in

males) (Sánchez-Martínez & Otero, 2009). In the UK, the prevalence of problematic mobile

phone users among British students was 10% (Lopez-Fernandez, Honrubia-Serrano, Freixa-

Blanxart, & Gibson, 2014), and in South Korea, 30.9% of middle school students were

classified as a risk group for smartphone addiction (Cha & Seo, 2018). So far, no published

studies have revealed the prevalence rate of smartphone addiction in the Philippines.

However, an epidemiological study revealed that the prevalence rate of internet addiction

among Filipino adolescents was 5% on the Internet Addiction Test (IAT) and 21% on the

Revised Chen Internet Addiction Scale (CIAS-R) (Mak et al., 2014). It was reported in a
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survey that out of the 105.7 million Philippine population, 67 million (63%) have Internet

access, with an average of 9 h and 23 min Internet usage every day (Mateo, 2018).

Overall impact of Cyberbullying

Cyberbullying literature suggests that victims generally manifest psychological

problems such as depression, anxiety, loneliness, low self-esteem, social exclusion, school

phobias and poor academic performance (DeHue et al., 2008; Juvonen and Gross, 2008;

Kowalski and Limber, 2007; Grene, 2003; Juvonen et al., 2003; Rivituso, 2012; Varghese

and Pistole, 2017; Na, 2014; Akcil, 2018), low selfesteem, family problems, school violence

and delinquent behavior (Webber and Ovedovitz, 2018), which brings them to experience

suicidal thoughts as a means of escaping the torture (Ghadampour et al., 2017).

Moreover, research findings have shown that cyberbullying causes emotional and

physiological damage to defenseless victims (Faryadi, 2011) as well as psychosocial

problems including inappropriate behaviors, drinking alcohol, smoking, depression and low

commitment to academics (Walker et al., 2011). Additionally, the victims of cyberbullying,

under great emotional stress, are unable to concentrate on their studies, and thus their

academic progress is adversely affected (Faryadi, 2011). Since the victims are often hurt

psychologically, the depressive effect of cyberbullying prevents students from excelling in

their studies (Faryadi, 2011).

In a Malaysian university study with 365 first year students, the majority of the

participants (85%) interviewed indicated that cyberbullying affected their academic

performance, specifically their grades (Faryadi, 2011). Also, 85% of the respondents agreed
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that bullying caused a devastating impact on students’ emotions and equally caused

unimaginable psychological problems among the victims. Heiman and Olenik-Shemesh

(2018) report that for students with learning disabilities, predictors of cybervictimization

were low social support, low self-perception, and being female, whereas for students without

learning disabilities, the predictors were low social support, low well-being, and low body

perception.

The transition to academic institutions is marked by complex challenges in emotional,

social, and academic adjustment (Gerdes and Mallinckrodt, 1994; Parker et al., 2004).

However, the adaptation to a new environment is an important factor in academic

performance and future achievement. Undergraduate students are not only developing

academically and intellectually, they are also establishing and maintaining personal

relationships, developing an identity, deciding about a career and lifestyle, and maintaining

personal health and wellness. Many students are interacting with people from diverse

backgrounds who hold different values and making new friends. Some are also adapting to

living away from home for the very first time (Inkelas et al., 2007).

The concept of academic development involves not only academic abilities, but

motivational factors, and institutional commitment. Motivation to learn, taking actions to

meet academic demands, a clear sense of purpose, and general satisfaction with the academic

environment are also important components of the academic field (Lau, 2003). A second

dimension, the social field, may be as important as academic factors. Writers have

emphasized integration into the social environment as a crucial element in commitment to a

particular academic institution (Tinto, 1975). Becoming integrated into the social life of
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college, forming a support network, and managing new social freedoms are some important

elements of social development. Crises in the social field include conflict in a living

situation, starting or maintaining relationships, interpersonal conflicts, family issues, and

financial issues (McGrath, 2005), which are manifested as feelings of loneliness (Clark et al.,

2015). In the emotional field, students commonly question their relationships, direction in

life, and self-worth (Rey et al., 2011). A balanced personality is one which is emotionally

adjusted. Emotional adjustment is essential for creating a sound personality. physical,

intellectual mental and esthetical adjustments are possible when emotional adjustment is

made (Ziapour et al., 2018). Inner disorders may result from questions about identity and can

sometimes lead to personal crises (Gerdes and Mallinckrodt, 1994). Emotional problems may

be manifested as global psychological distress, somatic distress, anxiety, low self-esteem, or

depression. Impediments to success in emotional development include depression and

anxiety, stress, substance abuse, and relationship problems (Beebe, 2010).

As has been presented, cyberbullying continues to be a disturbing trend not only

among adolescents but also undergraduate students. Cyberbullying exists in colleges and

universities, and it has an influence on the development of students. Fifty seven percent of

the undergraduate students who participated in this study had experienced cyberbullying at

least once during their time in college. As previous studies have found that cyberbullying

incidents among college students can range from 9% to 50% (Baldasare et al., 2012; Beebe,

2010) it seems that 57% is high. Considering the effect of smartphone abundance on one

hand and on the other the increasing use of online services and activities by young-adults can

explain that percentage. Considering the effect of such an encounter on the academic, social
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and emotional development of undergraduate students, policy makers face a formidable task

to address the relevant issues and to take corrective action as Myers and Cowie (2017) point

out that due to the fact that universities are in the business of education, it is a fine balancing

act between addressing the problem, in this case cyberbullying, and maintaining a duty of

care to both the victim and the perpetrator to ensure they get their degrees. There is a clear

tension for university authorities between acknowledging that university students are

independent young adults, each responsible for his or her own actions, on one hand, and

providing supervision and monitoring to ensure students’ safety in educational and leisure

contexts. Although there are increasing reports on connections between cyberbullying and

social networks (see: Gahagan et al., 2016), sending SMS or MMS messages through

Internet gateways ensures anonymity, thus indirectly supporting cyberbullying. A lot of

websites require only login or a phone number that can also be made up (Galik et al., 2018)

which can explain the fact that instant-messaging (IM) was found to be the most common

means of cyberbullying among undergraduate students with a negative influence on

academic, family, and emotional development (depression, anxiety, and suicidal ideation). A

possible interpretation of the higher frequency of cyberbullying through IM may be that

young adults have a need to be connected.

Futhermore, a psychological factor related to the development of violent behavior is

having a low empathy level. Empathy can be defined using two dimensions: cognitive and

affective. Cognitive empathy is the ability to communicate, tolerate, recognize, and perceive

emotions, while affective empathy refers to the ability to perceive and share both the positive

and negative emotions of other people (Vizzali et al., 2017). A study showed that lower
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levels of empathy increased the development of violent or aggressive behaviors, while a

higher level of empathy decreased the development of violent or aggressive behaviors

Shechtman(2017). Since cyberbullying is considered to be a violent behavior, it is possible

that empathy influences cyberbullying.

Cyberbullying and Gender/Sexual Orientation

Sexual orientation is linked to different rates of bullying and cyberbullying

victimization. A wealth of research has positioned lesbian, gay, bisexual, transgender, and

questioning (LGBTQ) youth as experiencing increased rates of bullying victimization

compared to their heterosexual counterparts (Reisner et al., 2015; Russell et al., 2014;

Schuster et al., 2015). For example, recent prevalence statistics from the Youth Risk

Behavior Survey data cite that nearly 35% of LGB youth reported in-school bullying

compared to 19% of heterosexual youth (Kann et al., 2016). Higher rates of bullying

victimization among LGBTQ youth has been consistently linked to increased rates of

depression, suicidal ideation and attempts, and poorer overall mental health (Bontempo &

D’Augelli, 2002; D’Augelli et al., 2002; Duong & Bradshaw, 2014; Mueller et al., 2015),

substance use and abuse (Bontempo & D’Augelli, 2002; Rosario et al., 2014), sexual risk

taking (Bontempo & D’Augelli, 2002; Rosario et al., 2014), and poor educational outcomes

(Aragon et al., 2014). Thus, disparate rates of bullying victimization faced by LGBTQ youth

are linked with serious psychological, physical, and educational costs during their time in

school and beyond (Toomey et al., 2010).

Rones et al. (2019) most youth reported being bullied online (54.9%, n = 129), with a

higher proportion of female participants (female: 59.4%, n = 92; male: 46.8%, n = 37)
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reporting ever experiencing cyberbullying, and with the highest prevalence among urban

female respondents (64.5%, n = 40). A greater proportion of female participants reported that

cyberbullying is most likely to happen “all the time” (66.2%, n = 100) compared with male

participants (56.8%, n = 42). Most cyberbullying victims first experienced cyberbullying

when aged 11 to 13 years (25.3%, n = 56) or 14 to 17 years (23.5%, n = 52).

Futhermore, disparate rates of cyberbullying victimization are also experienced by

LGBTQ youth compared to their heterosexual counterparts (Bouris et al., 2016; Cénat et al.,

2015), and such victimization is also linked to a range of poor health outcomes (Cénat et al.,

2015). Indeed, despite the fact that LGBTQ youth continue to face bullying disparities inside

and outside of the classroom, translating research findings into practice still lags behind

(Earnshaw et al., 2017). One possible explanation for this lack of action may rest in the lack

of specificity about LGBTQ youth experiences in the context of bullying and cyberbullying

victimization. Because LGBTQ youth are unique in their lived experiences, more research

investigating prevalence disparities among specific LGBTQ youth populations is needed to

gain targeted information relevant to bullying and cyberbullying prevention and intervention

efforts. Still, research needs to examine other integral factors that make up one’s identity like

gender, race, and grade in school-- especially within the context of school hierarchies where

bullying victimization often occurs-- to provide a more complete picture of LGBTQ youth

experiences.
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Gaps and Future Directions

Nowadays, it is very easy for someone using the social media platform such as

Facebook to experience receiving hate speech from people they even hardly know.

Tontodimamma et al. (2020) explains that hate speech is any communication that

downgrades a person or group in terms of some characteristics such as race, color, ethnicity,

gender, sexual orientation, nationality, and religion. Bahador (2020) wrote that it includes

insults, discrimination, dehumanization, demonization, and incitement to violence. Hate

speech is more than just “harsh words.” Hate speech is hard to classify because according to

Crabb et al. (2019), its interpretation is subjective in nature. Filipinos were seen to have a

high average of spending their time on social media, which leads the Philippines to be known

as the “social media capital of the world” (Ichimura, 2020). They spend 102,054 hours on

social media and that is equivalent to 4,252 days or 11.64 years in total. Social media users

interact and share content and information with each other every day, hence, providing a

huge chance for hateful messages to circulate. According to O’Regan and Theil (2020), “the

age of digital media has allowed online speech and content to be shared anonymously and

often without a second thought for the consequences.” Many cases of hate speech have been

documented in social media platforms such as Facebook, Youtube, Twitter, Tiktok, and other

popular sites in which the youth and young adults alike go. Aslan (2017) found out that

labeling innocent people that bashers despise is just one of the many “crimes” committed. He

cited in his study the example of Syrians who are the constant victims of bashers in Youtube.

They were labeled with undesirable Names such as “traitors, potential threat,

overstepping, and the sources of financial difficulties.” In Europe, Assimakopoulos, Baider,

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and Millar (2017) report the plight of migrants from neighboring continents who are being

put on spotlight in many social media discourses using iteration of expressions such as “huge

migration crisis, waves of migrants flooding the EU” and many other undesirable

expressions. These xenophobic hate speeches are hurtful to the migrants concerned and will

add up to their concerns of homelessness together with other serious worries. In the

Philippines, nothing is more serious than the hate speeches of the sitting president against his

critics. Since these speeches are televised live, they are also uploaded in Youtube, Twitter,

and Facebook. These moments catch the attention of his supporters who, it seems, are well-

trained to lash out soul-wrecking hate messages. His and his cohorts’ war of attrition with

journalists like Nobel peace Prize winner Maria Ressa is a classic example. Conde (2020)

believes that the show of authoritarianism in the Philippines harms the free speech of the

Filipinos. However, free speech can also do people harm especially the youth and young

adults who are daily users of social media. The present research found out what online hate

speech can do to one of the most vulnerable sectors of the society who are the young single

adults – whether male or female. This group are those who are into Facebook, Omegle,

Twitter, Tiktok and other social media platforms that are prone to hate speech and

cyberbullying.

Theoretical Framework

A theory that can be incorporated in the study is Erik Erikson stages of psychosocial

development (1958,1963) specifically the identity vs role confusion and intimacy vs

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isolation, because the impact of cyberbullying may affect these stages, or they are the most

vulnerable targets in affecting their psychosocial development and well-being.

Furthermore, Erik Eriksons theory of psychosocial development gives us insights on

the normal growth patterns and developments of the psychosocial stages depending on the

ages appropriate for development. it also gives us insights in identifying irregularities in the

wellbeing of the psychosocial if an external factor had effect the stages of psychosocial

development.

The world health organization constitution which state that “health is a state of

physical mental, and social well-being and not merely the absence of disease or infirmity”

which was a preamble to the World Health Organization and was adopted on June 22, 1946

is one of the models of well-being that we incorporate on our proposal because of its

multidimensional view on health or well-being whereas it states that health is “ a state of

complete physical, mental, and social well-being and not merely the absence of disease or

infirmity”.

With Erik Eriksons psychosocial development and the World health organization

constitution on “health” we incorporated another theory from Braun and Le Chatelier in the

18th century in ground-breaking studies about how systems constantly establish a new

equilibrium in response to stimuli or the feedback loop.

Feedback loops can be described as cause-and-effect processes within individuals or

systems that can be either negative and maintain equilibrium or positive and promote change

within an individual or system. According to this theory, feedback loops enable an individual

and systems to maintain control or change important processes by signaling back whether an
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input should be intensified or stopped. In its simplest form, a feedback loop might include an

action which stimulates a reaction, which in turn leads to change, which then promotes a new

action.

Just as theory explains the effect of cyberbullying may trigger an effect on the

emotional and social well-being of a victim and it may deprive them of their physical well-

being.

The theory is closely relevant to the study because the effect of cyberbullying needs a

sender and receiver which creates a cycle of negation or positivity within the spectrum of

both the perpetrator/s and the victim/s.

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Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT VARIALBLE

Cyberbullying
Overall well-being

Age
Gender Identity
Ethnicity
Social Media Platform
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Figure 1. Conceptual Paradigms

As shown in the theoretical framework the independent variable is the cyberbullying

and the overall well-being are the dependent variables whereas the profile of the respondents

may affect the dependent variables depending on their answer on the questionnaire.
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Chapter III
Methodology

This chapter explain the various methodologies that were used in gathering data and

analysis which are relevant to the research. It includes the Research Design, Research Locale,

Research Respondents, Sample and Sample Size, Research Instrument, Validity of the

Instrument, Data gathering, Statistical Treatment of Data and Ethical Consideration.

Research Design

The research was a correlational-descriptive quantitative research design that provide

insights on the relationship of two variables in a research problem, Descriptive research was

used to obtain information concerning the status of the phenomena and to describe "what

exists" with respect to variables or conditions in a situation.

Research Locale

The study was conducted at Bongao Tawi-Tawi on selected schools which are as

follows; 2 private senior high school Namely the Notre dame of Bongao and the Mahardika

Institute of Technology Senior High School was visited during the data gathering procedure
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and 2 public senior high school was be visited Namely the Tawi-Tawi School of Arts and

Trade and Tawi-Tawi School of Fisheries.

Research Respondents

The respondents of the research study were the officially enrolled 12 th graders of

Bongao, Tawi-Tawi, and who are officially enrolled in the following schools: the Notre

Dame of Bongao, Mahardika Institute of Technology, Tawi-Tawi School of Arts and Trades,

and Tawi-Tawi School of Fisheries.

Sampling Procedure

The study uses simple random sampling, a type of probability sampling in which the

researcher randomly selects a subset of participants from a population. Each member of the

population has an equal chance of being selected. Data is then collected from as a percentage

as possible of this random subset.

Research Instrument

The researchers utilized a modified adopted survey questionnaire that was given to

the selected 12th graders of Bongao, Tawi-Tawi on the site of the study as described in the

research locale.

The first part of the questionnaire determines the profile of the respondents such as

their age, ethnicity, and gender identity.

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The second part of the questionnaire is to identify the bully and the bullied through

their experience in cyberbullying entitled “Cyberbullying and I”.

The third part of the questionnaire is a series of question regarding the effect of

cyberbullying on the physical well-being of the respondents.

The fourth part of the questionnaire is a series of questions regarding the effect of

cyberbullying on the mental well-being of the respondents.

The fifth and last part of the questionnaire is a series of questions regarding the effect

of cyberbullying on the social well-being of the respondents.

Validity and Reliability of Instrument

The instrument used by the researchers in this study was a modified and adopted

questionnaire from Cyberbullying and everything you need to know (2016) by Angelica

Bottaro. With the insights from the webpage the researchers were able to adopt and modify

the questionnaire needed in gathering the data from the respondents.

Data Gathering Procedure

In the acquisition of requisite research data, the researcher sought guidance from their

adviser to secure proper consent for the survey. The initial step involved dispatching a formal

letter to the esteemed office of the Vice President for Academic Affairs (VPAA) to seek

approval for the intended survey. Subsequently, the researcher transmitted and obtained

consent from the head of the designated senior high school to conduct the survey within their
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educational premises. Finally, upon the selection of respondents, the researchers

conscientiously elucidated the study’s objectives and apprised the respondents of their rights.

Additionally, explicit consent forms were provided to the respondents, affording them

the autonomy to decide whether to participate in the study. The researcher employed a simple

random probability sampling method to select respondents exclusively within the age bracket

of 18 and above. Furthermore, the age criterion of 18 and above was specifically chosen as

this demographic is deemed more vulnerable and knowledgeable about the subject matter of

the research, making them more likely to significantly contribute to our data gathering

efforts.

Statistical Treatment of Data

The data to be gathered in this study is subjected to the following statistical treatment.

Percentage analysis. To determine the profile of the 12 th graders in terms of age, gender, and

sexual orientation, perception on cyberbullying and overall well-being. Hence, percentage

analysis will be used. Percentage can be calculated by dividing the value by the total value,

and then multiplying the result by 100.

Alternately,

∑x
P= (100)
N

Where,

P = Percentage
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N = number of values in the data set

To determine what is the category of cyberbullying on the overall well- being of 12th

∑⨏ x
graders, Hence, Weighted Mean will be used. µ= . In other words: multiply each weight
n

by its matching value, sum that all up, and divide by the sum of weights.

Where,

W = weight x = value

T-test. This answered the problem statement number 3 that asked, “What is the

significant difference between cyberbullying and the profile of 12 th graders of bongao, Tawi-

Tawi” T-test is used for hypothesis testing of one-sample mean when the population standard

deviation is unknown, and the sample size is small.

x 1−x 2
t=
√(n−1) š 1
2
+¿¿¿¿

Where:

x = the sample mean

μ = the hypothesized population mean

s = the sample standard deviation

n = the sample size

To determine if there is a significant relationship between cyberbullying and the 12 th

graders of Bongao, Tawi- Tawi when they are grouped according to their profile. To

calculate the Pearson product-movement correlation, one must first determine the covariance

of the two variables in question. Next, one must calculate each variable’s standard deviation.
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The correlation coefficient is determined by dividing the covariance by the product of the

n ( ∑ xy )−(∑ x)(∑ y )
two variables’ standard deviations. r=
√[n ∑ x ¿−( ∑ x ) ]¿ ¿ ¿
2 2

Where:

Ρ xy = Pearson product-moment correlation coefficient.

Cov(x,y) = covariance of variable x and y

σ x = standard deviation of x

σ y = standard deviation of y

Ethical Consideration

During the data gathering procedure the respondents were given a consent in which

they will decide with whether they participate with the study or otherwise, the consent’s

purpose was to gatekeep the respondent personal data and to avoid breaching any rights of

the respondents. The respondents were also permitted to withdraw from the study if the study

affects their health, personal life, private life and their reasoning.
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BIBLIOGRAPHY
Angelica Bottaro (2023) Cyberbullying: Everything you need to know - Bing. (n.d.). Bing.
https://www.bing.com/search?q=Angelica+Bottaro+(2023)+Cyberbullying%3A+Eve
rything+You+Need+to+Know&cvid=3b4777e8b0964b19b8240348f6e12454&gs_lcr
p=EgZjaHJvbWUqBggAEEUYOzIGCAAQRRg7MgYIARBFGDwyBggCEEUYPdI
BBzM2NmowajmoAgCwAgA&FORM=ANAB01&PC=U531Nixon, C. L. (2014).
Current perspectives: the impact of cyberbullying on adolescent health.
Adolescent Health, Medicine, and Therapeutics, 143.
https://doi.org/10.2147/ahmt.s36456
Jacques Gimeno Online bullying remains prevalent in the Philippines, other countries
UNICEF Philippines Tel: +63 920 222 7120Email: [email protected]

Maria Mutya Frio Online bullying remains prevalent in the Philippines, other countries
Communication Officer UNICEF Philippines Tel: +63 919 387 8791 Email:
[email protected]

Talpur, M. a. R. (2018, November 26). Effects of Cyber Bullying on Teenagers: a Short

Review of Literature. Iris Publishers. https://irispublishers.com/oajap/fulltext/effects-
of-cyber-bullying-on-teenagers-a-short-review-of-literature.ID.000511.php

Norwich, K. H. (2010). Le Chatelier’s principle in sensation and perception: fractal-like

enfolding at different scales. Frontiers in Physiology, 1.
https://doi.org/10.3389/fphys.2010.00017

Watson, S. (2003). Closing the feedback loop: Ensuring effective action from student
feedback. Tertiary Education and Management, 9(2), 145–157.
https://doi.org/10.1080/13583883.2003.9967099
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Ansary, N. S. (2020). Cyberbullying: Concepts, theories, and correlates informing evidence-
based best practices for prevention. Aggression and Violent Behavior, 50, 101343.
https://doi.org/10.1016/j.avb.2019.101343

Xu, Y., & Trzaskawka, P. (2021). Towards Descriptive adequacy of Cyberbullying:

interdisciplinary studies on features, cases and legislative concerns of cyberbullying.
International Journal for the Semiotics of Law - Revue Internationale De Sémiotique
Juridique, 34(4), 929–943. https://doi.org/10.1007/s11196-021-09856-4
Dhamodharan, M., & Sunaina, K. (2023). Cyberbullying: A Disturbed Psyche and Digital
Abuse in 21st Century. In Analyzing New Forms of Social Disorders in Modern
Virtual Environments (pp. 224-249). IGI Global.
DOI: 10.4018/978-1-6684-5760-3.ch010

Wang, M. J., Yogeeswaran, K., Andrews, N. P., Hawi, D. R., & Sibley, C. G. (2019). How
common is cyberbullying among adults? Exploring gender, ethnic, and age
differences in the prevalence of cyberbullying. Cyberpsychology, Behavior, and
Social Networking, 22(11), 736-741.
Https://doi.org/10.1089/cyber.2019.0146
RIE TAKUMI,GMA News & RIE TAKUMI, GMA News. (2016, March 30). 80% of young
teens in PHL experience cyberbullying –survey. GMA News Online.
https://www.gmanetwork.com/news/lifestyle/parenting/560886/80-of-young-teens-in-
phl-experience-cyberbullying-survey/story/
Peled, Y. (2019). Cyberbullying and its influence on academic, social, and emotional
development of undergraduate students. Heliyon, 5(3).
Https://doi.org/10.1016/j.heliyon.2019.e01393

Shannen, T., Kim, S. J., & Lee, J. (2021). Empathy, cyberbullying, and cybervictimization
among Filipino adolescents. Child Health Nursing Research, 27(1), 65.
Https://doi.org/10.4094%2Fchnr.2021.27.1.65

Barnhart, W. R., & Angoff, H. D. (2020). Bullying and cyberbullying among LGBQ and
heterosexual youth from an intersectional perspective: Findings from the 2017
National Youth Risk Behavior Survey.
Https://osf.io/e8c62/download
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Manarpiis, N. B., Cortez, K. M., Cortez, M. G., & Mendoza, B. N. L. (2021). Online Hate
Speech and the Personal Experiences of Young Adult Filipinos.
Https://www.researchgate.net/publication/357117277

A. Akrim1, Emilda Sulasmi 2*

Program of Higher 1Master Education Management, Universitas Muhammadiyah
Sumatera Utara, Jl. Kapten Muchtar Basri No.3, Medan, Sumatera Utara 20238, Indonesia
2Master Program of Higher Education Management, Universitas Muhammadiyah
Sumatera Utara, Jl. Kapten Muchtar Basri No.3, Medan, Sumatera Utara 20238, Indonesia
(2020) Student Perception of Cyberbullying in social media
*Email: [email protected]
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Appendix A
Sample questionnaire for the respondents

Part 1- Profile

Name: (optional)

General instruction: Read the items properly and mark a check on the parenthesis after every

item to indicate your best answer.;

1. Age: () 18 () 19

() 20 () 21 and above

2. Gender Identity () Male () Gay

() Female () Lesbian

() Non-Binary () Prefer not to answer.

3. Ethnicity: () Tausog () Tagalog

() Sinama () Chavacano
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() Bisaya () Others

4. Platform use: () Facebook () Tiktok

() Instagram () Twitter

() Others

Part II- Cyberbullying and I

Directions: Please select your preferred response on the statement on Cyberbullying. Refer to
the following scale and its equivalent interpretation. Pick the corresponding number of your
choice.

Scale Interpretation

1 Strongly Agree

2 Agree

3 Neutral

4 Disagree

5 Strongly disagree

CYBERBULLYING AND I

RANKS

STATEMENTS 1 2 3 4 5

1.) I experience physical discomfort due to cyberbullying

2.) I have and use social media. (Facebook, tiktok, twitter, etc.)
3.) I have experienced flaming, online harassment, cyberstalking,
denigration, masquerading, trickery and outing, and exclusion
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in the digital world.
4.) I am aware of the consequence on cyberbullying be it on my
social or psychological well-being.
5.) I am aware of the laws regarding cybercrime
6.) My overall energy levels are impacted by going online or
entering the digital world.
7.) My immune system seems to weaken by having to deal with my
online persona.
8.) I have/had done trashtalking online when I am Playing PVP
games or online multiplayer games.
9.) I have been receiving discomforting messages online due to my
look and other physical features.
10.) I have been having trouble joining some online social gathering
because of my experience on being cyberbullied.
11.) I engaged less in physical activity due to my online persona.
12.) I have guilty conscience for engaging in online trash talking.
13) I have trouble in managing my time due to my online and real
persona.
14) I have trouble in identifying my virtual persona and real
persona.
15) I have been harass/ have harassed online.

Source: Student Perception of Cyberbullying in social media (2020)

Part III- Physical effect of cyberbullying on the respondents.

Directions: Please select your preferred response on the statement on Cyberbullying.

Refer to the following scale and its equivalent interpretation. Pick the corresponding number

of your choice.

Scale Interpretation

1 Strongly Agree

2 Agree

3 Neutral

4 Disagree
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5 Strongly disagree

PHYSICAL EFFECT OF CYBERBULLYING

RANKS

STATEMENTS 1 2 3 4 5

1.) I experience physical discomfort(headaches,stomachaches,etc.)

due to cyberbullying.
2.) Cyberbullying has negatively affected my sleep patterns.

3.) I noticed changes in my appetite or eating habits because of

cyberbullying.
4.) I fell fatiugued or lethargic as a result of cyberbullying
incidents.
5.) My overall energy level is impacted by the stress from
cyberbullying.
6.) I’ve noticed changes in my cardiovascular health related to
cyberbullying stress.
7.) I experience muscles tension or pain due to cyberbullying.

8.) My immune system seems weakened by the emotional toll of

cyberbulling.
9.) I have developed stress-related skin conditions due to
cyberbulling.
10.) Cyberbullying has contributed to changes in my physical
posture.
11.) I engage in less physical activities because of cyberbullying
stress.
12.) I’ve noticed an increase in physical injuries or accidents when
feeling distressed from cyberbullying.
13.) Cyberbullying has led to changes in my physical appearance or
weight.
14.) I experience physical symptoms of anxiety or panic attacks
due to cyberbullying.
15.) My overall physical well-being is negatively impacted by the
stress of cyberbullying.
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Part IV- Emotional effect of cyberbullying on the respondents.

Directions: Please select your preferred response on the statement on Cyberbullying.

Refer to the following scale and its equivalent interpretation. Pick the corresponding number

of your choice.

Scale Interpretation

1 Strongly Agree

2 Agree

3 Neutral

4 Disagree

5 Strongly disagree

EMOTIONAL EFFECT OF CYBERBULLYING

RANKS

STATEMENTS 1 2 3 4 5

1.) Cyberbullying has negatively affected my overall mood.

2.) I experience increased feelings of sadness and depression due

to cyberbullying.
3.)My self-esteem has been affected by cyberbullying incidents.

4.) I feel more anxious or stressed because of cyberbullying.

5.) Thoughts related to cyberbullying intrude in to my daily

activities.
6.) I have noticed changes in my attitude because of
cyberbullying.
7.) Cyberbullying has contributed to feelings of loneliness and
isolation.
8.) I find it difficult to trust others due to cyberbullying
experience.
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9.) I avoid certain online spaces or communities due to the risk
of cyberbullying.
10.) Cyberbullying has affected my ability to concentrate and
focus.
11.) I am hesitant to post anything on social media due to fear of
being cyberbullied.
12.) I experience a decrease in overall life satisfaction due to
cyberbullying.
13.) I am less likely to share personal experiences or thoughts
online due to cyberbullying.
14.) My anxiety have grown due to cyberbullying.

15.) I deleted some social media platforms to avoid being cyber

bullied.

Part V- Social effect of cyberbullying on the respondents.

Directions: Please select your preferred response on the statement on Cyberbullying.

Refer to the following scale and its equivalent interpretation. Pick the corresponding number

of your choice.

Scale Interpretation

1 Strongly Agree

2 Agree

3 Neutral

4 Disagree

5 Strongly disagree

SOCIAL EFFECT OF CYBERBULLYING

RANKS

STATEMENTS 1 2 3 4 5
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1.) Cyberbullying has affected my ability to trust others.

2.) I feel hesitant to engage in social activities due to the fear of

cyberbullying.
3.) Cyberbullying has led to a decline in my social confidence.

4.) I’ve noticed changes in my relationships with friends because

of cyberbullying.
5.) Cyberbullying has impacted my willingness to express
myself socially.
6.) I avoid certain online space or communities due to the risk of
cyberbullying.
7.) My involvement in social groups or club has decreased
because of cyberbullying.
8.) I feel a sense of exclusion or isolation in social situations due
to cyberbullying.
9.) Cyberbullying has affected my ability to form new
friendships.
10.) I’ve experience change in my reputation or social standing
due to cyberbullying.
11.) Cyberbullying has influenced the way others perceive me in
social settings.
12.) I feel more reserved more withdrawn in social situations
because of cyberbullying.
13.) Cyberbullying has led to a decreased in my overall social
support network.
14.) I'm less likely to share personal experienced or thoughts
online due to cyberbullying.
15.) Cyberbullying has affected my sense of belonging in social
communities.

Source: Prevalence, Motivations, and Social, Mental Health and Health Consequences of

Cyberbullying Among School-Aged Children and Youth: Protocol of a Longitudinal and

Multi-Perspective Mixed Method Study (2016)

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Appendix B

Statistical Treatment of data

Table 1. Summary of Statistical Treatment of Data

Objectives Statistical Treatment

1. Determine the profile of 12th
grader students in terms of age, Simple Percentage Analysis
gender Identity, and Ethnicity.
2. What is the overall impact of
cyberbullying on the 12th graders Weighted Mean
in terms of 4 aspects?
3. Determine the significant
difference between cyberbullying T - test/ANOVA
and the profile of 12th graders
4. Find out the significant
relationship between cyberbullying
and the overall impact when they Pearson r Correlation
are grouped according to their
profile.

Table 2. Hypothetical Mean Score for the 4 aspects of Cyberbullying

Numerical Ratio Hypothetical Mean Descriptive Interpretation
Score Equivalent
5 4.5 – above Always The respondent practiced
100%
4 3.5 – 4.9 Moderate The respondent practiced
75%
3 2.5 – 3.49 Sometimes The respondent practiced
50%
2 1.5 – 2.49 Seldom The respondent practiced
25%
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1 1.49 –below Never The respondent practiced
0%

Table 3. Degree of Correlation

Values Interpretation
If the value is near ≠ 1 : as one variable Perfect
increases, the other variable tends to increase
(if positive) or decrease (if negative)
If the coefficient values lies between ≠ 0.05and High degree / strong correlation
≠1
If the value lies between ≠ 0.30 and ≠ 0.49 Moderate degree / medium correlation
When the value lies below ≠ 0.29 Low degree / Small correlation
When the value is zero No correlation

Table 4. Cohen ‘d Magnitude of Specification on Pearson r Correlation

Coefficient, r
Strength of Association Positive Negative
Small 0.1 to 0.3 -0.1 to -0.3
Medium 0.3 to 0.5 -0.3 to -0.5
Large o.5 to 0.1 -0.5 to -0.1
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Appendix C.1
Letter for the President

February 21, 2024

HJI. ABUMARWAN I. HASSAN

President
Mahardika Institute of Technology, Inc.
Ilmoh Street, Bongao, Tawi-tawi

THRU: RAHIMA J. SAHIRON, PhD, MAN, RN

Vice President of Academic Affairs
Mahardika Institute of Technology, Inc.
Ilmoh Street, Bongao, Tawi-tawi

Sir,
Assalamualaikum warahmatullahi wabarakatuhu

The bearers are level-III Nursing Students of Mahardika Institute of Technology. In

line with the completion of the requirements for the degree of Bachelor of Science in Nursing
(BSN), the group III will conduct a thesis entitled “Cyberbullying on the overall well-being
of 12th graders.”
Furthermore, the researcher would like to request for your permission to conduct the
said study on the 12th graders of Bongao, Tawi-tawi on February 21, 2024 until completion of
the required minimum data for the said study and is to be conducted outside of the school
grounds, the schools that the researchers will be visiting are as follows: Notre Dame of
Bongao (NDB), Mahardika Institute of Technology (MIT), Tawi-tawi School of Arts and
Trades (TTSAT) and Tawi-tawi School of Fisheries.
With your permission the researcher/s wishes to begin the data gathering on the said
school/s to support the hypothesis of the researcher/s research paper.
Your response will be highly appreciated, thank you and wassalam.
Respectfully yours,
JOWAK, AMIRHASSAN H.
Group III Leader
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Approved by:

RAHIMA J. SAHIRON PhD, MAN, RN

Vice President of Academic Affairs
Signature over Printed Name/Date
Approved on; __-__20__

Appendix C.2
Letter for Adviser

February 2, 2024

PRESUILLA INSAIL-SANTOS RN, MAN

Clinical Instructor
College of Nursing
Mahardika Institute of Technology
Bongao, Tawi-Tawi

Dear Ms. Presuilla,

The concern third year students of college of Nursing are officially enrolled in
Nursing Research, which requires them to conduct research proposal as part of the
completion of the course.
We are waiting for your response, guidance and expertise in the field of nursing
profession; thus, our concern group has consistently decided to request for your approval in
providing us technical assistance as thesis adviser in our quest for meaningful research
proposal this semester. We are looking for your favorable consideration for this noble
request. Thank you very much.

Respectfully,
JOWAK, AMIRHASSAN H.
Group Leader

Approved by:

PRESUILLA INSAIL-SANTOS RN, MAN

Signature Over Printed Name
Approved on: __-__-20__
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Appendix C.4
Consent for Respondent

“Cyberbullying on the overall well-being of 12th graders “The informed consent form
is written for the 12th grader students of Bongao, Tawi-Tawi.

Name of the Researchers:

AMIRHASSAN H. JOWAK LYNSHIERLY A. JAMMANG
DINDO H. IDIRIS SHERYN A. LIPAE
BABY-ANNE U. AKMDAD FARSIMA M. MURSIMAR
RIA-IMARI A. ARROYO FAIRIDZ M. SALAPUDDIN
CHERRY-ANN M. HIYANG SITTIN A. ANALYZA

Name of the Department: Program Instructor

College of Nursing, MIT. Arvie E. Arrieta, RN, MAN

Thesis Adviser:
Presuilla Insail-Santos, MAN, RN

Research Project: Contact Information:

Nursing Research 068-2681259(MIT landline)
09811310060 Researcher

To the participant: you may discuss this research to people whom you are
comfortable talking with and that you will give an appropriate amount of time to decide for
yourself if you want to participate in our study. If you have any questions regarding this
research, please do reach out the researchers. This study is entirely voluntary, and this will
not affect you or your family.
You are being invited to take part in a research study. Before you decide to participate
in this study, it is important that you understand why the research is being done and what
your participation matters. Please read the following information carefully and feel free to
ask the researcher if there is anything that is not clear to you, please contact the researchers if
you need more information.
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Appendix C.5
Letter for the Dean of College of Nursing

February 2, 2024

MS. ARVIE E. ARRIETA, RN, MAN

Dean of College of Nursing
Mahardika Institute of Nursing
Bongao, Tawi-Tawi

Dear Ma’am,

Assalamualaikum warahmatullahi wabarakatu

We, the 3rd year nursing students, Peplau Group III of Mahardika Institute of
Technology, Inc. would like to ask permission from your department to allow us to conduct
our research instrument survey questionnaire to the 12 th grader students of Bongao Tawi-
Tawi who are officially enrolled for the academic year 2023-2024.

The study is to be conducted outside of the school grounds on February 21, to until
the completion of the minimum data required for our study, and we will be visiting the
following schools to conduct the study: Notre Dame of Bongao (NDB), Mahardika Institute
of Technology senior high school (MIT), Tawi-Tawi school of Arts and Trades (TTSAT) and
Tawi-Tawi School of Fisheries (TTSF). With your permission we wish to begin our data
gathering on the said school to determine the impact of cyberbullying on the overall well-
being of 12th graders.

The survey is in relation to our study which is entitled “Cyberbullying on the overall
well-being of 12th graders.” In our nursing research under the advisory of Ms. Presuilla
Insail-Santos, MAN, RN

Thank you and hoping for your consideration!

Respectfully yours,
JOWAK, AMIRHASSAN H.
Group Leader

Approved by:
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ARVIE E. ARRIETA, RN, MAN
Dean of College of Nursing
Approved on: __-__20__

Appendix C.6
Letter for the Principal

February ,2024

(Name of the Principal)

Office of the principal
(Name of the school)
Bongao, Tawi-Tawi

Esteemed, Mr./Ms/Mrs. Principal

We are writing to seek your permission to conduct a survey for our thesis research at
(Name of School). As a student nurses if Mahardika Institute of Technology, Inc. We are
currently working on our thesis, under the course of NCM 115 as supervised by Presuilla T.
Insail-Santos, MAN, RN which focuses on “Cyberbullying on the overall well-being of 12th
graders.”

We kindly request your approval to distribute the survey among the 12th grade
students of (Name of School). The survey will be conducted on a timely manner and
professionally, ensuring confidentiality and anonymity. The data collected will be used solely
for academic purposes and presented in an aggregated and anonymous format in our thesis.

We are committed to adhering to the school’s policies and regulations and will
comply with any guidelines or procedures set forth by the school administration. The
researchers wish to inquire the vacant time of the school for conducting the study on
February 22, 2024. Or at any time that is convenient for the school. A questionnaire of the
said survey that is to be conducted is attached to the letter. Your support and cooperation in
this matter would be greatly appreciated.

Thank you for considering our request. We look forward to your favorable response.

Your sincerely,

JOWAK, AMIRHASSAN H.
Group Leader

Approved by:
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Principal

Appendix D
Spot Map

Figure. 2 TAWI-TAWI SCHOOL OF ARTS AND TRADE (TTSAT)

Figure. 3 TAWI-TAWI SCHOOL OF FISHERIES

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Figure.4 MAHARDIKA INSTITUE OF TECHNOLOGY, INC (MIT)

Figure. 5 NOTRE DAME OF BONGAO (NDB)

Appendix E
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Summary of Budget
Table
Budgetary Outlay
Tittle: “cyberbullying threatens the social and psychological health of 12th graders in bongao,
Tawi-Tawi”
Duration: 1 month
Total research cost: ₱14,015.00
1.PERSONNEL SERVICES
Supplies/Materials
Transparent folder (short)- ₱15.00/pc x 15 pcs ₱225.00
Pen- ₱12.00/pc x 10 pcs ₱120.00
Pencil- ₱10.00/pc x 10 pcs ₱100.00
Transportation and other travelling expenses
Gasoline – ₱55.00/L x 4L ₱220.00
Communication
Cellular phone load ₱100.00 x 3 ₱300.00
Professional Fee X 3 ()
Statistician Panel ₱500.00
Research Adviser ₱2,000.00
Chairman Panel ₱1,000.00
Member Panel ₱1,000.00
English Critique ₱500.00
Defense
Lunch ₱150.00 x 20 ₱3,000.00
Decoration ₱500.00
Binding
Proposal ₱48.00 x 5 x 14 ₱3,360

I. EQUIPMENT OUTLAY ₱300.00

Memory card reader/USB ₱890.00
TOTAL ₱14,015.00

Appendix F
Summary of Activities
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Table___

Schedule of Activities/ Work plan

Title: Cyberbullying on the overall well-being of 12th graders

Proponents: Amirhassan H. Jowak, Dindo h. Idiri, Fharsima M. Mursimar, Sheryn A. Lipae, Analysa
A. Sitttin, Fhairidz M. Salapuddin, Baby-Anne U. Akmad, Lynsherly A. Jammang, Cherry-Ann M.
Hiyang, Ria- Imari A. arroyo
Duration: 1 month

ACTIVITIES DURATION MONTH

08 09 10 11 12 01 02 03 04 05 06 07
1. Deciding on a Days
research title and adviser
2. Formulating Day
Chapter I
3. Obtaining data for Days
Chapter I
4. Formulating Days
Chapter II
5. Formulating Chapter Days
III
6. Formulating The Days
Evaluation Tool
7. Proposal Days
Defense
8. Revision and book Weeks
binding
9. Training/Briefing of
project staffs and
enumerators
10. Ocular visit and
obtaining consent from
respondents
11.Surveying/
Conducting inventory
12. Gathering of
supporting data from
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concern government
agencies
13. Consolidating and
validating of data
collected
14. Graphing analyzing
and interpreting data
15. Writing and
concluding research
findings
16. Final Defense
17. Revision and book
binding

Appendix G
Documentation
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Curriculum vitae

Name: Amirhassan H. Jowak

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Date of birth: October 31, 2001
Place of birth: New housing, Bongao Tawi-Tawi
Gender: Male
Civil status: Single
Email: [email protected]

Parents:
Father’s Name: Sabrie H. Jowak
Mother’s Name: Tazzneem H. Jowak
Educational Background:
Elementary: Talisay
Elementary School
Junior: Notre Dame of
Sibutu
Senior: Universidad De
Zamboanga

Name: Dindo H. Idris

Date of birth: October 03, 2000
Place of birth: Saluag Sitangkai
Gender: Male
Civil status: Single
Email: [email protected]

Parents:
Father’s Name: Abdulkasim A. Idris
Mother’s Name: Marakag I. Hadjula
Educational Background:
Elementary: Laud Elementary School
Junior: MSU Sitangkai
Senior: Hji Jatul Sitangkai National High School

Name: Fharsima M. Mursimar

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Date of birth: October 09, 20
Place of birth: Bualo Maimbung Jolo Sulu
Gender: Female
Civil status: Single
Email: [email protected]
Parents:
Father’s Name: Mursimar P. Riban
Mother’s Name: Ferhaida T. Rabin
Educational Background:
Elementary: Bualo Lipid Elementary School
Junior: Mahardika Institute of Technology, Inc.
Senior: Mahardika Institute of Technology, Inc.

Name: Sheryn A. Lipae

Date of birth: Nalil Bongao Tawi-Tawi
Place of birth: Bongao Doctor Hospital
Gender: Female
Civil status: Single
Email: [email protected]
Parents:
Father’s Name: Amalrikh A. Lipae
Mother’s Name: Haina A. Lipae
Educational Background:

Elementary: Pilot Bongao Elementary School

Junior: MSU Sapa-
Sapa
Senior: Mahardika
Institute of Technology, Inc.
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Name: Ria- imari A. Arroyo
Date of birth: January 28,2000
Place of birth: Tubigmampallam
Gender: Female
Civil status: Single
Email: [email protected]
Parents:
Father’s Name: Reynaldo L. Arroyo
Mother’s Name: Adelina G. Arroyo
Educational Background:
Elementary: Datu Halun Laboratory School
Junior: Mahardika
Institute of Technology, Inc.
Senior: Mahardika
Institute of Technology, Inc.

Name: Analyza A, Sittin

Date of birth: February 09, 2002
Place of birth: Simandagit, Bongao, Tawi-Tawi
Gender: Female
Civil status: Single
Email: [email protected]
Parents:
Father’s Name: Padila A. Sittin
Mother’s Name: Sharifa A. Sittin
Educational Background:
Elementary: Simandagit Elementary School
Junior: Bongao Adventist Academic
Senior: Notre Dame of Bongao
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Name: Cherry-Ann M. Hiyang

Date of birth: March 05,2003
Place of birth: Banaran Tonggusung Sapa-Sapa
Gender: Famele
Civil status: Single
Email: [email protected]
Parents:
Father’s Name: Sakaluran Hiyang
Mother’s Name: Tunina Hiyang
Educational Background:
Elementary: Banaran Central Elementary School
Junior: Mahardika Institute of Technology, Inc.
Senior: Mahardika Institute
of Technology, Inc.

Name: Fairidz M. Salapuddin

Date of birth: October 10, 2000
Place of birth: Pangasinan Simunul Tawi-Tawi
Gender: Female
Civil status: Single
Email: [email protected]
Parents:
Father’s Name: Norman A. Salapuddin
Mother’s Name: Kasmina M. Salapuddin
Educational Background:
Elementary: Tampakan
Elementary School
Junior: MSU Tampakan High School
Senior: Mahardika Institute of Technology, Inc.
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Name: Baby-Anne U. Akmad

Date of birth: December 25, 2002
Place of birth: Simandagit, Bongao, Tawi-Tawi
Gender: Female
Civil status: Single
Email: [email protected]
Parents:
Father’s Name: Itu A. Akmad
Mother’s Name: Martin U. Akmad
Educational Background:
Elementary: Lawm Sikubong, Elementary School
Junior: TRAC Laboratory
High School
Senior: Mahardika Institute of Technology, Inc.

Name: Lynsherly A. Jammang

Date of birth: Kasanyangan
Place of birth: June 22, 2001
Gender: Female
Civil status: Single
Email: [email protected]
Parents:
Father’s Name: Lilih A. Jammang
Mother’s Name: Muhana A. Jammang
Educational Background:
Elementary: Bongao Central Laboratory School
Junior: Tawi-Tawi School of Art’s
Senior: Mahardika Institute of Technology, Inc.