GRADE 12 STUDENT’S PERCEPTION ON CYBERBULLYING

A RESEARCH STUDY SUBMITTED TO THE SENIOR HIGH SCHOOL

DEPARTMENT OF SENIOR HIGH SCHOOL
OF VILLANUEVA SENIOR HIGH SCHOOL, VILLANUEVA, MISAMIS ORIENTAL IN PARTIAL
FULFILLMENT FOR THE REQUIREMENTS OF THE RESEARCH PROJECT

INFORMATION AND COMMUNICATION TECHNOLOGY

(ICT)

JUNE 2021
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Acknowledgements

I have many people to thank for this accomplishment; I would

like to start by thanking our parents and siblings for their
unconditional love and support through this process. I have great
admiration for my family and the opportunities and life lessons they
have afforded me. I love you all so much. To my grandmother
Inocencia, who never stop loving me since then, and gave all I need.

I would like to thank the members of our research paper for the
support they provided as we went through this journey together. They
are extremely funny group of people who provided and helped me as
we all struggled through different portions of the research paper. All of
our friends who did not hesitate to help us also give us the moral
support, thank you for having the same feeling as we go through our
research.

I would also like to thank our research teacher Dynna Claire,

the guidance and the patience you demonstrated towards worthiness
of research paper we accomplished and permitting us to make
changes to our research paper.
 iii

encouragement and for helping to solve our statistics in our research.

Special thanks to our very kind and lovely teacher, Ma’am Mae Angelie
Pacaldo, for answering our questions and gives us correction to very
mistakes we make to our study. Our friendly work immersion teacher
Sir Russel Linondo, thank you for helping us to build our confidence
and give us techniques on our research paper. Thank you, teachers
for your good intentions and good approach in improving our research
paper.

Lastly to our eternal God for the grace and love, thank you so much
Jesus Christ for giving us hope and strength to this mission. We
realize were never alone, you are always with us. We desire our
studies under your everlasting protection. Without you, completing
this research would be impossible. Thank you so much.
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Abstract

Cyberbullying is the willful and repeated harm inflicted through

use of computers, cellphones and other electronic devices. Today,
more adolencents and teens have access to technological mediums
than ever before. Although different forms of technology can be used
in productive manners, they are often misused and abused by youth
to torment their peers. This study identified a limitation in the
research available that focused on bullying in Grade 12 student’s,
specifically the perceptions and experiences of cyber bullying behavior
by Villanueva Senior School the study employed a quantitative
approach to the research. Participants in the study completed a
survey, which collected data related to individuals’ personal
experiences and perceptions pertaining to cyber bullying. The study
employed the theoretical framework of Conflict Theory.

A quantitative study with a sample size of 50 (n=50)

participants, the study yielded responses that demonstrated a
significant internet use of 92% (n=46) and a mobile use of 100%
(n=50), 26% (n=13) have reported experiencing harassment online,
and 66% reported online harassment to be upsetting. The information
from this study will help young people by gaining an understanding of
the impact of cyberbullying on grade 12 student’s perception. As
technologies advances, so must schools with respect to how they

educate and prevent cyberbullying. A series of recommendation are

listed at the end of the study to help schools and young people take
initial steps towards combatting cyberbullyinng.
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Table of Contents
Page

Title Page…………………….………………………………………………………i
Acknowledgement .............................................................................ii
Abstract……………………………………………………………………………..iv
Table of Contents..............................................................................vi
Chapter 1 Introduction..................................................................

Background of the Study....................................................

Statement of the Problem ............................................... 3
Theoretical Framework……………………………………………3
Conceptual Framework ................................................... 4
Significance of the Study................................................. 5
Scope and Limitation....................................................... 6
Definition of Terms.......................................................... 7

Chapter 2 Review of Related Literature .........................................

Chapter 3 Methodology ..................................................................

Research Design .................................................................

Research Locale and Sampling Procedure............................
Description of Respondents ........................................... 16
Procedure for Gathering Data..........................................16
Instrumentation ............................................................ 16
 vi

Statistical Data Treatment...............................................16

Hypothetical Range…………………………………….………...17

Chapter 4 Presentation, Analysis, and Interpretation of Data........

Respondents’ Responses to the Survey-Questionnaire

Tabulation or Graphic Illustrations and Discussions

Chapter 5 Summary of Findings, Conclusions, and

Recommendations.......................................................

Summary of Findings.........................................................
Conclusion.................................................................... 27
Recommendation........................................................... 29

References
Appendices
Curriculum Vitae
 vii

List of Tables
The list of tables begins with table 1 up to the last
table. List of Figures
The list of figures presents all the figures used in the entire thesis. It
begins with figure#1 to the last figure. Figures may come in forms of
graphic illustrations, drawings, diagrams, flow charts, caricatures
among others.

LIST OF FIGURES
Figure Page 1. Conceptual
Framework……………………………..…………………..…4
LIST OF TABLES

Page 1. Hypothetical
Range…………………………………………………..….…………………….4

2. Profile of the respondents according to Age…………….................19

3. Profile of the respondents according to Gender…………….…...….20

4. Profile of the respondents according to Strand……………….…....21
5. Profile of the respondents according to Internet use…………......22
6. Frequency of Experiencing Cyberbullying……………..…………..23

7. Perceptions on Cyberbullying………………………………..………….24

8. Reaction to online Harassment………………………………....……26

 Chapter 1

Introduction

Background of the Study

Cyberbullying can be defined as sending or posting harmful or

cruel text or images using the internet or other digital communication
devices. It involves the use of information and communication
technology such as cell phone, computer, email and other electronic
devices. This act of indirect bullying can relate thousands of people
especially those who are highly active on technologies and many of
cyber bully are aggressively willing to attack you repeatedly in just one
click, any seconds you will be humiliated and judged widespread. The
earliest cases of cyberbullying occurred in 2007 when a 13 year old
girl died by suicide after neighbors created fake account profile under
the name of someone unknown to harass her. (Bark 2017)

The large increase in internet use of 12 to 17 year old youth

throughout the last decade, coupled with the lack of adult online
supervision, has created an opportunity for cyberspace to be prime
medium for bullying (Lenhart, 2005). Many technological mediums are
being misused and abused by youth to torment their peers, some
researchers believe that cyberbullying can be even more abusive than
they would be in person. Cyberbullying can lead to harms ranging
 2

from short to long-term physical, psychological, emotional, victims

and even bystanders. Cyberbullies are also at an increased risk for
depression and suicide.

People should understand that cyberbullying is depressing and

it needs to be stopped. People and the community need to know and
see teenagers and adolescents suffering from cyberbully. There are
victims today in our society that are getting cyberbullied and not
telling their family or anyone that can help open up to comfort them.
The point of this study is to determine the perception of Grade 12
senior high school students on cyberbullying.

In order to have better understanding of the study the

researchers authentically want to conduct a research to figure out
how the senior high school students perceive and understand the
topic concerning cyber bullying. This study is intended to collect
individual answer of the respondents, and bring out clear insight to
help in answering the questions of this study.

Statement of the Problem

This study aims to determine the perceptions of Grade 12

students regarding cyberbullying. Specifically it seeks to answer the
following questions:

1. What is the demographic profile of senior high school students in

terms of:
 3

a. Age

b. Gender

c. Strand

2. How frequent do Grade 12 senior high students experience

cyberbullying?

3. What are the perceptions of the Grade 12 senior high school

students on cyberbullying?

Theoretical Framework

This study is anchored with the Conflict Theory that would

serve as the foundation of the research. The theory will provide a
theoretical lens to this study. The researchers choose this theory
because it is connected to the specific topic on cyberbullying.

Conflict Theory, is a theoretical framework with its origin in the

field of Sociology (Schellenberg, 1996). Karl Marx is the theorist most
frequently connected with the creation of conflict theory. The basis of

conflict theory as explained by Marx was based on the belief that

society is in a perpetual state of conflict as a result of competition for
limited resources. Connections can also be made to various aspects of
inequality as well (Schellenberg, 1996). When Marx initially presented
conflict theory, he applied the theory to injustice associated with
class. When looking at class, his application applies to the present
social differences that are identified in many social conflicts today,
 4

where one group has more power than the other.

When specifically looking at a connection to conflict theory and

bullying, one could view scenarios as a result of the lack of equality or
a struggle of power between the victim and the offender (Hutchinson,
2011). In previous studies, researchers have viewed bullying as a form
of conflict that has continued to escalate which in turn resulted in a
further power imbalance between the offender and the victim (Zapf
and Gross 2010

Conceptual Framework
 5

Figure 1 Conceptual Framework of the Study

This model represents the flow or the whole concept of this

research study, it seeks to gather the demographic profile of the
respondents in terms of age, gender and strand and the output will be
the compendium on the perception of senior high students in Alae
National High School on cyberbullying.

Significance of the Study

The information resulting from the study is beneficial to the

following.

Teachers. The result of the study will help them understand more
about cyberbullying. Moreover, it could give them awareness of the
students’ perception on cyberbullying, know how to recognize
cyberbullying issues and how to intervene in an appropriate manner.
Also, teachers can regularly remind students to approach them if they
are dealing with an issue related to cyberbullying or online safety.

Students. The students serve as the beneficiaries of the findings of

study through identification of cyberbullying behaviors for them to
know the bad and good effects of cyberbullying. They would be given
the opportunity to learn about cyberbullying.
 6

Parents. Cyberbullying can be devastating for victims and their

families. The result of this study will help them encourage internet
safety training for parents to teach them how bullying occur, help
them understand why it’s important to report these incident and a

procedure reporting to the parents of the victim the actions taken to

protect their child.

School Administrators. This research can guide the administrators to

establish activities and the need to teach students about effects of
cyberbullying and how to respond to cyberbullying incidents. On the
other hand, the findings will make the administrators to realize that
they need to look into the problems regarding to the students behavior
through online.

Future Research. This study will serve as a future reference for better
understanding of cyberbullying

Scope and Limitations of the Study

The study will cover the determination of the senior high school
student’s perception on cyberbullying, The primary subject of this
research study will consist of Grade 12 students enrolled in academic
year 2020-2021. The respondents will be limited to 50 Grade 12
students of Villanueva Senior High School who are randomly selected.
An additional limitation is the lack of physical presence of our
 7

participants because of this Pandemic (COVID 19) and the responses

of the survey questions will be gathered online through Messenger and
Facebook.

Definition of Terms

There are some terms that need to be defined in this study for
clarity and further understanding and these are the following:

Cyberbully. A person who engages in the act of cyber bullying.

Cyberbullying. Willful and repeated harm inflicted through the

use of computers, cell phones, and other electronic devices (Hinduja &
Patchin, 2009).

Direct Bullying. Direct bullying involves either verbal or physical

attacks on a victim (Atals & Pepler, 1998).

Indirect Bullying. Indirect bullying involves more subtle forms of

harassment, such as social isolation or excluding others (Atlas &
Pepler, 1998).

Bystander. Students who are aware of, or witnessed cyber

bullying but do not take action to stop the behavior from occurring
(Dunn, 2001).

Threat. A communicated intent to inflict harm or less on

another or on another’s property; especially one that might diminish a
person’s freedom to act voluntarily or with lawful consent (Garner,
2004).

Harassment. Repeatedly sending a person offensive message.

Victim (or target). A person who is exposed to the negative

actions of Cyberbully.
 8

Chapter 2

Review of Related Literature

The purpose of the study was to examine the overall perception of

Villanueva Senior High School with regard to cyberbullying. It also
looks at how they perceive cyberbullying.

Cyberbullying, which is sometimes referred to as online social cruelty

or electronic bullying, has been defined as “an aggressive, intentional
act carried out by a group or individual, using electronic forms of
contact, repeatedly and over time against a victim who cannot easily
defend him or herself” (Smith et al., 2008,).

According to William (2004), cyberbullying can take many forms, with

the mains forms ranging from flaming, to harassment, to
cyberstalking. This are the examples of cbyerbullying Flaming,
Sending angry, rude, vulgar messages directed at a person or persons
privately or to an online group, Harrasment, Repeatedly sending a
person offensive messages. Cyber stalking, harassment that include
threats of harm or is highly intimidating; Denigration (put downs),
sending or posting harmful untrue or cruel statements about a person
to other people; Masquerade, Pretending to be someone else and
sending or posting
 9

material that makes that person look bad or places that person in
potential danger; Outling and trickery, Sending or posting material
about a person that contains sensitive, private, or embarrassing
information, including forwarding private message or images;
Engaging in tricks to solicit embarrassing information that is then
made public; Exclusion, actions that especially and intentionally
exclude a person from an online group (William, 2004).

Research studies have produced different answers to this question.

Rates of cyberbullying vary depending on the definition of
cyberbulying that is used, the ages and characteristics of children
surveyed, and the time frame involved (Kowalski & Limber, under
review).

A study by Fight Crime: Invest in kids (2006) investigated how often

children (6-11 year olds) and teens (12-17-year-olds) had been
cyberbullied during the previous year. One-third of teens and one sixth
of the children reported that someone said threatening or
embarrassing things about them online.

In a survey of middle school students, Heduja and Patchin (2009)

found that 9% had been cyberbullied in the last 30 days, and 17%
had been cyberbullied during their lifetime; 8% had cyberbullied
others in the last 30 days and 18% had done so during their lifetime.

According to Josep johnson in the United States, over 40 percent of

adult internet users report having personally experienced
 10

cyberbullying in their lifetime. Among teenagers, this phenomenon is

even more pronounced, as an ever-increasing number of children are
gaining access to digital means of communication at a young age
(Joseph johnson, 2021).

Effects of cyberbullying on children

Little research has explored the possible effects of cyberbullying

on children. When students were asked how they believe cyberbullying
affected them, they indicate that it made them sad and unwilling to
attend school (Raskauskas & Stoltz, 2007).

A survey of Finish teens aged 13-16 found that victims of cyber

bullying were at a higher risk of having psychosomatic problems, such
as frequent headaches and problems falling asleep (Sourander et al.,
2010). Bullying can impact a student on physical, mental and
emotional levels. Some of the effects comprise anxiety, post-traumatic
stress disorder, lack of self-esteem, gastric issues, relationship issues,
and addiction to alcohol and drug.

Cyberbullying Prevention

Don’t forget that even though you can’t see a cyberbully or the
bully’s victim, cyberbullying causes real problems. If you would not
say it in person, do not say it online. Do not write it. Do not forward it.
Refuse to pass along cyberbullying messages, tell friends to stop
bullying, block communication to a trusted adult, speak with other
students, teachers and school administrators to develop rules against
 11

cyberbullying, raise awareness of the cyberbullying problem in your

community by holding an assembly and creating fliers to give younger
kids or parents.

According to Willard (2006), there are many ways that schools,

parents, and students can help prevent cyberbullying and intervene
when cyberbullying has occurred. The steps that Willard suggested for
schools contain elements of increasing awareness of cyberbullying
concerns; empowering educators, students , parents and community
members with knowledge of how to prevent and respond to
cyberbullying; provide warning cyberbullies and their parents about
the negative consequences; and effective supervision and monitoring
of online activities. Willard also stated that it is important to develop a
plan of action to engage in effective threat analysis for any reports of
cyberbullying that raises concerns of suicide or violence (Willard,
2006).

Countries with highest rate of cyberbullying

The top three countries where cyberbullying is the most prevalent are
India, Brazil, and the United States, but it is a common occurrence
everywhere. Social media cyberbullying statistics show that over 65%
of parents around the world cite cyberbullying on social media as one
of their greatest worries. Sadly, bullying behavior has been around
since the beginning of civilization. Bullying has consistently taken
from as stronger people preying upon the weak,
 12

and now, with the rise of technology, it has also become widespread
online.

According to Ogi Djuraskovic Cyberbullying has become a growing

problem in countries around the world. Essentially, cyberbullying
does not differ much from the type of bullying that many children
have unfortunately grown accustomed to in school. The only
difference is that place online (Ogi Djuraskovic, January 2021).

Acccording to Brown, Jackson and Cassidy Cyberbullying

Implications Despite the fact that further research is needed to fully
understand, since victims cannot easily avoid the wrath of their
tormentors, the consequences of cyberbullying are much more
harmful than those of conventional bullying (Brown, Jackson and
Cassidy, 2006).

According to Beran & Li Since these cyber-attacks are irreversible

once they are introduced to the online world, students can feel
victimized for a long time as a result of returning to the consequences
of cyberbullying, researchers have included that, at the very least,
children who are targeted by cyberbullying experience negative
responses clos to those experienced by children who are victims of
traditional bullying (Beran & Li 2007).

The perception of cyberbullying was that one cannot determine any

significant different in cultures but the frequency and significance
 13

of ones online presence which would determine if cyberbullying was a

major issue (Diamantini, et al., 2011).

Awareness on bullying

For this component of the literature review, we will look at the

awareness of bullying with cyberbullying being part of that scope.
Literature identifies the awareness of the issues of bullying and
cyberbullying. Awareness of bullying, cyberbullying and other
associated acts of incivility. In some circumstances, the student
maybe aware of bullying that is occurring but an adult may not be
aware, or an adult may view bullying as a rite of passage. In the
classroom and through electronic mediums, student’s behavior can be
disruptive, but this disruptive behaviour can evolve into acts of
bullying (Derosier & Sterett, 2006).

Local studies on Cyberbullying

The most recent documented incident of cyber bullying involved

a student transferee from De la Salle University in Manila who
complained about his recent change of University campus. His
complaint was posted on his online blog, which drew attention from
others. He then received messages on his blog ranging from mild
taunts to threatening comments, which were then removed (Tayao,
2009).

According to Martha jean Sanchez in 2019, the number of

cyberbullying incidents in the Philippines was highest for those in
 14

region 4-a, amounting to approximately 92.4 thousand victims also

cyberbullying also occurred more in the CARAGA region and the
national capital region (Martha jean Sanchez, 2019).

According to Janet of university of manila, thousands of young people

are targets of bullying and cyberbullying every day, putting many at
risk for outcomes such as depression or school absenteeism.

Working with kids to create ways to address these issues is an

important responsibility for adults. For example, adults can help those
who are targets of bullying explore ways to respond assertively, and
they can help those who carry out hurtful behaviors get support for
addressing what’s underneath their actions. Adults can also assist
young people in identifying strategies to use as bystanders who
witness these behaviors.

According to (Esguerra, 2011) cyber bullying remains under

reported in the Philippines because few parents or schools want to
place the cyber victims’ or schools’ reputations under public spotlight.
This is unlike in the United States where Shariff (2005) reported that
frustrated parents are starting to sue schools who are not protecting
teens against cyber danger. Among Philippine adolescents, cyber
bullying is increasingly prevalent. Although there are not many
reported incidents of cyber bullying among adolescents in the media,
many Filipino adolescents have experienced undocumented cyber
bullying (Esguerra, 2011).
 15

Chapter 3

Methodology

Research Design

This work is part of a project to determine the senior high

school student’s perception on cyberbullying. A type of descriptive was
designed with quantitative methodology in which a questionnaire was
used to collect information.

Research locale and Sampling Procedure

This study was conducted in Villanueva Senior High School

located at Villanueva Misamis Oriental. It is the second largest in
terms of students’s enrolment within the Municipality of Villanueva ,
division ofMisamis Oriental. Villanueva Senior High School campus
consist of 48 classrooms 12 for grade 7, 10 for grade 8, 8 for
grade 9, 6 for grade 10, and 6 for both grade 11 and grade 12. There
are (163) from Grade 11 senior high school students and (201) from
Grade 12 senior high school students, a total of population of 364
enrolled students in senior high school.
 16

Description of Respondents

The respondents of the study are the Grade 12 students in

Villanueva Senior High School who answered the survey
questionnaires provided by the researchers. The researchers used
simple random sampling and get 15% from the 201 total populations
for the equal chance to the respondents. The researcher gets the
entire strand in Grade 12 senior high school students, ages 18
through 21 years old.

Procedure for Gathering of Data

A letter of request to conduct the study was submitted to the

principal through the senior high school coordinator of the Villanueva
Senior High School. Also, a letter of permission was sent to the
advisers of Grade 12 Curriculum.

Instrumentation

The first part of the questionnaire gathers the demographic

profile of the students in term of age, gender and strand. The second
part of the questionnaire is a 10-item questions regarding the
respondents’ perception on cyberbullying and how frequent they have
experienced being cyber bullied.

Statistical Data Treatment

The researcher used Descriptive Statistics to get the frequency,

percentage and mean of the collected data.
 17

Table 1 Hypothetical Range

 18

Chapter 4

Presentation, Analysis, and Interpretation of Data

This chapter exhibits the analysis, presentation and

interpretation of data and overall result of the study on the perception
of cyberbullying of the students according to Age, Gender and Strand
among Grade 12 students in Alae National High School.

Table 2 Profile of the respondents according to Age

 19

The results of the survey showed the total number of respondents who initiated
participation in the study were between the ages of 17 through 21. The largest
demographic were 17-18 years old, which consisted of 72% of the population to
complete the survey. The second represented group who participated in the study
was 19-20 years old that is 26% of the population. 1 student is in 21 up of age
bracket and consisted of only 2% to complete the survey.

Table 3 Profile of the respondents according to Gender

The table shows the total gender of the respondents. Out of 50

respondents, there are 15 students that are male which comprised
30% of the population. While 35 of the respondents are females which
is equivalent 70% of the population to complete the survey.
 20

Table 4 Profile of the respondents according to Strand

A demographic result that offers a perspective of the academic

background of the individuals participating in the study. The data
shows that most of H.E students had the largest population answering
the survey the majority of 28% (n=14). The second most represented
group to participate were ICT students a slight majority of 20% (n=10)
and least of them who participated are SMAW, ABM, STEM, HUMSS
students.
 21

Table 5 Profile of the respondents according to Internet use

The table shows the total internet use of the respondents. A

total amount of 92% (n=46) indicated that they utilize internet at
home and a very small minority of 8% (n=4) indicated that they do not
use internet at home. A total of 100% (n=50) indicated that they
commonly use mobile phone.
 22

Table 6 Frequency of Experiencing Cyberbullying

Based on the response of the participants specifically looking at

the experiences to cyberbullying, the frequency showed the total
number of respondents who answered “Yes” into experiencing
cyberbullying. A small total of 40% (n=20) student in Alae National
High School reported a “Yes” on Frequency of being cyberbullied. On
the other hand, good rate of 60% (n=30) answered “No” which means
they have not experienced being cyberbullied. The majority of
participants responded with “Yes” at a rate of 60% (n=30) and a
minority of the participants responded a “No” at response rate of 40%
(n=20) based on the question, likelihood of reporting cyberbullying. A
minority of 26% (n=13) indicated “Yes” and a good rate of 74% (n=37)
responded with “No” based on how frequent they have been harass
 23

online. Lastly, Based on the question Frequency of witnessing

cyberbullying incidents “Yes” was provided by 56% (n=28) of the
respondents admitting they have witnessed incidents on
cyberbullying. Consequently, a response of “No” was provided 44%
(n=22) of the respondents in the study.

According to Swearer, 2008 the case of cyberbullying,

victimization of someone can be as simple as unfriending an
individual to hurt them or to attack without verbally saying anything.
The cyber bully can continue to attack the victim through
psychological methods, such as unfriending or writing cruel words on
social media platforms.

Table 7 Perceptions on Cyberbullying

The table shows the perception on Cyberbullying of the

respondents. Based on the statement “Memes are considered
cyberbullying” got the mean average of 2.14 with a description, Agree.
 24

Based on the question “Importance of reporting cyberbullying” got the

mean average of 2.42 which means is Agree. They are likely to report
incidents of cyberbullying. Lastly, the question “Normal online world”
got the mean average of 1.48 which means is Disagree. They perceive
that those forms of cyberbullying such as posting memes seem to
become so normal in the online world that others failed to recognize as
a form of cyber bullying.

According to Li, (2010) these students might not realize the

seriousness of cyberbullying for example one students narrative, “I
bully online and it does not mean anything ” demonstrate that some
fail to see the negative effects of cyberbullying or bullying on victims.
The actual reason behind this perception is unclear nonetheless; it
deserves our serious consideration because this is a potentially
dangerous perception
 25

Table 8 Reaction to online Harassment

Based on the response to the question, “what is your reaction to

online harassment?” 4% (n=2) responded with “No big deal.” A
response of 30 %percent (n=15) was regarded it as “Learn to live with
it.” 66% percent (n=33) responded and refer to it as “upsetting.”

According to Daniel Block Md, (2020) victims of cyberbullying

can experience symptoms of depression including sadness, lowliness,
insecurity, poor self-esteem, academic decline, feelings of not
belonging, and suicidal thoughts behavior.
 26

Chapter 5

Summary of findings, Conclusion, and Recommendation

The chapter presents the summary of the research findings,

conclusions based on the data interpreted from the previous chapter
and the researchers' recommendation on the study.

Summary of Findings

The table presents, based on the feedback from the quantitative

survey, that female students were more likely to cyberbully with a
total of 70% while most of male have low case to cyberbully with a
total of 30%. On the other hand, the profile according to age- the
largest population were 17-18 years old with a total of 72% and 19-20
years old with a total of 20% and 21 up years old with a total of 2%.
Additionally, the profile according to strand based on the data shows
most of H.E students has a largest population with a total of 28%, and
ICT students with a total of 20% and least of all the strand in Grade
12 students who participated are both SMAW and ABM with a total of
16%, STEM with a total of 14% and HUMSS with a total of 6%.

Moreover, in some circumstances students have experience

online harassment based on how they reacted to online harassment.
The response indicated that the students believed they found online
harassment to be upsetting with a total of 66% (n=33) and some
 27

response with a total of 30%(n=15) indicated they will learn to live

with online harassment and small majority of 4%(n=2) says no big
deal on online harassment.

Conclusion
1. What is the demographic profile of senior high school students in
terms of age, gender and strand?
The demographic profile result of our study according to
age, respondents between the ages 17 through 21. The largest
demographic according to age were 17-18 years old, which consisted
of 72% (n=36) of the population, 19-20 years old that is 26% (n=13) of
the population and 21 up consisted 2% (n=1) of the population. .
Demographic profile according to gender, out of 50 respondents 15
male students which comprised 30% of the population and 35 female
students which is equivalent of 70% of the population. Demographic
profile according to strand, randomly strands are selected in Grade 12
senior high school, the data shows that most of H.E students had the
largest population the majority of 28% (n=14) second most who
participate is ICT students a slight majority of 20% (n=10) and least of
the strands who participated are SMAW, ABM, STEM, HUMSS
students. Lastly, demographic profile according to internet use, a total
amount of 92% (n=46) indicated that they utilize internet at home and
a very small minority of 8% (n=4) indicated that they do not use
internet at home. A total of 100% (n=50) indicated that they commonly
use mobile phone.
 28

2. How frequent do Grade 12 students experience cyberbullying?

This study revealed that 40% (n=20) of the students had

experienced being cyber bullied students have low cases on
cyberbullying and a very small amount of 26% (n=13) responded that
they have been harassed online. Students are more on reporting
cuberbullying incidents with a total of 60% (n=30) Meanwhile, 56%
(n=28) of students had witnessed cyber bullying incidents, which
mean students have observed other students being victims of cyber
bullying.

3. What are the perceptions of the Grade 12 students on

cyberbullying?

This conclusion was made by the researcher based on the low

response pertaining students reporting a mean average of 1.48 which
is described as disagree indicating that cyber bullying for them is not a
normal part of the online world, they believed that there is a way
anyone can do to stop it. One can arrive a conclusion that the family
and academic institution need to work together, check on the
students' interaction and use of social media, monitor the time spent
on using social media to make changes for a positive result, thus
preventing, reducing or eliminating cyber bullying in the future. In
regard to how they react to online harassment, a small majority of 4%
(n=22) had indicated that they found online harassment was no big
deal a response of 30%(n=15) had indicated they will learn to live on
online harassment and a big majority of 66%(n=33) had indicated that
they found online harassment to be upsetting. Based on these
responses and the responses pertaining to experienced and perceived
cyber harassment, it was clear that an awareness of online
harassment exists.
 29

Recommendations

Based on the results of this study, the researchers gave the

following recommendations.

Teachers. May realize that need to come up with proper use and
management of technology to understand how students communicate
and how cyber bullying happens. The result of this study indicate
students are prone to holding back information from an adult, which
might be caused by their lack of confidence in how to deal with cyber
bullying. Telling others such as school adults or family member
remains an effective strategy for combating cyber bullying.

Students. They need to learn the right responsibilities

associated with the use of technology. They should be aware of the
consequences of misuse of technology so that responsible behavior
can be promoted at an early age. They need to understand the
dangers that exist and the important of getting help from responsible
adults when cyber bullying occurs.

For the future researchers. That they may be able to use this
study because it may provide relevant and useful information for them
to use this study in the future and they would be aware of the
 30

significant variables on the success of their future studies. Our study

must be continued because of the pandemic (COVID 19) we can no
longer go further on our paper because we need to strictly follow the
protocol for everyone sake there are some lacking on our paper but we
did our very best.
 31

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 35

Appendices
 36

Documentation
 37

Documentation Online
 38

Demographic Profile
Name
(Optional):_________________Strand:______Age:_____Gender______ Read
the statement carefully. Check the best describe your answer.
Questionnaire
1. Do you use internet at home?
___Yes ___No
2. Do you use a cell phone in social media?
___Yes ___No
3. Have you been cyberbullied?
___Yes ___No
4. If someone was cyberbullying you, would you report
it? ___Yes ___No
5. Have you been harassed online or through text messaging
frequently?
___Yes ___No
6. Have you been a witness to cyberbullying incidents
frequently? ___Yes ___No
7. Do you agree making memes are considered
cyberbullying? ___Strongly Agree ___Agree ___Disagree
8. If someone is being hurt by cyberbullying, it is important to tell
someone who could help?
___ Strongly Agree ___Agree ___Disagree
9. Cyberbullying is a normal part of the online world. There is nothing
anyone can do stop it.
___ Strongly Agree ___Agree ___Disagree
10. On the following scale, what is your reaction to
cyberbullying? ___No big deal ___Learn to live with it ___Upsetting
 39

Tally of answers from the respondents:

Demographic Profile:
Strand Gender Age
ICT-10 Female-35 17-9
H.E-14 Male-15 18-27
SMAW-8 19-7
HUMSS-3 20-6
ABM-8 21-1
STEM-7
Questionnaire:
1. Do you use internet at home?
Yes-46
No-4
2. Do you use a cell phone in social media?
Yes-50
No-0
3. Have you been cyberbullied?
Yes-20
No-30
4. If someone was cyberbullying you, would you report
it? Yes -30
No-20
5. Have you been harassed online or through text messaging
frequently?
Yes-13
No-37
6. Have you been a witness to cyberbullying incidents
frequently? Yes-28
No-28
7. Do you agree making memes are considered
cyberbullying? Strongly Agree-23
Agree-11
Disagree-16
8. If someone is being hurt by cyberbullying, it is important to tell
someone who could help?
Strongly Agree-25
Agree-21
Disagree-4
9. Cyberbullying is a normal part of the online world. There is nothing
anyone can do stop it.
Strongly Agree-2
 40

Agree-20
Disagree-28
10. On the following scale, what is your reaction to
cyberbullying? No big deal- 2
Learn to live with it- 15
Upsetting-33