2

cyberbullying last year are doubled in this year. It is evident in the fluctuating

attendance records of every classroom in this school year 2016-2017.

There is a lot of students did not pursue their study because of this kind of incident

and we hope in our group research that this kind of incident or problem will solve as soon

as possible. This is the primary reason of conducting this study on cyber bullying

incidence in hope that the long term issue will be given a preventive measure to those

students.

The researchers want to study this kind of problem because they experience this

kind of situation and they want to know the others opinion base on their experiences about

cyber bullying and how they manage it and also how they cope this kind of hindrance.

Statement of the problem

The main purpose of this research study is to determine the effect of cyber bullying

in the attitude of the Students in Buayan National High School for School Year 2017-

2018.

Specifically, this study seeks to answer the following questions.

1. What is the profile of the respondents in terms of;

1.1 Gender

1.2 Age

1.3 Year Level

2. To what extent the students encounter cyberbullying?

 3

3. What is the level of attitudinal change of the respondents who encountered

cyberbullying?

4. Is there significant relationship between cyberbullying and the attitude of the students

of Buayan National High School?

Scope and Delimitation

The respondents of this study will be chosen from Grade 7-12 students of Buayan

National High School for School Year 2017- 2018. Stratified sampling will be employed.

Student respondents are enrolled in either academic or TVL track for the Grade 11-12

students who will be chosen. They will be asked using researcher-made instruments

regarding cyber bullying incidence.

Significance of the Study

This will provide valuable to the students, administration, and teacher of Buayan

National High School. The result of this research will strengthen the child protection policy

in the department in which concerned people will work for the success of the school and

they can formulate plans to address those weaknesses and enhance those strengths in

implementing the policies. Hence, this study can benefit the teachers, school heads, and

other researchers.

Department of Education Officials, this research can guide them in planning for

the inclusion of the issuances related to cyber bullying and the attitudes during in service

training to all school administrators and teachers so that they can have more effective

skills in facilitating safety towards the progress and developments of their students.
 4

School Administrators, the result of this research will serves as reference for

them to have access on the frequency of cyber bullying incidence in their schools and

relating it to their student attitude. This will provide an idea of conceptualizing a tool for

school self-assessment on bullying concerns and issues. The data gathered will provide

a basis of improving their skills in managing and giving quality time for parents so that

they can be their direct partners in maintaining safety among learners.

Teachers of Junior and Senior Students, this research will provides insights that

are useful for their quest in addressing problems on cyber bullying and improving student

attitudes and coordination with the parents for active involvement in the school.

Owner of the internet café, this research will give them idea how to manage their

business and avoiding cyber bullying incident and also cannot affect their business if they

maintain the guidance of the researcher.

Family, this research will serve them as guide that they need them to protect their

children every time that there son/daughter will going internet café.

Future researchers, the study will provide them more ideas and avenues for

further research which can help them in their future investigation about cyber bullying and

the attitudes issues and concerns about this.

5
 6

Traditional bullying [16]. List of the specific characteristics of cyber-bullying include

anonymity, an infinite audience, prevalent sexual and homophobic harassment,

permanence of expression, and the immense popularity of social networking Web sites

such as Facebook, Youtube, and MySpace.[17] notes that “much of this activity is

occurring off-campus” and “cyberbullying can happen 24/7” (pp.1.2). Because students

who wish to harass others can do so from the privacy of their own homes at any time

during the day or night, the prevalence of bullying will inevitably increase sharply.

In addition to particular characteristics, cyberbullying and other forms of online

social aggression also encompass some distinct behaviors, action, or methods of

harassment. Cyber-bullying methods consist of tactics such as flaming, heated online

verbal exchanges that generally include “offensive, rude, and vulgar language, insult, and

sometimes threats” (p.5); denigration , a “harmful, untrue, or cruel…speech about a target

[that] may be posted online or sent to others” (p. 7); and trickery (which can occur as part

of outing),fooling “[a]n innocent… into thinking that a communication or sending of image

is private, when the cyberbully intends to trick the target into communicating or disclosing

something embarrassing that will then be disseminated to others or used as a threat” (p,

9). Additional method of cyber-bullying include outing, “[s]haring somebody else’ s secrets

or embarrassing information or images online”; impersonation, breaking into someone’s

e-mail account, posing as that person, and sending message to make the person look

bad or get him or her into trouble; exclusion, barring someone from an online group; and

Cyber stalking and cyber threats, [o]nline material that raises concerns that the creator

may intend to inflict harm or violence to himself or herself or someone else[18]

 7

Cyberstalking is perhaps the most dangerous tool in a cyber-bully’s arsenal.

Although cyberstalking can be difficult to precisely defined (because it can contain such

a wide range of behaviors). [19] identifies “…the following features or combination of

feature [which] can be considered to characterized a true stalking situation: Malice,

Premeditation, Directed, Disregarded Warnings to Stop, Harassment, and Threats” (pp.

9,10) [18] list reiterates the fact that bullying, online or otherwise, is not just a normal part

of childhood that kids need to learn to live with. “Facing a bully without parental support

or other supervision almost certainly leads to an increase in suffering and, in the long run,

despair” [20]. Cyberbullying is a repeated an intentionally cruel act that children should

not have to deal with on their own. The possible consequences of children being left alone

to suffer cyberbullying in silence can be tragic.

The purpose of this review of literature was to assess the current empirical

understandings of the prevalence effects and ways to address cyberbullying among those

students. The review of integrating and summarizing a large body of research evidence

with a view to providing a comprehensive overview of cyberbullying among to those

students who are still suffering to this kind of problem.

Review of Related Studies

Cyber-bullying is sending or posting harmful or cruel text or images using the

internet or other digital communication devices, cyber bullying seen that most of the

studies are on causes, result and related variables of cyber-bullying [21]. However,

considering the prevalence of the problem of cyber-bullying, it can be understood that

there is a need of studies aimed at not only preventing cyber-bullying in those with the
 8

behavior but also reducing this behavior. The studies aimed at preventing cyber-bullying

are very important in terms of prevention of new victims exposed to bullying. The

theoretical explanations on this problem are needed for intervention studies. Theoretical

approaches, explaining the cyber-bullying behaviors will contribute to solutions on subject

such as; the reasons behind such behaviors and the points to focus on fore intervention

programs. Studies conducted in order to explain cyber bullying under the theoretical

framework can be said to be beneficial for the intervention model and programs to be

developed. From this perspective, which also constitutes the purpose of this study, cyber-

bullying is going to be analyzed within the framework of the choice theory. In this respect,

first of all, the general framework of choice theory will be explained and then there will be

analysis in order to explain the cyber bullying behaviors. According to different studies, at

least 20% of adolescents are victims of cyber bullying in USA [18]. Depression, social

isolation and self-harming behaviors are the most common problems which the victims of

cyber bullying experience [19]. Other consequences, such as inability to perceive,

emotional or friendship problems, insomnia, headaches, repetitive stomach aches,

feeling insecure in school, etc., can also occur [4]. Moreover the studies have shown that

the victims have low self-confidence and self-respect [22]. In the study by Navarro et al,.

(2011) on 10-12 years old students, it was observed that the victims of cyber bullying

have social anxiety and especially fear of being negatively assessed. Female victims of

cyber bullying are more likely to have emotional symptoms than male victims. However,

females tends to ask for help more than males [23]. Additionally, normally those that

harass or intimidate their victims are known to be bullies and are visible to the victim,

where cyber bullies hide behind the computer. I think this is a coward move because to
 9

attack someone with or without reason, with them not even knowing who you are is

pathetic. I think the reason why some cyber bullies do this is that they can use the

computer as a sort of some security blanket so, that the victim does not who they are.

Cyber bullies tend to choose their target by depending on the type of cybercrime they are

going to commit. For cyber bullying they are known to be the domestic users. Hale wet al

(2013:250) ‘Domestic users are most likely to be victims of more minor cybercrimes…

online harassment and bullying (via social media networks such as Facebook and

Twitter). So, it shows that the cyber bully chooses the victim.

Theoretical Framework

There can be some theoretical views on why people cyber bully others.

Investigations of the impact of cyber bullying for bullies, victims and bully/victims have

emerged over the last decades and there is clear and comprehensive set of studies

outlining the long term negative effects for children and young people. Indeed, the

psychological and emotional consequences of cyber bullying represents the largest

problems for the victim [25]. Exposure to such incidence has been linked to depressive

symptomology, suicidal ideation, low self-esteem anxiety and loneliness [26]. One study

of Australian youth age 10-25 years found that 3% of the sample had suicidal thoughts

after a cyberbullying incident and 2% of the same sample engaged in self-harming

behavior [27]. Other studies have linked suicide to direct consequences of cyber bullying

incidences [28]. However, many researchers have considered the complexity of suicidal

behavior and [29], noted that involvement in bullying actually contributes to approximately

4-7% of the variance in suicidal incidence.

 10

[30] outlined her theory that schools can and should acknowledgement and

incorporate the reproductive processes of society (the private sphere) into their

classrooms, as well as the traditional focus on the productive processes of society (the

public sphere). In other words, because of the greatly changed and still fluctuating state

of so many American homes, It is now more than ever the public education system’s

moral obligation to step in and in help fill the void of the “domestic vacuum” in the lives of

so many children. To put it even simply, schools have a responsibility to provide an

environment that is more like an ideal home. The setting should be safe, warm, nurturing,

supportive, and encouraging. The students should feel cared for, and even loved. With

many American homes now headed by a single parent, and many others occupied by two

parents who both have to work full-time, schools need to make up for the physical

absence of parents from the household. [30] theory is relevant to this research study and

thesis on cyberbullying in that school must now play a larger role than ever in the

protection of students from being bullied, especially since cyber-bullying in particular has

taken bullying off school campuses and brought it into the home. If it is now the public

school system’s job to fill the domestic vacuum for students who live in homes lacking

their parent’s presence, as Martin [30] contends, then schools need to concern

themselves with bullying, even when it occurs-off the campus and after school hours.

Similar to Jane Roland Martin’s ideas about the school as a nurturing, protective,

homelike environment, Nel Nodding’s theory of caring in education posits that traditional

schooling’s unwaivering focus on the academics is misplaced. In Nodding’s (2005) in fact

states that “we have to set aside the deadly notion that the school’s first priority should

be intellectual development” (p.12). Nodding’s also asserts that an even more important
 11

goal for public education should be to produce “better people” (p.12). [32] theory

encompasses six primary themes of care: caring for self, caring in the inner circle, caring

for strangers and distant others, caring for animals, plants, and the earth, caring for the

human-made world, and caring for ideas. The two themes of care that relate most

significantly to this research and thesis are caring in the inner circle, which includes mates

and lovers, friends, colleagues and neighbors, and children/students, and caring for

stranger and distant others. If Nodding’s assertion that our school’s main ambition should

be to produce good citizens instead of just students who are good at math and history is

correct (and this researcher believes it is), then certainly teachers and administrations are

obligated to teach students that bullying is wrong and to implement effective prevention

and interventions strategies.

[33] explanation and discussion of relational aggression primarily among pre-

adolescent girls was vital to this thesis in terms of providing a clear and concise

understanding of how schoolgirls often relate to one another in a negative context. [34]

idea to “give every girl, every parent, and every teacher a shared, public language to

address girls” conflicts and relationships” not only to empower girls “to negotiate conflict,

but to define relationship in new and healthier ways” informed the theoretical framework

of the Prevention/Intervention section of the thesis (p.231). Simmons underscored the

importance of providing students with alternative strategies in order to effectively combat

bullying before and/or after it occurs.

Social Learning Theory (SLT), which is now sometimes known as Social Cognitive

Theory,(SCT), also provided a theoretical foundation for this cyber-bullying research

study and subsequent thesis. Social Learning Theory, a major outgrowth of the behavioral
 12

learning theory tradition, was developed primarily by Albert Bandura in the 1970s [34].

Bandura’s theory focuses on the effects of cues on behavior and on internal cognitive

processes emphasizing the ways in which thought and action influence one another.

Bandura highlighted in particular the importance of modeling and observational learning

on the learning process, pointing out that the imitation of others’ behavior shapes much

of human learning.

Social Learning Theory is relevant to this research on cyber-bullying in that it helps

to explain the cyclical nature of bullying. When adolescents repeatedly observe other

students modeling bullying behavior, They it turn are more likely to imitate that behavior

and exhibit bullying traits themselves. It just ends up in a vicious cycle of bullying that is

almost impossible to prevent because so many students are participating in the bullying

and they are all reinforcing each other’s behavior through modeling. Conversely though,

if adolescents consistently witness their fellow students treating each other with respect

and kindness, they will imitate those behaviors instead. Social Learning Theory is a

legitimate platform on which to place the rationale for implementing character education

into the standard curriculum as a bullying prevention strategies.

Routine activity theory that was proposed by Cohen and [35] and they state that

‘… for crime to be committed, three aspects are needed:1) a motivated offender;2) a

suitable target;3) lack of capable guardian… [36].’ It shows that this can be one of the

reasons why people commit cyber bullying because the offender needs to be motivated

individual in order for them to commit and follow through with the crime. The suitable

target for the offender would be someone who maybe impersonating themselves to the

target so, they are unaware of who they are. This can be seen previously, in the Amanda
 13

Todd case. Where she was told to send a picture to the offender but did not realize that

the offender would take advantage and post it online for everyone to see. So, she chose

the “suitable” target because Amanda was a pretty girl and vulnerable so, he decided to

use that as a weakness of hers to gain advantage for herself. Nowadays, I think not many

people go online when their parents are not at home. Teenagers can now use social

media sites on their phones, I pads, Macs without their parents knowing so, that would

be definite opportunity for the offender to cyber bully their victim. It shows that this can be

one of the reasons why some people tend to commit cyber bully against others.

Another theory on cyber bullying by [37] known as Strain theory which states that

strains or stressors increase the likelihood of negative emotions like anger and

frustrations.’ This means that those who may be frustrated or vulnerable can start to

develop negative or aggressive emotions due to the strains and stress in their lives. They

choose to the vent that frustration out on others or in this case, verbally abuse or insult

others online. They could see this a way of releasing their strain because they may have

lost of loved one or something positive in their lives has gone so, in result they display a

negative attitudes towards others. It is understandable to why some people choose to

cyber bully others but, it does not make it right that they should vent their anger and

frustration out on others.

Another theory that supports the theory of [37] is the theory of Meyer with the

same concepts of Robert that states that strains or stressors increase the likelihood of

negative emotions like anger and frustrations.

 14

Conceptual Framework

Independent Variable Dependent Variable

EFFECTS ON THE ATTITUDE OF THE

STUDENTS
CYBERBULLYING

Figure 1. The Schematic Diagram of the Conceptual Framework.

Figure 1 shows the comparison between independent variable which is

Cyberbullying, while the dependent variable is its effects on the attitude of the students

of Buayan National High School.

Definition of Terms

Bullying refers to the aggressive behavior normally characterized by

repetition and imbalance of power [14]. In this study, bullying is classified into three forms

namely (cyber bullying, physical bullying, verbal bullying).

Cyber bullying refers to the “electronic bullying or online social cruelty through email,

instant messaging, chat room conversation, personal website, gaming website, pager

messaging, and digital messages or images sent through cellular phones” [10]. In this

study, cyber bullying refers to the online social cruelty experienced by students in three

social media sites like face book, tweeter, and Instagram. Electronic posting of mean

spirited messages about a person as a student often done anonymously.

 15

Attitudes the way you think and feel about someone or something. A way of thinking that

affect the person’s behavior. Thinking and behaving that people regard as unfriendly,

rude, and etc.

Social Media forms of electronic communication (such as web sites) through which

people create online communities to share information, ideas, personal messages and

etc.
16
 17

1. Demographic student’s profile questionnaire this is made up of personal data as to

gender, age, and grade level of the respondents.

2. Survey Questionnaire on the extent of cyberbullying in the students who

encountered, this instruments is composed of 10 items.

3. Survey Questionnaire on the attitudinal change of the respondents, this instruments

is composed of 10 items to determine the behavioral change of the respondents when

they experience cyber bullying.

Research Procedure

The first step before going to the testing proper is to make a request letter.

Upon approval, the research retrieves the request letter. The Principal, as well as class

adviser and other faculty members were selected in the administration.

Next In the administering the questionnaire, the researcher was use the time allotted for

vacant to avoid distractions of class discussions. The student’s responses were given

enough time to answer the questions. After data gathering, the researcher now collected

it for tallying the scores and to apply the statistical treatment to be used with the study.
18
 19

A. Grade Level

7 65 24

8 57 21

9 50 19

10 55 20

11 23 9

12 20 7

Mean 270 100

Table 1 shows the demographic profile of 270 respondents.

It has shown that there are 191 or 71 percent female, while there are 79 or 29

percent male. This indicates that majority of the respondents is female.

In addition, table 1 shows that the age bracket of the Respondents ranges 13 and below

up to 17 and above. There are 72 or 27 percent respondents whose ages between 13

and below, inclusive. While, there are 140 or 52 percent whose ages belongs to 14 up to
 20

16 and 58 or 21 percent respondents belong to range 17 and above. This means that

majority of the respondents whose ages range belongs to 14 up to 16.

Moreover, table 1 also shows the grade level of the Respondents from Grade 7 up to

Grade 12. There are 65 or 24 percent respondents from the Grade 7, 57 or 21 percent

respondents from the Grade 8, 50 or 19 percent respondents from Grade 9, 55 or 20

percent respondents from the Grade 10. While, there are 23 or 9 percent from the Grade

11 and 20 or 8 percent from the Grade 12.

Table 2.0

The Responses of Grade 7 Students who encountered cyberbullying. Y6/

Statements Weighted Mean Interpretation

1. I am insulted when someone

posted rude comments about me 2.60 Just once

online

2. I am disrespected when someone

2.42 Sometimes
posted lies about me online

3. I am getting mad when someone

2.14 Sometimes
used my account to bully others
 21

4. I am hostile when I experience

someone used bad language on me 2.25 Sometimes

online

5. I am scared when I experience

someone posted pictures or

2.28 Sometimes
information about me on a Web site

without my consent

6. I am angry when I experience

someone forwarded an e-mail without 2.32 Sometimes

my permission to the other person

7. I am hurt when I experience

someone used information found 2.28 Sometimes

online to tease or embarrass me

8. I am annoyed when I experience

someone signed my else up for

2.34 Sometimes
something online without my

permission

9. I am depressed when I experienced

someone teased or threatened me 2.50 Sometimes

online
 22

10. I am insecure when I experienced

2.37 Sometimes
someone impersonated me online

Mean 2.34 Sometimes

Table 2.0 has shown the responses of Grade 7 respondents. There are 6 or 10 percent

respondents who experienced cyberbullying just once of which they are insulted when

someone posted rude comments about them online with a weighted mean of 2.60.

Moreover, table 2.0 has shown that there are 59 or 90 percent of Grade 7 respondents

who experienced sometimes cyberbullying with a grand weighted mean of 2.34.

Table 2.1

The Responses of Grade 8 Students who encountered cyberbullying.

Statements Weighted Mean Interpretation

1. I am insulted when someone

posted rude comments about me 2.85 Just once

online

2. I am disrespected when someone

2.58 Sometimes
posted lies about me online
 23

3. I am getting mad when someone

2.56 Sometimes
used my account to bully others

4. I am hostile when I experience

someone used bad language on me 2.72 Just once

online

5. I am scared when I experience

someone posted pictures or

2.91 Just once
information about me on a Web site

without my consent

6. I am angry when I experience

someone forwarded an e-mail without 2.91 Just once

my permission to the other person

7. I am hurt when I experience

someone used information found 2.54 Sometimes

online to tease or embarrass me

8. I am annoyed when I experience

someone signed my else up for

2.53 Sometimes
something online without my

permission
 24

9. I am depressed when I experienced

someone teased or threatened me 2.54 Sometimes

online

10. I am insecure when I experienced

2.50 Sometimes
someone impersonated me online

Mean 2.68 Just once

Table 2.1 has shown the responses of Grade 8 respondents. There are 23 or 40 percent

respondents who experienced cyberbullying just once of which they are insulted when

someone posted rude comments about them online, they are hostile when they

experience someone used bad language on them online, they are scared when they

experience someone posted pictures or information about them on a Web site without a

consent. With a weighted mean of 2.85, 2.72 and 2.91

In addition, table 2.1 has shown that there are 34 or 60 percent Grade 8 students who

experience cyberbullying sometimes of which they are disrespected when someone

posted lies about them online, mad when someone used their account to bully others,

hurt when they experience someone used information found online to tease or embarrass

them, annoyed when they experience someone signed any else up for something online

without my permission, depressed when they experienced someone teased or threatened

them online and they are insecure when they experienced someone impersonated them

online.
 25

This implies that majority of Grade 8 students experience just once cyberbullying with a

grand mean of 2.68

Table 2.2

The Responses of Grade 9 Students who encountered cyberbullying.

Statements Weighted Mean Interpretation

1. I am insulted when someone

posted rude comments about me 2.30 Sometimes

online

2. I am disrespected when someone

2.30 Sometimes
posted lies about me online

3. I am getting mad when someone

2.05 Sometimes
used my account to bully others

4. I am hostile when I experience

someone used bad language on me 2.20 Sometimes

online

5. I am scared when I experience

2 Sometimes
someone posted pictures or
 26

information about me on a Web site

without my consent

6. I am angry when I experience

someone forwarded an e-mail without 2 Sometimes

my permission to the other person

7. I am hurt when I experience

someone used information found 1.84 Sometimes

online to tease or embarrass me

8. I am annoyed when I experience

someone signed my else up for

2.08 Sometimes
something online without my

permission

9. I am depressed when I experienced

someone teased or threatened me 2.21 Sometimes

online

10. I am insecure when I experienced

2.07 Sometimes
someone impersonated me online

Mean 2.39 Sometimes

 27

Table 2.2 has shown the responses of the Grade 9 respondents. There are. 50 or 100

percent respondents experienced cyberbullying sometimes of which they are insulted

when someone posted rude comments about them online, they feel disrespected when

someone posted lies about them online, they are mad when someone used their accounts

to bully others, hostile when they experience someone used bad language on them

online, scared when they experience someone posted pictures or information about them

on a Web site without a consent, they angry when they experience someone forwarded

an e-mail without a permission to the other person, they hurt when they experience

someone used information found online to tease or embarrass them, they feel annoyed

when they experience someone signed any else up for something online without their

permission, they feel depressed when they experienced someone teased or threatened

them online, and they insecure when they experienced someone impersonated them

online. With a weighted mean of 2.30, 2.05, 2.20, 1.95, 2.00, 1.84, 2.08. 2.21and 2.07.

This implies that majority of the Grade 9 students who experienced sometimes in

cyberbullying with a grand weighted mean of 2.39.

 28

Table 2.3

The Responses of Grade 10 Students who encountered cyberbullying.

Statements Weighted Mean Interpretation

1. I am insulted when someone

posted rude comments about me 2.37 Sometimes

online

2. I am disrespected when someone

2.74 Sometimes
posted lies about me online

3. I am getting mad when someone

2.31 Sometimes
used my account to bully others

4. I am hostile when I experience

someone used bad language on me 2.17 Sometimes

online

5. I am scared when I experience

someone posted pictures or

2.5 Sometimes
information about me on a Web site

without my consent
 29

6. I am angry when I experience

someone forwarded an e-mail without 2.44 Sometimes

my permission to the other person

7. I am hurt when I experience

someone used information found 2.56 Sometimes

online to tease or embarrass me

8. I am annoyed when I experience

someone signed my else up for

2.39 Sometimes
something online without my

permission

9. I am depressed when I experienced

someone teased or threatened me 2.52 Sometimes

online

10. I am insecure when I experienced

2.76 Sometimes
someone impersonated me online

Mean 2.48 Sometimes

Table 2.3 has shown the responses of Grade 10 respondents. There are 11 or 20 percent

respondents who experience cyberbullying just once of which they are disrespected when

someone posted lies about them online and insecure when they experienced someone

impersonated them online. With a weighted mean of 2.24 and 2.76.

 30

Furthermore, table 2.3 has shown that there are 44 or 80 percent Grade 10 students who

experience sometime cyberbullying of which they are insulted when someone posted

rude comments about them online, getting mad when someone used their accounts to

bully others, hostile when they experience someone used bad language on them online,

scared when they experience someone posted pictures or information about them on a

Web site without my consent, angry when they experience someone forwarded an e-mail

without a permission to the other person, hurt when I experience someone used

information found online to tease or embarrass them, annoyed when they experience

someone signed my else up for something online without a permission, and they are

annoyed when they experience someone signed any else up for something online without

a permission. With a weighted mean of 2.37, 2.31, 2.17, 2.50, 2.44, 2.56, 2.39, and 2.52.

This implies that majority of the Grade10 students experience sometimes with a grand

weighted mean of 2.48.

Table 2.4

The Responses of Grade 11 Students who encountered cyberbullying.

Statements Weighted Mean Interpretation

1. I am insulted when someone

posted rude comments about me 2.43 Sometimes

online
 31

2. I am disrespected when someone

2.52 Sometimes
posted lies about me online

3. I am getting mad when someone

2.52 Sometimes
used my account to bully others

4. I am hostile when I experience

someone used bad language on me 2.52 Sometimes

online

5. I am scared when I experience

someone posted pictures or

2.48 Sometimes
information about me on a Web site

without my consent

6. I am angry when I experience

someone forwarded an e-mail without 2.80 Sometimes

my permission to the other person

7. I am hurt when I experience

someone used information found 2.74 Sometimes

online to tease or embarrass me

8. I am annoyed when I experience

2.48 Sometimes
someone signed my else up for
 32

something online without my

permission

9. I am depressed when I experienced

someone teased or threatened me 2.61 Sometimes

online

10. I am insecure when I experienced

2.87 Sometimes
someone impersonated me online

Mean 2.58 Sometimes

Table 2.4 has shown the responses of grade 11 respondents. There are 9 or 4 percent

respondents who experienced cyberbullying just once in which they are angry when I

experience someone forwarded an e-mail without a permission to the other person, hurt

when they experience someone used information found online to tease or embarrass

them, depressed when they experienced someone teased or threatened them online,

insecure when they experienced someone impersonated them online. With a weighted

mean of 2.80, 2.74, 2.48, 2.61, 2.87.

Furthermore, table 2.4 has shown that there are 14 or 60 percent of grade 11 respondents

who experience cyberbullying of which they are insulted when someone posted rude

comments about them online, disrespected when someone posted lies about them online,

getting mad when someone used their accounts to bully others, hostile when they

experience someone used bad language on them online, scared when they experience
 33

someone posted pictures or information about me on a Web site without a consent,

annoyed when they experience someone signed any else up for something online without

a permission. With a weighted mean of 2.43, 2.52, 2.48.

This indicate that majority of the Grade 11 students experience sometimes cyberbullying

with a grand weighted mean of 2.58.

Table 2.5

The Responses of Grade 12 Students who encountered cyberbullying.

Statements
Weighted Mean Interpretation

1. I am insulted when someone

posted rude comments about me 2.85 Sometimes

online

2. I am disrespected when someone

2.75 Sometimes
posted lies about me online

3. I am getting mad when someone

2.85 Sometimes
used my account to bully others

4. I am hostile when I experience

someone used bad language on me 3 Just once

online
 34

5. I am scared when I experience

someone posted pictures or

2.85 Sometimes
information about me on a Web site

without my consent

6. I am angry when I experience

someone forwarded an e-mail without 2.80 Sometimes

my permission to the other person

7. I am hurt when I experience

someone used information found 2.60 Sometimes

online to tease or embarrass me

8. I am annoyed when I experience

someone signed my else up for

3 Just once
something online without my

permission

9. I am depressed when I experienced

someone teased or threatened me 2.85 Sometimes

online

10. I am insecure when I experienced

2.75 Sometimes
someone impersonated me online

Mean 2.82 Sometimes

 35

Table 2.5 has shown the responses of the Grade 12 respondents. There are 20 or 100

percent respondents who experienced cyberbullying just once of which they are insulted

when someone posted rude comments about them online, disrespected when someone

posted lies about them online, getting mad when someone used their accounts to bully

others, hostile when they experience someone used bad language about them online,

scared when they experience someone posted pictures or information about them on a

Web site without a consent, angry when they experience someone forwarded an e-mail

without a permission to the other person, hurt when they experience someone used

information found online to tease or embarrass them, annoyed when they experience

someone signed any else up for something online without a permission, depressed when

they experienced someone teased or threatened them online, insecure when they

experienced someone impersonated them online. With a weighted mean of 2.85, 2.75, 3,

2.80, 2.60.

This means that majority of the Grade 12 students experience cyberbullying just once.

With a grand weighted mean of 2.82.

Table 3.0

The Responses of the Grade 7 respondents in their attitudinal change.

Statements Weighted Mean Description

1. Nothing change on my attitude. 2.24 Disagree

2. I am not affected and bothered. 2.51 Disagree

 36

3. Persons who cyberbullied is not

2.70 Agree
a big deal for me.

4. I am not threatened like

2.49 Disagree
anyone.

5. I am not frustrated. 2.44 Disagree

6. I feel very upset 2.17 Disagree

7. I feel depressed and anxious 2.15 Disagree

8. I feel angry and vengeful 2.55 Disagree

9. I feel exposed and humiliated 2.44 Disagree

10. I feel sad and isolated when

3.52 Agree
someone cyberbullied me.

Mean 2.51 Disagree

Table 3.0 has shown responses of Grade 7 respondents. There are 7 or 10 percent

respondents who answered Agree in the Questionnaire in which the Statement is

“Persons who cyberbullied is not a big deal for me” and “I feel sad and isolated when

someone cyberbullied me” with weighted mean of 2.70.

In addition, there are 60 or 90 percent respondents who answered Disagree in the

Questionnaire in which the statements are “Nothing change on my attitude”, “I am not

 37

affected and bothered”, “I am not threatened like anyone, I am not frustrated”, “I feel very

upset”, “I feel depressed and anxious”, “I feel angry and vengeful”, and “I feel exposed

and humiliated”. With a weighted mean of 2.87, 2.75, 2.64, 2.61, 27.5, 2.31, 2.47, 2.52,

2.45, 2.59.

This implies that majority of Grade 7 students are Disagree in the positive changes with

a grand weighted mean of 2.51.

Table 3.1

The Responses of the Grade 8 Respondents in their attitudinal change.

Statements Weighted Mean Description

1. Nothing change on my attitude. 2.87 Agree

2. I am not affected and bothered. 2.75 Agree

3. Persons who cyberbullied is not

2.64 Agree
a big deal for me.

4. I am not threatened like

2.61 Agree
anyone.

5. I am not frustrated. 27.5 Agree

6. I feel very upset 2.31 Disagree

 38

7. I feel depressed and anxious 2.47 Disagree

8. I feel angry and vengeful 2.52 Disagree

9. I feel exposed and humiliated 2.45 Disagree

10. I feel sad and isolated when

2.59 Disagree
someone cyberbullied me.

Mean 2.60 Agree

Table 3.1 has shown responses of Grade 8 respondents. There are 29 or 50 percent

respondents who answered Agree in the Questionnaire in which the statements are

“Nothing change on my attitude”, “I am not affected and bothered”, “Persons who

cyberbullied is not a big deal for me”, “I am not threatened like anyone”, “I am not

frustrated”. With a weighted mean of 2.87, 2.75, 2.64, 2.61, 27.5.

Moreover, there have 28 or 50 percent respondents who answered disagree to their

Questionnaire which they feel very upset, they feel depressed and anxious, they feel

angry and vengeful, they feel exposed and humiliated, they feel sad and isolated when

someone cyberbullied them with a weighted mean of 2.31, 2.47, 2.52, 2.45, 2.59.

This implies that majority of the Grade 8 respondents who answered Agree to their

attitudinal change with a grand weighted mean of 2.60.

 39

Table 3.2

The Responses of the Grade 9 Respondents in their attitudinal change.

Statements Weighted Mean Description

1. Nothing change on my attitude. 2.66 Agree

2. I am not affected and bothered. 2.68 Agree

3. Persons who cyberbullied is not

2.26 Disagree
a big deal for me.

4. I am not threatened like

2.46 Disagree
anyone.

5. I am not frustrated. 2.54 Disagree

6. I feel very upset 2.20 Disagree

7. I feel depressed and anxious 2.28 Disagree

8. I feel angry and vengeful 2.16 Disagree

9. I feel exposed and humiliated 2.16 Disagree

10. I feel sad and isolated when

2.17 Disagree
someone cyberbullied me.
 40

Mean 2.41 Disagree

Table 3.2 has shown the responses of Grade 9 respondents. There 10 or 20 percent

respondents who answered Agree in the Questionnaire in which the statements are

“Nothing change on my attitude”, and “I am not affected and bothered”, with a grand

weighted mean of 2.66, 2.68.

In Addition, there have 40 or 80 percent respondents who answered Disagree in the

Questionnaire in which the statements are” Persons who cyberbullied is not a big deal for

me”, “I am not threatened like anyone”, “I am not frustrated”, “I feel very upset”, “I feel

depressed and anxious”, “I feel angry and vengeful”, “I feel exposed and humiliated”, “I

feel sad and isolated when someone cyberbullied me”. With a weighted mean of 2.26,

2.46, 2.54, 2.20, 2.28, 2.16, 2.17.

This implies that the majority of the Grade 9 respondents Disagree to their attitudinal

change with a grand weighted mean of 2.41.

 41

Table 3.3

The Responses of the Grade 10 Respondents in their attitudinal change

Statements Weighted Mean Description

1. Nothing change on my attitude. 3.00 Agree

2. I am not affected and bothered. 2.85 Agree

3. Persons who cyberbullied is not

2.32 Disagree
a big deal for me.

4. I am not threatened like

2.70 Agree
anyone.

5. I am not frustrated. 2.74 Agree

6. I feel very upset 2.85 Agree

7. I feel depressed and anxious 2.58 Disagree

8. I feel angry and vengeful 2.65

9. I feel exposed and humiliated 2.47 Disagree

10. I feel sad and isolated when

2.76 Agree
someone cyberbullied me.
 42

Mean 2.69 Agree

Table 3.3 has shown the responses of the Grade 10 respondents. There are 39 or 70

percent of respondents who answered Agree in the Questionnaire in which the statement

are “Nothing change on my attitude”, “I am not affected and bothered”, “I am not

threatened like anyone”, “I am not frustrated”, “I feel very upset”, “I feel angry and

vengeful”, “I feel sad and isolated when someone cyberbullied me”. With a weighted mean

of 3.00, 2.85, 2.70, 2.74, 2.85, 2.65, 2.76.

In addition, there are 16 or 30 percent of the respondents who Disagree in the

Questionnaire in which the statements are “Persons who cyberbullied is not a big deal for

me”, “I feel depressed and anxious”, “I feel exposed and humiliated” With a weighted

mean of 2.32, 2.58, 2.47.

This implies that the majority of the grade 10 respondents agree to their attitudinal change

with a grand weighted mean of 2.69.

 43

Table 3.4

The Responses of the Grade 11 Respondents in their attitudinal change

Statements Weighted Mean Description

1. Nothing change on my attitude. 3.00 Agree

2. I am not affected and bothered. 2.61 Agree

3. Persons who cyberbullied is not

2.43 Disagree
a big deal for me.

4. I am not threatened like

2.48 Disagree
anyone.

5. I am not frustrated. 2.52 Disagree

6. I feel very upset 2.09 Disagree

7. I feel depressed and anxious 2.30 Disagree

8. I feel angry and vengeful 2.22 Disagree

9. I feel exposed and humiliated 2.30 Disagree

10. I feel sad and isolated when

2.56 Disagree
someone cyberbullied me.
 44

Mean 2.45 Disagree

Table 3.4 has shown the responses of the Grade 11 respondents. There are 5 or 20

percent of the respondents who Agree in the Questionnaire in which the statements are

“Nothing change on my attitude”, “I am not affected and bothered” With a weighted mean

of 3.00, 2.61.

Moreover, there are 18 or 80 percent of the respondents who answered Disagree in the

Questionnaire in which the statements are “Persons who cyberbullied is not a big deal for

me”, “I am not threatened like anyone”, “I am not frustrated”, “I feel very upset”, “I feel

depressed and anxious”, “I feel angry and vengeful”, “I feel exposed and humiliated”, “I

feel sad and isolated when someone cyberbullied me” With a weighted mean of 2.43,

2.48, 2.52, 2.09, 2.30, 2.22, 2.56.

This implies that the majority of the Grade 11 respondents disagree to the attitudinal

change with a grand weighted mean of 2.45.

 45

Table 3.5

The Responses of the Grade 12 Respondents on their attitudinal change

Statements Weighted Mean Description

1. Nothing change on my attitude. 2.20 Disagree

2. I am not affected and bothered. 2.30 Disagree

3. Persons who cyberbullied is not

2.10 Disagree
a big deal for me.

4. I am not threatened like

2.00 Disagree
anyone.

5. I am not frustrated. 2.10 Disagree

6. I feel very upset 2.10 Disagree

7. I feel depressed and anxious 2.15 Disagree

8. I feel angry and vengeful 2.25 Disagree

9. I feel exposed and humiliated 2.15 Disagree

10. I feel sad and isolated when

2.50 Disagree
someone cyberbullied me.
 46

Mean 2.18 Disagree

Table 3.5 has shown the responses of the Grade 12 respondents. There are 20 or 100

percent respondents who answered Disagree in the Questionnaire in which the

statements are “Nothing change on my attitude”, “I am not affected and bothered”,

“Persons who cyberbullied is not a big deal for me”, “I am not threatened like anyone’, “I

am not frustrated”, “I feel very upset”, “I feel depressed and anxious”, “I feel angry and

vengeful”, “I feel exposed and humiliated I feel sad and isolated when someone

cyberbullied me”. With a weighted mean of 2.20, 2.30, 2.10, 2.00, 2.15, 2.25, 2.50.

This implies that the majority of the Grade 12 respondents Disagree to their attitudinal

change with a grand weighted mean of 2.18

Table 4

Computed Chi-Square Value on the Relationship between Cyberbullying and the

Attitudes of the Respondents.

Chi -Square

Values

Variables Computed Critical Remarks

 47

Independent

Variable :

Cyberbullying
x²= 7.015 x² = 16.92 Significantly not

related.

Dependent Variable

: Attitudinal Change

Table 4 has shown the computed chi-square value of 7.0152 is less than the critical chi-

square value of 16.92 at 5 percent level of significant with 9 degrees of freedom. This

indicated that there is no significant relationship between cyberbullying and the attitudes

of the respondents.

This implies that cyberbullying is not significantly correlated to the attitudes of the

cyberbullied respondents.
48
 49

Based on the interpretation and analysis of the data presented in chapter 4, the answer

to the specific questions are summarized below,

Problem 1

There are 191 Female and 79 Male, so that the majority of our respondents is

Female. There are 72 respondents age range from 13 and below, there have 140

respondents age range is from 14 up to 16, and 58 respondents age range from 17 and

above, so that the majority of our respondents age range from 14 to 16 years old. There

are 65 respondents from Grade 7, 57 respondents from Grade 8, 50 respondents from

grade 9, 55 respondents from grade10 while, there have 23 respondents from grade 11,

and 20 respondents from Grade 12, therefore the majority of our respondents is became

from Grade 7.

Problem 2

There are 6 respondents experienced cyberbullying just once while 59 respondents

experienced cyberbullying sometimes, therefore the majority of the Grade 7 respondents

experienced sometimes with a grand weighted mean of 2.34. There have 23 respondents

experienced cyberbullying g just once while 34 respondents experienced sometimes,

therefore the majority of the Grade 8 respondents experienced cyberbullying just once

with a grand weighted mean of 2.68. In Grade 9, there have 50 respondents experienced

cyberbullying sometimes with a grand weighted mean of 2.39. There have 11

respondents experienced cyberbullying just once while 44 respondents experienced

sometimes, therefore the majority of the Grade 10 respondents experienced cyberbullying

sometimes with a grand weighted mean of 2.48. There have 9 respondents experienced
 50

cyberbullying just once while, 14 respondents experienced cyberbullying sometimes,

therefore the majority of the grade 11 respondents experienced cyberbullying sometimes

with a grand weighted mean of 2.58. In Grade 12, there have 20 respondents experienced

cyberbullying just once with a grand weighted mean of 2.82.

Problem 3

There are 7 respondents Agree while 60 respondents Dis-agree to their attitudinal

change, therefore the majority of the Grade 7 respondents Dis-agree with a grand

weighted mean of 2.51. There have 29 respondents Agree to their attitudinal change while

28 respondents Dis-agree, therefore the majority of the Grade 8 respondents Agree to

their attitudinal change with a grand weighted mean of 2.60. There have 10 respondents

Agree to their attitudinal change while, 40 respondents Dis-agree, therefore the majority

of the Grade 9 respondents Dis-agree to their attitudinal change with a grand weighted

mean of 2.41. There have 39 respondents Agree to their attitudinal change, while 16

respondents Dis-agree, therefore the majority of the Grade 10 respondents Agree to their

attitudinal change with a grand weighted mean of 2.69. There have 5 respondents Agree

to their attitudinal change, while 18 respondents Dis-agree, therefore the majority of the

Grade 11 respondents Dis-agree to their attitudinal change with a weighted mean of 2.45.

In Grade 12, there have 20 respondents Dis-agree to their attitudinal change with a grand

weighted mean of 2.18.

 51

Problem 4.

This indicated that there is no significant relationship between cyberbullying and the

attitudes of the respondents. It implies that cyberbullying is not significantly correlated to

the attitudes of the cyberbullied respondents.

Conclusion

Although cyberbullying may not be a bigger issue than traditional schoolyard bullying

yet, it is heading in that direction and is already a major problem. Cyberbullying has

become completely intertwined with other types of bullying, victimized students are

suffering. They are having to face emotional pain, physical injury, (including suicide), the

disruption of healthy social development, and academic performance problems. They are

being made to feel like there’s something worry with then and the negative psychological

impact can last long into adulthood, interfering not only with their health and happiness

during their school age years but well beyond. It is the moral and professional obligation

of educators to become informed about the realities of school bullying, cyberbullying and

do everything possible to fight against it.

Recommendation

Addressing cyberbullying should be a collective effort on the part of schools, families,

students, and society. Because cyberbullying happens outside of school boundaries,

schools might direct such issues back to parents, saying that they have no legal

jurisdiction. However, cyberbullying can be rooted in school or vice versa, even if the

incident appear to be initiated using school property. This requires schools to consider
 52

the development of comprehensive programs to fight cyberbullying, including detailed and

unified policies as well as effective programs to educate students. The following are some

recommendations intended to solve the problem.

First, schools need to establish systematic programs to stop cyberbullying. Such

programs should develop strong policies on both traditional bullying and cyberbullying.

Administrations should investigate current acceptable-use policies for technology (e.g.,

mobile, Internet,) in the schools. Telling others such as schools adults or family members

remain as effective strategy for combating cyberbullying. It is important to establish easy

and multiple ways of reporting. For example, we could create help lines (e.g., a phone

line), e-mail, or Web links, and provide a box or similar device in hot spots in schools so

students can report incidents or offer suggestions anonymously.

Second, schools should educate schools adults, students, and parents about

cyberbullying and provide clear procedures to follow when cyberbullying occurs. At the

fundamental level, adults including teachers and parents, need to keep pace with new

technology to understand how students communicate and how cyberbullying happens.

The results of this study indicate that schools adults provide limited help, which might be

caused by their lack of training in how to deal with cyberbullying. Effective strategies,

therefore, need to be included in school adults’ professional development opportunities.

School can also provide opportunities for parents to learn such strategies. Similarly,

approaches to cyberbullying issues need to go beyond the one-time workshop mode for

students and be part of regular curriculum learning. Such education can take place in

different school situations, including classrooms, assemblies, and continuing education

programs. For example, schools can use forums not only mediate between cyberbullies
 53

and cyber victims, but also to offer opportunities for students to develop adaptive skills,

such as dealing with emotional conflict and building positive behavioral patterns. Such

forums help to build strong rapport and trustworthy relationship between students and

school adults as well as among students. In addition, such events can involve parents to

build their competency in stopping cyberbullying.

Students, a key group fighting cyberbullying, need to learn responsibilities associated

with a use of technology. They should be aware of the consequences of misuse of

technology so that responsible behaviors can be promoted at an early age. They need to

understand the dangers that exist and the importance of getting help from responsible

adults when cyberbullying occurs. When reporting incidents to responsible adults,

students should understand that they might need to be persistent to ensure that adults

recognize the seriousness of the incidents. They can also ask the adults what they plan

to do to solve the problem.

 54

References

[1] Tokunaga, R. (2010). Following you home from school: A critical review and synthesis

of research on cyberbullying victimization. Computers in Human Behavior, 26, 277–287

[2] Ambrosio (2006). Connected to Nowhere; Internet use can isolate kids instead of

linking them to the world. InformationWeek.http://www.chatcoder.com/node/62

[3] Mason (2008) Wong lo et. al,. (2011) Depression, social isolation, and self-harming

behaviors are the most common problems which the victims of cyberbullying experience.

[4] Sourander et. al,. (2010) consequences such as inability to perceive, emotional or

friendship problems, insomnia, headaches, repetitive stomach aches, feeling insecure in

school, etc. can also occur.

[5] Breguet (2007) Thus thew most damaging psychological effect of bullying that can

occur is adolescent suicide.

[6] Notar et. al,. (2013) Cyber bullying is a behavior performed through electronic or digital

media by individuals or groups that repeatedly communicates hostile or aggressive

message to conflict harm or discomfort or others.

[7] Kumplainen Baesgenen (2001) Cyber bullying is a complex of psychosocial problem

influenced by numerous of variables.

[8] Grigg (2010) cyber bullying incident in some studies consider any action that happens

once and does not consider the repetitive aspect.

 55

[9] Willard, N. E. (2004). Cyberbullying and cyber threats. Eugene, OR: Center for Safe

and Responsible Internet Use.

[10] Belsey, B. (2004). Cyberbullying: An emerging threat to the “Always On” generation.

Retrieved January 4, 2011, from

http://www.cyberbullying.ca/pdf/Cyberbullying_Article_by_Bill_Belsey.pdf

[11] Quinlan, K. B. (2004). Heightened vulnerability and increased risk-taking among

adolescent chat room users: results from a statewide school survey. Journal of

Adolescent Health, 35(2), 116-123.http://www.chatcoder.com/node/110

[12] Beinstein J. Y. and Watson M. W. (1997) List of the specific characteristics of cyber-

bullying include anonymity, an infinite audience, prevalent sexual and homophobic

harassment, permanence of expression, and the immense popularity of social networking

Web sites such as Facebook, Youtube, and MySpace.

[13] Mitchell, K., Ybarra, M., Finkelhor, D. (2007). The relative importance of online

victimization in understanding depression, delinquency, and substance use. Child

Maltreatment, 12(4), 314-324 http://www.chatcoder.com/node/93

[14] Kim S, and Frueh B. C. (2013) “[s]haring somebody else’s secrets or embarrassing

information or images online”;

[15] Sharrifs (2008) Cyberstalking is perhaps the most dangerous tool in a cyber-bully’s

arsenal.

[16] Willard (2007) “Facing a bully without parental support or other supervision almost

certainly leads to an increase in suffering and, in the long run, despair”

 56

[17] Bocji (2004) the following features or combination of feature [which] can be

considered to characterized a true stalking situation: Malice, Premeditation, Directed,

Disregarded Warnings to Stop, Harassment, and Threats”

[18] Sheras (2002) p. 33 Cyber-bullying is sending or posting harmful or cruel text or

images using the internet or other digital communication devices.

[19] Grandinger et al (2010), Kinakidis and Kavoura (2010), Menesini and Nocentini

(2009), Vandebosch Van Cleemput (2008) Moreover the studies have shown that the

victims have low self-confidence and self-respect.

[20] Vandebosch, H., & Van Cleemput, K. (2008). Defining cyberbullying: A qualitative

research into the perceptions of youngsters. Cyber psychology & Behavior, 11(4), 499–

503.

[21] Li, Q., Smith, P. K., & Cross, D. (2012). Research into cyberbullying: Context. In Q.

Li, D. Cross, & P. K. Smith (Eds.), Cyberbullying in the global playground: Research from

international perspectives (pp. 3–12). Oxford: Blackwell.

[22] Dooley et al Cross & Spiel D. (2010). Cyberbullying versus face-to-face bullying: A

theoretical and conceptual review. Journal of Psychology, 217(4), 182–188

[23] Hale Wet al (2013:250), Domestic users are most likely to be victims of more minor

cybercrimes…

[24] Dredge et. al,. (2014) Jang et. al,. (2014) Indeed, the psychological and emotional

consequences of cyber bullying represents the largest problems for the victim.
 57

[25] (Bauman et l., 2013; Bonanno and Hymel, 2013; Cenat et al., 2014; Gamez-Guadix

et al., 2013; Patchin and Hinduja, 2010; Sahin, 2012; Schneider et al.,2012; Stapinski et

al., 2014; Ybarra, 2004)..

[26] Prince and Dalgesh (2010) One study of Australian youth age 10-25 years found

that 3% of the sample had suicidal thoughts after a cyberbullying incident and 2% of the

same sample engaged in self-harming behavior.

[27] Bauman, et al. (2013). Cyberbullying in a rural intermediate school: An exploratory

study. Journal of Early Adolescence. Retrieved February 02, 2012, from

http://jea.sagepub.com/content/early/ 2009/12/09/0272431609350927.

[29] Kowalski, R. M., & Limber, S. (2013). Electronic bullying among middle school

students. Journal of Adolescent Health, 41, 22–30.

[30] Martin R, (1995), outlined her theory that schools can and should acknowledgement

and incorporate the reproductive processes of society (the private sphere) into their

classrooms, as well as the traditional focus on the productive processes of society (the

public sphere).

[31] (p.12). Nodding’s (2005) theory encompasses six primary themes of care: caring for

self, caring in the inner circle, caring for strangers and distant others, caring for animals,

plants, and the earth, caring for the human-made world, and caring for ideas.

[32] Simmons R, (2002) explanation and discussion of relational aggression primarily

among pre-adolescent girls was vital to this thesis in terms of providing a clear and
 58

concise understanding of how schoolgirls often relate to one another in a negative

context.

[33] Bandura A, 1970s (Slavin, 2003). Bandura’s theory focuses on the effects of cues on

behavior and on internal cognitive processes emphasizing the ways in which thought and

action influence one another(Slavin,2003).

[34] Cohen and Felson (1979) Routine activity theory that was their proposed.

[35] Treadwell, 2012: 64 It shows that this can be one of the reasons why people commit

cyber bullying because the offender needs to be motivated individual in order for them to

commit and follow through with the crime.

[37 ] Agnew,R (1985) Strain Theory

Francis T. Cullen, Velmer S. Burton, Jr., T. David Evans, and R.

GregoryDunaway. 1996. “A New Test of Classic Strain Theory.” Justice Quarterly 13:681-

704.

[38] Swearer and Wack D. (2010\

 59

APPENDIX A

PERMISSION LETTER

January 31, 2018

Dear Sir\Madam,

Good day! Please allow the following students to use the xerox machine to have their
photocopy for their research output provide that they will use their own bond paper.

Hoping your Kind and Considerations,

Noted by:

Cecelia Recentes

Research Mentor

Students
Researchers:

Del De Leon

Jerry Mie Cueme

Saphia Apad

Margienel Larican

Gadsalih Lambac
 60

APPENDIX B

Department of Education
REGION XII – Division of GENERAL SANTOS CITY – SECONDARY
Buayan National High School
Buayan, General Santos City

ENROLLMENT REPORT FOR THE SY 2017-2018

Junior High School

Grade Level MALE FEMALE TOTAL

Grade 7 87 116 203

Grade 8 95 83 178

Grade 9 66 91 157

Grade 10 75 94 169

Sub-Total 323 384 707

Senior High School

MALE FEMALE TOTAL

Grade 11 HUMSS 22
 61

TVL 26

ICT 21

Grade 12 HUMSS 35

TVL 28

Sub-Total 132

Grand Total 839

Prepared by:

JOYCE D. HICBAN

Records In-charge
 62

APPENDIX C

Research Instrument

Part 1

Demographic Profile of the Respondents

Direction: Provide pertinent information on the items below by checking the appropriate

box.

Name:___________________________

Gender:

Male

Female

Age:

11-13

14-16

17-19

Grade Level:

Grade 7 Grade 10
 63

Grade 8 Grade 11

Grade 9 Grade 12

Signature

Part 2

The extent of students who encountered cyber bullying in the attitudinal change

Direction: Put a check mark on the column that corresponds to your rating.

4- Never

3- Just once

2- Sometimes

1- Often

Indicators Never Just Once Sometimes Often

(4) (3) (2) (1)

1. I am insulted when someone

posted rude comments about me

online

2. I am disrespected when someone

posted lies about me online

 64

3. I am getting mad when someone

used my account to bully others

4. I am hostile when I experience

someone used bad language on

me online

5. I am scared when I experience

someone posted pictures or

information about me on a Web

site without my consent

6. I am angry when I experience

someone forwarded an e-mail

without my permission to the

other person

7. I am hurt when I experience

someone used information found

online to tease or embarrass me

8. I am annoyed when I experience

someone signed my else up for

something online without my

permissions

9. I am depressed when I

experienced someone teased or

threatened me online
 65

10. I am insecured when I

experienced someone

impersonated me online

Part 3

The level of attitudinal change of the respondents who encountered cyberbullying.

Direction: Put a check mark on the column that corresponds to your rating.

4- Strongly Agree

3- Agree

2- Disagree

1- Strongly Disagree

Indicators Strongly Agree Disagree Strongly

Agree Disagree

(4) (1)
(3) (2)

1. Nothing change on my attitude

2. I am not affected and bothered

3. Persons who cyberbullied is not a big

deal for me
4. I am not treatened like anyone
 66

5. I am not frustrated

6. I feel very upset

7. I feel depressed and anxious

8. I feel angry and vengeful

9. I feel exposed and humiliated

10. I feel sad and isolated when someone

cyberbullied me.

APPENDIX D

Computed Chi-Square Value on the Relationship between Cyberbullying and the

Attitudes of the Respondents

Observed Expected O-E (O-E)² (O-E)²

Frequency Frequency E

12 11.2 0.8 0.64 0.0571

5 7.93 2.93 8.58 1.0825

18 16.8 1.2 1.44 0.0857

7 6.07 0.93 0.8649 0.1424

25 29.33 -4.33 18.7489 0.6392

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27 20.78 6.22 38.6884 1.8618

44 44 0 0 0

14 15.89 -1.89 3.5721 0.2248

24 24 0 0 0

15 17 -2 4 0.2352

36 36 0 0 0

15 13 2 4 0.3077

11 7.47 3.53 12.4609 1.6681

4 5.29 -1.29 1.6641 0.3145

10 11.2 -1.2 1.44 0.1285

3 4.04 -1.04 1.0816 0.2677

Total 270 5.86 97.1809 ∑ (O-E)²

E
270
= 7.0152
 68

APPENDIX E

Validation Letter

Division of City Schools

BUAYAN NATIONAL HIGH SCHOOL
GENERAL SANTOS CITY

Validation Rating Sheet

Direction: Please put a check mark in the appropriate box for your rating.

Point Equivalent:

5 - Extremely Valid (the indicator is 81% to 100% valid)

4 – Quite Valid (the indicator is 61% to 80% valid)
3 – Fairly Valid (the indicator is 41% to 60% valid)
2 – Slightly Valid (the indicator is 21% to 40% valid)
1 – Not at All (the indicator is 0% to 20% valid)

Criteria E Q F S N
V V V V V

1. Clarity of direction and items. The test directions and items are
written in clear and understandable manner.

2. Presentation/Organization of items. The items are presented and

organized in logical manner.

3. Suitability of items. The manner of items appropriately

represented the substance of the research. The question are designed
 69

to determine the classroom behavior that is supposed to be

measured.

4. Adequateness items per category. The items represent the coverage

of the research and equality. The number of question per area is
respectively enough of the question needed of the research.

5. Attainment of the purpose. The instrument as a whole fulfills the

objectives of which was constructed.

6. Each item question requires only specific answer of measure only

behavior and no aspect of the questionnaire suggest bias of the
researcher.

7. Scales and evaluation rating system. Scales adopted is appropriate

for items.

_______________________________
Name and Signature of Evaluator
 70

Curriculum Vitae

Personal Details

Name: Jerry Mie Agan Cueme

Address: Purok 3 Baluntay, Alabel, Sarangani Province

Cellphone Number: 09487325741

Date of Birth: March 06, 2000

Nationality: Filipino

Marital Status: Single

Education

2011-2012 Datu Abdullah Tondog Elementary School

2015-2016 Buayan National High School

2016-2018 Buayan National High School

 71

Curriculum Vitae

Personal Details

Name: Margienel Wamilda Larican

Address: Purok 1, Buayan General Santos City

Cellphone Number: 09091324515

Date of Birth: March 02, 1999

Nationality: Filipino

Marital Status: Single

Education

2011-2012 Malapatan Elementary School

2015-2016 Buayan National High School

2016-2018 Buayan National High School

 72

Curriculum Vitae

Personal Details

Name: Del Asmolo De Leon

Address: Purok 1, Buayan, General Santos City

Cellphone Number: 09484688184

Date of Birth: June 21, 2000

Nationality: Filipino

Marital Status: Single

Education

2011-2012 Balite Elementary School

2015-2016 Buayan National High School

2016-2018 Buayan National High School

 73

Curriculum Vitae

Personal Details

Name: Gadsalih Buday Lambac

Address: Purok 1, Buayan, General Santos City

Cellphone Number: 09502165792

Date of Birth: December 03, 1997

Nationality: Filipino

Marital Status: Single

Education

2011-2012 Datu Acad Dalid Elementary School

2015-2016 Buayan National High School

2016-2018 Buayan National High School

 74

Curriculum Vitae

Personal Details

Name: Saphia Apad

Address: Purok 1, Buayan, General Santos City

Cellphone Number:

Date of Birth:

Nationality: Filipino

Marital Status: Single

Education

2011-2012 Datu Acad Dalid Elementary School

2015-2016 Buayan National High School

2016-2018 Buayan National High School

 75

DOCUMENTATION
 76

RESEARCHERS
77