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According to Loveless (2024), the rising prevalence of bullying within school communities

has become a significant issue for students. Bullying is described as an epidemic—rampant,

widespread, and pervasive—with potentially catastrophic effects. It takes place not only in

schools but also in communities and, unfortunately, even in homes. The alarming statistics

surrounding bullying highlight the urgency for serious attention and immediate action. However,

the rapid growth of information and communication technology (ICT), such as smartphones and

social media, has introduced a new environment for bullying—the cyber world (Patchin, 2006).

The bullying cycle typically involves three primary roles: the bully, the victim, and the

bystanders. The bully is often the strongest among peers and driven by a desire for power. The

primary goal of bullying behavior is to diminish the victim's social status and sense of security

while simultaneously boosting the bully's self-esteem and social standing. As a result, bullying

often occurs in the presence of an audience. Bystanders may either support the bully, defend the

victim, or remain passive observers. In most cases, bystanders do not intervene but are still

considered a crucial part of the bullying dynamic. Victims, usually of lower status than their

aggressors, tend to isolate themselves due to bullying, appearing defenseless and in need of

protection.

Schools are commonly regarded as spaces where children learn and develop into the

individuals they aspire to become. However, they can also become arenas of struggle, where

survival becomes a challenge for some. In these environments, those who are popular and

admired often receive respect and recognition, while others, particularly the less privileged, may

face bullying (Enderez, 2014).

utilizing it not only for academic purposes but also for socializing, which increases their

vulnerability to online risks such as cyberbullying. Research suggests that Grade 11 Science,

Technology, Engineering, and Mathematics (STEM) students, in particular, are more likely to

use online platforms for academic collaboration, which makes them more susceptible to

cyberbullying (Struyf, 2019). Additionally, as these students face the pressures of adolescence

and academic demands, they are especially prone to the emotional and behavioral impacts of

cyberbullying, as evidenced in earlier studies. By focusing on Grade 11 STEM students, this

study aims to provide valuable insights into how this group experiences and responds to

cyberbullying, thereby assisting in the development of more focused interventions for this

specific population.

The purpose of this study is to address the negative behavioral effects of cyberbullying by

raising awareness among Grade 11 Science, Technology, Engineering, and Mathematics students

at Benigno V. Aldana National High School. By examining the prevalence and impact of

cyberbullying within this specific student population, the study aims to foster a deeper

understanding of its consequences and encourage proactive measures to mitigate its harmful

effects. Ultimately, this research seeks to empower students with the knowledge and tools

necessary to promote a safer and more inclusive digital environment.

While bullying typically happens at school, cyberbullying takes place over cyberspace. Because

of modern technology it easy to users to post a message destroying the reputation of other social

media users (Taboada, 2011). However, cyberbullying is covered by existing laws against

personal threats and harassment (Mahdavi, 2008). In some cases, it may be advisable to inform

the school principal or consult a legal counsel (Slonje, 2008). The law prohibits bullying,
including cyber-bullying that occurs inside or outside of school when it affects student life within

school, insist all schools to create anti-bullying policy, discipline bullying, and notify parents,

and local law enforcement when needed (Li, 2007). Cyberbullying is one of the top challenges

facing public schools. There are many recurring legal problems confronting public schools (Li,

2006). Educators are mostly challenged in developing policies and guidelines to prevent the

utilization of technology to bully other students. To raise awareness to students and school

personnel, educators establish systems for reporting and monitoring of students’ use of

technology within the campus (Bilić, 2014). Thus, these circumstances contribute to a wider

appreciation of cyberbullying experience of students within and outside the campus.

INTRODUCTION

Rationale

As the American University, 2020, stated that many of today’s high-demand jobs were created

in the last decade, according to the International Society for Technology in Education (ISTE). As

advances in technology drive globalization and digital transformation, teachers can help students

acquire the necessary skills to succeed in the careers of the future. The increasing integration of

technology and social media into daily life has brought about significant benefits but has also

introduced challenges, including the rise of cyberbullying. Teenagers, who frequently engage in

active online conversations, are especially concerned about this situation.

Cyberbullying involves the use of electronic communication methods, such as phone calls,

text messages, emails, instant messaging, websites, and multimedia content, to target individuals

while often concealing the perpetrator's identity. This anonymity can heighten the victim's

distress. According to Menesini et al. (2014), cyberbullying can manifest in various ways,

including:

 Flaming: Hostile online exchanges using angry and offensive language.

 Harassment: Persistent transmission of mean or insulting messages.

 Cyberstalking: Repeated and intense harassment that includes threats or causes

significant fear.

 Denigration: Spreading rumors or sharing gossip online to harm someone’s reputation or

relationships.
  Impersonation: Pretending to be someone else to post or send harmful content, aiming to

damage the person's reputation or friendships.

 Outing: Revealing private secrets or embarrassing information and images online.

 Trickery: Deceiving someone into disclosing private or embarrassing details and then

sharing them online.

 Exclusion: Intentionally excluding someone from an online group to cause emotional

harm.

At Benigno V. Aldana National High School, Grade 11 Science, Technology, Engineering, and

Mathematics (STEM) students face not only the rigorous demands of academic life but also the

emotional and psychological strain caused by cyberbullying. The negative behavioral effects of

cyberbullying, such as isolation, anxiety, aggression, and reduced academic performance, can

hinder students' overall growth and well-being. Despite its widespread occurrence, students,

parents, and educators still do not fully comprehend the negative effects of cyberbullying.

According to Cantone et al. (2015), the bullying cycle typically involves three key roles: the

bully, the victim, and the bystanders. The bully is often the most dominant among peers and

motivated by a desire for power. Their main objective is to undermine the victim's social status

and sense of safety while enhancing their own self-esteem and social position. Consequently,

bullying usually takes place in front of an audience. Bystanders may choose to support the bully,

stand up for the victim, or remain passive. In most cases, they do not intervene but still play a

significant role in the dynamics of bullying. Victims, who are often of lower social status than

the bully, tend to become isolated, appearing vulnerable and in need of protection.

According to a study conducted in the United States involving nearly 4000 students in grades

6 to 8, 11 percent of the students had been cyberbullied victims in the previous two months, 4%
had been cyberbully perpetrators, and 7% had been both a cyberbully and a cyberbully victim

(Kowalski & Limber, 2007). In a 2010 Canadian study involving over 2000 students in grades 6,

7, 10, and 11, 25% said they had been the victim of cyberbullying in the previous three months.

8% said they had been a cyberbully, and 25% said they had been both a cyberbully and a

cyberbully victim. The authors theorized that the rates were higher in their study because they

didn't refer to the activity as "cyberbullying," but rather asked about specific behaviors (calling

names, threatening, spreading rumors, and so on).

The Microsoft (2012) study showed that 58% of youth in Singapore reported cyberbullying

with the second highest reported incidence of cyber victimization in the world in compared with

a 25 country the average was 37%. The most frequent type of cyberbullying was “mean or

unfriendly treatment” (36%), followed by “made fun of or teased” (30%), and “called mean

names” (30%) in Singapore (Microsoft, 2012). In Malaysia, the same study reported that 33% of

youth faced cyberbullying. The most frequent type of cyberbullying was “mean or unfriendly

treatment” (20%), followed by “called mean names” (16 %), and “made fun of or teased” (11%)

in Malaysia (Microsoft, 2012). Similar studies conducted in other countries across Asia have

reported similar rates of cyberbullying among students. In South Korea the most common forms

of cyberbullying are verbal harassment and the spread of false rumors (Woochun, 2020). In

India, research has shown that cyberbullying is particularly prevalent among female students,

who are often targeted for their appearance or for speaking out on social issues.

There have been many news stories regarding incidences of cyber bullying in the Philippines;

however, research on the phenomenon in the Philippines is scarce. A study on text messaging

done by Roman (2005) among Catholic students aged 15-24 in the Manila area found that one

third of them subscribed to religious text message services, one third subscribed to mobile chat
services where strangers meet, met friends, and found romantic partners, and a full third of

students found sexual partners through these chat services. This study drew the attention of the

ministry. As a result, church ministers sent frequent Biblical and inspirational messages to teens

for evangelizing purposes. Sending text messages was found to be an effective channel of

communication to convey religious messages. It helped teens embrace the new technological

devices and remain conservative regarding media violence and nudity. A research study on

bullying conducted by Rudatsikira, et al. (2008) among 7,338 adolescents in the Philippines

found that there was an association between bullying victimization and physical fighting. They

suggested that adolescents who were bullied were less likely to attend school. Cyber bullying as

compared to traditional bullying, is more insidious due to the increasing online interaction. This

study examined the relationships of cyber bullying victimization and perpetration. So far, limited

studies on the interaction of cultural values in cyber bullying show that the relationship between

victimization and perpetration is inconclusive.

This study seeks to address this gap by exploring the behavioral impacts of cyberbullying and

promoting awareness, aiming to equip the school community with the knowledge and tools to

combat this issue effectively. The goal of this research is to lessen the negative impacts of

cyberbullying and assist students' overall development by creating a friendly atmosphere.

The Anti-Bullying Act of 2013, under the Philippine law, defines bullying as
“any severe, or repeated use by one or more students of a written, verbal, or
electronic expression, or a physical act or gesture, or any combination
thereof, directed at another student that has the effect of actually causing or
placing the latter in reasonable fear of physical or emotional harm or
damage to his property; creating a hostile environment at school for the
other student; infringing on the rights of the other student at school”
(Republic Act No. 10627, 2013). This document, together with the other
literature on bullying, underscores direct or indirect aggression,
intentionality, repetition, and power imbalance as the underlying elements of
bullying.