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Malayan Colleges Mindanao

A Mapúa school

ONLINE CRUELTY: VOICES OF STUDENTS ON CYBERBULLYING

A Qualitative Research Proposal


Presented to the Faculty of the Senior High School Department
Malayan Colleges Mindanao-SHS

By:
Mikko Jed Tan
Wilson Angelo Wang
Trisha Lynn Pond
Rue Jacob Quistadio
Cris Gerard Lugo

May 2019
CHAPTER 1

INTRODUCTION

Cyberbullying has become an increasing problem that has affected our

community. Cyberbullying is defined as willful and repeated harm inflicted

through the use of computers, cell phones, and other electronic devices (Hinduja

& Patchin, 2015). Basically, it is bullying with the use of gadgets. Cyberbullying

occurs when someone repeatedly makes fun of another person online or

repeatedly picks on another person through e-mail or text message or when

someone posts something online about another person that they don’t like. This

type of bullying is highly affecting the mental health of the students. Adolescence

who experience cyberbullying are at increased risk for several mental health

conditions, especially if they have been previously emotionally abused ( Airov,

2017).

It may be observed in today’s time that many students have fallen prey to

cyberbullying. Social media is a free platform that can be used by anyone to

share any form of content. Since students have been using this platform without

any sort of payment, cyberbullying will definitely flourish. Cyberbullies can use

this as a new playing field to harass their victims. Unlike traditional bullying,

victims can barely protect themselves from online harassment. A 2007 Pew

Research study found 32 percent of adolescence have been victims of

cyberbullying. Nearly a decade later, a 2016 study by the Cyberbullying

Research Center found those numbers were almost unchanged. By 2016, just

under 34 percent of teens reported they were victims of cyberbullying.


Meanwhile, the National Crime Prevention Council puts that number much

higher, at 43 percent. Those who are cyberbullied can feel more uncontrollability

than those facing traditional bullying, because they have less control over who

views the bullying and less ability to make the bullying stop.

There can also be more permanence with cyberbullying compared to

traditional bullying: nearly everything on the Internet is available to everyone,

everywhere. It can be challenging to erase information once it goes on the

Internet. Those who are cyberbullied are also likely to be bullied offline, because

cyberbullying can occur anonymously, cyberbullies can act more aggressively as

they feel there will be no consequences. In face-to-face bullying, the bully can

view the impact as the attack happens, whereas cyberbullies cannot see any of

the immediate outcomes, often resulting in further aggression.

With the mentioned scenarios, there are observable gaps: the

repercussions that are not applied when cyberbullies engage in cyberbullying

and the reasons why cyberbullies commit cyberbullying.

First there are almost no consequences when cyberbullies carry out

cyberbullying. One of the laws in the Philippines that considers cyberbullying to

be a transgression is Republic Act 10627 or the Anti-Bullying Act of 2013. Since

cyberbullying is deemed wrong then why can cyberbullies get away with it?

Second there is a question of why cyberbullies commit cyberbullying.

Cyberbullying is frowned upon in the community but somehow it manages to

affect to the youth of the community. Since cyberbullying is considered wrong

then why are cyberbullies doing it?


These gaps are where the origins of this study will take place. The initial

understanding of the effects of cyberbullying to the academic lives of students

will be conducted.

Purpose of the Study

The purpose of this qualitative study is to understand the effects of

cyberbullying to the academic lives of the Grade 11 Fleming students at Malayan

Colleges Mindanao. Data has been collected through in-depth interviews at

locations convenient to the participants.

Research Questions

This study is put through in order to understand how the effects of cyberbullying

have affected the academic lives of the students. This study is based on answering

these particular questions:

 What are the experiences of the students relative to cyberbullying?

 How do their experiences on cyberbullying affect their academic life?


Theoretical Framework

The research has been formulated with a theory that would support and

strengthen our research. This study will make use of the Social cognitive theory by

Albert Bandura. This theory considers how an individual obtains and maintains their

social behaviour and also considers the environment which they perform their

behaviour.

Social cognitive theory (SCT) is an important heuristic for understanding the

complexity of bullying behaviors and the social nature of involvement in bullying.

Bullying has been heralded as a social relationship problem, and the interplay between

the individual and his or her social environment supports this conceptualization. SCT

has been used to help guide the development of an individualized intervention for bully

perpetrators, which will be described in this article. Intervening directly with those who

bully others helps understand individual variation in bullying, as well as teaches bully

perpetrators alternative, prosocial ways of interacting with others. Students who bully

others exhibit a complex array of psychological, cognitive, and social characteristics. In

this article, we argue that to truly reduce bullying, interventions must address these

psychological, cognitive, and social contributing factors. Only when interventions target

these constructs will individuals be able to transform their bullying behaviors into

prosocial interactions.

Social Dominance Theory talks about a hierarchy in all group situations.

Someone’s always going to be at the top of the ladder and someone’s always going to

be on the bottom.
Now, of course, no one wants to be the one on the bottom—therefore, they want

someone else to be on the bottom. This is part of what explains the “do-nothing”

bystanders and even those who participate in bullying despite their consciences. As

long as people continue to shun someone else, they’re safe from being the biggest loser

in school, a title no one wants to claim.

Our study also makes use of the Transtheoretical Model (also called the Stages

of Change Model), developed by Prochaska and DiClemente in the late 1970s, The

TTM posits that individuals move through six stages of change: precontemplation,

contemplation, preparation, action, maintenance, and termination. Termination was not

part of the original model and is less often used in application of stages of change for

health-related behaviors. For each stage of change, different intervention strategies are

most effective at moving the person to the next stage of change and subsequently

through the model to maintenance, the ideal stage of behavior.

1. Precontemplation - In this stage, people do not intend to take action in the

foreseeable future (defined as within the next 6 months). People are often unaware that

their behavior is problematic or produces negative consequences. People in this stage

often underestimate the pros of changing behavior and place too much emphasis on the

cons of changing behavior.

2. Contemplation - In this stage, people are intending to start the healthy

behavior in the foreseeable future (defined as within the next 6 months). People

recognize that their behavior may be problematic, and a more thoughtful and practical

consideration of the pros and cons of changing the behavior takes place, with equal
emphasis placed on both. Even with this recognition, people may still feel ambivalent

toward changing their behavior.

3. Preparation (Determination) - In this stage, people are ready to take action

within the next 30 days. People start to take small steps toward the behavior change,

and they believe changing their behavior can lead to a healthier life.

4. Action - In this stage, people have recently changed their behavior (defined as

within the last 6 months) and intend to keep moving forward with that behavior change.

People may exhibit this by modifying their problem behavior or acquiring new healthy

behaviors.

5. Maintenance - In this stage, people have sustained their behavior change for a

while (defined as more than 6 months) and intend to maintain the behavior change

going forward. People in this stage work to prevent relapse to earlier stages.

6. Termination - In this stage, people have no desire to return to their unhealthy

behaviors and are sure they will not relapse. Since this is rarely reached, and people

tend to stay in the maintenance stage, this stage is often not considered in health

promotion programs.

This theory will help to see the cause and reasons on the changes on behavior

and the stages that leads to it. It helps to guide our study to further understand how

human behavior is associated with bullying, specifically cyberbullying. This theory

shows behavior as a process following specific steps


Importance of the Study

The following people will benefit from the results of this qualitative study:

The Community. They will benefit in the study in a way that they will be enlightened

about cyberbullying and know how it is happening and how to deal with the matter in

case of them being caught in the same kind of situation. In addition, with their

knowledge they could also help people stuck on the same situation.

The Families. They will benefit in the study in a way that they could grasp what

cyberbullying is, and with that they would know what to do if they were to be victimized

by the oppressors; hence, they could also help and prevent cyberbullying from

happening, cancelling the violation before it could even happen to other people

especially the ones who are close to them.

The Victims. The reason why this study is conducted. They will greatly benefit from this

study since they will know how to deal with the predicament so as to help other victims

and prevent cyberbullying from ever happening.


Limitations of the Study

This study also has its own limitations. These factors limited the aspects of this study,

and were quite influential in the overall outcome:

The number of participants. The study is only limited to a total of five participants.

There are many more cases of cyberbullying in the school, much more in the

Philippines and it may be considered that the experiences of just five participants may

not cover the overall impact of cyberbullying to a student’s academic performance.

The timeframe. We are only given a very limited amount of time to conduct this

study and we will use it wisely.

The accuracy of the response. While we will be collecting data directly from the

participants, we cannot be able to vouch for the accuracy of the collected data as our

bond with the participants does not go that close. We can only document the data that

will be given to us by the participants and we can only assume that they are true to their

word.

Definition of Terms

In order to shed some light to this study, we will be defining specific terms that

are repeated throughout the study. The mentioned terms are the following:

Cyberbullying. This term is defined as willful and repeated harm inflicted through

the use of computers, cell phones, and other electronic devices.


Grade 11 Fleming Students. This term is referred to as the participants of the

study.

Academic Life. This term is referred to as the student’s way of life in their

respective school.

Organization of the Study

This section discusses the description of each chapter, focusing on its

constituent parts and the characteristics of each part. This study is composed of five

chapters, namely: the introduction, review of related literature, methodology results and

discussion.

Chapter 1: (Introduction) In this part, it includes the background of the study,

purpose, research questions, theoretical framework, importance of the study, limitation

of the study, definition of terms and organization of the study. 1 st, the background of the

study used to prove that a thesis question is relevant and also to develop the thesis. 2 nd,

is the purpose of the study, the title will be answered in this part. 3 rd, importance of the

study is to introduce the reader to the importance of the topic being studied. The reader

is oriented to the significance of the study. 4th , limitations of the study will follow as well

as the definition of terms and lastly, 5th , the organization of the study is to spotlight the

organization “sign posts” to look for in the chapters that follow.


Chapter 2: Also known as Review of Literature (or review of related literature or

literature review). In this chapter, you will analyze critically published work related to

your problem statement and research questions.

Chapter 3: Feature the methodology employed by the proponent in the conduct

of this study. It describes the broad philosophical underpinning to your chosen research

methods, including whether you are using qualitative or quantitative methods, or a

mixture of both and why.

Chapter 4-8: Summarize the collected data and the statistical treatment, and/or

mechanics of analysis. Collected data are the process of gathering and measuring

information on variables of interest.

Chapter 9: Also known as Cross-Case Analysis, this chapter examines and

analyses the findings from each of the case studies.

Chapter 10: Summary and Conclusion

This is the last chapter of the thesis and the most important part because it is here

where the findings, and the whole thesis for that matter, are summarized; generalization

in the form of conclusions are made; and the recommendations for the solution of

problems discovered in the study are addressed to those concerned. A summary of the

research is presented, and the findings of the study are discussed and interpreted.
CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter will portray the discussion of the literature found in the various

related fields which will provide the preliminary work for the explanation and analysis of

the data In the upcoming chapters. These literatures will be used to provide paramount

information in the study.

Cyberbullying a modern form of bullying

Ferarra, Ianello, & Corsello (2018) stated that cyberbullying or electronic

aggression has already been designated as a serious public health threat.

Cyberbullying should also be considered as a cause for new onset psychological

symptoms, somatic symptoms of unclear etiology or a drop in academic performance.

Pediatricians should be trained to play a major role in caring for and supporting the

social and developmental well-being of children.

Cyberbullying in Portuguese Schools: Prevalence and Characteristics

This study examined the extent and nature of cyberbullying in 23 Portuguese

schools. A sample of 3,525 sixth-, eighth-, and eleventh-grade students completed a

self-response questionnaire assessing their perceptions and experiences of

cyberbullying. The findings showed that 7.6% of students have been victimized, and

3.9% have bullied others at least once over the last year. The incidences of victimization

were higher for females and for the older students. In contrast, more boys reported
having bullied others in the eleventh grade. The most frequent medium of cyberbullying

was via websites, whilst sending offensive messages was the most widely reported type

of behavior. Telling someone about cyberbullying is among the most frequent coping

strategies used by cybervictims, who usually chose to tell their friends rather than

adults. Implications of these findings for students, schools, and parents are discussed.

Signs, Effects, and Solutions of Cyberbullying

According to stopbullying.gov (2018), cyberbullying is a form of bullying that

takes place using electronic technology. Examples of which are cell phones, computers,

and tablets. Through these devices, examples of cyberbullying include online rumors,

online harassment, and true online threats. And that the matter usually comes in these

forms and through these mediums.

The Cyberbullying Research Center has collected data from 8 unique studies

held in between the years of 2004 and 2014. And in this study they surveyed almost

15000 students from middle to high school across the US. The study found that, on

average, about 25% of the students who partook in these studies, admitted on being a

victim of cyberbullying at some point throughout the years they have been living.

Additionally, those who have had an experience with cyberbullying, have a higher

suicidal ideation rate in contrast to those who have not experienced cyberbullying in the

past. The results varied basing on the intensity of the bullying. For those who have

experienced cyberbullying on the extreme forms have the victims of which being pushed

to the point of even contemplating suicide, and while for those who were victimized by it
on its weakest forms had inflicted its victims with lighter consequences such as

problems in socializing.

The Impact of Cyberbullying on Academic Achievement

In this document, cyberbullying and online harassment are among the activities

that children are involved in that negatively impact on well-being at school and

academic achievement. In the present study, most cyberbullying take place at home

(1.2 % report being cyberbullied at school compared to 3.4 % at home), but problems

are seen at school as well. It is important that schools are able to effectively prevent

cyberbullying, but also that they are able to take actions when such events occur. It is

challenging to intervene in bullying cases where the actions are taking place outside of

school, indicating that cooperation between parents and teachers is crucial. The basic

hypotheses formulated in the present report were confirmed. Socioeconomic status is

not related to gender, as one obviously would expect, but is significantly and

substantially related to academic achievement. There is no correlation between SES

and cyberbullying or cyber harassment. Girls perform better academically, a finding that

was as expected. We found very little evidence for gender differences in either bullying

or harassment. Substantial measurement error was found in both cyberbullying and

cyber harassment domains. Cyberbullying items seem to include more error than cyber
How Does Bullying Affect a Student’s Academic Performance?

Bullying is becoming an increasingly prevalent problem in modern public schools

but how exactly does it affect a child's academic performance?

Children can be cruel and it is not uncommon for grade school students to come home

in tears after someone called them a name on the bus ride home. Unfortunately, many

parents do not understand the potentially damaging effects of bullying not only on a

child’s confidence and self-esteem but also on his academic performance.

Shocking Statistics about Bullying

According to a document published by StopBullying.gov in 2017 which is a

website managed by the U.S. Department of Health & Human Services, nearly 50% of

students in grades 4 through 12 experienced bullying within a given month and more

than 70% of students admit to having seen bullying occur in their school. Verbal and

social bullying are the two most common types, including things like name-calling,

teasing, spreading rumors, stealing belongings, sexual comments and gestures, or

physical violence. Physical bullying happens less often than social bullying and

cyberbullying, though it is becoming increasingly prevalent, is still less common.

While many people assume that a little bit of bullying is harmless – it may even

be helpful for the child to teach them how to stick up for themselves. In reality, however,

an estimated 160,000 children miss school on any given day due to fear of bullying by

other students. Every day, more than 280,000 students are physically attacked in

schools and one out of ten students who drop out of school mentions repeated bullying

as a factor. Bullying can have a serious impact on a child’s educational experience, and
not just by causing him or her to miss school. There is a great deal of evidence to

suggest that bullying has a negative impact on a child’s academic performance.

The Impact on Students and Bullies

Barrington (2018) indicated that the effects of bullying extend far beyond the

academic scope. Students who are repeatedly bullied may experience physical

symptoms like stomach pains, headaches, and trouble sleeping. These side effects may

pair with anxiety about going to school or participating in class which only leads to

further loss of interest and reduced academic performance. Students who are bullied

often exhibit low self-confidence, frequently experiencing depression, suicidal thoughts,

and even violent outbreaks

You may be surprised to learn that students who bully other students also

experience some negative side effects. For example, research suggests that students

who bully are more likely to engage in violent behavior, to steal or vandalize property, to

smoke, to drink, to report poor grades, and to carry a gun. The results of multiple long-

term research studies suggest that these students are also more likely to commit

serious crimes later in life. Unfortunately, it is not always easy to spot a bully. Bullies

can be some of the students with the highest social skills or the best grades – they may

even be good at ingratiating themselves with administrators, teachers, and other adults.
Cyberbullying: A literature review of its relationship to adolescent depression and

current intervention strategies

The focus of this literature review examines interventions for 12–18-year-old

adolescents experiencing depressive symptoms as a consequence of cyberbullying.

Findings reveal a positive correlation between cyberbullying and depressive

symptomology, but only a few interventions treat this problem. This review reinforces

the urgent need for the creation of additional evidence-based intervention programs.

Bullying Surveillance among Youths: Uniform Definitions for Public Health and

Recommended Data Elements.

According to this document bullying is one type of violence that threatens a

youth's well-being in schools and neighborhoods. The impacts of bullying are felt by

individuals, families, schools, and society and may result in youths feeling powerless,

intimidated, and humiliated by the aggressive acts of other youths (Matthew et al.,

2014). This document is created to help organizations, researchers, evaluators,

community groups, educators, and public health officials define and gather systematic

data on bullying to better inform research and prevention efforts. It is intended to

improve the consistency and comparability of data collected on bullying.


Willingness to Intervene in Bullying Episodes Among Middle School Students: Individual

and Peer-Group Influences

In this study, the researchers examined the associations among gender,

empathy, attitudes toward bullying, willingness to intervene, and bullying within peer

groups in a sample of sixth and seventh-grade students. Perspective-taking was

associated with greater willingness to intervene within male peer groups after controlling

for initial levels of willingness to intervene. Greater bullying perpetration within one’s

peer group was highly predictive of less individual willingness to intervene (Espelage,

Green, & Polanin 2011). This study suggests that bullying prevention programs that

encourage students to intervene on behalf of victims might be efficacious for male

students with friends who bully others at low rates.

Cyberbullying: The impacts of it on its perpetrator

Campbell et al., (2013) stated that while it is recognized that there are serious

sequelae for students who are victims of cyberbullying including depression, anxiety,

lower self-esteem and social difficulties, there has been little research attention paid to

the mental health of students who cyberbully. It is known that students who traditionally

bully report they feel indifferent to their victims, showing a lack of empathy and that they

themselves are at increased risk for psychosocial adjustment. However, there is scant

research on the mental health associations for students who cyberbully or their

awareness of their impact on others. The current study sought to ascertain from

Australian students who reported cyberbullying others in school years 6 to 12 (10–19

years of age), their perceptions of their mental health and the harm they caused to and
the impact their actions had, on their victims. Most students who cyberbullied did not

think that their bullying was harsh or that they had an impact on their victims. They

reported more social difficulties and higher scores on stress, depression and anxiety

scales than those students who were not involved in any bullying. The implications of

these findings for the mental health of the cyberbullies and for psychologists in schools

who assist them, are discussed.

Cyberbullying: A review about the adversity and effects on juveniles involving

family interactions

On the study “Cyberbullying Victimization and Mental Health in Adolescents and

the Moderating Role of Family Dinners” by Elgar et al., (2014), this study presents

evidence that cyberbullying victimization relates to internalizing, externalizing, and

substance use problems in adolescents and that the frequency of family dinners

attenuate these associations.

The objectives are to examine the unique association between cyberbullying

victimization and adolescent mental health (after controlling differences in involvement

in traditional, face-to-face bullying) and to explore the potential moderating role of family

contact in this association.

Design, Setting, and Participants. This cross-sectional, observational study used

survey data on 18, 834 students (aged 12-18 years) from 49 schools in a Midwestern

US state. Logistic regression analysis tested associations between cyberbullying

victimization and the likelihood of mental health and substance use problems. Negative

binomial regression analysis tested direct and synergistic contributions of cyberbullying


victimization and family dinners on the rates of mental health and substance use

problems.

Exposures Frequency of cyberbullying victimization during the previous 12

months; victimization by traditional (face-to-face) bullying; and perpetration of traditional

bullying.

Main Outcomes and Measures Five internalizing mental health problems

(anxiety, depression, self-harm, suicide ideation, and suicide attempt), 2 externalizing

problems (fighting and vandalism), and 4 substance use problems (frequent alcohol

use, frequent binge drinking, prescription drug misuse, and over-the-counter drug

misuse).

Results About one-fifth (18.6%) of the sample experienced cyberbullying during

the previous 12 months. The frequency of cyberbullying positively related to all 11

internalizing, externalizing, and substance use problems (odds ratios from 2.6 [95% CI,

1.7-3.8] to 4.5 [95% CI, 3.0-6.6]). However, victimization related more closely to rates of

problems in adolescents that had fewer family dinners.

Conclusions and Relevance Cyberbullying relates to mental health and

substance use problems in adolescents, even after their involvement in face-to-face

bullying is taken into account. Although correlational, these results suggest that family

dinners (ie, family contact and communication) are beneficial to adolescent mental

health and may help protect adolescents from the harmful consequences of

cyberbullying.
Emotion-Related Personality Traits and Peer Social Standing: Unique and Interactive

Effects in Cyberbullying Behaviors

In the study conducted by Ciucci & Baroncelli (2014), they investigated the

unique and interactive effects of emotion-related personality traits (i.e., callousness and

uncaring traits) and peer social standing (i.e., social preference and perceived

popularity) on cyberbullying behaviors in preadolescents. A total of 529 preadolescents

(247 boys, 46.69%) were recruited from an Italian middle school (Mage=12 years and 7

months; SD=1 year and 2 months). The participants primarily consisted of Italian

children (91.12%). A series of binary logistic regression analyses parted by gender were

conducted to examine the main and interactive effects of self-reported emotion-related

variables and peer-reported social standing in the prediction of self-reported

cyberbullying behaviors, while controlling for cyber victimization and grade effects. In

girls, an uncaring disposition was directly associated with cyberbullying behaviors,

whereas in boys this association only emerged for those with low perceived popularity.

Our results indicated that, in developing anti(cyber)bullying programs, school

researchers and practitioners should jointly consider individual and contextual factors.

Impact of social media on the health of children and young people

In the study indicated by Richards et al., (2015), this document reviews the

literature on the impact of social media on the health of children and young people.

Relevant papers were identified from Medline, Embase and PsycINFO databases. The

studies identified that the health impact of social media on children and young people

was greatest on mental health and specifically in the areas of self‐esteem and well‐
being, with related issues around cyberbullying and ‘Facebook Depression’, with an

association between the use of social media and self‐esteem and body image.

However, it is difficult to determine the cause and effect, which is likely to be related to

the nature of the young person. There is little work on the impact of social media on

younger children. More research is needed to identify those most at risk of harm from

social media and risk mitigation strategies to assist health‐care professionals to provide

essential education for parents and young people.

Bullying: An analyzation about the social context of the oppressive conduct of

juveniles

In the study ” Examining the Social Context of Bullying Behaviors in Early

Adolescence” by Espelage et al., (2011). Familial and adult influences, peer relations,

and distal contextual factors were tested as correlates of a continuous measure of

bullying behavior within a sample of 558 middle school students. Only 19.5% of the

sample reported exhibiting no bullying behavior in the past 30 days. Parental physical

discipline, time spent without adult supervision, negative peer influences, and

neighborhood safety concerns were each positively associated with bullying behavior. In

contrast, positive adult role models were associated with less bullying behavior. Results

suggest that counselors should focus prevention and intervention efforts on the risk

factors within the larger social context of an adolescent's life.


The Link Between Parents’ Perception of the School and their Reponses to School

Bullying: Variation by child characteristics and the forms of victimization.

According to Bradshaw, & Duong (2011), a growing number of researchers encourage

parents to notify the school when their children are bullied and work collaboratively with

the school to resolve the situation. However, there is limited research on factors that are

associated with parents' responses to their child's victimization. Using data from an

online survey of 773 parents of victimized students enrolled in 93 schools (elementary,

middle, and high), the current study employed structural equation modeling to examine

the association between parents' perceptions of the school's climate and parents'

responses to their child's victimization. The results indicated that the more favorable

parents' perceptions of the climate were, the less likely they were to contact their child's

school or talk to their child in response to the victimization. The parents' perception of

the climate and response choice also varied as a function of the child's age and the

form of bullying experienced. These findings suggest that parents' perceptions of the

school are associated with their responses to their child's victimization.

A meta-analysis of school-based bullying prevention programs' effects on bystander

intervention behavior

Polanin, Espelage, & Pigott (2012) indicated that this meta-analysis synthesized

bullying prevention programs' effectiveness at increasing bystander intervention in

bullying situations. Evidence from 12 school-based programs, involving 12,874

students, indicated that overall the programs were successful (Hedges's g =. 20, 95%

confidence interval [CI] =.11 to.29, p <.001), with larger effects for high school (HS)
samples compared to kindergarten through eighth-grade (K-8) student samples (HS

effect size [ES] = 0.43, K-8 ES = 0.14; p <.05). A secondary synthesis from eight of the

studies that reported empathy for the victim revealed treatment effectiveness that was

positive but not significantly different from zero (g =. 05, 95% CI = -.07 to.17, p =.45).

Nevertheless, this meta-analysis indicated that programs increased bystander

intervention both on a practical and statistically significant level. These results suggest

that researchers and school administrators should consider implementing programs that

focus on bystander intervention behavior supplementary to bullying prevention

programs.

Related Studies

This study contains similarities with a research paper conducted by another

proponent. This study will also serve as the point of reference of the study in terms of its

results and the focus of the study. The study is: “Cyberbullying in High Schools: A Study

of Students' Behaviors and Beliefs about This New Phenomenon” by Qing Li (2010).

In the study conducted by Qing Li (2010), it explores the beliefs and behaviours

of high school students affiliated with cyberbullying. Their study involved 269 Grade 7

through 12 students in 5 Canadian schools. Specifically, it examines cyberbullying from

the following four perspectives: (a) What happens after students are cyberbullied? (b)

What do students do when witnessing cyberbullying? (c) Why do victims not report the

incidents? and (d) What are students' opinions about cyberbullying?

Technology continues to develop rapidly and is therefore changing our ways of

functioning in society. This brings new dimensions to our responsibilities as educators


and mentors. Doors are constantly opening, bringing more opportunities and at the

same time requiring all of us to rethink the ethical use of technology in schools. For

example, Internet cell phones and other communication technologies, while providing us

with conveniences, also expose our students to interactions that put their safety and

emotional well-being at risk. This article examines one negative use of technology—

cyberbullying—that is a new form of bullying with distinct differences in form,

personality, and response.

The study concluded that 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 incidents appear to be initiated using school property. This

requires schools to consider the development of comprehensive programs to fight

cyberbullying, including detailed and unified policies as well as effective programs to

educate students.

This is related to the study in such a way that it tackles the same topic we are

addressing which is cyberbullying. It also involves high school students which is also the

participants of our study.

Another study that is related to our study is entitled: Cyberbullying in higher education:

A literature review (Watts et al., 2017).

Bullying has extended beyond the schoolyard into online forums in the form of

cyberbullying. Cyberbullying is a growing concern due to the effect on its victims.


Current studies focus on grades K–12; however, cyberbullying has entered the world of

higher education. The focus of this study was to identify the existence of cyberbullying

in higher education, reveal the existence of students bullying instructors, and determine

its impact. Three hundred forty-six online instructors from the undergraduate, graduate,

and doctoral programs at the school of management at a large online university were

surveyed. Of the respondents, 33.8% said they had been cyberbullied by students,

4.4% of respondents were unsure, and 61.8% said they had never been cyberbullied by

students. Over 60% of the participants did not know what resources were available or

felt that there were no resources available to help them should they encounter

cyberbullying by students in the online classroom. Results indicated concerns about

reporting cyberbullying, ranging from fear of not getting further teaching opportunities to

dealing with it and decreasing the rate of student retention.

Bullying anywhere is a problem. Bullying in the online classroom is a new

phenomenon, but left unaddressed, it is likely to grow larger as more online

opportunities become available for potential students. Faculty and students alike have

enough to worry about without being subjected to a hostile and uncomfortable work

environment. The prudent approach is to prevent cyberbullying before it happens, but

also to address it when it does. If we can significantly lessen the occurrence of

cyberbullying in the classroom, and there are strict consequences for when it does

occur, cyberbullying will become a rare phenomenon. All students and instructors

deserve a safe and comfortable learning environment in the classroom.

With the more pervasive use of technology, the prevalence of cyberbullying has

increased. Universities and colleges have implemented more ways to reach students
over the Internet and by other electronic means; consequently, it is important to

investigate the prevalence of cyberbullying in higher education. This literature review

was created to raise awareness of this continuing trend of cyberbullying among college

students. Cyberbullying is defined as intent to consistently harass another individual to

cause harm via any electronic method, including social media, and includes defamation,

public disclosure of private facts, and intentional emotional distress. An exhaustive

search of current literature was conducted using a variety of databases including

Academic Search Complete, Education Source, E-Journals, ERIC, PsycArticles,

Psychology and Behavioral Sciences Collection, and PsycINFO. Google, Google

Scholar, and reference lists from key studies were also used to gather relevant studies

for inclusion in this review. Articles were used to define cyberbullying, build a historical

base of cyberbullying among adolescents, examine factors involved in cyberbullying,

describe effects of cyberbullying, and examine this trend among college students.

Strategies such as reporting, monitoring online interactions, and legal actions to

address cyberbullying in all areas of education were included. Future research should

investigate if educational programs lead to decreased cyberbullying, increased rates of

reporting, and how cyberbullying may change social media etiquette.

This study is related to our study in a way that it describes the effects of

cyberbullying. It also defines cyberbullying through different articles. Lastly, it also

examines factors involved in cyberbullying.

Another study we have determined that is related to our study is entitled:

Cyberbullying Intervention: A Case Study Analysis of Stakeholder Perceptions


Regarding the Authority of School Administrators in Adressing Cyberbullying Issues by

Hester et al., (2012).

Cyberbullying is a growing phenomenon affecting victims, perpetrators, and

bystanders. Schools and school officials are also affected by cyberbullying, faced with

the responsibility of addressing issues that manifest from cyberbullying. Previous

literature has identified strategies for school use in addressing cyberbullying, including

forming stakeholder partnerships, implementing cyberbullying education and awareness

programs, and applying disciplinary action. Opponents question school administrators’

authority in addressing cyberbullying with disciplinary action, raising concern about the

potential violation of student rights. Therefore, the purpose of this study is to better

understand how cyberbullying affects school system stakeholders and gather ideas

about how school officials should properly address it.

The researcher in this case study collected and analyzed stakeholder

perceptions regarding cyberbullying effects upon their school system and how schools

should address it. This school system is located in southeastern U.S. The researcher

used focus group interviews to collect data from four stakeholder groups: school

administrators, school counselors, parents, and external authorities. The researcher

used content analysis to identify significant data; and organized, reported, and

discussed the results in two distinct ways: 1) grouping results based on their connection

to the study’s research questions, and 2) grouping results into five themes through the

use of thematic coding. The discussion of results, implications for stakeholders, and

recommendations for future research are based on data connections with the research

questions and the development of the five themes. The results, stakeholder
implications, and recommendations for future research include ideas regarding

stakeholder partnerships, education and awareness programs, school disciplinary

action, parental supervision and control, and other ideas concerning stakeholder

relationships and trust.

Last but not the least another study that is related to our study is entitled: Results

of a UCLA Case Study.

In the study of (Wolpert, 2010), the results of a UCLA study were published in the

Journal of Early Adolescence. This study involved 2,300 middle school students in

eleven different Los Angeles public schools as well as their teachers. The students

themselves were asked to rank the amount they were bullied on a four-point scale and

to make note of which students in their classes were bullied the most. The teachers

were asked to rate the level of engagement and academic performance for their

students. After collecting data over the course of three years, the results were studied

and published in 2010.

According to this UCLA study, Jaana Juvonen, a professor of psychology at

UCLA and lead author of the study, bullying and low academic achievement are

frequently linked. Juvonen is quoted saying, “students who are repeatedly bullied

receive poorer grades and participate less in class discussions… students may get

mislabeled as low achievers because they do not want to speak up in class for fear of

getting bullied”. Juvenon also remarked that “Once students get labeled as ‘dumb,’ they

get picked on and perform even worse”.


Following this line of thinking, it is easy to see how this cycle might become self-

perpetuating. Students who are bullied show less academic improvement due to a fear

of standing out. As a result, teachers often identify those students as low achievers or

unmotivated learners. These students may then receive less attention from teachers

which only pushes them further down the academic rankings in their school. After

reviewing the results of the study, Juvenon suggests that perhaps the best way to

reduce bullying is to provide academic support for low-performing students.


CHAPTER 3

METHODS

This chapter will showcase the analysis regarding the research design, research

participants, data sources, trustworthiness of the study as well as the ethical

considerations considered by the researchers in the conduct of this study.

This chapter will also explain the research design used in this study as the

methods to approach the research problems. It will thorougly explain on the manner by

which the data will be collected and analyzed by the researchers. This chapter will also

discuss the methods that are utilized by the researchers in order to understand the

effects of cyberbullying to the academic lives of the Grade 11 Fleming students at

Malayan Colleges Mindanao.

Research Design

This study will make use of the qualitative multiple case study approach.

According to Creswell (2013) a multiple case study is the exploration of the real-life

experiences of individual or multiple cases which spans over a certain period of time.

Multiple case studies are used in order to determine the similarities in the experiences

of the participants. This approach is highly relevant to the aim of the study because it

showcases the experiences of the participants who have been victims of cyberbullying.
Research Participants

This study will make use of the purposive sampling as its method of participant

selection. According to Creswell (2011) this approach is used when the participants

have much knowledge in terms of the research problem or have extensive experience in

the said phenomenon.

The participants that we aim to partake in our survey are those of age 16-18,

either biologically male or female, grade-11 students of one of the Malayan Colleges

Mindanao’s sections, which is Fleming. We are using the purposive sampling procedure

since we only gather data specifically from those who have and are still experiencing

cyberbullying, with the purpose of helping them get out of the current situation they are

in and aid them until they will fully recover from the impacts of cyberbullying, it may be

emotionally, mentally and most especially academically. Though it may not be easy for

us to locate those who are affected by it immediately, for it is a personal and serious

matter.

In order for our sampling to be progressive, we will use a procedure in which we

will announce our purpose and that have them approach us, we will keep their

information in private and handle them professionally, it is so that they could trust us

and make them feel secured in order for them to be comfortable in confronting us and

so that we could talk about the matter and provide an immediate solution to the

problemWe are conducting this type of reasearch to help the victims that are affected by

cyberbullying, prevent cyberbullying from happening, and to fully eradicate it from our

system.
Data Sources

This study has two data sources: The responses and the interpretation of these

responses of the confirmed interview. This will contain the participant’s reaction and

response to the written questionnaire or interview. This data can be collected by the

participant’s participation in the interview. This may involve how the participant feels,

previous experiences, knowledge on these involvements This would be our primary

source of data.

Our secondary source of data will be the related studies and related literature.

The related studies, would contain associated details involving the topic, as well as a

connection on how it is relevant to the topic. Serving as a verifier and as a added

information for further credibility. The related studies may be similar researches about

Cyberbullying and its scope, may it be the negative effects, it’s causes, its potential

harm, its probable outcomes. Related literatures are also added as a secondary source

of data for it will be our basis allowing us to obtain a conclusion on the research.

The primary source and secondary source will substantiate our study,

giving it shape and relevance. The selected primary source participants have

involvement with cyberbullying and the secondary source contains all relevant

information regarding this.


Data-Collection procedure

The data will be collected by means of an interview with reviewed questions that

tackles about cyberbullying. First would be creating a credible and related set of

questions to the study verified and checked by our adviser, then allow the participants to

speak their mind with regards to the questions by bringing them to an appropriate

location for these questions. For those minors, we would have them inform their parents

beforehand and confirm their willingness before proceeding.

Any response, may it contain negative or positive data, will be collected and

organized using a sound recorder. All the responses will be used and important for the

knowledge of the study. This will act as the primary source of data of the whole

research study.

Trustworthiness of the Study

In order to maintain the solidarity of this study, its trustworthiness will be

established. This segment of the study will contain the discussion on this study’s

trustworthiness in terms of its credibility, transferability, dependability and confirmability.

Credibility. In order to ensure the credibility of the data of this study, the data will

be collected by means of an interview with reviewed questions that tackles about

cyberbullying. As mentioned in the previous section, this study will have two data

sources: The responses and the interpretation of these responses of the confirmed

interview and the related studies and related literature.


Transferability. The indication of transferability is two-fold: the transferability of

the means of data collection as well as the transferability of the results. Regarding the

data collection, the level of transferability is high because the same method of data

collection may be attributed to other forms of studies. The transferability of the results is

also high as this may be applied in a research opportunity that involves the male and

female grade 11 students.

Dependability. In order to be sure of the dependency of the data collected, the

interview questions will be checked by the research advisor of the group responsible for

this study. This is to make sure that the results that will be collected with no errors. The

questions will also be checked and edited by the researchers themselves.

Confirmability. Lastly, in order to check for the confirmability, the raw data that

was collected from the interviews will be presented to the participants themselves so

that they will be able to check and correct the transcribed statements they originally

provided. The data will be changed if deemed necessary by the participants.


Ethical Considerations

There are various considerations to contemplate in this examination: the

classification of the participants, the procurement of authorization for the interview and

the precision of the statements of the participants. First, In order to keep the

confidentiality of the participants, the establishment of codenames will be conducted.

Second, authorization letters will likewise be given to the participants, advising

them of their rights as participants in this investigation, for example, the right to

withdraw their statements and interest in the examination. These letters will be marked

by the parents of the participants and the participants themselves, recognizing that they

have perused and comprehended the stipulations in the letter.

Lastly, the meeting translation will likewise be resubmitted to the

participants with the end goal for them to check for blunders or irregularities in their

statements.
Chapter 4

Midoriya

Background and Character

Midoriya is the first participant who took part in this study. He is a 17 year old
STEM student from Malayan Colleges Mindanao. Midoriya is not really sociable and
prefers to communicate with his online friends rather than his classmates.

An Avid Internet User. Midoriya is rarely seen without his phone or tablet. He
always brings multiple devices to school and is often seen using those devices for social
media purposes. Even though Midoriya has been a victim of cyberbullying he still
considers himself as an avid internet user.

This is evident on some observations:

The participant keeps on using his smartphone on a regular basis. He prefers to use his
own gadgets whenever there is nothing to do. I asked him what he does when he uses
his smartphone and he said, “I’m using discord.” (P1, RO1, S1-S3).

He always stays in his seat. I think that he prefers to talk to his online friends in Discord
rather than socializing with his classmates. Sometimes he talks to me and his seatmate.
(P1, RO1, S4-S6).

The Effects of Cyberbullying

Misanthrope. As a student, he rarely talks to his classmates that he is close with


but if it comes to other classmates he doesn’t interact with them. He also hates other
students for showing normie behaviors. Since he often uses the internet he encounters
cyberbullying seldomly. However, in the interview it seems that he makes it clear that he
was affected by cyberbullying but he got used to it.

Reclusive. The use of digital devices to access social media and other platforms
can be considered a cause for cyberbullying in Midoriya’s school life. Since he is often
seen using digital devices it is not a surprise that he became a victim of cyberbullying.
Midoriya would often avoid the company of other people who he deems a “normie”
except, if they show interests that are like his.
He gave these statements during the interview:

On my end it did really affect me but for a lot of people for some reason
their just snowflakes and they just like to be affected that hard. .” (P1, I1, Q1, S1).

Umm I’m an avid internet user so overtime you just get used to the
thousands of words that would supposedly hurt you. (P1, I1, Q2, S2).

Midoriya also mentions specific details about what he learned from being a victim of
cyberbullying:

Don’t let them know that they managed to hurt you. As much as possible just
hide your emotions and move on. (P1, J1, Q3, S1-S2).
Chapter 5

Monggi

Background and Character

Monggi is the second participant who took part in this study. He is an 18 year old
STEM student from Malayan Colleges Mindanao. Monggi is a sociable person and is
often seen socializing with his classmates.

Frequent Phone Usage

Monggi seems to check his phone from time to time when not in social interactions.
He still participates socially and still is very casual, although there are times wherein, he
just uses his phone alone for an extended period. Sometimes his classmates would use
his phone to toy with his social media account.

This Is Evident on Some Observations:

His classmates often use his phone to chat with random people or to mess with his
social media. It occurred and it made the participant visibly annoyed and just silent. He
usually avoids most social interactions after the occurrence and he just appear to be in
a bad mood. He would go back to his usual self a few minutes later after that. He would
not go with the group of friends that messed with him. (P1, RO1, S1-S4)

The Effects of Cyberbullying

Humiliated. Excessive usage of phone is often used as a disconnect to reality if


one’s mind is buzzing. Although it just occurs sometimes, it shows that he just
sometimes uses his phone from time to time when he is bored or in solitary or not
involved with anyone. After being toyed around, he was visibly down and became
temporarily unenthusiastic, silent, and uninterested in things. These signs could be a
relative effect of light bullying and it may be connected to cyberbullying. The effect of
the bullying caused a temporary change to a more negative behavior. A disconnect to
the group because of the lack of trust is a sign of an effect of their action.
Sadness. As shown in previous observations he also felt sadness because he
was being cyberbullied by his classmates. This negative impact can affect his
performance in school.

He gave these statements during the interview:

Cyberbullying affects me inside the school because it makes me feel bad about
myself. (P1, I1, Q1, S1)

Cyberbullying while getting addicted in the internet and also cyberbullying it makes
me hurt myself because my heart is attacked in the internet. (P1, I1, Q2, S1)

Monggi also mentions specific details about what he learned from being a victim of
cyberbullying:

I learned that I can cope with cyberbullying by staying positive always by having a
healthy lifestyle and also by believing in myself by thinking that I am not ugly but
extremely handsome. I also watching animes like One-punch Man to entertain myself
and keep my mind away from negativity. (P1, J1, Q3, S1-S2)
Chapter 6

BRAXXY

Background and Character

Braxxy is the third participant that partook in this study. Braxxy, aged 18, is a
student from the Malayan Colleges Mindanao. He has a decent personality and a
friendly attitude. This caused people surrounding him to converse with him often. Also,
he is quite active in social media as he posts stuff oftenly.

On being a Social Media Addict

Braxxy is often associated with his phone whenever he is out of real-life social
interactions, with him being like that he never shifts his attention towards anything, not
even social media, to the ones he is conversing with. Rarely, he’d be really with his
phone and that he would not let anyone bother him.

This is quite evident across numerous observations:

As the participant was observed, I could not help but notice his
infrequent social interaction, especially towards his classmates unlike
before, he always interacts with people and that he was always active in
social media, as he post about himself all the time. Currently he is just
sitting most of the time, with a blank stare making his face. I tried to
approach, asking him if he was okay, but with his simple reply of “yes I
am” my act of trying to converse with him was shut down. (P1, RO1, S1-
S3)

Today it can be observed that he is really tired, probably from the lack
of sleep, with dark circles going around his eyes, looking very sleepy.
Also, when I see him with his classmates He just puts on a small smile
and laugh from all their jokes about him, having no sincerity in doing
them at all. To add to that, he is getting less active in social media and
that he doesn’t post much unlike before. (P1, RO2, S1)
The Effects of Cyberbullying

Anxiety. The dawn of the technological age, the use of digital devices such as
phones, tablets and such are used all over to gain access towards social media. It is
only safe to say that this is the gateway towards being harassed online or what is so
called “cyberbullying”. Since Braxxy frequently uses digital devices it’s no wonder that
he is a victim of online harassment. Braxxy also shows feelings of unease, such as
worry or fear, that can be mild or severe.

Depression. In school, he gradually became sad and he also began to lose


interest in some school activities which are clear signs that he was harassed online. In
the interview we’ve conducted, he stated that he was really affected by cyberbullying.

He gave these statements during the interview:

Since I was cyberbullied, I was alone because I was cyberbullied and I feel so bad at
myself all the time anywhere. (P1, I1, Q4, S1)

.Calling me black is very painful to my heart, it’s hurting me a lot. (P1, I1, Q2, S1)

Braxxy also mentions specific details about what he learned from being a victim of
cyberbullying:

I learned how to just hide the pain and move on even though I know that it hurts.

(P1, J1, Q3, S1)


CHAPTER 7

Marjorie

Background and Character

Marjorie is the fourth participant who took part in this study. She is a 16-year old
STEM student from Malayan Colleges Mindanao. Marjorie is a low-spirited person.
Every time she is in school she wants to be alone. Doing stuff all by herself.

Heavy-hearted. Marjorie is a heavy-hearted person. She’s always at the corner of the


classroom. Avoiding other people. Furthermore, Marjorie is much comfortable when she
is alone.

This is some evident observations:

Today is Monday, Marjorie is not here to attend flag ceremony. Every school
days she prefer to be late than be early. In classroom I always see her at the corner of
our room. I wonder why she is always at the corner so I’ve decided to asked her why
she is always at the corner and she said, “I don’t have that confidence to interact with
them and to avoid being topic in social media.” (P1, RO1, S1-S3).

The Effects of Cyberbullying

Thick skinned. With the use of social media to spread harmful gossip this
means that this platform can be considered as the cause of cyberbullying. Since
Marjorie is frequently browsing the group chat to be updated for the schedules, she
always saw how she is backstabbed in their group chat. However, in the interview it
looks like she doesn’t mind about those rumors.

Sadness. Even though she mentions that she doesn’t mind about those rumors
she displays some forms of sadness like hiding her own pain. She stays silent
whenever she is being harassed online which suggests that she has ways of dealing
with the problem.

She gave these statements during the interview:

If 1 to 10, 5% naka affect sa akong confidence pero okay lang. (P1, I1, Q1, S2).
Okay lang, muhilom nalang ko ana. (P1, I1, Q4, S1).
Marjorie also mentions specific details about what he learned from being a victim of
cyberbullying:

I learned that I should just stay silent and I must not let them get to me. (P1, J1,
Q3, S1).

Chapter 8

Nicki

Background and Character

Nicki is the fifth participant who took part in our study. She is a 17-year old STEM
student from Malayan Colleges Mindanao. Nicki is not really sociable person and she
prefers using social media than talking to her classmates.

Cybernaut. Nicki is rarely seen using her phone. She is always updated about the
trends in social media. Through this situation she has been a victim of cyberbullying
because of being addicted to the trends in social media and she cannot concentrate
well in her studies but still she considers herself a cybernaut.

This is evident on some observations:

Nicki is always browsing her phone. She’s with her friends but her presence of mind is
in her phone peruse about the trends. (P1, RO1, S1-S2).

The Effects of Cyberbullying

Fomo. Nicki is considered a fomo meaning she fears missing out on trends.
Other people consider her as a normie which is one the reasons she is being
cyberbullied.
Anxiety. Since Nicki is considered as a fomo, this can also mean that she has
anxiety. This means that she experiences a feeling of unease, such as worry or fear that
she will be left behind on the current trends.

She gave these statements during the interview

Ahmmm, in response to cyberbullying, I pray to God that he will really guide me


to, really give me strengths with cyberbullying in the community. (P1, I1, Q6, S1).

Ahhhmm, ahhhm, hmmmm, I really pray to God about it and give it up to him.
(P1, I1, Q7, S1).

Nicki also mentions specific details about what he learned from being a victim of
cyberbullying:

I learned that God can give me the strength to carry on with my life. (P1, J1, Q3,
S1).
Chapter 9

CROSS-CASE ANALYSIS

This chapter is the presentation of the cross-case analysis of the prevailing

themes that can be shown by the participant’s response towards questions associated

with the research questions. It is aimed on determining similar patterns from the

experiences of different participants of their struggles academically being a victim of

cyberbullying. These experiences were linked to the existing literatures and theories.

Cyberbullying affecting Academic Performance

The advancement of society towards integrating digitalization to day-to-day lives

has brought its convenience to the people most especially since this generation has a

lot of new technology, and there are millions of users who are active. Modern

digitalization however, also specific downsides as well, there are multiple mediums now

where bullies can extend their activity and actions. The effects are most notable on the

impact is causes to students.

Frequent Internet Usage. It is observed that most of the participants frequently

uses the internet for different purposes. The participants will usually use the internet for

browsing social media, to avoid social interactions, or just to pass time. The current

generation gives us an easy access to internet, its availability is everywhere and almost

everything on the internet is accessible. The integration of technology and internet is

changing our way of functioning in society.


In the study conducted by Qing Li (2010), This brings new dimensions to our

responsibilities as educators and mentors. Doors are constantly opening, bringing more

opportunities and at the same time requiring all of us to rethink the ethical use of

technology in schools. For example, Internet cell phones and other communication

technologies, while providing us with conveniences, also expose our students to

interactions that put their safety and emotional well-being at risk.

Confidence Fluctuations. Four out of five participants have made mention that

when they are cyberbullied, or have been cyberbullied, there would be an effect to how

they see themselves. Participants having their confidence affected usually makes them

feel bad about themselves, and self-conscious.

Similar to an article of publicschoolreview.com by Kate Barrington (2018) that

states that the effects of bullying are more than just academically, it also causes

physical discomfort and students who are cyberbullied exhibit low self-confidence as

well as frequent negative thoughts. Showing some forms of anxiety about going to

school, disrupting academics.

Display of loneliness. Three out of five participant has displayed and has made

mention that after being cyberbullied they felt alone, because of the idea that others

might be judging them. The impact of cyberbullying causes an individual to feel alone

and become less enthusiastic.

A study from the Cyberbullying Research Center shown that victims of

cyberbullying of a lesser degree tend to avoid socialization or have struggles in

socializing.
Loss of Focus and Interest. A majority of them brought up their lack of focus on

a certain matter due to having worries of being criticized. Unable to pay attention to

classes due to lack of focus causing them to just be silent. In addition to having lack of

focus is wanting to change due to the lack of belief of oneself.

Relatedly, Barrington (2018) also made mention that one of the side effects

would be the loss of interest on participation and academics.

Insults that Directly Affect the Individual. Cyberbullying usually involves

calling other people names and insults. It is evident amongst the five participant’s

responses; however the troubling part is the degree of its impact on the victim. Four out

of five of the participants expressed feelings of pain and hurt after being called these

names.

Table 1 Comparison of Cross-Case Analysis

The Effects of Cyberbullying Midoriya Monggi Braxxy Marjorie Nicki

Confidence Fluctuations    

Display of Loneliness   

Loss of Focus and Interest    

Insults Affecting Individuals    

Frequent Internet Usage     


Chapter 10

SUMMARY AND CONCLUSION

This study presented the experiences of five Senior High School students of

Malayan Colleges Mindanao on being cyberbullied and its effects to their academic

performances. In general, cyberbullying affects them one way or another in some

aspect may it be physical, mental, or social, like feelings of sadness, lack of

enthusiasm, hints of being unwilling and loneliness, which seemingly has an effect to an

individual’s performance during classes.

To our participants who frequently use the internet, the internet is already a major

part of their routine. The major downside of the integration of internet to their daily lives,

is the accessibility of bullies to a whole new platform to extend their acts of bullying, also

known as cyberbullying. Internet usage can not be avoided anymore as it is also being

integrated to education, especially in the institution of Malayan Colleges Mindanao.

Sometimes these devices are used to browse social media, play games, entertainment,

and for education. The problem is cyberbullying being a form of disruption to an

individual’s academic performance. These problems are what we want to highlight in

this study.

Implications for Future Practices

The very existence of cyberbullying in the academic lives of students is clearly a

problem that must be solved. However, there are a few things that will have to be

looked into if this issue will be resolved.


Frequent Internet Usage. In order for a school to address the issue of

cyberbullying they must be able to impose strict policies. Unlike traditional bullying,

cyberbullying happens in social media which can be used as a way to discover

instances of cyberbullying. The school can fully impose these policies if they are adept

at using the internet and students will inform them that they are being harassed online.

Aside from imposing policies, the school’s Principal, Prefect of Discipline, and Guidance

Counselor can work together to create countermeasures for cyberbullying.

Minor, Smith, and Brashen (2013) support this by stating that schools need to set

policies and standards on how to handle cyberbullying. They also mentioned that the

students must be informed of the policies about cyberbullying.

Recommendation for Future Research

Since cyberbullying is a new form of bullying, a study looking into the preliminary

evaluation of students regarding the effects of cyberbullying could be conducted by

future researchers. These researchers may also consider using a quantitative approach

in order to get the perceptions of even more students. This alternative approach is also

going to exhibit the experiences of the participants in this research as more people can

now relate their experience but in a numerical method.

Furthermore, it would also be beneficial for future researchers to investigate the

experiences of the cyberbullies themselves in terms of being the cyberbully. This is to

allow both parties involved to be heard in their respective schools and for future

researches.
References

Ferrara, P., Ianniello, F., Villani, A., & Corsello, G. (2018). Cyberbullying a modern form

of bullying: Let’s talk about this health and social problem. Italian Journal of Pediatrics,

44(1). Retrieved from https://doi.org/10.1186/s13052-018-0446-4

Li, Q. (2010). Cyberbullying in High Schools: A Study of Students Behaviors and Beliefs

about This New Phenomenon. Journal of Aggression, Maltreatment & Trauma, 19(4),

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