Documente Academic
Documente Profesional
Documente Cultură
A Mapúa school
By:
Mikko Jed Tan
Wilson Angelo Wang
Trisha Lynn Pond
Rue Jacob Quistadio
Cris Gerard Lugo
May 2019
CHAPTER 1
INTRODUCTION
through the use of computers, cell phones, and other electronic devices (Hinduja
& Patchin, 2015). Basically, it is bullying with the use of gadgets. Cyberbullying
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
2017).
It may be observed in today’s time that many students have fallen prey 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 Center found those numbers were almost unchanged. By 2016, just
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.
Internet. Those who are cyberbullied are also likely to be bullied offline, because
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
cyberbullying is deemed wrong then why can cyberbullies get away with it?
will be conducted.
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
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.
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
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.
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
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,
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
foreseeable future (defined as within the next 6 months). People are often unaware that
often underestimate the pros of changing behavior and place too much emphasis on the
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
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.
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
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
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
This study also has its own limitations. These factors limited the aspects of this study,
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
The timeframe. We are only given a very limited amount of time to conduct this
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
study.
Academic Life. This term is referred to as the student’s way of life in their
respective school.
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.
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
literature review). In this chapter, you will analyze critically published work related to
of this study. It describes the broad philosophical underpinning to your chosen research
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
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
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
Pediatricians should be trained to play a major role in caring for and supporting the
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.
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
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.
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
not related to gender, as one obviously would expect, but is significantly and
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
cyber harassment domains. Cyberbullying items seem to include more error than cyber
How Does Bullying Affect a Student’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
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,
physical violence. Physical bullying happens less often than social bullying and
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
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
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
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
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.,
community groups, educators, and public health officials define and gather systematic
empathy, attitudes toward bullying, willingness to intervene, and bullying within peer
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
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
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
family interactions
the Moderating Role of Family Dinners” by Elgar et al., (2014), this study presents
substance use problems in adolescents and that the frequency of family dinners
in traditional, face-to-face bullying) and to explore the potential moderating role of family
survey data on 18, 834 students (aged 12-18 years) from 49 schools in a Midwestern
victimization and the likelihood of mental health and substance use problems. Negative
problems.
bullying.
problems (fighting and vandalism), and 4 substance use problems (frequent alcohol
use, frequent binge drinking, prescription drug misuse, and over-the-counter drug
misuse).
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
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
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
(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
cyberbullying behaviors, while controlling for cyber victimization and grade effects. In
whereas in boys this association only emerged for those with low perceived popularity.
researchers and practitioners should jointly consider individual and contextual factors.
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
juveniles
Adolescence” by Espelage et al., (2011). Familial and adult influences, peer relations,
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
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
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
intervention behavior
Polanin, Espelage, & Pigott (2012) indicated that this meta-analysis synthesized
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).
intervention both on a practical and statistically significant level. These results suggest
that researchers and school administrators should consider implementing programs that
programs.
Related Studies
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
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
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—
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
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
Another study that is related to our study is entitled: Cyberbullying in higher education:
Bullying has extended beyond the schoolyard into online forums in the form 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
reporting cyberbullying, ranging from fear of not getting further teaching opportunities to
opportunities become available for potential students. Faculty and students alike have
enough to worry about without being subjected to a hostile and uncomfortable work
cyberbullying in the classroom, and there are strict consequences for when it does
occur, cyberbullying will become a rare phenomenon. All students and instructors
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
was created to raise awareness of this continuing trend of cyberbullying among college
cause harm via any electronic method, including social media, and includes defamation,
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
describe effects of cyberbullying, and examine this trend among college students.
address cyberbullying in all areas of education were included. Future research should
This study is related to our study in a way that it describes the effects of
bystanders. Schools and school officials are also affected by cyberbullying, faced with
literature has identified strategies for school use in addressing cyberbullying, including
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
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
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
action, parental supervision and control, and other ideas concerning stakeholder
Last but not the least another study that is related to our study is entitled: Results
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
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
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
METHODS
This chapter will showcase the analysis regarding the research design, research
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
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 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.
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,
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
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
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
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.
established. This segment of the study will contain the discussion on this study’s
Credibility. In order to ensure the credibility of the data of this study, the data will
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
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
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
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
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
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
participants with the end goal for them to check for blunders or irregularities in their
statements.
Chapter 4
Midoriya
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.
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).
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
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.
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.
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)
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
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.
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.
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.
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.
Marjorie
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.
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).
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.
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
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.
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).
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.
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
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
cyberbullying. These experiences were linked to the existing literatures and theories.
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
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
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
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
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
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
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
Relatedly, Barrington (2018) also made mention that one of the side effects
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.
Confidence Fluctuations
Display of Loneliness
This study presented the experiences of five Senior High School students of
Malayan Colleges Mindanao on being cyberbullied and its effects to their academic
enthusiasm, hints of being unwilling and loneliness, which seemingly has an effect to an
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
Sometimes these devices are used to browse social media, play games, entertainment,
this study.
problem that must be solved. However, there are a few things that will have to be
cyberbullying they must be able to impose strict policies. Unlike traditional bullying,
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
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
Since cyberbullying is a new form of bullying, a study looking into the preliminary
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
allow both parties involved to be heard in their respective schools and for future
researches.
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