THE CHALLENGES EXPERIENCED BY GRADE 8 STUDENTS IN NAVOTAS

NATIONAL HIGH SCHOOL REGARDING CYBERBULLYING

_______________________________________

A Research Paper
Presented to the English Department
NAVOTAS NATIONAL HIGH SCHOOL
M. Naval St., Sipac-Almacen, Navotas City

______________________________________

By:
Alapide, Matthew Oliver M.
Alejandrino, Gabriel D.
Antonio, Adrian B.
Atacador, Maridele
Bauza, Eidref Cyrus T.
Borja, Edmar J.
Borja, Samantha Nicole M.
Dayao, Kishia Mae A.
Esperon, Bryan M.

2023
 ACKNOWLEDGMENT

The researcher expresses her gratitude in the completion of her term paper to the following

individuals whose help contributed much to having made this study a success.

To Our Almighty God, whose grace and providence are ever-abounding; without His

constant constancy and direction, the researcher will not be able to complete this task. The

researcher will always be appreciative of His daily mercies and supernatural assistance.

Mrs. Vera Melanie Aquino-Ormas, our Practical Research 1 Teacher, for her guidance and

consideration during the preparation of this study. Her kind heartedness and compassion helped

the researcher in her difficult times during the school term, for directing us while we carried out

the research.

Dr. Cristina Castillo-Miclat and Mr. Rommel Peñaranda, the Principal and Assistant

Principal of Navotas National High School, for giving us the opportunity to conduct this

research.

The Grade 8 students, for their willingness to take part in the research, as well as for their

ongoing assistance and support, appreciate their help as well.

Family and friends, for their unwavering love and support, for never giving up, and for

being patient, especially through the most trying circumstances, the researcher is grateful to her

family and friends.

We are incredibly grateful to all the Grade 8 Teachers at Navotas National High School

who helped our team greatly and graciously allowed us to interview their students during the

course of our research. Their expertise, advice, and faith in our abilities have had a significant

impact on how we have developed as researchers.

 CHAPTER 1

THE PROBLEM AND A REVIEW OF RELATED LITERATURE

Introduction

The Anti-Bullying Act of 2013 was enacted by former president Benigno Aquino III on

September 6, 2013, and became law. Bullying that takes place on digital platforms like tablets,

laptop computers, and cell phones is known as cyberbullying. Cyberbullying can take place offline

in locations where individuals can view, interact with, or trade content as well as online in public

viewing areas. Sending, distributing, or disseminating offensive, hurtful, deceptive, or negative

content about another person is referred to as cyberbullying. It may also entail disclosing

unpleasant or humiliating details about another person's private or sensitive information.

Cyberbullying can sometimes be illicit or criminal in nature. The prevalence of cyberbullying has

grown over the past few years. Cyberbullying is a severe risk to everyone's mental health that has

been linked to anxiety, sadness, self-harm, and even suicide, according to researchers. Our study

aims to raise awareness about cyberbullying. It has been a problem for people who use social

media, so we are conducting research to spread awareness about this issue. Our goal for this

research is to collect enough information from our participants so that we can successfully conduct

this research and spread information and awareness to people who may be vulnerable to

cyberbullying. Furthermore, the research seeks to develop guidelines for teachers and parents to

detect and prevent cyberbullying, and to promote positive online behavior among young people.

Ultimately, the goal of this research is to create a safer and more supportive environment for grade

8 students, both online and offline, and to raise awareness about the negative impact of

cyberbullying on mental health.

Review of Related Literature

Frisén, Slonje, and Smith (2013) states that cyberbullying has been identified as an

important problem among youth in the last decade, with definitions such as repetition and power

imbalance, types of cyberbullying, age and gender differences, overlap with traditional bullying,

motives for and impact of cyber victimization, coping strategies, and prevention/intervention

possibilities. And in the same year Hinduja and Patchin made a study that shows that cyberbullying

is influenced by peers and the likelihood of adult punishment and highlights the importance of

addressing this behavior through both peer education and adult intervention to reduce negative

outcomes among adolescents.

According to Kowalski and Whittaker (2014), texting and social media are the most

commonly used venues for cyberbullying victimization, and that features of the target of cyber

aggressive comments influence perceptions. Implications for prevention and intervention are

discussed. In the same year Holland et al made a systematic review and content analysis of bullying

and cyberbullying measurement strategies he stated: bullying prevalence estimates vary based on

measurement strategies, making it difficult to compare prevalence rates between measures. A

systematic review and content analysis of bullying found that most used differing terminology,

student self-report as primary reporting method, and verbal forms of bullying in item content.

A literature review was created to raise awareness of the prevalence of cyberbullying in

higher education, which is defined as intent to harass another individual to cause harm via any

electronic method. Articles were used to define cyberbullying, build a historical base, examine

factors involved, describe effects, and examine this trend among college students. Strategies such

as reporting, monitoring online interactions, and legal actions to address cyberbullying should be
explored (Behrens et. al., 2017). Raižienė and Vilmantė (2019) made another study about

cyberbullying and found that cyberbullying is more often related to traditional and other forms of

bullying than it takes place separately, and that the harm caused by traditional bullying is greater

than cyberbullying. Farhangpour, Maluleke, and Mutshaeni (2019) showed the effects of

cyberbullying in the students in a rural area in Limpopo Province, South Africa, the results are:

majority of participants had access to cyber technology and used facebook frequently. More than

half of the participants experienced a wide variety of cyberbullying, sexual offence being the

highest. They were negatively affected both emotionally and academically to the extent that some

thought of suicide. Then a year after Chun et al made a systematic review of cyberbullying and

that study analyzed 64 international studies on cyberbullying measurements using the following

categories: general characteristics, definition of cyberbullying, study sample characteristics,

sample size, type of device, time frame, survey type, item-pooling method, subscales, reliability,

and validity.

Huebner, Tian, and Zhang made a Longitudinal Associations Among Neuroticism,

Depression, and Cyberbullying in Early Adolescents: This study examined the longitudinal

associations between neuroticism and cyberbullying (perpetration and victimization), considering

depression as a potential mediator and gender as a moderator of the association. Results showed

that neuroticism and depression were reciprocally related, with neuroticism directly predicting

subsequent cyberbullying victimization and depression predicting both cyberbullying

perpetrations. Gender differences did not moderate any of the longitudinal relations. Implications

for interventions to reduce the risk of cyberbullying among early adolescents were discussed

(2020). Lastly, and in 2022, Evangelio et al made another study about Cyberbullying in Elementary

and Middle School Students: A Systematic Review. The goal of this study was to extend the scope
of previous reviews on cyberbullying to focus on elementary and middle school students, ages

when research indicates that children begin to use mobile phones and social media. 43 articles

were included in the final selection, and purpose/s, sample, design/instruments, and main

findings/conclusions were assessed on each one. The following topics emerged from the results

and were discussed: cyberbullying/cybervictimization and psychosocial variables, students'

sociodemographic variables, connections between bullying and cyberbullying, and effectiveness

of cyberbullying programs. Protective factors such as pedagogical approaches and programs, as

well as the joint work of different agents, should be considered to promote a positive evolution on

CB prevention.

Conceptual Framework

The initial process involved in the present study included the following: the first step in

the research process is to distribute a questionnaire to eighth graders at Navotas National High

School. The questionnaire includes the participants’ profiles such as age, gender, and experience

on cyberbullying. In addition, research should assess students' coping mechanisms.

After collecting data through questionnaires, the next step is to analyze the information

using various approaches, such as interviews and data coding. Interviews provide a broader

understanding of students' cyberbullying experiences and coping strategies. The data coding

process includes identifying patterns and themes in responses to surveys and interviews, such as

the types of cyberbullying students encounter and the effectiveness of different coping strategies.

To ensure data accuracy and reliability, responses are translated so that the information is

accessible to all researchers involved in the study.

 Finally, this study presents the collected results with the aim of identifying students'

difficulties and coping strategies when dealing with cyberbullying. This study examines the impact

of cyberbullying on students' emotional and academic well-being and the extent to which it leads

to suicidal ideation. The findings help identify effective interventions to prevent and address

cyberbullying, especially among youth at Navotas National High School.

INPUT PROCESS OUTPUT

Grade 8 Students at Processing of data through:
Navotas National High The difficulties
School Questionnaires students have faced
when dealing with
Profile (Age, Gender, Interviews
cyberbullying, as well
Section)
Translating data as their coping
Experiences mechanisms.
Coding of data
Coping Methods

Figure 1. Research Paradigm

Statement of the Problem

This study aims to know the challenges experienced by students regarding cyberbullying

at Navotas National High School, Navotas City.

Specifically, this study sought answer to the following questions:

1. What is the profile of the participants as to:

1.1. Age

1.2. Gender

1.3. Section

2. How do the students’ experiences regarding cyberbullying affects them in general?

3. What mechanisms do students use to cope with the effects of cyberbullying to them?
Significance of the Study

The results of the study will be significant in presenting the studying cyberbullying can

help identify risk factors and protective factors that can be used to prevent cyberbullying. It can

also help to develop and evaluate interventions to reduce cyberbullying.

School Administrators and Guidance Counselors. This study will assist school

administrators in creating anti-cyberbullying programs in schools, assist teachers in identifying

students who have been cyberbullied and punishing the offender appropriately, and, if the offender

is of legal age, punish the offender in accordance with RA 10627.

Teachers. Cyberbullying can have detrimental effects on a student's mental health, sense

of fulfillment at work, and reputation in the community. Teachers have a duty to encourage

positive and respectful behavior among their students. Also, it could result in a poisonous school

climate and a bad learning environment, which might affect pupils in the long run. It is crucial to

offer teachers support and resources, put policies and procedures in place to stop it, and address

cyberbullying.

Students. According to this study, cyberbullying primarily affects students. Students will

be shown how to hide most of their privacy settings and investigate the kind of content they want

to have in their social media accounts either private or public. When the study is concluded, they

will be able to prevent cyberbullying, understand the value of using their social media accounts'

privacy settings to reduce the likelihood that they will be targeted, and know where to turn for

assistance if someone is threatening or blackmailing them online.

Parents and Guardian. Parents will be informed of what is going on and will be aware of

their children's current circumstances in order to stop their children from being one of those being
the victims of internet bullying and given instructions on how to help them use social media. Help

them concentrate on other student entertainment activities while educating them about

cyberbullying so that all students, parents, and instructors are informed.

Scope and Limitation of the Study

This study aims to make a solution to help stop cyberbullying. The duration of this study

is from 3rd - 4th Quarter of the Academic year 2022-2023 and will be conducted at Navotas

National High School. To gather the data needed we will interview students from grade 8 using

questionnaires about their experiences regarding cyberbullying. And share what they did to cope

with the effects of cyberbullying.

Definition of Terms

Neuroticism - It is an ongoing emotional state defined by negative reactions or feelings. It includes

anger, anxiety, self-consciousness, irritability, emotional instability, and depression.

Sociodemographic - Socio-demographics are nothing more than characteristics of a population.

Generally, characteristics such as age, gender, ethnicity, education level, income, type of client,

years of experience, location, etc. are being considered as socio-demographics and are being asked

in all kinds of surveys.

Psychosocial - Psycho-Social Behavior is behavior directed towards society or taking place

between members of the same species. Behaviors such as predation-which involves members of

different species-are not social. It is a combination of psychology and social behavior.

 CHAPTER 2

METHOD

This chapter is concerned with the methodology that will be employed to carry out the

study. It provides a detailed description of the participants that will be sampled, the instruments

and procedures that will be used in collecting the data, the methods that were employed in

processing the data, as well as the statistical analysis which will be applied in the study.

Research Locale

The study was conducted in Navotas National High School located at Navotas City,

The history of Navotas National High School dates to 1983 when Mayor Victor Javier conceived

of founding a school whose aim was to provide free but quality education to children of Navotas.

Formerly known as Navotas Municipal High School, the school found its place into a 2,255-

square meter land area near the police headquarters, where the National Manpower Education

Building was located. Through the quiet and relentless efforts of the mayor and the community,

classes were opened in June 1983 with only 180 students and seven (7) faculty members headed

by its first principal, Dr. Cecilia M. Saenz. Two years after its opening, there was an

overwhelming increase in student population. Mayor Javier extended all the possible assistance

to look after the welfare of the students. He ordered the construction of four rooms at the sports

complex to temporarily house the additional eight sections. Faculty members were likewise,

increased to twenty-two (22).

However, with the turn of events in the political system, Mayor Felipe C. Del Rosario, Jr.

took Mayor Javier’s post. The new OIC painstakingly continued all the objectives and hard work

left by the former mayor. A new four-room building was put-up. In 1987, the school produced

its first batch of graduates.

 The implementation of Free Secondary Education in 1990 signaled the tremendous

overflow of students to the school. The school’s population increased to 4,460. To help ease the

problem of lack of classrooms, Engr. & Mrs. Pascual Roque donated another four-room

building. In addition to this an eight-room elementary school building was turned over to NNHS

to cope with the increasing number of students.

Because of the government’s thrust in democratizing access to education, the local

government put-up a ten-room building at Tangos (Tangos Annex). To cope with the growing

number of students, the school, with the support of LGU, NGO, and other organizations, the

creation of several annexes in Navotas namely NNHS Tulay Annex, NNHS San Roque Annex,

NNHS Kaunlaran Annex, NNHS San Rafael Annex, and NNHS Tanza Annex saw fruition. All

of these annexes eventually became independent national high schools under the leadership of

the respective principals.

When Dr. Saenz was promoted to principal IV, she was transferred to Malabon National

High School and Mrs. Lucila [Link] Guzman took over her post. She retired from the service in

2000, Dr. Rosa G. Centeno was assigned as the new principal. She spearheaded the special

science curriculum in S.Y. 2004-2005.

It was during this time when Dr. Saenz was assigned back to NNHS as principal while Dr.

Centeno was transferred to Malabon National High School. The retirement of Dr. Saenz on

November 24, 2008 paved the way for the designation of Dr. Maria Cristina A. Robles as the

new school principal of Navotas National High School.

NNHS was given an Excellence in Educational Transformation Award in 2012 by the

Bayan Academy.
 At present, NNHS has four thousand eight hundred twenty-six (4,826) students and one

hundred sixty-two (162) faculty members from all learning areas.

Figure 2. Vicinity Map of Navotas National High School,

M. Naval St., Navotas City 1485, Philippines

Figure 3. The façade and the faculty members of Navotas National High School
Research Design

The Phenomenological research design was used in conducting this study.

Phenomenology in research is a qualitative research methodology that aims to understand how

people make meaning of their experiences and how these experiences impact their lives. The

methodology examines human experience in daily life while putting aside the researchers’ prior

notions about the phenomenon.

Research Instrument

The initial research instrument of this study is a survey questionnaire including the

following questions: “Are you a victim of cyberbullying?” which consist of two (2) columns

(Yes/No). Ten (10) out of sixty-nine (69) students who answered YES were selected as

participants to the interview. The interview is divided into two parts.

Part I. Demographic Profile of the Respondents- It consists of three (3) items that identify

their Age, Gender, and Section.

Part II. Open ended Questions- The questionnaire is composed of four structured items

which focuses on assessing the experiences of the victims of cyberbullying and their coping

mechanisms.

Respondents of the Study

The researcher’s target participants were ten (10) Grade 8 Junior High School Students in

Navotas National High School which was selected using purposive sampling technique. Sixty-

nine (69) out of five hundred-twenty (520) Grade 8 students who experienced bullying were

identified through a Pre-survey. The purpose of this study is to find out the experiences of these

students regarding cyberbullying.

Data Gathering Procedure

The researcher secured permission from the Teachers of Navotas National High School

regarding her intent to conduct a survey to the selected students-respondents. After finishing all

the necessary letters to be presented, the researchers explained the purpose and instructions to

answer the survey questionnaires.

The analysis of the result of the interview was done to identify and determine the

experiences regarding cyberbullying in Navotas National High School.

 CHAPTER 3

RESULTS AND DISCUSSION

This chapter presents the analysis of data obtained through an interview pertaining the

specific problems of this study.

The following tables include the profile of participants as to Age, Gender, and Section.

Table 1. Age of the Participants.

AGE FREQUENCY PERCENTAGE

13 6 60%
14 4 40%
TOTAL 10 100%

Table 2. Gender of the Participants.

GENDER FREQUENCY PERCENTAGE

MALE 5 50%
FEMALE 5 50%
TOTAL 10 100%

Table 3. Section of the Participants.

SECTION FREQUENCY PERCENTAGE

Graham Bell 1 10%
Plato 2 20%
Einstein 1 10%
Galileo 1 10%
Kepler 1 10%
Fleming 1 10%
Aristotle 1 10%
Descartes 1 10%
Darwin 1 10%
TOTAL 10 100%

The following tables include the responses to the researcher-made questionnaire on the

challenges experienced by students in Navotas National High School regarding cyberbullying.

Question 1. How did your experience with cyberbullying affect you in general?

Responses Code

“It's been three years since my father became popular on social media.
It is genuinely affecting my life since I am unable to leave the house
because I am always hearing other people say negative things about
my father, which hurts my feelings. Because I also had an eating
disorder, I almost forgot my food every morning, every lunch time,
dinner, I couldn't eat dinner because, then one time I collapsed and
everything around me got really dark, and we checked up with a
psychiatrist. Then I was having difficulties breathing, so I walked to
the restroom, and my mother followed me. They took me to the clinic, Effects on Social
where they greeted me and gave us medicines to calm down, perhaps Relations
sleeping tablets, and I went back for almost 8 months to avoid it. It
definitely threw back in my mind that's what occurred then 2 years my
father left our house, since what he did went viral, almost 4.5 million
views on Facebook, the social media.”

“t's a problem for me because I'm bullied virtually everyday. At home,

I weep virtually everyday. I was always reminded of what had
occurred to me.”

“Actually, it affects me in a variety of ways, both physically and

mentally, because bullying begins in elementary school, usually in
Grade 3.”

“He had an impact on me because I had lost my appetite at times in my

life. My mental health suffered as a result. Because of their bullying, I
suppose I occasionally forget what I should do. But I do it occasionally Effects on Mental
as motivation to fight.” Health

“He had an influence on me since I had previously lost the desire to

eat. As a result, my mental health dropped. I think I often forget what I
should do as a result of their bullying. However I'm still trying to
encourage myself to fulfill my responsibilities.”

“Defamation. (Saying bad things about me)”

Effects on Self-
Worth
“There are times when I feel body shame, and it is this that causes me
to cry every night; I can't stop myself from harming myself because I
 frequently experience it; I hear it often when I'm not doing anything to
them, but they always say, "you're fat, you're fat."”

“It affected me because I couldn't think straight when I was being

cyberbullied, so I lost myself all the time.”

“It's as if I don't leave the house anymore, and I'm embarrassed to

show it to my friends, aunts, and especially my classmates because
almost all of them have been fighting me or something, they just saw
something in me and they're angry, but once when I'm in the room,
they do it, they throw paper at me, and on the crumpled piece of paper,
there's something written, telling me to grow up because my height is
tiny. It bothers me.” Effects on Fears and
“It all started when I was playing a game online and one of my Relationship
teammates became enraged and bad-mouthed my parents and loved
ones. Why, for example, do you have to implicate my loved ones when
I am the sole cause of your rage? So, the next time someone was
furious with me and my classmate was defaming me, I didn't feel
anything since it seemed usual to me, but I silenced their mic and then
I talked to the classmate and asked him why he had to bully me.”

Table 4. Responses for Q1.

This table shows the responses of the participants regarding an item (Q1) in the survey

questionnaire. Most participants in two categories responded that they are bullied almost every

day, and their mental health suffers as a result. They periodically forget what they should do to

avoid bullying, but they do it as inspiration to fight. Respondents were targeted by cyberbullying,

which led them to lose their appetite and their mental health. They were bullied online and made

disparaging remarks about their parents and loved ones. On the other side, a few participants

reported encountering body-shaming individuals online who harassed them about their physical

characteristics. These kinds of obstacles made them feel self-conscious, which prompted them to

cry every night. They were unable to think clearly while being cyberbullied, causing them to lose

their concentration. This may influence the students' learning and social interactions with others.
Question 2. In what ways did you cope with cyberbullying?

Responses Code

“The doctor at the clinic where we visited advised me to sleep when we

came home. They played relaxing music for me, and my aunt always
talked to me and gave me advice. I was also watching a pastor who
spoke to boost my confidence, so I tried to go out after that quarantine,
and we went to intramuros, where they gave me a tour, but I was afraid
to communicate with others.” Seeking
Professional
“I reassured myself and then prayed to God to help me with my life Treatment
difficulties.”

“I increased my confidence that it's okay to be obese if your heart is

happy, that it's okay to hear that from others, that you don't say that to
others.”

“Actually, the first time I had it, I told my father and mother about it,
and they were unconcerned. They took action, but the cyberbullying
continued, so I dealt with it by being silent and not opening it.”

“I simply stopped it. I sometimes entertain myself with my friends.”

“Simply disregard it.” Disregarding

Bullying
“I just let them go.”

“Sometimes I just don't pay attention to them, and other times I keep
silent and don't discipline them as if nothing is wrong.”

“I keep myself busy so I don't have time to worry about what they're
saying or doing to me.”
Confronting the
“I confronted the bully about why he was harassing me.” Bully

Table 5. Responses for Q2.

Table 5 shows the response of the participants regarding an item (Q2) in the survey

questionnaire. The participants responded about how they deal with the effects of cyberbullying

on them; some seek professional treatment, some keep themselves occupied, and some simply
ignore it or let it go. This table states how participants deal with the consequences of cyberbullying

because they are concerned about how they may forget the trauma of cyberbullying.

Question 3. Did you seek professional help to ease up the situation? If yes, what kind of help

did you seek?

Responses Code

“Yes, they gave me something, they gave me the appropriate medicine,

and they constantly give me something. I used music to relax my
thoughts, but my aunt, who is a Teacher, also provided me guidance.”

“My friends, they make me happy and keep me entertained.”

“Yes, they suggested not paying attention and being positive about that.”

“I once approached a friend for assistance. They boosted my confidence Seeking Advice
by saying, "You're beautiful just the way you are." That's okay; let them from Friends,
but don't let them ruin you.” Parents or Teachers

“Yes, they talked to my parents, then to the guy who was bullying me,
and finally they stopped.”

“(Teachers and Friends), I asked them for help, but the others didn't
care, so what was in my mind was that I should just solve the problem
alone and come up with a solution to the best of my ability.”

“No, they wouldn't believe it because guys and girls collaborated to

bully me as well. They threw rice over my head while I was walking to
the canteen. It's extremely difficult; I didn't seek professional help since
my parents didn't care; if my parents didn't care, who would?”

“No” Not Seeking for

Advice
“No, what am I doing while I am silent? I am simply concealing my
emotions from them.”

“I didn't indicate I was seeking guidance from my parents since I believe

it is my problem, and why should I bother them about the bullying that
occurred to me?”
Table 6. Responses for Q3.
 Table 6 shows the response of the participants regarding an item (Q3) in the survey

questionnaire. At this point, all respondents responded to the question of whether they attempted

to seek professional assistance to alleviate the condition. Some respondents stated that they did not

seek professional help from their parents, but instead sought advice from their teachers and friends,

who bolstered their confidence. However, participants have noted that seeking counsel from their

parents may cause them additional problems because they consider the bullying is their problem

and their parents should not be concerned about it. Because most respondents did not seek advice.

Teachers and parents should be encouraged and motivated to teach and learn about the specific

situation that the pupils are experiencing.

Question 4. What advice would you give to someone who is currently experiencing
cyberbullying?
Responses Code

“People should have confidence in themselves and not let others

undermine it since we serve as an example for others to follow.”

“My advice to those who are cyberbullied is to ignore them because it

doesn't affect you and not because they judge you, and what I will tell
Have Confidence
them is that being who you are doesn't mean that they hate you; be
different to be better so that they aren't angry with you even if you are
like that.”

“Don't belittle yourself; instead, stand on your own two feet because you
can accomplish it.”
“Perhaps fight for it, and never allow them to bully you. Because you
have yourself, if someone bullies you, it's possible that they're just
jealous of you or anything else that they don't want.”

“For children like me who experience cyberbullying, don't give up or

Be Brave
just fight, be brave.”

“They should be brave and never give up hope; instead, they should
concentrate on their education and their aspirations, because
cyberbullying may seriously harm our mental health.”

“I guess someone advised me not to let myself worry about what is Be Motivated
happening to me. They claim I'm always at the top of my game. When
 you're successful, you'll only see them from below, and they'll only see
you from above.”
“Don't think about what others say, they know themselves.”

“To the students who are being bullied, especially today's young people,
let us ignore them since retaliating makes us wrong in the end because Stop Paying
sometimes what we say hurts because of the bullying they do to us, Attention
that's all.”

“Don't pay too much attention to what others say because they won't be
rewarded, so it's not true.”
Table 7. Responses for Q4.

Table 7 shows the response of the participants regarding an item (Q4) in the survey

questionnaire. Some of the participants are disregarding the bullying at this point, and they have

more confidence as a result. In this table, they demonstrated that bullying is simply a simple thing

that simple people want to ruin them, thus they must continue to live their lives and be brave every

day to resist the bullying and ignore the bullying. They advised to just be themselves and build

their confidence.
 CHAPTER 4

SUMMARY, CONCLUSION AND RECOMMENDATION

In this chapter, the results of the research work are presented, the conclusions drawn,

and the recommendations made as an outgrowth of this study. The data were collected and then

processed in the response to the problems posed in Chapter 1 of this research.

Summary

This study aimed to determine the moral reasoning, particularly the level of acceptance

of Navotas National High School students towards cyberbullying individuals in the Internet

Community. Specifically, this study sought answers to the following questions: (1) What is the

profile of the students-respondents as to: Age, Gender, Section; (2) How did your experience with

cyber bullying affect you in general?; (3) In what ways did you cope with cyberbullying?; and (4)

Did you seek professional help to ease up the situation? (5) What advice would you give to

someone who is currently experiencing cyberbullying?

The initial process involved in the present study included the following: First, the

researcher asked the respondents to answer the first part of the questionnaire which included

questions on the respondents’ profile such as age, gender, section.

Five hundred twenty (520) Grade 8 Students in Navotas National High School were used

as respondents in this study. They were chosen by purposive sampling method using calculator

identifying sixty-nine (69) out of five hundred twenty (520) students.

The research instrument of this study is a pre-survey questionnaire. There were two sets of
questionnaires. The question is: “Are you a victim of cyberbullying?” which consist of two (2)
columns (YES/NO).
And if the respondent answered YES, there will be a follow up question.
Part I. Demographic Profile of the Respondents- It consists of three (3) items that identify their

Age, Gender, and Section.

Part II. Open ended Questions- The questionnaire is composed of four structured items which

focuses on assessing the experiences of the victims of cyberbullying.

Conclusions

Based on the findings of the study, the following conclusions were drawn:

First, there are the same number of participants among male and female respondents. Most

of them belong to the group from 13-14 years old.

Second, to estimate how many respondents were victims of cyberbully, the researcher

calculated the weighted mean of each survey question. The consolidated items with pre-survey

questionnaire determined the general number of the victims in NNHS Grade 8 student towards

cyberbullying individuals in the Internet Community. Based on the items that have 69 (YES) as

their responses, the average of the percentages was obtained to identify the number of victims who

experienced cyberbullying. Results of this study shows that 13.27% of the respondents strongly

agree they are being cyberbullied, while 86.73% didn’t agree to it. This change in ideology, as

discussed by Hinduja (2013) and Chun (2020) in their studies, can be attributed to the students’

communities so there is an increasing awareness of cyberbullying. In conclusion, this study

indicates that 13.27% of the students-respondents in Navotas National High School strongly agree

respondents were victims of cyberbullying individuals in the Internet Community acceptance is

important for the people that uses it.

It allows users to communicate with their loved ones, friends, and families all over the

world.
Recommendations

The following were made, especially for the Grade 8 students of Navotas National

High School in dealing with classmates who experienced cyberbullying:

1. Schools should distribute a questionnaire to students every school year asking if they are

currently experiencing cyberbullying. The school must have twice a month program talking

on promoting Mental health awareness regarding on Student who currently suffering

ccyberbullying. School must promote to every student the ethical way of using social media

not to use in cyberbullying but use to spread awareness to everyone who suffers

cyberbullying.

2. Every student should attend online or face-to-face seminars regarding cyberbullying

conducted by the Guidance Counselor.

3. LGU's should launch public awareness campaigns to educate the community about

cyberbullying, its impact on individuals' mental health, and the importance of online safety.

Organize workshops, seminars, and communty forums to involve parents, educators,

students, and community leaders. Promote responsible online behavior, empathy, and

digital citizenship.

4. Parents need to establish a relationship of trust and open communication with your child.

Encourage them to share their online experiences and any concerns they may have.

Actively listen to their worries and be supportive. Avoid blaming or shaming them if they

become victims of cyberbullying.

References

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Chun et al (2020), An International Systematic Review of Cyberbullying Measurements vol.
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Evangelio et al (2022), Cyberbullying in Elementary and Middle School Students: A Systematic

Review vol. 176, [Link]

Farhangpour, Maluleke, and Mutshaeni (March 2019) Emotional and Academic Effects of
Cyberbullying on Students in a Rural Highschool in the Limpopo Province, South
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Holland et al (2014), A Systematic Review and Content Analysis of Bullying and Cyber-bullying
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