Acknowledgement

The researchers would like to express their gratitude to their parents who

support them in every expense and decisions that we made. For supporting us

spiritually and financially to our research.

To our dear research adviser, Dr. Jeselinda M. Rola Ph.D. for showing

patience, motivations, immense knowledge and as well as continuous support to

our research study. Especially to our almighty God for giving us knowledge and

wisdom to perform our research properly and successfully throughout the days.
 Abstract

This research investigates the emotional and physiological effects of cyber

bullying on the university students. The primary objective of this investigation is

to identify the victims of cyber bullying and critically analyze their emotional state

and frame of mind in order to provide them with a workable and feasible

intervention in fighting cyber bullying. In this research a triangulation method

(quantitative, qualitative and descriptive) is employed in the investigation. The

instruments used in this study, in which 20 students participated, included

interviews, checklists and observations. The results of the study indicated that a

significant number of the respondents 35 (13%) had suffered emotionally due to

cyber bullying. Furthermore, 300 (85%) of the respondents indicated that in their

views cyber bullying causes emotional and psychological stress. Further, majority

of the respondents 255 (70%) agreed that cyber bullying adversely affects

students’ academic performance. Results further designate that 60 (16.6%) of

the respondents specified that they had bullied someone inside the university at

least 2 or 3 times a month while 4 (1.1%) of the participants said that they had

bullied someone outside the university at least 2 or 3 times a month. It is

interesting to note that majority of the students 75 (20.8%) signify that they have

heard bullying taking place inside the university.

 Chapter I

The Problem

The effects of Cyberbullying to the Academic Performance of Grade 11 ICT

Introduction:

Cyber bullying is defined as the electronic posting of mean-spirited

messages about a person (such as a student) often done anonymously

(Merriam-Webster, 2017). Most of the investigations of cyber bullying have been

conducted with students in elementary, middle and high school, aged from 9 to

18 years old, and have focused on examining the prevalence and frequency of

cyber bullying. A gap in the literature exists among undergraduate students.

Given their relationship and access to technology, it is likely that cyber bullying

occurs frequently among undergraduate students. The purpose of this study is to

examine the frequency and media used to perpetrate cyber bullying, as well as

the relationship that it has with the academic, social and emotional development

of undergraduate students. Undergraduate students use the Internet for a wide

variety of purposes, including recreation, such as communicating in online

groups or playing games; academics, such as doing assignments, researching

scholarships or completing online applications; and practical, such as preparing

for job interviews by researching companies. Students also use the Internet for

social communication with increasing frequency. The cyber bullying literature

suggests that the victims generally manifest psychological problems such as

depression, loneliness, low self-esteem, school phobias and social anxiety

(Grene, 2003; Juvonen, Graham, & Shuster, 2003). Moreover, research findings

have shown that cyberbullying causes emotional and physiological damage to

defense less victims (Akbulut, Sahin, & Eristi, 2010) as well as psychosocial

difficulties including behavior problems, drinking alcohol, smoking, depression,

and low commitment to academics (Ybarra & Mitchell, 2007).

Modern technology is continuously evolving, and in recent times, it

has manifested itself in a very serious social problem, namely cyber bullying.

Modern technology is like a double-edged sword; on one hand it gives us

connectivity, on the other it increases emotional stress (Michel, 2011). As such,

young internet users, including students, may be at the mercy of cyber bullies.

The victims, under great emotional stress, are unable to concentrate on their

studies, and thus their academic progress is adversely affected (Juliana, 2010).

Unfortunately little attention is given to this global problem by institutions of

higher learning, teachers, parents and emergency service providers. The

depressive effect of cyber bullying prevents students from excelling in their

studies (Lauren, 2011). Bullying in schools and universities are causing

unimaginable problems to students, parents and to educational institutions.

Unfortunately little has been done to help those victims who are continuously

trapped in the name of modernization and digitalization (Watson, 2010).

Researchers agree that the stressful impact of bullying is escalating with the

rapid expansion of technological advancement (Justin, 2011). Many students

who are victims of cyber bullies suffer silently; they are reluctant to complain to

the authorities or their parents owing to the social stigma attached to victims of

bullies (Susan, 2011). As such, parents, teachers and institutional authorities

have to be on the lookout for such occurrences.

Statement of the Problem

Specifically, it sought to answer the following questions

Q1.What is the reason why there is cyber bullying?

Q2.What will be the impact of cyber bullying to the students to the academic

performance of the student?

Q3.Do you experienced cyber bullying? If yes how do you handle that situation?

Significance of the Study

The results of the study will be helpful and great significance to the students of

grade 11 ICT A of Cagayan de Oro National High School – Senior High School.
Students. The finding of this research provides up to date information about the

nature and extent of cyber bullying among the ICT students.

Teachers. The finding of this research will assist the senior high teachers, and

lecturers to take more effective steps to combat cyber bullying.

Parents. They would be more responsible to monitor their children of what’s their

doing in the progress of their study.

Delimitation of the study

This study is all about cyber bullying in 11 ICT A .The study identifying

both extent and means of cyber bullying among student in terms of their

academic performance. Students had a poor attention in class, not attending

school, and low academic achievement.

Definition of terms used

Cyber bullying or cyber harassment is a form of bullying or harassment using

electronic means. Cyber bullying and cyber harassment are also known as online

bullying. It has become increasingly common, especially among teenagers.

Academic achievement or (academic) performance is the extent to which a

student, teacher or institution has achieved their short or long-term educational

goals. Cumulative GPA and completion of educational benchmarks such as

secondary school diplomas and bachelor's degrees represent academic

achievement.

Student is primarily a person enrolled in a school or other educational institution

who attends classes in a course to attain the appropriate level of mastery of a

subject under the guidance of an instructor and who devotes time outside class

to do whatever activities the instructor assigns that are necessary either for class

preparation or to submit evidence of progress towards that mastery. In the

broader sense, a student is anyone who applies themselves to the intensive

intellectual engagement with some matter necessary to master it as part of some

practical affair in which such mastery is basic or decisive.

ICT Stands for "Information and Communication Technologies." ICT refers to

technologies that provide access to information through telecommunications. It is

similar to Information Technology (IT), but focuses primarily on communication

technologies. This includes the Internet, wireless networks, cell phones, and

other communication mediums.

Modern technology is simply an advancement of old technology. The impact of

technology in modern life is un measurable, we use technology in different ways

and sometimes the way we implement various technologies do more damage

than good. What we call modern technology is technically not so new in most

cases. For example, mobile phone technology has evolved from what it was in

the year 2000 and continued to do so today; nowadays we

use smartphones which is merely an advanced version of an older mobile phone.

 Chapter II

Review of Related Literature

Review Related Literature

Types of Bullying

Firstly, it is necessary to establish which kinds of behaviors within the

school are defined as bullying. Bauman (2008), based on Olweus (1993),

referred to bullying as a phenomenon with three components: first, there must be

an intention to harm; second, it is essential that this happens repeatedly; finally,

there needs to be a power imbalance between the perpetrator and the victim.

Similarly, the "Olweus Bullying Prevention Program"8 defines bullying as a

process in which a person is exposed repeatedly to negative actions by another

one and is unable or finds it hard to defend him or herself.

 According to the Olweus Bullying Prevention Program there are nine

types of bullying. The first one is verbal bullying, which includes attacks through

nicknames or derogatory comments; the second and third types are physical

assaults against an individual or his possessions. The fourth type of bullying is

through isolation or social exclusion; the fifth one refers to aggression through

lies, gossip and false rumors; the sixth is when children are threatened to do

things against their will; the seventh and eight are racial and sexual bullying.

Lastly, this prevention program includes cyber bullying, through phones and

internet, as a new type of aggression.

Regarding the magnitude of bullying, Chaux et al. (2009) suggest that

between ten and fifteen percent of adolescents worldwide are bullied two or more

times a month. In turn, Craig and Harel (2004) argue that it is a phenomenon with

a very high rate of variance around the world, as between 2 and 32% of students

are bullied two to three times a month when they are 15 years old, and between

6 and 36% when they are 11 years old. This statistics suggest the existence of a

large problem with high variations across countries and therefore highlight the

importance of studying the effects of bullying in specific countries such as in

Colombia.

With regard to the extent of bullying in Colombia, Chaux et al. (2009)

estimate, based on questions about bullying through physical and verbal

aggression in Saber tests (2005), that 29% of fifth grade students are bullied,

22% bully their peers and 50% were aware that this happens to their peers

during the two months before the test. In 9th grade, the percentage of bullied
students decreases to 15%, the percentage identifying as perpetrators

diminishes to 20%, while the percentage of students that report to observe this

phenomenon amongst their peers increases to 57%.

It is worth noting that bullying is not an isolated phenomenon, the

majority of schools worldwide experience this type violence. According to the

World Bank, in 35% of the schools that took the TIMSS test in 2007 there were

no reported incidents in the eighth grade, in 27% there was at least one reported

incident, and in 38% there were two or more reported bullying episodes during

the previous month (Porta, 2007).

These results are particularly important, as the authors show that

there are statistically significant differences in worldwide results in the math

section of the TIMSS test as a result of the differences in the number of incidents

of bullying in the classroom during the month before the test in 8th grade. This

finding supports the possibility that a negative relationship between bullying level

and academic performance of students exists. However, it is worth noting that

this study only shows correlations and therefore does not establish the causality

of the relationship between academic performance and intimidation.

With regards to the international evidence on this relationship,

Roman and Murillo (2011), employ a hierarchical model, finding that aggression

in schools has a negative effect on academic achievement in Latin America. In

particular, the authors affirm that students who have been robbed or physically or
verbally abused perform less well in math and language on the Second Regional

Comparative and Explanatory test conducted by Unesco in 2005 and 2009.

Effects

Furthermore, Brown and Taylor (2008) report that bullying has a

negative effect on human capital accumulation and on labor market outcomes in

England. The authors use the National Child Development Study database,

NCDS, which contains information on education, work and family environment for

all children born between the third and the ninth of March 1958; moreover, in this

database mothers answer questions about the level of bullying their children

experienced at seven and eleven years.

Brown and Taylor (2008) use an ordered probit model to predict the

probability of being in given grade, in a given time period, based on the level of

bullying experienced by each individual at that period; they control by the quality

of the school, the family environment and student ability. Their main result is that

an increase in one standard deviation in the level of bullying to which a child is

exposed at age 11 increases the likelihood of failing all secondary education

examinations by 1.7 %, where the magnitude of the effect depends positively on

the proximity between the bullying episode and the test. Their results are robust

to controlling for educational level, previous academic achievement, height,

weight and personality characteristics of students as well as household

characteristics. However, it is worth noting that the authors don't control for the

existence of reverse causality in their estimates.

 Likewise, Mundbjerg et al. (2014) analyze the causal relationship

between bullying in elementary in school and future outcomes in Denmark,

establishing that bullied children have lower academic achievement in 9th grade

and that the effects are larger when bullying episodes are more severe. The

authors use the Aarhus Birth Cohort database, ABC, which contains information

on academic achievement in 9th grade and bullying incidence from two sources,

parents and teachers, for all children born in Aarhus, Denmark, between 1990

and 1992.

An important note is that the ABD database contains information on

parent's criminal history, which enables Mundbjerg et al. (2014) to calculate the

proportion of the child's classroom peers whose parents have a criminal

conviction. The authors then use that index as an instrument and thus estimate

the causal effect of bullying on academic achievement through instrumental

variables. They find that and increase in a one standard deviation in individual

exposure to bullying reduces academic achievement in over 10% of a standard

deviation.

Along the same lines, Le, Miller and Heath (2005), estimate the effect

of having a conduct disorder on the probability of dropping out of school9. To do

so, the authors use information on family background, demographic variables

and behavioral variables such as bullying, theft, and physical violence from the

Australian Twins Registry. It is worth noting that this dataset is a volunteer

sample of siblings in Australia that contains information about behavior problems

and family labor market outcomes for 4,264 twin pairs born between 1961 and

1974.

Le et al. (2004) estimate the impact of being an aggressor on dropouts

through a logit model with fixed effects, finding that children with higher

behavioral problems are more likely to leave school early. Their results suggest

the existence of heterogeneous effects where, among other behavioral problems,

stealing, leaving home without permission, and bullying or fighting with their

peers, have the greatest negative impact on education and employment.

Additionally, the authors study the relationship between behavioral problems and

labor market performance, finding that the former has a negative effect on labor

market performance.

As to the specific ways through which bullying can affect academic

performance, Smith, Talamelli, Cowie, Naylor and Chauhan (2004) study the

profile of the bullying victims from interviews in two time periods. Their results

show that school attendance negatively depends on the level of bullying to which

each student is exposed to; those students who have never been bullied by their

peers have the highest rate of school attendance while those who were victims of

bullying at both moments in the interviews spent 4.55% less time in school10. A

second way in which bullying can have a negative effect on performance is

through lower peer effects because, according to Brown and Taylor (2008),

victims have fewer friends and worse relationships with their peers and therefore

fewer opportunities to learn from them.

 Regarding the institutional characteristics that explain the negative

effect of bullying, it is important to acknowledge that in schools with higher levels

of bullying, classroom climate hinders learning process because students live in

an environment of teasing, stress and anger, all of which negatively affect their

ability to learn (Chaux, 2012). Furthermore, this type of environment decreases

student motivation and prevents students from participating and asking questions

in class because they are scared of the reaction of their peers.

According to the above finding, although international evidence

posits the existence of a negative relationship between the level of bullying and

academic performance both for developed and developing countries, this paper

contributes to the literature as it quantifies the relationship between these

variables after controlling by the existence of reverse causality. In this sense, the

paper adds to the literature by estimating the relationship without the negative

bias on the magnitude of effect that comes from the fact that bullying is aimed at

students with depending on their academic performance in a developing country.

Chapter 3

Methodology
 This chapter discussed about the methodology to be used in the said

study. It presents a brief background specifically the following. Research design,

research setting, sampling procedure, research instrument, validity, and reliability

of the instrument and data gathered procedure.

Research Design

This study will make use qualitative research design in which qualitative

research emphasizes phenomenological view in which reality in here in the

perception of individuals. Qualitative research focuses on meaning and

understanding and takes place in naturally occurring situation.

This study will make use of the type of qualitative research design which

is case study. ”It is an empirical inquiry investigate a contemporary phenomenon

in depth and written is real -life context, especially when the boundaries between

phenomenon and context are not clearly evident . “We are able to use case study

because we will be having a investigation, to our respondents who had

experience cyberbullying.

Research Setting

The study will be conducted at Cagayan de Oro National High School

(SHS). This place is fit to our research because our respondents are our

classmates. This place is prone in a case of cyberbullying of some students.

Respondents
 The respondents of our study are the grade 11 ICT students of

CDONHS-SHS, who experience cyberbullying . This students are our classmates

in which can rely to our study. The respondents can surely responds to our

questions to be ask for them.

Sampling Procedure

In this study, the sample size was determined randomly. The exact

sample size was 15 respondents since it can already represent the whole

population of the students who experience cyberbullying Cagayan de Oro

National High School- Senior High School

Research Instruments

The data to be collected will make use of the question to be asked for the

respondents. The voice recorder, and notes will also be part of the tools in data

gathering. This will be conducted to the students of grade 11 ICT students.

Validity and Reliability

The questions to be use in this study are reliable and valid and had been

checked and proved by an expert teacher. Most of the questions are adapted

from the reliable source of journal through online that is confirmed and legally

published. Its validity and reliability can lead to our study as a researcher, to be

accurate and systematic.

Data Gathering Procedure

The use of interview is that to collect data through their answers, in which

in gathering data we also make use of documents and records, for us to evaluate

the answers of our respondents, and this will serves as our evidence to our study

This chapter presents the presentation and interpretation of data gathering

in determining the effects of cyberbullying in the academic performance of

CDONHS–SHS Grade 11 ICT-A. The presentation follows the order of their

research questions presented in Chapter 1.

 Chapter IV

Table 1

Problem 1.What is the reason why there is cyber bullying?

Respondents Answers

#1 Because of some bullies who are not guided properly by their

families.

#2 Because there is no perfect squad/ best friend with their kind

of attitude which is bullying.

#3 Insecurity and curiosity.

#4 Maybe people have nothing to do in their life that’s why they

do harassment to a person they don’t like.

#5 It’s because the bully attempts to hurt the bullied emotionally

and mentally effect insecurities and jealousy may involve in

social media

#6 For me the reason why there is cyber bullying because they

having fun without knowing that bullying is not good.

#7 To make their enemy more funny.

#8 Because of insecurity.
#9 Because there are people who is insecure to someone traits

and personality to other people.

#10 Because social media is an easy to use by most of millennial

you can create poser account to discriminate, poke, and make

a fake news.

#11 Because some of the student are not guided by their parents ,

so that the child are spoiled.

#12 Hmm because people are insecure of what other people than.

#13 Because they having fun with their friends so that they bully.

#14 To revenge their enemies because they bully also.

#15 because bullying can be anonymous which sometimes make it

ever worse.

Based on the data gathered majority of the respondents answered that

the reason why there is cyber bullying are having fun with their friends.

Based on Olweus (1993), referred to bullying as a phenomenon with

three components: first, there must be an intention to harm; second, it is

essential that this happens repeatedly; finally, there needs to be a power

imbalance between the perpetrator and the victim.

 Table 2

Problem 2.What will be the impact of cyber bullying to the academic performance

of the student?

Respondents Answers

#1 The bullied student don’t want to go to school anyone and it

can sharply affects in their study.

#2 I think it may be sad but of course don’t you even affected by

that be yourself and think positive.

#3 The impact is she/he may lost their self confidence get

depressed and mental illness might occur.

#4 Bullying has a negative affect on academic performance we

also find evidence that female or male students are more

affected.

#5 The impact is she/he will afraid to show his/her self to the

public anxiety.

#6 The students are not interested to do the school activities so

that their grades are failed.

#7 There grades will fail because they will not have interest in

going to school.
#8 The effect of cyber bullying to the academic performance of

student is low grades because student get embarrassment or

worst.

#9 There are tendency that a person who is a victim of cyber

bullying will cant focus from his studies because of over

thinking.

#10 Maybe a person can’t be perform well in school activities.

#11 They would be tired to go to school because of the bullied.

#12 The student will be low performing in class because he/she

traumatic experience.

#13 The student would be hide somewhere and want to be alone

#14 It’s hard for them to focus on their studies so that they fail.

#15 Maybe they scared to go to school because of judge mental

people.

Based on the data gathered majority of the students answered that

they tired to go to school so that they got failing grades.

As to the specific ways through which bullying can affect academic

performance, Smith, Talamelli, Cowie, Naylor and Chauhan (2004) study the

profile of the bullying victims from interviews in two time periods. Their results
show that school attendance negatively depends on the level of bullying to which

each student is exposed to; those students who have never been bullied by their

peers have the highest rate of school attendance while those who were victims of

bullying at both moments in the interviews spent 4.55% less time in school10. A

second way in which bullying can have a negative effect on performance is

through lower peer effects because, according to Brown and Taylor (2008),

victims have fewer friends and worse relationships with their peers and therefore

fewer opportunities to learn from them.

Table 3

Problem 3.Do you experience cyber bullying? if yes how do you handle that
situation?

Respondents Answers

#1 Yes, don’t take it serious

#2 No

#3 Yes, but I don’t care if they insecure of me

#4 No

#5 No

#6 Yes, forgive them because I don’t even care for them

#7 No

#8 Yes, I do not mind them

#9 No
#10 No

#11 No

#12 Yes, in the first I’m so affected but now I don’t want to
revenge them.

#13 Yes, I revenge them

#14 No

#15 Yes, I don’t care because I have my own life not for them.

Based on our data gathered majority of the students answered yes they

experience cyberbullying and they do not take it serious.

 Chapter V

Summary, Conclusions, and Recommendations

In this chapter shows the summary each of the chapters, conclusions

each of the chapters especially the presentation and interpretation of data’s and

the recommendations for the conducting more research about this issue.

Summary

In the chapter I we have our introduction, the introduction and

background of the topic, in our chapter I we are looking for the possible effects of

cyber bullying to the students, in the chapter 1 we have our statement of the

problem, the significance of the study, the delimitation of the study, and the

definition of terms used. In our chapter II we have the related review literature, in

which we have the types of bullying, and the effects. In our chapter III we have

chosen our research design, which is the qualitative type of research design, also

we have our research setting which we have conducted it from the Cagayan de

Oro National High School-SHS, our respondents are coming from the grade 11

ICT students. The sampling procedure we have used is non-probability sampling

and the sample size of our sampling procedure are 15 respondents. The

research instrument we have to use in our research are questions and voice

recorder. Our research question is valid and reliable by which that research

question is already checked by an expert teacher. The data gathering procedure

is collecting the data of the said places with the use of interview. Our chapter IV
,we are already done to collect the data and it has been shown the result of our

research.

Conclusions

This study shows that among the 15 respondents that comes from

grade 11 ICT A students of Cagayan de Oro National high school we have

different results during out interview about their experience of cyber bullying.

The table 1 shows that majority of the students of grade 11 ICT A

answered that the reason why there is cyberbullying is having fun with their

friends. The table 2 shows that the impact of cyberbullying to the academic

performance of the students is tired to go to school so that they got failing

grades. The chapter 3 shows that most of the students have experience

cyberbullying but they don’t care about that because of the bully is only insecure

of them.

As we the researchers aiming to find the answers about the proper

ways to handles of cyberbullying , and there we have found that the good way to

handle cyberbullying that is found in the table 3, shows that many of the students

answered yes they experience cyberbullying but they don’t take it serious.

Through cyberbullying can increase the number of students who don’t

want to go to school, but based on our data gathered this will be stop or

decrease the case of cyberbullying by don’t taking it serious .

 According to the above finding, although international evidence posits

the existence of a negative relationship between the level of bullying and

academic performance both for developed and developing countries, this paper

contributes to the literature as it quantifies the relationship between these

variables after controlling by the existence of reverse causality. In this sense, the

paper adds to the literature by estimating the relationship without the negative

bias on the magnitude of effect that comes from the fact that bullying is aimed at

students with depending on their academic performance in a developing country.

This research mainly focuses to the effects of cyberbullying to the

academic performance. This research will explain and details presents the

impact of cyberbullying on academic performance and participation. Literature

analyzed that the cyberbullying are have bad effects to the students in terms of

their academic life, the bully continues to do it not knowing that it has a

dangerous impact to the bullied.

Recommendations

This recommendation will be given to the parents, teachers, authority, the

community, the future researchers and especially the youths of today’s

generation. By this ways it makes the cyberbullying will stop. There are many

different ways to reduce this problem, and here are the following:

Parents:

1. Consult their children and talk them

2. Make a family bonding time.

3. Guide them that not care about the bully.

Teachers:

1. As a second parents, monitor their students.

2. Authority:

1.There should be a specific anti-bullying policy which ‘includes a definition of

bullying that is either accompanied by a further definition of cyberbullying or at

least makes express reference to cyberbullying’.

2.The policy should identify contact points in the school community to report

cyberbullying and prescribe a step-by-step process for handling complaints.

3.Make some seminar how to prevent cyberbullying to the students.

The Future Researchers:

1. Share this research paper to the students.

2. Research and share each information about this issue.

3. As a researcher set yourself as one of the example to the students.

4. Research about the different theory that will give support to this research.

5. Improve your research skills.

6. Conduct this research to the other places or schools.

7. Expand the scope and delimitation for the study.

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