ASSESSING THE LEVEL OF KNOWLEDGE OF SENIOR HIGH SCHOOL

STUDENTS ON CYBERCRIME PREVENTION ACT OF 2012

RESEARCHERS
John David Alama Atun
Niña Rica Tolete
Angela B. Alarzar
Nelca Arcilla
Jessica Decosto
Czar Julius
Rowel Mendevil

CHAPTER 1
INTRODUCTION
In the modern and digital age, technology and cyber activities continues to

develop and evolve which means the more our technology advance, the higher the

number of cybercrimes and the more difficult to understand the issue. Cybercriminals

uses the advancement of our technology to do criminal activities such as hacking,

phisihing, spamming, hate crimes and identity theft which results in massive losses of

individuals along with corporations that could even pose danger to national security in

some cases. The Crimes that have been mentioned are starting to become more

common with the advancement of our technologies.

An example of Cybercrime happening on a national level is the report of

(Reuters 2021) on the 5th of July, when the information technology firm from US was

attacked by cybercriminals, about 800+ businesses were affected all around the world.

According to the FBI (Federal Bureau of Investigation) a total of 791,790 cybercrime

complaints have been received resulting $4.1 billion dollars were received by the

Internet Crime Complaint Centre (IC³) in 2020 and the number of reported cases has

increased by 69% compared to the reported cases back in 2019. Cybercrime can be

categorized as crimes done in the internet with the use of computer and traditional

crimes. Crimes such as stalking, harassing, fraud or scam committed using social

media such as Facebook, Instagram, Twitter can be regarded as traditional crimes

which are committed in new ways.

Criminal acts are done by using electronic communications and information

systems are generally considered as cybercrime which consists of a variety of criminal

acts. It can be individual acts as well as state sponsored cybercrime. There is no true

definition of cybercrime which has been accepted by people globally. Although, the

term cybercrime has been used to describe a range of crimes excluding traditional
crimes but crimes committed using the computer network system. This is because of

the complexity and the nature of crime, a single act of cybercrime can cause overly

high damage.

Cybercrime currently contributes to the highest percentage of all crime.

Historically, legislation has been used to combat the challenges posed by cybercrime.

With the advancement of technology, cybercrimes also become more common these

days and the response of our country, the Philippines, was to create laws that

addresses these challenges along with implementing protection from cyberattacks

called “Cybersecurity”.

Cybersecurity is the one that deals with the security of Cyberspace from

Cybercriminals. The cyberspace contains all the things that are connected to the

Internet/Network such as hardwares, softwares and data/information. It is important to

implement cybersecurity properly and effectively for us to protect the Internet system

along with the trust of people in this system from a variety of cyberattacks. A simple

flaw in your cybersecurity will give a chance to cybercriminals to attack your Internet

System.

There are 3 basic and fundamental principles of cybersecurity, these are

Confidentiality, Integrity and Availability. They are also known as the CIA Triad.The

triad’s components are regarded as the most important aspects of cybersecurity.

Cyberattacks on online data and information can have an impact on these three core

ideas of Cybersecurity.
 These days, everyone may possess sensitive data such as login credentials

(password and username), Social Security number, credit card details, and electronic

copies of personal and professional documents. These can be kept on a computer

system, server, or any other Internet-connected device that needs to be protected from

cyberattacks. Only authorized users inside an organization should be able to access

sensitive data. The action must be performed in accordance with the significance of

the data.

The risk increases with the importance of the data. Thus, severe precautions

must be taken to guard against cyberattacks on sensitive data in order to reduce or

completely remove danger. There are numerous techniques that can be applied to

safeguard the confidentiality of information from cyberattacks: data encryption

biometric verification, using strong user id and password, and user awareness.

Integrity refers to preventing online fraudsters from manipulating data and

information. Information on the network is accurate and consistent thanks to integrity.

It is possible to maintain the integrity of data and information over the internet by

implementing the necessary security measures, such as digital signatures, user access

controls, and file permissions. Security professionals are always drawn to the larger

attacks, but they also should not undervalue the smaller ones because even a small

number of information integrity breaches can have a significant impact on an

organization’s, nation’s, or state’s infrastructure.

Cryptographic checksums may be used in Internet data to guarantee its

integrity. Backups must be kept up to date in order to recover from any data and

information manipulation on the internet due to cyberattacks or any natural calamities

such as earthquakes and tsunami.

 Availability is a security policy that guarantees any user, whether a public or

private organization employee, with permission to access the internet can utilize

information and data in accordance with the access level that the organization has set.

Information that is inaccessible to authorized users is disposed of like trash in a

garbage. Computer and server systems need to be large enough to accommodate user

demands for internet access to information. Environmental variables, natural disasters,

and cyberattacks can all interfere with the availability of information.

Studying a concept’s pattern—which can be created by knowing about its past

and present—is essential to understanding it better. The numerous research on

cybersecurity and cybercrimes across multiple platforms from 2012 to 2016 are

shown in this section. The necessity of cybersecurity in the context of smart grids was

brought up by Liu et al. Surveys regarding numerous aspects indicate that the security

systems in place are insufficient to keep smart grids safe from hackers. They said that

the security specifications for smart grids are exactly the opposite of those for IT

networks. They concentrated on the many mechanisms that smart grids require to

meet their security requirements.

NOTE: yung year niya asan?

Von Solms and van Niekerk gave a presentation explaining the difference and

relationship between information security and cyber security 1. They noticed that

most people use the term “cyber security” instead of information security. But both

terms have different meanings and implications in the cyber world. They concluded

that cyber security is a broader concept than information security, providing security

not only to a specific field, but also to everything that constitutes cyberspace.
NOTE: yung year niya asan?

Razzaq et al presented a survey paper on cybersecurity of data and information on the

cyberspace. They analyzed that nothing is safe in the present scenario. They stated

that the current cybersecurity techniques are not quite efficient for all kinds of attacks

and focus on the need for new security mechanisms which are not based on previous

cyberattack signatures but also can defend against future attacks.

NOTE: yung year niya asan?

Schneider presented a document on the need for proper implementation of cyber

security training in educational institutions or universities | 161. He stated that the

lack of cyber security training in universities gives outsiders, such as the private and

public sectors, the opportunity to provide cyber security training that facilitates the

work of cyber criminals. Cyber security must be studied and trained to create an

environment that can protect against cyber threats. It is difficult to hack the devices

used by a person connected to the Internet if they have basic knowledge of cyber

security. Thus, cyber security training also reduces the number of cyber attacks and

makes the work of cyber criminals more difficult. This is not just the response of the

Philippines against Cybercrimes but also the response of other countries. Another

response of our country Philippines against Cybercrime is the creation of the law

Republic Act Number 10175 or is also known as the Cybercrime Prevention Act of

2012.
The law “Cybercrime Prevention Act of 2012” or is also known as “Republic Act No.

10175” was created on the 12th of August in 2015 by the Department Of Information

and Communications Technology (DICT), the Department Of Interior and Local

Government (DILG) and the Department Of Justice (DOJ) who conjointly edited and

Implemented the Rules and Regulations Implementing the Provisions of Republic Act

No. 10175 (R.A. 10175) also known as the Cyber Crime Prevention Act of 2012.

In Republic Act No. 10175, the Philippines recognizes the need to protect and

safeguard the integrity of Computers, Communication Systems, networks and

databases along with the confidentiality, integrity, and availability of data and

information stored inside, they are all protected from all forms of abuse, misuse and

illegal access by making them punishable under the law of such conduct. In order

achieve this, the Philippines shall adopt enough powers to properly and effectively

combat and prevent such offenses by facilitating the detection, investigation and

prosecution of such offense in a domestic and international level, this can also be

achieved by providing proper arrangements for faster and reliable international

cooperation.

NOTE : do not use “we” and “ our” instead use “ the researchers......”

The researchers conduct this study entitled “Assessing the Level of Knowledge of

Senior High School Students on Cybercrime Prevention Act of 2012” also known as

Republic Act No. 10175 as it noticed that this is one of the most issues especially in

schools, the majority of the students are prone to this kind of bullying that is why
researchers want to know how deep is their awareness to this law, want them to be

more fully aware of the implications of cybercrimes and the legal framework in place

so that they can prevent and clearly address them. Researchers also want to help

empower them to protect themselves and avoid becoming victims of cybercrimes

because it can have a really serious consequences and damage for individuals. By

assessing them about the R.A 10175 which can prevent them from doing such thing

and decrease the number of people committing suicide from being a victim of

cyberbullying. Discussing this topic can increase the knowledge of people especially

the senior high school students that we’re focusing on about the law, they can adopt

more informations about the Cybercrime Prevention Act of 2012.

NOTE:
- From general to specific
- Dito sa last pagragraph – refers that no specific implementation of the study at
cabangan high school

Statements of the Problem

This study aims to assessing the level of knowledge of senior high school
students on cybercrime prevention act of 2012. Specifically, this study seeks to
address the following questions.
1. What is the level of knowledge of the senior high school students about
Cyber Crime Prevention Act of 2012?
2. What are the factors affecting their level of knowledge in terms of:
a. formal education
b. social media exposure
c. socialization
3. What advocacy campaign materials may be produced to enhance students’
knowledge about the Cyber Crime Prevention Act of 2012?
Scope and Delimitation
The scope of this study will be the senior high school students knowledge

about the Cybercrime Prevention Act of 2012 and how deep is their awareness about

the law. It also involved the teachers on how they teach their students about this law

by providing them more information's about the Cybercrime Prevention Act of

2012.Parents on how they discipline their children about the R.A 10175 for them to be

more cautions of their actions. The community on how much they are taking seriously

the law, in what way they are applying the law In their life. The last one is the

government because they’re the one who made this law.

This study will be limited to junior high school students. Junior high school students

are excluded from the study due to their age and developmental stage, which may

limit their understanding of the complex legal and technological concepts related to

cybercrime prevention. Additionally, the curriculum for junior high school students

may not extensively cover the legal implications of cybercrimes, making it more

relevant to assess the knowledge of senior high school students who are closer to

entering the workforce or higher education where cybercrime laws are more pertinent.

By focusing solely on senior high school students, the study can provide a more in-

depth and targeted analysis of their understanding of the Cybercrime Prevention Act

without diluting the findings with responses from a younger and potentially less

informed demographic.
Significance of the Study

Introductory concept -

High School Students. The results of this study will help senior high school students

by revealing their present understanding of the prevention of cybercrime.

Additionally, it can assist in pinpointing areas in which they might need to increase

their comprehension and awareness of the laws and defenses against cybercrime. With

this knowledge, students will be better equipped to defend against online threats and

behave more sensibly when using the internet.

Teachers and Curriculum Developers:

The study can benefit teachers and curriculum developers by providing them with an

understanding of the factors influencing students’ knowledge of cybercrime

prevention. This can inform the development of educational materials and teaching

methodologies that effectively convey the importance of cybercrime prevention and

relevant laws.

Policy Makers and Advocacy Groups:

The study’s findings can provide information to these groups regarding high school

students’ understanding and consciousness of the Cybercrime Prevention Act of 2012.

This may result in the creation of focused advocacy efforts, instructional materials,

and legislative measures meant to enhance the teaching of cybercrime prevention in

educational institutions.
Future Researchers:

This study can be used as a starting point for future research on the efficacy of high

school cybercrime prevention education programs as well as the creation and

assessment of advocacy campaign materials. It can also offer a foundation for

carrying out comparable research with different age groups or in different educational

contexts.

REFERENCES- di siya all caps and must be in center

NOTE: APA format , alphabetically, no underline and no color all black

- Khan, S., Saleh, T. A., Dorasamy, M., Khan, N., Leng, O. T. S., & Vergara, R. G.

(2022). A systematic literature review on cybercrime legislation. F1000Research, 11,

971. https://doi.org/10.12688/f1000research.123098.1

- National Practice – Implementing Rules and Regulations on Cybercrime Prevention

Act, 2015. (n.d.). https://ihl-databases.icrc.org/en/national-practice/implementing-

rules-and-regulations-cybercrime-prevention-act-2015

- Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), 1-6.

- Smith, R. G. (2013). Cybercrime and society. Sage.

- Taylor, R. W., Fritsch, E. J., & Liederbach, J. (2015). Digital crime and digital

terrorism. Pearson
Brar, H. S., & Kumar, G. (2018). Cybercrimes: A proposed taxonomy and challenges.

Journal of Computer Networks and Communications, 2018, 1–11.

https://doi.org/10.1155/2018/1798659

-Ministerie van Justitie en Veiligheid. (2016, October 5). Forms of cybercrime.

Cybercrime | Government.nl. https://www.government.nl/topics/cybercrime/forms-of-

cybercrime

Remove the dast (-) Holt, T. J., & Bossler, A. M. (2016). Cybercrime in progress:

Theory and prevention of technology-enabled offenses. Routledge.

-Respicio, A. H. (2023, October 8). Cybercrime Prevention Act of 2012 (R.A. 10175).

RESPICIO & CO. https://www.respicio.ph/features/cybercrime-prevention-act-of-

2012-ra-10175#:~:text=10175.,safe%20cyberspace%20environment%20for%20all.

USE THESE IDEAS TO IMPROVE YOUR INTRODUCTION

In the digital age we live in, the use of computers, the internet, and other online
technologies has become an integral part of our daily lives. While these advancements
have brought about numerous benefits and conveniences, they have also given rise to
new forms of criminal activities known as cybercrimes. As young people are often
early adopters and heavy users of technology, it is crucial to ensure that they are well-
informed about the laws and regulations surrounding cybercrime, particularly the
Cybercrime Prevention Act of 2012.

The Cybercrime Prevention Act of 2012, also known as Republic Act No. 10175, is a
comprehensive law aimed at addressing various forms of cybercrime in the
Philippines. It covers offenses such as illegal access, data interference, device misuse,
cybersquatting, computer-related forgery, and cybersex, among others. The act also
outlines the penalties and procedures for investigating and prosecuting these crimes.

Given the importance of this law in protecting individuals and businesses from the
growing threat of cybercrime, it is essential to assess the level of knowledge and
awareness among senior high school students. As digital natives who have grown up
surrounded by technology, these students are likely to be frequent users of the internet
and various online platforms, making them potential targets or even inadvertent
perpetrators of cybercrimes.

Assessing the level of knowledge of senior high school students on the Cybercrime
Prevention Act of 2012 can provide valuable insights into the effectiveness of existing
educational efforts and highlight areas where additional measures may be needed.
This assessment could be conducted through surveys, quizzes, or focus group
discussions, covering topics such as:

Familiarity with the Cybercrime Prevention Act of 2012: Do students know about the
existence of this law and its purpose?
Understanding of specific cybercrime offenses: Are students aware of the different
types of cybercrimes covered by the act, such as illegal access, data interference, and
cybersex?
Knowledge of penalties and consequences: Do students understand the potential legal
consequences of committing cybercrimes, including fines and imprisonment?
Safe online practices: Are students familiar with best practices for protecting
themselves from becoming victims of cybercrime, such as using strong passwords,
being cautious of phishing attempts, and maintaining privacy settings?
Reporting mechanisms: Do students know how to report suspected cybercrime
incidents and where to seek assistance if they become victims?
By assessing the level of knowledge among senior high school students, educational
institutions and relevant authorities can identify gaps and tailor their efforts to address
these gaps effectively. This could involve incorporating cybercrime prevention
education into the curriculum, organizing awareness campaigns, or collaborating with
law enforcement agencies and cybersecurity experts to provide comprehensive
training.

Furthermore, the assessment results could inform the development of age-appropriate

educational materials and resources specifically designed for senior high school
students. These materials should be engaging, relatable, and tailored to the learning
styles and preferences of this age group, ensuring that the information is effectively
communicated and retained.

In conclusion, assessing the level of knowledge of senior high school students on the
Cybercrime Prevention Act of 2012 is a crucial step in promoting cybersecurity
awareness and prevention among the youth. By understanding their current level of
knowledge, appropriate measures can be taken to bridge any gaps and equip students
with the necessary information and skills to navigate the digital world safely and
responsibly.

NOTE: PLEASE ADD THE REASONS WHY THIS STUDY WILL BE

CONDUCTED AT CHS. GIVE THE CHARACTERISTICS OF YOUR

RESPONDENTS.
USE THESE IDEAS AS YOUR GUIDE IN WRITING YOUR SCOPE AND

DELIMITATIONS

NOTE: THIS IS ONLY A GUIDE!! DO NOT COPY, JUST GET IDEAS!!!

Scope of the Research:

1. Level of Knowledge about the Cyber Crime Prevention Act of 2012:
 Investigating the awareness and understanding of senior high
school students regarding the provisions and implications of the
Cyber Crime Prevention Act of 2012.
2. Factors Affecting Knowledge Levels:
 Formal Education: Examining the impact of formal education,
including school curriculum, educational resources, and teach-
ing methods, on students' knowledge about cybercrime laws.
 Social Media Exposure: Analyzing how exposure to social
media platforms influences students' awareness of cybercrime
issues and the Cyber Crime Prevention Act.
 Socialization: Exploring the role of social interactions, peer
discussions, family conversations, and community engagement
in shaping students' knowledge and perceptions of cybercrime
legislation.
3. Advocacy Campaign Materials for Knowledge Enhancement:
 Identifying strategies and materials that can be developed to
promote awareness and understanding of the Cyber Crime Pre-
vention Act of 2012 among senior high school students.
 Designing educational resources, campaigns, workshops, or in-
formational sessions to improve students' knowledge and com-
pliance with cybercrime laws.

Delimitations of the Research:

1. Sample Representativeness: The findings may be limited to the specific
population of senior high school students included in the study, affecting
the generalizability of results to other student groups or educational set-
tings.
2. Time Constraints: The study's timeframe and duration may restrict the
depth of analysis on long-term changes in students' knowledge levels and
the effectiveness of advocacy campaigns over time.
3. Resource Limitations: Constraints in resources, such as access to experts,
materials, and funding, may impact the scope and implementation of advo-
cacy campaign initiatives aimed at enhancing students' knowledge of the
Cyber Crime Prevention Act.
4. Social Desirability Bias: Students' responses regarding their knowledge
of cybercrime laws and factors influencing their awareness may be influ-
enced by social desirability bias, potentially affecting the accuracy of self-
reported data.
 5. External Influences: External factors beyond the study's scope, such as
media coverage, societal norms, and technological advancements, may
also contribute to students' knowledge levels about cybercrime laws and
advocacy campaign effectiveness.
6. Advocacy Campaign Evaluation: The research may focus on proposing
advocacy campaign materials, but the evaluation of their impact and effec-
tiveness in enhancing students' knowledge may require further follow-up
studies or assessments.

By addressing the scope and delimitations outlined above, the research aims to pro-
vide insights into the knowledge levels of senior high school students regarding the
Cyber Crime Prevention Act of 2012, explore factors influencing their awareness, and
propose strategies for developing advocacy campaign materials to enhance students'
understanding of cybercrime legislation.
Speak
SUGGESTED THEORIES FOR YOUR STUDY!!

Theories for the Study "Assessing the Level of Knowledge of Senior High School
Students on Cyber Crime Prevention Act of 2012":
1. Diffusion of Innovation Theory: This theory can be applied to under-
stand how information about the Cyber Crime Prevention Act of 2012
spreads among senior high school students. It explores the factors influ-
encing the adoption and dissemination of new ideas, such as the legislation
related to cybercrime, within a given population.
2. Social Learning Theory: Social Learning Theory, popularized by Ban-
dura, focuses on how individuals acquire knowledge and behavior through
observation, modeling, and social interactions. Applying this theory can
help analyze how students' exposure to peers, teachers, and online commu-
nities influences their understanding of cybercrime laws.
3. Cognitive Dissonance Theory: Cognitive Dissonance Theory suggests
that individuals experience discomfort when their beliefs or knowledge are
inconsistent with new information. By employing this theory, researchers
can explore how students reconcile any discrepancies between their exist-
ing knowledge and the provisions of the Cyber Crime Prevention Act,
leading to changes in their understanding.
4. Information Processing Theory: Information Processing Theory exam-
ines how individuals encode, store, and retrieve information. By applying
this theory, researchers can investigate how senior high school students
process and comprehend the legal concepts and implications of the Cyber
Crime Prevention Act of 2012.
5. Health Belief Model: The Health Belief Model can be adapted to the con-
text of cybercrime prevention education. This model focuses on individual
perceptions of threats, benefits, barriers, and self-efficacy related to health
behaviors. When applied to cybercrime knowledge, it can help assess stu-
dents' perceived susceptibility to cyber threats and the perceived benefits
of complying with cybercrime laws.
6. Social Cognitive Theory: Social Cognitive Theory, developed by Ban-
dura, emphasizes the interplay between personal factors, environmental in-
fluences, and behaviors. By utilizing this theory, researchers can explore
how students' knowledge of the Cyber Crime Prevention Act is shaped by
their own beliefs, social interactions, and exposure to cyber-related con-
tent.
7. Elaboration Likelihood Model: The Elaboration Likelihood Model
(ELM) can be employed to understand the cognitive processes involved in
students' engagement with information about cybercrime legislation. This
model distinguishes between central and peripheral routes to persuasion,
shedding light on how students critically analyze and internalize knowl-
edge about the Cyber Crime Prevention Act.
By integrating these theoretical frameworks into the study on assessing the level of
knowledge of senior high school students on the Cyber Crime Prevention Act of 2012,
researchers can gain valuable insights into the cognitive, social, and behavioral factors
influencing students' awareness and understanding of cybercrime laws and prevention
measures.