CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

In recent decades, teens’ social interactions have been impacted by their usage of

text messaging and internet access. Most teenagers today own a computer or a cell phone,

and they communicate with several people at once on a daily basis. Both positive and

negative effects result from this continual exposure to immediate communication, but the

detrimental effects of cyberbullying have drawn special attention from parents, educators,

and researchers because of its influence on adolescents’ mental health.

In just over twenty years, digital technologist has burst into our life and all forms

of radically and profoundly that we can assert that the media and communicative

ecosystem was clearly transform in the last quarter of the twentieth century. From the

hegemonic model of the mass media, we have moved to a model of production and

dissemination of information characterized by huge variety of personalized

communicative processes. (Are, Guitierrez, & Vidal, 2012)

In just over twenty years, digital technologist has burst into our life and all forms of

radically and profoundly that we can assert that the media and communicative ecosystem

was clearly transform in the last quarter of the twentieth century. From the hegemonic

model of the mass media, we have moved to a model of production and dissemination of

information characterized by huge variety of personalized communicative processes.

(Are, Guitierrez, & Vidal, 2012)

2

Today’s adolescents were born into a world where ICTs were already widespread,

and they have adapted these technologies to their daily chores in a seemingly almost

mechanical and impeccable way. (Solano, Gonzales, & Lopez, 2013) Nevertheless, the

fact that technologies become normal part of our lives has meant that bullying and other

problems gave shifted towards the virtual, so complicating possible solutions. The

increasing phenomenon occurred mainly at school, today the use of ICT means that

children have no place to “hide” from this problem. (Slonje & Perren, 2012). This and

other features, likes anonymity, have led many people to believe that this problem is

more serious than traditional bullying. There is no consensus what cyberbullying is.

(Savage, Starcevic, & Salame, 2015). There is a clear discrepancy between

cyberbullying, considered a specific type of bullying or identifying it as new construct

with its own characteristics. (Del Rey, Elipe, & Ortega. 2012)

Although cyberbullying shares some features with traditional bullying, such as

power imbalance and intentionality, there are noteworthy distinguishing features:

anonymity, the disinhibitory effect of the internet, and repetitio. (Ybarra, Espelage, &

Mitchell 2014). Studies conducted heretofore have varied in their attempts to understand

this problem and to measure it, but majority suggest that twenty to fifty (20-50) percent

of adolescence, and that the number of cyber victims will increase over time.

(Garaigordobil & Aliri 2013; Gonzales-Calatayud, Prendes Espinosa, & Lopez, 2016).

Many victims of cyberbullying also suffer more forms of harassment, and there is a

strong relationship between the two forms of bullying. (Cappadocia, Craig, & Pepler,

2013; Kowalsi & Limber, 2013; Waasdorp & Bradshaw, 2015). Furthermore, addition to

differences among victims, there are also differences among perpetrators. (Buelga, Cava,
3

Musitu, & Torralba, 2015) these differences in relation to the number of victims and

perpetrators could derive from the fact that there is no consensus as whether

cyberbullying repetition should be taken as characteristic. Accordingly, there are studies

where the authors refer to the need to bear repetition in mind as a key factor as with

traditional bullying. (Ang, Huan, & Florel, 2014 ; Muller, Pfetsch, &Wachs 2014; Wes

2015) while other authors believe that with ICT it is impossible to know how often a

video or web page, is viewed, copied, and passed on to the others, so a victim can be

humiliated time and again through a single act. (Beckman, Hagquist & Hellstrom, 2013;

Frisen, Berne & Lunde 2014; Kowalski & Limber, 2013, Slonje, Smith & Frisen, 2013)

Some previous studies have identified gender differences one of the risk factors of

cyberbullying by demographic variable. According to the study of Conne II, Schell,

Pearce, & Negro (2013) boys are usually more likely to engage in bullying than girls,

particularly physical bullying. For cyberbullying, in the previous studies undertaken, the

data obtained differs substantially in relation to gender. Thus, in some studies women

suffer more harassment than men according to (Lee & Shin, 2017) while in others, the

opposite is the case, with men being the most victimized. From as sociological

perspective, research shows that the cases of cyberbullying are frequently related to the

victim’s gender and/or sexuality. Bullying among girls or abused directed at girls tends to

jealousness or self-harm, while male-directed bullying usually relates to sexuality

(homophobia) and/or lack of ability (especially sporting). (Vasquez, Hurtado, & Banos,

2016; Ging & Norman, 2016)

Not all studies analyse the age and academic year. But in the recent study (Coelho

et all, 2016) it was found out that the number of cyberbullying decreases in line with the
4

academic years. However, in the previous studies it was concluded that the highest

percentage of cybercrimes were in higher education. (Cappadocia et all, 2013; Barboza,

2015)

Statement of the Problem

This study aims to describe the perception and awareness about Cyberbullying among

the students of Criminal Justice Education of Tarlac State University, it sought answers to

the following questions:

1. What is the profile of the respondents in terms of:

1.1. Sex

1.2. Year Level

2. What are the Impact of cyberbullying to the students?

2.1. Psychological Impact

2.2. Emotional Impact

3. What are the most common reason of cyberbullying?

4. Does the students taught how to respond to cyberbullying in an appropriate manner?

5. Does the students aware of the formal procedures about cyberbullying incidents?

6. What intervention program should be taken for the students to be aware of resolving or

preventing cybercrime incidents?

Hypothesis
5

There is a significant relationship between the profile variable of the respondents

and their awareness and perception about cyberbullying.

Significance of the Study

The result of this study will be helpful as well as valuable not just for the students

but also give an input about awareness and perception of cyberbullying here at Tarlac

State University. It will enhance their knowledge with regards to the impact of

cyberbullying to an individual and build their awareness on how cyberbullying cause a

crucial effect and the possibilities to avoid victimization. And this study will benefit the

following:

To the students. The results of this study will benefit the students on how to

prevent and deal with cyberbullying. It aims to give them a partial knowledge on how

they respond or react when they encounter a person being cyberbullied. They might

discover and as well as be mindful that bullying has not just occurred physically but also

committed in cyberspace.

To the teachers. This study will have a great impact on the teachers in molding

the attitudes and behavior of the student. As we are all aware, crime rates are increasing,
6

and most teenagers are engaging with such. As a second parent, they have the authority to

act so that students will be avoid in doing crimes.

To the College of Criminal Justice Education. They can use this research as

their resources if they will do research that is similar with this study. The study also

prefers to inform them and to serve as an eye-opener to the students regarding with

cyberbullying that a student’s experiencing.

To the Tarlac State University. This research study will be a great contribution

to Tarlac State University. As the institution aims to highlight the value of research

contribution in today's standard of education system. This study will also contribute to the

mission of the university which aims to make Tarlac State University as a center for

research development fostering the relevance and importance of research.

To the future researchers. The study may stand as their reference to guide and

help them with regards to the student’s awareness and perception of cyberbullying. They

may come up with a broader output regarding the same topic.

To the General Society. The study also prefers to inform the public and to serve

as an eye-opener to the community regarding cyberbullying that can experience not only

by the students but also by other people or one of their family members.
7

Scope and Delimitations

The purpose of this study is to determine the awareness and perception of

cyberbullying among the female and male students of the College of Criminal Justice

Education of Tarlac State University, School Year 2023-2024 who will represent the

population. The study would be done through the utilization of questionnaire to the

chosen students as a survey and reference. By their strategy the researchers will be able to

know the awareness and perception of cyberbullying to the criminology students of

Tarlac State University.

8

Literature Review

Cyberbullying

Cyberbullying is a form of bullying that uses technology as a medium of

communication according to The Varjas group (2010). Like the usual physical and verbal

bullying, it is purposeful and repetitive. It has distinct characteristics such as the bullies

and victims may be anonymous, they are not connected to physical or social signs of

cyberbullying episodes, and adults are less involved because they're not into technology.

Offensive emails or messages are one example of cyberbullying.

Christopher J. Cocal's 2019 study highlights how the increased accessibility of the

internet has led to a rise in harmful behaviors, particularly through what is known as

"social bullying." Cyberbullying occurs not only online, but also through mobile devices

via SMS. Any form of humiliation, threat, or oppression that uses technology qualifies as

cyberbullying.
9

For example, teenagers can easily become targets of online bullying through

hurtful comments or messages on platforms like Facebook. Any defamatory words

intended to embarrass someone online constitute cyberbullying. This also includes using

websites to harass others, creating fake accounts, and editing or uploading offensive

videos.

Cyberbullying involves the use of information and communication technologies to

support deliberate, repeated, and hostile behavior by an individual or group that is

intended to harm others" (Belsey, 2004).

Forms of Cyberbullying

Types of Online Bullying Seven categories of cyberbullying were recognized by Watts et

al. (2017): outing, dishonesty, flaming, harassment, masquerade, exclusion, and

denigration. While harassment consists of sending painful messages frequently, flaming

consists of delivering furious or insulting texts. Threatening messages are known as

cyberstalking, and disseminating untrue or hurtful statements is known as defamation.

Masquerading, which involves posing as someone else in order to injure the victim, is a

combination of defamation and cyberbullying. Bullies commit deception when they

coerce someone into disclosing private or embarrassing information, which is then made

public. Exclusion is the intentional exclusion of a person from an online group.

Additional types include "framing" (posing as the victim online), dissing (disseminating

offensive material), trolling (insulting to elicit a response), catfishing (making phony

10

profiles), phishing (coercing people into divulging personal information), online stalking,

and blackmail as well.

Means on Committing Cyberbullying

UNICEF (2022) defines cyberbullying as bullying through digital technology,

such as social media, messaging apps, gaming platforms, and mobile devices. It involves

intentional behaviors meant to scare, anger, or embarrass others, such as impersonating

someone to send hurtful messages, spreading lies, or posting embarrassing photos.

Cyberbullying occurs whenever technology is used to harm or upset someone. It can

happen through social media, text messages, games, or online platforms (Abrahamson,

2022).

While bullying is a consistent issue in U.S. schools, many students still don't

report incidents of bullying, even when encouraged by professionals (Delara, 2012).

Langos (2012) distinguishes between two types of cyberbullying: Direct and Indirect.

Direct cyberbullying involves sending hurtful messages directly to the victim through

private channels like email or text. Indirect cyberbullying happens when the bully posts

harmful content about the victim on public platforms like social media or blogs.

Bauman and Newman (2013) explain that while all cyberbullying involves digital

technology, the emotional impact on victims can vary depending on the method used. For

example, some perpetrators may hack the victim’s accounts and send embarrassing
11

messages, forcing the victim to explain themselves. Anonymous messages can also create

significant fear and suspicion, damaging relationships.

A study by Kaspersky Lab and Symbol Kids & Youth highlights both the positive

and negative aspects of technology. While it fosters connectivity and ease of information

sharing, it also facilitates cyberbullying, where technology is used to spread false

information, post embarrassing content, or send offensive messages. Devices like phones,

computers, tablets, and social media platforms are often used for such harmful behaviors,

and the effects on victims can be severe, impacting their psychological, emotional, and

physical health.

Base on the study of Costales et al. (2022), victims of cyberbullying mostly

exhibit high levels of empathy, which may lead them to turn into cyberbullies themselves.

According to another study, adolescents engaged in cyberbullying by posting humiliating

photographs and making disparaging remarks, which affected their social, emotional, and

cognitive growth. Although students were generally aware of bullying, their

understanding varied based on factors like sex, grade level, and family income.

An online article by Gayle (2013) reported that Facebook is the most common platform

for cyberbullying, with 19-year-old boys being frequent targets. In the Philippines,

cyberbullying is not widely reported, though the government has attempted to address it

through the Anti-Bullying Act of 2013 (R.A. 10627).

Varjas et al. (2010) studied the motivations behind cyberbullying, finding that anonymity

and the disinhibition effect were significant factors. Anonymity allows bullies to act
12

without fear of consequences, making them more likely to engage in behaviors they

wouldn’t in person. Jealousy or envy for their victims are also motivations for some

cyberbullies. As said by StopItcyberbullying.com, cyberbullying frequently occurs on

social media sites like Facebook and Twitter as well as on mobile applications. People

post private images to get comments, however this might result in negative remarks.

These days, social media are crucial part of everyday life, providing a platform for

bullying as well as chances for connection.

Awareness and Perception of Cyberbullying

Cyberbullying is a significant risk that comes with using the Internet, particularly

for younger users. The internet environment has numerous chances for harassment,

abuse, and degradation due to the quick advancement of technology. Conflicts have

become more deadly as a result of people's forced changes in interaction due to new

communication technology. Kids who don't have good parental supervision are especially

susceptible to cyberbullying, including harassment, slander, and cyberstalking. These

unsupervised actions have the potential to cause serious mental health problems and, in

the worst situations, even suicide (Yusuf et al., 2018).

Cyberbullying has a harmful impact on both victims. In addition to loneliness and

insecurity, victims frequently suffer with mental health conditions like anxiety,

depression, and low self-esteem. Social disengagement, alterations in eating and sleeping

habits, and a loss of interest in once-enjoyed hobbies are some effects of bullying.

Suicide may ensue if it is not handled (Nixon, 2017).

13

As said by Varghese, cyberbullying is especially harmful in publicly available

forums and can even have legal consequences. Circumstances such as post-traumatic

stress disorder may intensify as an effects of the psychological impacts. A large number

of victims are unwilling to ask for assistance out of concern about denounce or societal

disapproval. Emotional distress following digital device use, dominating of online

activities, and avoiding social interactions or talking about their digital experiences are all

common sign of cyberbullying activities, and avoiding social situations or discussing

their digital experiences.

Educational attainment is also impacted by cyberbullying since victims find it

difficult to focus on their studies due to the emotional toll it takes (Akcil, 2018). The

psychological issues that victims frequently encounter, including as loneliness, pain, and

anxiety, can negatively impact their mental, emotional and physical well-being (Peled,

2019; Akcil, 2018). Additionally, it may result in behavioral problems, substance misuse,

and a lack of interest in school (Ybarra & Mitchell, 2007).

The head of Kaspersky's Consumer Business, Andrie Mochola, highlights the

grave repercussions of cyberbullying, which include low self-esteem, melancholy,

inactivity, nightmares, and even anorexia. He also draws attention to concerning data,

like the fact that 7% of students engage in cyberbullying and 20% of students see it. It is

tough to protect children against cyberbullying since they hide instances from their

parents. Teenage suicides have unfortunately been connected to cyberbullying. Lacey &

Willard (2007) describe cyberbullying as the display of aggression through various

communication platforms. It involves sending or posting harmful content using

14

technologies like smartphones, computers, and the internet. According to Belsey (2021)

and Price & Dalgleish (2010), it is defined as intentional, repetitive, and hostile behavior

by individuals or groups aimed at harming others through digital means.

Perception is the process by which experience is derived from sensory stimulus,

according to Britannica. Both the procedure and the stimulation cause this experience,

which results in perceptual theories that are supported by experimental research.

According to Merriam-Webster, awareness is the knowledge or comprehension

that something is real or existent. According to Eluna's webpage on cyberbullying

awareness, cyberbullies frequently don't actively look for victims online but instead carry

their bullying from real-world settings, such as schools, to the virtual world. Because

harmful content, like as images and words, are permanently preserved online,

cyberbullying permits ongoing harassment and can have a serious negative effect on a

victim's reputation.

Every state has unique laws pertaining to cyberbullying. While many states

provide schools authority, others allow them to contact public officers or even suspend or

expel students for engaging in cyberbullying.

Laws are crucial to prosecute bullies and increase public awareness about

cyberbullying. Currently, cyberbullying is illegal in 18 states, and it is punishable by law

in 12 states. Although there is still work to be done, the groundwork is being established

to deal with this expanding problem. Every state has legislation requiring schools to

address bullying, and many states also specifically address cyberbullying, according to
15

stopbullying.gov. These laws give schools the authority to enforce local norms or impose

fines, especially when bullying affects students' academic performance.

Human error plays a role in inadequate data protection in higher education

institutions, according to Rajab and Eydgahi (2019), with negligence and ignorance

making cyberattacks easier. According to Brucefield (2016), about one-third of college

students in the United States have opened malicious email attachments. Human mistake is

also responsible for 95% of data breaches, according to a 2017 PWC report.

According to Varjas et al. (2010), anonymity and the disinhibition effect are

important factors in cyberbullying. Teens are protected from the repercussions of their

activities by anonymity, which encourages conduct that they might not display in person.

In addition, some bullies may target victims out of jealousy or contempt. The 2019 Youth

According to the Risk Behavior Surveillance System (YRBSS) data, approximately

sixteen percent of high school students reported having been the victim of cyberbullying

in the past year. Social media platforms including Instagram, Snapchat, and Twitter were

responsible for 73% of student cyberbullying incidents, according to a survey conducted

by the Cyberbullying Research Center. Because social media is so widely accessible,

statements can quickly reach a large audience, and the anonymity these platforms provide

often encourages people to act in ways that are more damaging or disagreeable

As said to the study conducted by Akrim and Sulasmi (2020) among students at

North Sumatra Muhammadiyah University in Indonesia, over 50% of the participants

concurred that sending offensive messages via social media, text messages, or emails was

the frequent type of cyberbullying. Furthermore, more than 40% of respondents says that
16

cyberbullying frequently results from sadness, retaliation, pain or rage feelings. It can

also be effect by someone's desire for self-importance at the expense of others. According

to Patchin's (2023) survey, which involved 5,000 high school students in the United

States, a considerable portion of the pupils—17.2% in 2019 and 23.2% in 2021—

reported having experienced cyberbullying. The most common forms of cyberbullying in

2023 included negative comments or rumors posted online, being shamed or humiliated

online, and being excluded from group chats or texts, as well as receiving repeated

contact after asking the bully to stop.

In the Philippines, cyberbullying is becoming a recent issue. According to a

Department of Education (DepEd) survey, one in three Filipino students reported being

victims of cyberbullying. Victims of cyberbullying are also more likely to suffer from

loneliness, depression, shamed and suicidal thoughts. This alarming trend highlights the

urgent need for stronger regulations and support systems especially families and friends

to protect victims from cyberbullying and mitigate its harmful effects on mental and

physical health.

Comparisons in Cyberbullying
17

Holfeld (2014) stated that because they have grown up in a technologically

advanced world, teenagers are especially affected by the social communication options

offered by the internet or any social media. Cyberbullying is far more worldly-wise and

widespread than traditional way of bullying, which usually takes place in public places

like schools and parks Cyberbullying occurs online, therefore victims are frequently

unable to flee after they leave school premises, in contrast to peer bullying, which occurs

at defined times, such as school hours. Teenagers' emotional toll is made worse by their

constant online presence because they are still susceptible to harassment at home.

According to Campbell (2005), teens' social and emotional development may be

hampered by their ongoing exposure to cyberbullying because they are still adjusting to

developmental changes and may act impulsively, without considering the long-term

consequences.

In terms of gender disparities in vulnerability to cyberbullying, Agatson et al.

(2007) discovered that female students are more likely than males to experience

cyberbullying. Although it's possible that men are more likely to be bullies or bully-

victims, women are more commonly identified as the main victims of bullying on social

media. However, because social media bullying is relatively new, it can be difficult to

identify which gender is more affected because, in most cases, both genders seem to be

affected identically, according to Balakrishnan (2015). However, numerous studies have

demonstrated that the harmful mental health effects of cyberbullying, such as depression

and suicide thoughts, are more likely to affect teenage girls.

18

In the Philippines, four out of five male and forty-three percent of female minors

between the ages of 13 and 17 report having been victims of cyber violence. Verbal

abuse, sometimes conducted online or through cellphones, accounts for a large

percentage of cyber violence. But a sizable portion of cyber violence is also sexual

harassment, which includes sexual texts and primarily affects women. Both men and

women say they have come across improper sexual content online, but men are twice as

likely as women to report viewing explicit photographs of themselves online (UNICEF

Philippines, 2019).

Cyberbullying, according to the website Stopbullying.gov, is bullying that takes

place online, through mobile phones, text messages, and other electronic devices, or

through digital platforms like social media, forums, and gaming platforms. This type of

bullying includes transmitting, publishing, or disseminating offensive material about

another individual, such as embarrassing or private details, in an effort to denigrate or

dehumanize them.

Cyberbullying commonly escalates to criminal activity, especially when it includes

threats, intimidating mark, or the unapproved release of explicit content. Given its

pervasiveness and scope, cyberbullying poses serious hazards to teens mental emotional

and physical health, call for both legislative action and public awareness campaigns.

Prevention for Cyberbullying

19

Even though the epidemic has created difficult circumstances, educational

establishments must continue to offer their services since learning should never stop.

Furthermore, the increased dependence on internet has resulted in a rise in cyberattacks,

which are now being employed as instruments to cause harm to countries. In order to

counter this, the Malaysian government has put in place a number of security standards,

such as the MS ISO/IEC 27001:2007 or ISO/IEC 27001:2005 certifications and the

Cyber Security Framework for the public sector. Adopting efficient online learning

techniques that are backed by a national analysis of problems and possible solutions is

beneficial in emergency situations (Rahiem, M. D., 2021). Higher education institutions

(HEIs) must restrict network access in the wake of the 2022 pandemic and urge users to

exercise greater caution while protecting their privacy and personal information when

learning remotely and online. In open and distance learning (ODL) programs, technology

is being used by both teachers and students to enhance learning. Flexibility provided by

online learning platforms makes it easier for teachers and students to modify lesson plans

(Md Noh et al., 2021).

Willard (2006) states that there are a number of strategies that parents, students,

and schools can use to stop and deal with cyberbullying. Willard advises schools to take

the following actions: educating students, parents, teachers, and community members on

how to prevent and deal with cyberbullying; alerting parents and cyberbullies to the

repercussions of their actions; and making sure that online activities are properly

monitored. Willard also stresses the significance of establishing a plan of action for

evaluating the hazards posed by cyberbullying, particularly when there are potential risks

of violence or suicide. In order to combat cyberbullying, he suggests eight crucial actions,

20

including planning, assessment, assuring a successful anti-bullying program, and

examining policies and procedures pertaining to internet and mobile device use. Willard

also recommends that district staff receive professional development, that parents be

taught how to recognize and stop cyberbullying, that students be taught how to deal with

cyberbullying situations, and that the efficacy of the prevention and intervention

strategies for cyberbullying be routinely assessed (Willard, 2006).

21

Conceptual Framework

The conceptual framework shows the main goal of this research is to identify and

study the awareness and perception of cyberbullying to the students and to determine how

they cope this problem encountered. The study also aims to provide information on how

the student affected with the said crimes to determine the possible causes. The

researchers aim to provide prevention programs to minimize the victimization of

cyberbullying. The paradigm illustrated bellow serve as the guideline of this study.

Awareness and Perception

Common Reason of
Cyberbullying.
Criminology Students of Tarlac
State University.
Formal Procedure about
Cyberbullying Incidents.
22

Figure 1

Paradigm of the Study

Intervention Program.

Definition of Terms

Abuse. The improper usage or treatment of something or someone in a harmful

or injurious manner, which can be physical, emotional, verbal, or sexual in nature.

Anonymity. The state of being anonymous or unidentified, where a person's

identity is concealed or kept secret.

Anorexia. An eating disorder characterized by an intense fear of gaining weight,

leading to extreme restriction of food intake and often excessive exercise.

Blackmail. The act of threatening to reveal damaging or embarrassing

information about someone unless they comply with certain demands, typically for

money or favors.

Bullying. Repeated aggressive behavior intended to intimidate, harm, or coerce

someone perceived as weaker or vulnerable.

23

Catfishing. The practice of creating a fake online identity to deceive someone,

typically for romantic or fraudulent purposes.

Child. A young human being who has not yet reached puberty or the age of

majority.

Cyber bullies. Individuals who engage in online behavior that is intended to

intimidate, harass, or harm others, often through the use of electronic communication

platforms or social media.

Cyberspace. The virtual environment created by computer systems, networks,

and digital communication technologies, where online interactions take place.

Cyber stalk. The act of repeatedly harassing or monitoring someone online, often

with malicious intent, through persistent and unwanted communication or surveillance.

Cyber violence. Acts of violence or aggression that occur in the digital realm,

including online harassment, threats, stalking, or the distribution of violent content.

Cyberbullying. The practice of using electronic communication to bully, harass,

or intimidate others, often through social media, text messages, or online forums.
24

Defamation. The act of damaging someone's reputation or character by making

false or harmful statements about them, which can be either spoken (slander) or written

(libel).

Fishing. The practice of attempting to deceive or trick someone, often for

personal gain, by posing as a trustworthy entity or using fraudulent methods, such as

phishing scams or social engineering tactics.

Flaming. Engaging in hostile, aggressive, or inflammatory online behavior, such

as posting abusive or derogatory comments in internet forums or social media.

Forum. A public or online platform for discussion, exchange of ideas, or debate

on various topics, often organized around specific interests or communities.

Interpersonal. Relating to interactions or relationships between people; involving

or occurring between individuals.

Internet. A global network of interconnected computers and servers that allows

for the exchange of information, communication, and access to resources and services.

Internet face. The public persona or identity that a person presents or maintains

online, particularly through social media or internet platforms.

25

Masquerade. To disguise or conceal one's true identity or intentions, often by

assuming a false appearance or persona.

Mass media. Forms of communication, such as television, radio, newspapers, and

the internet, that reach large audiences and have the potential to influence public opinion

and culture.

Online harassment. The use of electronic communication, such as social media,

email, or messaging apps, to repeatedly intimidate, threaten, or bully someone.

Outing. The act of revealing or disclosing someone's private or confidential

information, particularly regarding their sexual orientation or gender identity, without

their consent.

Post traumatic stress disorder (PTSD). A mental health condition triggered by

experiencing or witnessing a traumatic event, characterized by symptoms such as

flashbacks, nightmares, anxiety, and emotional numbness.

Sexting. The act of sending sexually explicit messages, images, or videos,

typically via mobile phone or other electronic communication devices.

Social media. Online platforms and websites that enable users to create and share

content, interact with others, and participate in social networking activities.

26

Social stigma. Negative attitudes, beliefs, or stereotypes that society holds

towards certain individuals or groups, often leading to discrimination or marginalization.

Victim. A person who suffers harm, injury, or loss as a result of an event, action,

or circumstance, often due to the actions of another person or external force.

Victimization. The process or experience of being victimized, harmed, or

exploited, often through abuse, violence, or unfair treatment.

Violence. Behavior involving physical force intended to hurt, damage, or kill

someone or something, often causing injury, destruction, or suffering.

27

CHAPTER 2

METHODS OF STUDY AND SOURCES OF DATA

This chapter discussed the research method used and the procedure that the

research will employ in the conduct of the study. This section consists of the research

design, locale of the study, sampling design and participants, research instruments, data

gathering procedure, data analysis, and ethical considerations.

Research Design

The study used the quantitative descriptive method to gather information. A

descriptive research design is an effective tool for gathering information about a specific

group or phenomenon. This type of research provides a detailed and accurate picture of a

specific population's or subject's characteristics and behaviors. This type of research helps

researchers gain a deeper understanding of a specific issue and provides valuable insights
28

that can inform future studies by observing and collecting data on a given topic. The

study aims to understand the awareness and perception of cyberbullying among students

by gathering the data through prepared sample questions. This methodology focuses more

on “what” and “how” of the research subject rather than the “why” of the research

subject. This study also seeks to evaluate or estimate the quantity of observations about

the attributes of the research population. It assesses the kind of responders or items that

have specific characteristics.

Locale of the Study

The study was conducted at Tarlac State University, College of Criminal Justice

Education, this place was selected for knowing the efficiency of the study of awareness

and perception of cyberbullying among the college students.

Sampling Design and Participants

The researcher used purposive sampling to select respondents that were used in

the study. A purposive sample is a non-probability sample that is selected based on the

awareness of cyberbullying at Tarlac State University and the objective of the study.

Purposive sampling, also known as judgmental, selective, or subjective sampling, is a

type of non-probability sampling technique. Non-probability sampling focuses on

29

sampling techniques where the units that are investigated are based on the judgment of

the researcher.

Table 1

Demographic Information of the Participants

Gender Frequency Percentage

Male 145 51.79%
Female 135 48.21%
Total 280 100%

Research Instruments

The researcher used a survey question to gather the needed data and information in the

study since it could collect data faster than any other instrument. It also provides appropriate

information in the following research problem.

Data Gathering Procedure

30

The data for this research were collected using a questionnaire. The

questionnaires were from the other existing research chosen by the researcher in its

compatibility with the research problem. The survey was comprised of twenty-seven (27)

questions. In the questionnaire, Dichotomous Scale was used to determine the answer of

the respondents on the yes or no questions. After the professor validated the

questionnaire, these were then distributed to the first year to third year students at the

College of Criminal Justice Education at the Tarlac State University.

Data Analysis

Microsoft Excel and Statistical Treatment and Analysis was used in treating the gathered

data in the study. Frequency counts and percentages were used to describe the profile of

the respondents. Weighted mean was used to describe the respondents’ implication in

assessing the effectiveness of blended learning. To describe the weighted mean, the

following Likert scale was used.

Ethical Considerations

For Ethical Considerations, before the study process starts, the respondents will

undergo a briefing and the researchers will explain the purpose of the study. Through the

informed consent, the respondents are engaged to an agreement that they will be part of

the study. All the identity and personal information of the respondents will remain
31

confidential and are ensured that they will remain for academic purposes only with

respect to Republic Act No. 10173 or also known as Data Privacy Act.

CHAPTER 3

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

32

This chapter presents, analyzes, and interprets the data gathered from the

respondents. The data obtained from the respondents were shown in the Table according

to the problem followed their interpretation.

Table 1: The Profile of the Respondents

Table 1 represents the Profile of the Respondents. In sex, 145 male (51.79%) and 135

female (48.21%) respectively took part in the poll and answered the questions. In total,

there are 280 respondents who participated to answer the survey. In year Level, a total of

178 First Year Students, or 63.57%, took part in the survey. There are 78 Second-Year

Students, or 27.85%, who took part and responded to the survey. Finally, 24 Third Year

Students, or 8.57%, took part in the poll by responding.

Sex Frequency Percent

Male 145 51.79%

Female 135 48.21%

Total 280 100%

Profile Frequency Percentage

First Year 178 63.57%

Second Year 78 27.85%

33

Third Year 24 8.57%

Table 2: Impact of Cyberbullying

How do you feel the student felt about being 218 – sad 77%
cyberbullied
145 – scared or 51.2%

frightened

135 – frustrated
47.7%
or helpless

When the students experience cyberbullying, 229 – yes 80.9%

do they seem to want to stay away/avoid and
make excuses not to go to university 51 – no 19.1%

When students experienced cyberbullying, do 261 - yes 92.2%

they find it harder to concentrate on
schoolwork? 19 - no 7.8%

When students experienced cyberbullying, do 264 - yes 93.3%

their academic grades suffer?
34

16 – no 6.7%

Table 2 represents the description of the influence of cyber bullying to the CCJE

students at Tarlac State University. According to the results, statement 1 obtained 77% of

the respondents that they felt sad about those who experienced cyberbullying, 145

respondents with the average percentage of 51.2% are scared or frightened, 135

respondents with the average percentage of 47.7% are frustrated or helpless. Statement 2

have 80.9% of the respondents agreed that the students experiencing cyberbullying

avoiding or making excuses not to attend classes and 51 (19.1%) responds no, statement

3 have 92.2% of the respondents concur that persons subject for cyberbullying having a

hard time to concentrate and accomplish school works, statement 4, 93.3% of the

respondents approved that the students being cyberbullied suffers their academic grades

and 135 (47.7%) responded no.

Table 3: Common reason of cyberbullying

35

What do you think are the most common 224 - for fun 79.2%
reason of cyberbullying? 169 – hate 59.7%
134 - revenge 47.3%

How often do you think cyberbullying occurs 135- occasionally 47.7%

with school computer used
How often do you think cyberbullying occurs 135- frequently 47.7%
through cellphone use during school hours

Table 3 represents the cyberbullying’s common causes to the CCJE students at

Tarlac State University. According to the results, with the average percentage of 79.2%

responses from 224 students in answer to statement 1, the most frequent reason for

cyberbullying is for fun, second reason is hate with 169 respond with the average

percentage of 59.7%, and the third most common reason is revenge with 134 responds

and average percentage of 47.3%. Statement 2, 135 responses showed an average

percentage of 47.7 indicating that cyberbullying happens on occasionally used school

computers. In statement 3, 135 respondents with the average of 47.7% cyberbullying

frequently happens when students use their phones during class.

36

Table 4: How to respond to cyberbullying in an appropriate manner.

Students are taught acceptable computer and 262 – yes 92.6%

internet use during school year? 7.4%
18 – no

Students are taught how to respond to 237 -yes 83.7%

cyberbullying in an appropriate manner? 16.3%
43 – no

Students are taught about how to recognize 256- yes 90.5%

cyberbullying and threats to their online 9.5%
24 - no
safety.

Teacher knows how to recognize 253- yes 89.4%

cyberbullying issues? 10.6%
27- no

Teacher knows how to intervene/help in a 255 – yes 90.1%

cyberbullying situation in an appropriate 9.9%
25 – no
manner?

Do you feel that students in your school are 204 – yes 72.1%
comfortable or impowered to step up and 27.9%
76 - no
inform a trusted adult about cyberbullying
that is occurring to them?

Did the student know who was cyberbullying 192 - yes 67%
them? 33%
88 - no

Were they being cyberbullied by someone at 150 – no 53%

your university? 47%
37

130 - yes

Were threats made online carried out at 134 - yes 48.4%

university? 51.6%
146 -no

Did they tell their parents about the 99 - yes 36%

cyberbullying? 64%
181-no

Did they tell a school staff member about the 179 - no 63.3%
cyberbullying? 36.7%
101 – yes

Did they tell a friend about a cyberbullying? 206-yes 72.8%

27.2 %
74 - no

How did the student react to the 165 - blocked 58.3%

Cyberbullying? bullied

109 – did 38.5%

nothing 36%

102 – log off

computer

Table 4 shows how the students responded to cyberbullying in an appropriate

manner. According to the gathered data. Statement 1, there are 262 students, with a
percentage of 92.6% agreed that students are taught acceptable computer and internet use
during school year, and 88 (33%) respond no. The Statement 2 shows that there are 237
respondents, with a percentage of 83.7% concur that students are taught about how to
respond to cyberbullying in an appropriate manner and 43 students (16.3%) respond no.
In Statement 3, there are 256 votes equivalent to 90.5% express approval that students are
38

taught how to recognize cyberbullying and threats to their online safety and 24 (9.5%%)
students respond no. The Statement 4 describes that there are 253 respondents with a
percentage of 89.4% acknowledged that teachers know how to recognize cyberbullying
issues and 27 (10.6%) respond no. Statement 5 have 255 students with a percentage of
90.1% recognized that teachers know how to intervene/help in a cyberbullying situation
in an appropriate manner and 25 (9.9%) respond no. Statement 6 explains that there are
204 students with a percentage of 72.1% agreed that the students are comfortable or
empowered to step up and inform a trusted adult about cyberbullying that is occurring to
them and 76 (27.9%) disagreed.
In response to statement 7, 192 students say "yes," with an average percentage of
62% indicating that they don't know who the perpetrator of the cyberbullying is and 88
(33%) respond no. In Statement 8, 150 students answered "no," with an average
percentage of 53% indicating that they had not been attacked by any individual and 130
(47%) responds that they are experience cyberbullying. The statement 9, had 146 student
responses, with an average proportion of 51.6% indicating that no online treats were
carried out at the University134 (48.4%) respond yes and. In statement 10, 181 students
with an average percentage of 64% said that they didn't tell their parents when they had
been the victim of cyberbullying and 99 (36%) responds yes. In answer to statement 11,
179 people said that they don't report cyberbullying to school staff members, with an
average percentage of 63.3% and 101 (36.7%) responds yes. In response to statement 12.
206 students, on average, claim that they share them with their peers about being
cyberbullied, with an average proportion of 72.8% and 74 (27.2%) responds no. With an
average percentage of 58.3%, in statement 13, 165 respondents indicated that they had
blocked the bully, with the average percentage of 38.5% 109 responds they did nothing,
and 102 respondents with the average percentage of 36% responds that they log off the
computer.

Table 5: How to respond to cyberbullying in an appropriate manner.

Does your university have a formal 230 yes 86.6%

39

procedure for policy for investigating 35 – no 13.4%

cyberbullying

Does your university have a formal 252 - yes 89%

procedure or policy with a continuum/ range
28 - no 11%
of consequences for cyberbullying
incidences

Your cyberbullying policy includes language 247 – yes 87.3%

about off campus behaviors subject to
33 - no 12.7%
discipline

Cyberbullying on school campus should be 163 - school 57.6%

addressed through; disciplinary
action

23%
65 - school
counseling

32 - suspension 11.3%

Does, your university offer training to staff 230 – yes 81.3%

in that policy and procedure
50 - no 18.7%

Table 5 represents the description of the formal procedure for cyber bullying of

the CCJE Tarlac State University. According to the results, statement 1 obtained 86.6%

of the respondents concur that the university have a formal procedure for policy for

investigating cyberbullying and 35 with the average percentage of 13.4% respond no,

statement 2 have 89% of the respondents agreed that the university have a formal
40

procedure or policy with a continuum/range of consequences for cyberbullying

incidences and 28 respondent with the average percentage of 11% respond no. Statement

3 have 247 respondents with the average percentage of 87.3% concur that the policy

includes language about off campus behavior subject to discipline and 33 (12.7%)

responds no. Statement 4, 163 respondents with the average percentage of 57.6%

approved that the incident of cyberbullying on school campus should be addressed

through school disciplinary action, 65 respondents with the average percentage of 23%

should be address through school counseling and 32 respondents with the average

percentage of 11.3% select suspension . Statement 5, have a 230 respondents with the

average percentage of 81.3% agreed that the university offer training to staff in the policy

and procedure provided by the school and 50 (18.7%) responded no.

41

CHAPTER 4

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of your study and summary of findings,
conclusions, and recommendations of this research study.

Summary of the Study

The study summarizes the advancement of technology that causes issues and

problems in cyberspace which lead to cyberbullying, the reason why this study was

conducted. The study visualizes the perception and awareness of the criminology student

at Tarlac State University to address the expedient issues regarding cyberbullying and to

provide programs that can minimize victimization in the virtual world. The researchers

use a quantitative descriptive method to help the researchers to gather information

regarding specific groups or phenomenon, to gain a deeper understanding regarding

specific issue and provides valuable insights that can help future studies and especially to

help the victims of cyberbullying.

42

Summary of Results

The data on results shows that cyberbullying has a significant negative impact to

the victim. It shows that most of the students experiencing cyberbullying have difficulty

in their academic life. On the other hand, cyberbullying is committed through various

causes. Many agreed that one of the reasons for the commission of cyberbullying is just

for fun, and it happens oftentimes. Lastly, most of the respondents admit that the

university educated the students on how to utilize the cyber world properly.

Cyberbullying occurs mainly online. Teachers and students are aware of how to deal with

cyberbullying incidents in university and how to formulate remedies and appropriate

actions to mitigate the incidents from happening.

Limitations of the Study

The limitation of the study shows the problems and challenges encountered during

the gathering of data and actual research.

Access. While a great deal of research has been done, much like the study we are

working on, some of those studies are not available to everyone. Before we can access the

entire article, a compensation is needed in order to open the websites or articles.

Longitudinal effects. For a beginner researcher, conducting research requires a

significant amount of time. We're having trouble locating relevant studies and have

limited time to conduct further research.

Cultural and other type of bias. This study excluded the staff members of those

organizations in favor of focusing primarily on students. Lack of knowledge. The term

43

"cyberbullying" is widely known, yet not everyone understands how to respond to it or

deal with it.

Lack of availability and /or reliability. Some of the problem often faced when

gathering data is the fundamental issue in terms of collecting data and lack of sources or

data quality issues which result to inconsistencies and other issues and deciding what data

to collect.

Lack of prior research studies or topic Lack of research studies prior to gathering data

are too narrow which may not provide enough data for meaningful analysis. The

researcher often must work within the time frame with a limited resources in collecting

data. Measures used to collect data in terms of questionnaire, we can’t find a reliable

questionnaire that are related in our topic that’s why we adapted a questionnaire of other

researchers that are align in our study.

Conclusions

In conclusions, most of the answers of the respondents are in favor of the fact that

cyberbullying really happens in school. Based on the results, with 224 votes (79.2%) the

most common reasons for cyberbullying are for fun, which is a common scenario that

always happens in school-based situations of cyberbullying. Most of the students know

how to combat cyberbullying in a proper manner with 237 votes (83.7%), because almost

all students today are tech users, and the availability of cyberbullying preventions online

are accessible. Aside from that, the respondents of this study are criminology students,

which cyberbullying, and cybercrimes were being discussed on their specific courses.

Students are aware of the formal procedures about the cyberbullying incidents with 230
44

votes (86.6%) some respondents express approval that the university have a formal

procedure for policy investigating cyberbullying.

Recommendation

After careful deliberation of the conclusions of the study, the following

recommendations are offered:

1. Students-Teacher Relationship should be strengthened through activities that

focus on building trust that could help the students to have comfortable

surroundings so that they can communicate their feelings and problems well to

their teachers.

2. Teachers should engage in series of seminars about cyberbullying to keep them

aware on the elements on how cyberbullying were committed. Also, the teachers

will have the knowledge on how to handle cases regarding this issue. This will

enable them to provide guidance on students that experienced being cyberbullied.

45

3. Numerous trainings, symposiums and seminars will be conducted annually to

deter such students in engaging in cyberbullying.

4. Strong preventive measures or procedure will be implemented and posted in every

corner of the university to keep everyone informed and aware of the various

consequences that they might face if they engage in such activities.

For future researchers:

1. Figure out the crucial factors why cyberbullying is on a rise. How this issue is on

the track regardless on the actions and preventive measure being implemented.

2. Aside from social media platforms and digital devices, what are the other means

in committing cyberbullying.

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49

Appendix A
50

Letter for Questionnaire Validation

Appendix B
51

Letter for Request to Conduct Study

Appendix C
Research Instrument
52

Name (Optional):
Sex:
Instructions: Please answer the following questions. Put a check mark on the box
indicating your answer.
1. Student’s Year Level
First Year
Second Year
Third Year
2. How many times have you been cyberbullied?
0 times
1-5 times
5-10 times
More than 10 times
3. Please evaluate the following:
3a. Cyberbullying is on a rise?
Yes
No
3b. Incidences are most often reported by? (Check all that apply)
Friend of victim

Student/Peer

Parent

Bully

3c. Cyberbullying most often occurs at?

Home

School

Friend's House
Community Location

3d. Cyberbullying most often occurs with? (Check all that apply)
Computers
Mobile Phones
PDA (Personal Digital Assistant)
53

3e. Cyberbullying occurs most often via? (Check all that apply)
Instant Messaging (messenger)

E-mails

Blogs

Personal Profile Pages

4. Should students be able to surf the web without censorship/ restrictions?
Yes
No

5. If students take a photo of someone, do they need that person’s permission to post it?
Yes
No
6. Students are taught acceptable computer and Internet use during the school year?
Yes
No
7. Students are taught about how to recognize cyberbullying and threats to their online safety?
Yes
No
8. Students are taught how to respond to cyberbullying in an appropriate manner?
Yes
No
9. Teachers know how to recognize cyberbullying issues?
Yes
No
10. Teachers know how to intervene/ help in a cyberbullying situation in an appropriate manner?
Yes
No
11. Does your university have a formal procedure or policy for investigating cyberbullying?
Yes
No
12. Does your university have a formal procedure or policy with a continuum/ range of
consequences for cyberbullying incidences?
Yes
No
13. Your cyberbullying policy includes language about off-campus behaviors subject to discipline?
Yes
No
14. Cyberbullying on school campus should be addressed through? (Check all that apply)
School Disciplinary Action
Suspension
Expulsion
School Counseling Sessions
54

15. Cyberbullying is a significant/ big problem at our university?

Yes
No
16. Cyberbullies typically/ usually are? (Check all that apply)
Male
Female
Upper class
Leaders
Angry
Manipulative/ Controlling
Poor impulse control
Respond to being bullied
Are provoked/ annoyed by the victim
17. Should students have the right to say or do whatever they like online?
Yes
No
18. Please share information about an incident you are aware of:
18a. Did the student know who was cyberbullying them? Perception
Yes
No
18b. Were they being cyberbullied by someone at your university?
Yes
No
18c. Were threats made online carried out at university?
Yes
No
18d. Did they tell their parents about the cyberbullying?
Yes
No
18e. Did they tell a school staff member about the cyberbullying?
Yes
No
18f. Did they tell a friend about the cyberbullying?
Yes
No
18g. How did the student react to the cyberbullying? (Check all that apply)
Logged off computer
Blocked bully
Changed screen name or e-mail
Left site
Called police
Did nothing
Did something else.
19. How do you feel the student felt about being cyberbullied? (Check all that apply)
Sad
Angry
55

Scared or frightened
Frustrated/helpless.
Embarrassed
Did not bother me.
20. When students experience cyberbullying, do they seem to want to stay away/avoid
and make excuses not to go to university?
Yes
No
21. When students experience cyberbullying, do they find it harder to concentrate on
schoolwork?
Yes
No
22. When students experience cyberbullying, do their academic grades suffer?
Yes
No
23. What do you think are the most common reasons for cyberbullying? (Check all that
apply)
Revenge

They deserved it

Others were doing it/ joining in

For fun

Because I can/ No one knows it’s me

Power

Hate

24. How often do you think cyberbullying occurs with school computer use?
Frequently
Occasionally
Never
25. How often do you think cyberbullying occurs through cell phone use during school
hours?
Frequently
Occasionally
Never
26. Do you feel that students in your school are comfortable or empowered to step up
and inform a trusted adult about cyberbullying that is occurring to them?
Yes
No
27. Does your university offer training to staff in that policy and procedure?
56

Yes No

BIONOTE

Jerald V. Pingot, born on July 6, 2001.He is residing

at Brgy. Caca Sur, Camiling, Tarlac. An Incoming Fourth

Year College Student. He is currently taking Bachelor of

Science in Criminology at Tarlac State University. He is a

License Youth Pastor, he is also the Board Member on Audit

at TSU-CCJE Student Council and the Incoming Governor. He attended a seminar

entitled “Decoding Forensic Science Techniques and Applications in Criminal

Investigations” held on April 3, 2024.

Jazz S. Rodriguez, born on July 1, 2003. She is residing at

#14 Lucinda St. Gate 1, San Sebastian, Tarlac City. An

Incoming Fourth Year College Student. She is currently

taking Bachelor of Science in Criminology at Tarlac State

University. She attended a personality development seminar

entitled “Glampro: Unleashing Personal Growth” held on March 26, 2024. She also

attended a seminar entitled “Decoding Forensic Science Techniques and Application in

Criminal Investigation” held on April 3, 2024.

57

Dexter S. Santiago, born on September 20, 2003.

He is residing at Purok 1 Pedro L. Quines, Mayantoc, Tarlac.

An Incoming Fourth Year College Student. She is currently

taking Bachelor of Science in Criminology at Tarlac State

University. He attended a seminar personality development

seminar entitled “Glampro: Unleashing Personal Growth” held on March 26, 2024. He

also attended a seminar entitled “Decoding Forensic Science Techniques and

Applications in Criminal Investigation” held on April 3, 2024.

Micaela Fei B. Santiago, born on August 4, 2003.

She is residing at Purok Centro Brgy. Maybubon, Guimba,

Nueva Ecija. An Incoming Fourth Year College Student. She

is currently taking Bachelor of Science in Criminology at

Tarlac State University. She attended a personality

development seminar entitled “Glampro: Unleashing Personal Growth” held on March

26, 2024. She also attended a seminar entitled “Decoding Forensic Science Techniques

and Applications in Criminal Investigation” held on April 3, 2024.

Jerika Mea C. Sicat, born on August 20, 2003. She

is residing at Lote Street, Brgy. Lawy, Capas, Tarlac. An

58

Incoming Fourth Year College Student. She is currently taking Bachelor of Science in

Criminology at Tarlac State University. She attended a personality development seminar

entitled “Glampro: Unleashing Personal Growth” held on March 26, 20224. She also

attended a seminar entitled “Decoding Forensic Science Techniques and Applications in

Criminal Investigation” held on April 3, 2024.

Jelinne Maica D. Sison, born on June 11, 2003. She

is residing at Brgy. Padapada, Sta. Ignacia, Tarlac. An

Incoming Fourth Year College Student. She is currently

taking Bachelor of Science in Criminology at Tarlac State University. She attended a

personality development seminar entitled “Glampro: Unleashing Personal Growth” held

on March 26, 2024. She also attended a seminar entitled “Decoding Forensic Science

Techniques and Applications in Criminal Investigation” held on April 3, 2024.