Navigating the Safety Strategies of Grade

11 Students in Internet Usage

By CSS 11-1 Researchers

Parmis, Kimberly Ann

Cala, Trixie Dianne
Lazaro, Mary Anne Ghail
Josue, Princess Alliah R.
Montecillo, Jade

A Qualitative Research fulfilling the requirements for Practical Research 1 in

Emmanuel Resurreccion Congressional Integrated High School

SY 2024-2025
 Republic of the Philippines
Department of Education
EMMANUEL RESURRECION CONGRESSIONAL INTEGRATED HIGH SCHOOL
Poinsettia St., Via Verde Village, San Agustin II,
REGION IV-A CALABARZON
CITY SCHOOLS DIVISION OF DASMARIÑAS

Navigating the Safety Strategies of Grade 11 Students in Internet

Usage
Parmis, Kimberly Ann D.
Emmanuel Resurreccion Congressional Integrated High School
Poinsettia St., Via Verde Village, San Agustin II, City of Dasmariñas, Cavite
[email protected]
Cala, Trixie Dianne
Emmanuel Resurreccion Congressional Integrated High School
Poinsettia St., Via Verde Village, San Agustin II, City of Dasmariñas, Cavite
[email protected]
Lazaro, Mary Anne Ghail C.
Emmanuel Resurreccion Congressional Integrated High School
Poinsettia St., Via Verde Village, San Agustin II, City of Dasmariñas, Cavite
[email protected]
Josue, Princess Alliah R.
Emmanuel Resurreccion Congressional Integrated High School
Poinsettia St., Via Verde Village, San Agustin II, City of Dasmariñas, Cavite
[email protected]
Montecillo, Jade
Emmanuel Resurreccion Congressional Integrated High School
Poinsettia St., Via Verde Village, San Agustin II, City of Dasmariñas, Cavite
[email protected]
Abstract
Despite young people's frequent internet use, a gap exists between their perceived
awareness and actual implementation of online safety measures (Kurkovsky S., et
al, 2010). The rise of internet usage for education and social media in the
Philippines represents a profound shift in the way Filipinos learn, communicate,
and access information. This qualitative study explores the internet safety
understanding and practices of 10 Grade 11 students at Emmanuel Resurreccion
Congressional Integrated High School. Utilizing semi-structured interviews and a
phenomenological approach. The research focuses on students' knowledge of online
risks, their online behaviors, and their experiences. Findings reveal that while
students are active internet users, their comprehension of online dangers and
effective safety strategies is limited. This study highlights the need for targeted
internet safety education to enhance students' online experiences and ensure their
digital well-being.
Keywords: cybersecurity; online safety, experiences of teenagers; safety strategies
​ Address: CSDO Bldg., DasCA Compound, Burol-II, City of Dasmariñas, 4115
​ Telephone No: (046) 432 9355
​ Email Address: [email protected]
​ Website: https://depeddasma.edu.ph
 Table of Contents
Abstract……………………………………………………………………………………………….
Introduction………………………………………………………………………………………..2
Statement of the Problem.............................................................................4
1.​ Gaps
2.​ Objective/s
Scope of the Study....................................................................................... 4
Significance of the Study..............................................................................4
Definition of Terms...................................................................................... 5
Literature Review........................................................................................... 5
Experience of Teengaers in Cybersecurity.....................................................6
Practices about Digital Privacy and Security.................................................6
The Role of Internet to a Learner’s Security..................................................6
Potential Threats within the Internet............................................................7
Lack of Safety Awareness of Students in Internet......................................... 7
Synthesis.....................................................................................................8
Research Methodology....................................................................................8
Research Design
Sampling
Data Collection and Instrument
Ethical Issues
Data Analysis and Interpretation
Results and Discussion................................................................................. 10
Concerning Verbal and Sexual Cyberbullying
Disclosing Information and Misinformation
Identity Theft and Hacking through Viruses and Scams
Reporting the Threats and Leaving it to Online Authorities
Hacked Accounts and Making of New Accounts
Running an Antivirus
Unreliable, False, and Misleading Information
Textual and Structural Description
Overall Essence and Verification
Conclusion and Recommendation.................................................................18
References....................................................................................................20
Appendices...................................................................................................23
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
About the Author/s...................................................................................... 36

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 Introduction
​ The internet is a wide global network technology that allows people to
access and share information, communicate with each other, and conduct
various activities online. Browsing the internet has become an integral part of the
academic experience for students in today's digital age. However, while the
internet offers vast resources, it also harbors significant risks for students. They
may encounter misleading information, malicious software, or scams on
unknown websites and links, potentially compromising their devices and online
safety. For instance, a study stated that all users, regardless of age, are exposed
to various security risks when spending significant time on the internet
(Quayyum F., et al, 2021). Different terms are used to address these risks that
internet users get exposed to in their everyday lives. Cybersecurity, online
security, online safety and internet security are used interchangeably in the
literature to address security concerns in the digital world (Quayyum F., et al,
2021). In addition, as students use the internet, it is crucial to be aware of the
potential risks that can be involved in the internet that they access and ensure
their online well-being. By fostering a culture of awareness and responsibility,
students can not only protect themselves but also contribute to a more positive
and respectful online community, enriching their academic experiences and
ensuring their safety.
Cybersecurity, also referred to as “online security”, consists of all the
technologies and practices that keep computer systems and electronic data safe
(Patterson N., 2024). This is one of the technological terms to address the risks we
find on the internet. However, this term, though common in certain fields, is not
part of the Senior High School curriculum, which could lead students to perceive it
as highly technical and outside their current understanding. On top of that, studies
show that 46% of teens say they use the internet almost constantly, up from only
about a quarter (24%) of teenagers who said the same in 2014-15 (Vogels, E., et al,
2022). As it was mentioned that internet users are exposed to risks online when
spending significant time on the platform, this statement illustrates the number of
teenagers that use the internet more often. These individuals can also be put at
risk when tech companies breach their privacy to collect data for marketing
purposes. (UNICEF, 2023). On the other hand, Kurkovsky (2010) also mentioned
that young people are called “digital natives” because of their fluency in the digital
language of computers, video games, and the internet (As cited by Gopo C., 2022).
This term implies that they possess a natural affinity for these technologies, having
grown up in an increasingly digitized world. Although this fluency is evident, it has
boundaries, especially in the aspects that require a deeper understanding of
technology. Additionally, Kurkovsky S., et al, (2010) implies that young people are
generally concerned about the security of their personal information stored on their
mobile phones. However, despite this awareness, they often fail to take necessary
precautions to protect their data (As cited by Nicholson J., et al, 2018). Thus, this
suggests a gap between theoretical understanding and practical implementation of

2
security measures. Despite recognizing the potential dangers, many young people
fail to adopt necessary precautions. In essence, while young people may be "digital
natives" in terms of their comfort with technology, their knowledge about the
internet and computers may be limited and may not extend to a comprehensive
understanding of its complexities and potential dangers.
Finally, as Dela Cruz (2024) mentioned that the rise of internet usage for
education and social media in the Philippines represents a profound shift in the
way Filipinos learn, communicate, and access information, this study specifically
aims to comprehensively investigate the awareness among Grade 11 Senior High
School students at Emmanuel Resurreccion Congressional Integrated High School
regarding the potential risks associated with internet usage while studying. This
includes assessing students' knowledge and understanding of various online
threats, such as cyberbullying, online harassment, exposure to harmful content,
data breaches, and privacy violations. To sum up, while some studies mention that
young people are concerned about their privacy and security online and have the
fluency to understand various technology terms, many people still lack the
knowledge and awareness regarding the potential risks that they could encounter
while using the internet. Therefore, this study delves into the experiences of Grade
11 Senior High School students regarding the potential risks associated with
internet browsing, particularly focusing on their understanding of the dangers of
websites when accessing various information online.
​ In general, in a generation where the internet has become an indispensable
tool for education and communication, particularly among digitally fluent youth,
the potential security risks associated with online activity cannot be understated.
While students readily engage with the vast resources the internet offers, their
perceived fluency does not necessarily translate to a comprehensive understanding
of cybersecurity threats. This study, focusing on Grade 11 students at Emmanuel
Resurreccion Congressional Integrated High School, aims to bridge this gap by
investigating their awareness of online risks, including cyberbullying, data
breaches, and exposure to harmful content. The research acknowledges the
prevalent use of the internet among teenagers, highlighting the paradox of their
'digital native' status, which can sometimes lead to a false sense of security. By
examining the students' perceptions and practices, this study seeks to contribute
valuable insights into the effectiveness of current online safety awareness and
inform the development of more targeted interventions within the school
environment.
Ultimately, this research underscores the critical need for a deeper
understanding of internet security among young users, ensuring they can navigate
the digital world safely and responsibly.

3
 Statement of the Problem
Gaps
​ As studies showed patterns regarding the potential threats found within
the internet and the lack of awareness among students regarding it, this study
explored the understanding of Grade 11 Senior High School students on the
internet and their own safety measures in using it.This study addresses the
critical gap between the rapid evolution of technology and the growing internet
usage among teenagers, by examining students' understanding of online safety
risks, their online behaviors, and their experiences with the potential dangers of
accessing information.
Additionally, the study delves into the following questions:
1.​ How do 11th grade students understand the security risks associated with
the internet?
2.​ What are the major concerns faced by 11th grade students regarding
accessing information online?
Objective/s
The study emphasizes the senior high school students’ understanding
regarding the internet and explores their strategies in keeping their online data
safe. And also the perceptions and knowledge of senior high school students, who
are considered to be active internet users. With the internet usage of learners
rising, it is crucial to understand what risks could be included in the internet to
promote a best learning experience and ensure safety.
Scope of the Study
​ The researchers conducted the study inside Emmanuel Resurreccion
Congressional Integrated High School including Grade 11 Senior High School
students from different strands while having the limit of 10 participants to be in
the study. The participants must know their online behaviors, their
understanding of the internet's potential threats and their usage of the internet in
the time being, including their perception towards the website links and their
practices to keep their safety. With that being said, the participants are chosen
through a purposive sampling approach.
Significance of the Study
​ The rise of internet usage for education and social media in the Philippines
represents a profound shift in the way Filipinos learn, communicate, and access
information. Given the observed trends, it is essential to comprehend the
potential online risks. Increased awareness of these risks can contribute to the
future safety of online users. Furthermore, the outcomes of this study may
facilitate the development of a secure and positive online environment. This study
aims to enhance understanding of the following:

4
 A.​ Students will be able to make wise choices online, protect themselves from
risks like scams and cyberbullying, and feel more confident navigating the
internet.
B.​ Parents will be better equipped to guide their children's online activities,
set appropriate boundaries for internet use, and have greater peace of
mind about their children's safety.
C.​ Teachers will be able to create safer online learning environments, identify
and address online problems like cyberbullying, and provide valuable
support to students.
D.​ The community will be more aware of online safety issues, have access to
helpful resources, and work together to create a safer online environment
for everyone.
E.​ Future researchers will be able to build upon this study's findings, develop
new tools and strategies for online safety, and contribute to making the
internet a safer place.
Definition of Terms
1.​ Cybersecurity - also referred to as “online security”, consists of all the
technologies and practices that keep computer systems and electronic data
safe.
2.​ Tabnabbing - replacing the original page or website with a fake copy that
may be used to phish users into disclosing personal information or login
credentials. This makes the scheme very difficult to detect even for an
expert user.
3.​ Cyberthreats - the dangers, or harmful content on the internet.
4.​ Cyberbullying - includes sending, posting, or sharing negative, harmful,
false, or mean content about someone else. It can include sharing personal
or private information about someone else causing embarrassment or
humiliation.
Literature Review
​ Currently we are now in the digital age wherein most people use the
internet for learning, business, and communication. According to the 2019
Functional Literacy, Education and Mass Media Survey (FLEMMS) conducted by
the PSA, a significant proportion of the Filipino population aged 10 to 30 who are
currently attending school are exposed to the internet for educational purposes.
The data shows that 81.4% of this age group use the internet for email and
research work, with 33.6% doing so every day and 26.4% at least once a week (As
cited by Dela Cruz M. 2024). Moreover, Dela Cruz also mentioned that besides
using the internet for educational purposes, many young Filipinos are also
turning to social media as a way to learn and connect with others.

5
 This section provides a comprehensive overview regarding the related
literature in this study, encompassing key areas of focus using a thematic
approach. These themes include literature about: Experiences of Teenagers in
Cybersecurity, Practices about Digital Privacy and Security, The role of Internet to
an Individual's security, Potential threats within the internet and websites, and
Misuse of safety tools in technology.
Experience of Teenagers in Cybersecurity
One study illustrated that children use technology and online services that
require frequent authentication. However, currently there is sparse research on
how children authenticate and protect themselves online. Choong et al. surveyed
password knowledge and practices of children aged 8-15 years, observing that
children showed confusion between the concepts of passwords, privacy and safety
or protection.
Other work has observed that 6-12 year olds are not necessarily better with
graphical passwords – alternatives to passwords which have traditionally been
considered easier to use for certain populations. In fact, surprisingly, their study on
13 participants showed that the success rate for the click-based graphical
password was lower than that for alphanumeric passwords. These studies
collectively demonstrate that both younger and older children demonstrate poor
cybersecurity hygiene and suggest that there may be issues with how this
information is being taught to this age group. (Nicholson J., et al, 2018)
Practices about Digital Privacy and Security
A study found out that the findings and related studies indicate the
degenerative nature yet growing status of scam e-mails worldwide. Hence there is a
need to educate learners in identifying e-mail scams and following widely
recognized preemptive practices such as never following a link within an
unspecified e-mail, or never share any personal information. (Abuda B., et al, 2020)
On the other hand, many teenagers believe they have control over their
online presence. They may use privacy settings to restrict who can see their posts
or create multiple accounts to separate different aspects of their lives. This
perceived control can give them a false sense of security, leading them to share
more freely. (Atkins S., 2024)
The Role of Internet to a Learner's Security
The internet allows students to access a vast array of educational resources,
from online courses and tutorials to educational videos and podcasts. Moreover, the
internet facilitates collaboration and communication among students and teachers.
Through online platforms like Google Classroom and Edmodo, students can easily
share ideas, work on group projects, and receive feedback from their teachers. This
not only enhances the learning experience but also prepares students for the
collaborative nature of the modern workplace with the use of AI. (Dela Cruz M.,

6
2024). In addition, it was also stated that it's important to recognize that social
media can also have its drawbacks in an educational context. The constant stream
of notifications and the pressure to maintain an online presence can be distracting
and even stressful for students. For instance, not all information shared on social
media is reliable or accurate, which can lead to the spread of misinformation.
An article mentioned that while internet serves as a gateway to information,
social interactions and learning resources, students are exposed to both the
benefits and risks of the digital world. Online safety also involves understanding
the social and ethical implications of internet use. This includes being aware of
how one’s actions can affect others, such as spreading misinformation, engaging in
cyberbullying, or violating someone’s privacy. (Lcom Team, 2024)
Meanwhile, In a study conducted to the students in Makati City and
Cabuyao, Laguna, Nuncio et al. (2020) found that students will succeed and be
well-versed in the use of if provided with chances such as access to online
educational resources and exposure to a safe and child-friendly online
environment. (As cited by Gopo C., 2022)
Potential Threats within the Internet
As we talk about some of the information being shared on social media are
not reliable, these could also be the cause of cybercrimes attacks. These attacks
(phishing, IoT and password attacks, etc) are acquired from some websites
students may encounter when using the internet for education. According to the
results of the study conducted by Ranchez-Rola I., et al (2020), it showed that the
websites being accessed by users also open new tabs that are completely
unprotected from possible phishing attacks. Moreover, opening new tabs is a very
common action that most web pages do at some point. For example, a user on
Facebook can click a link to an external website that could act perfectly benign
except from replacing the Facebook page itself with a fake copy that may be used to
phish users into disclosing personal information or login credentials. This makes
the scheme very difficult to detect even for an expert user. This type of attack is
popularly called “tabnabbing”.
​ Additionally, Clugston (2024) added that one of the major drawbacks of
using Artificial Intelligence or AI in schools is the significant threat to student data
privacy. AI systems require large amounts of personal information, including
academic performance, behavior patterns, and even biological data, which leads to
serious questions about how this data is kept safe and used responsibly. As AI
continues to evolve, its potential to transform education by making it more
accessible, efficient and personalized becomes increasingly evident.
Lack of Safety Awareness of Students in Internet
In all cases the most important seems to be the human factor, which is user

7
awareness about the dangers and safety rules. Inactivity and taking no notice of
the threats can lead to serious consequences of the loss of sensitive data. It’s
essential to know activities described as good practice and acquire the knowledge of
what to do in case of violation of safety rules (Security Awareness Program Special
Interest Group & PCI Security Standards Council, 2015).
As students often lack the foresight to understand the long-term
implications of their digital footprints, their personal and sensitive information can
be exploited by malicious actors, compromising both their current and future
security. Privacy breaches involving students online are a growing concern. (Lcom
Team, 2024)
Synthesis
Studies show that teenagers often exhibit poor cybersecurity practices,
struggling with fundamental concepts like password security, privacy, and online
safety. They may lack the critical thinking skills to evaluate online information and
overestimate their control over their online presence. While the internet offers
significant educational benefits, current cybersecurity education efforts are
insufficient in addressing the complexities of online threats and empowering
teenagers to navigate the digital world safely. The digital landscape is constantly
evolving, with new threats emerging regularly, and cybercriminals are increasingly
sophisticated in their tactics. Many teenagers lack a comprehensive understanding
of the risks associated with their online activities, often underestimating the
long-term consequences of sharing personal information and engaging in risky
online behaviors. To mitigate these risks, proactive measures such as regular
cybersecurity education programs and the development of critical thinking skills
are crucial.
Furthermore, while some research exists, more in-depth studies are needed
to understand the specific challenges and needs of teenagers in the digital age.
Current educational approaches often fall short in effectively addressing the
complex and evolving nature of cybersecurity threats.
Research Methodology
Research Design
​ The researchers conducted a qualitative study to emphasize each senior
high school students’ understanding of the digital world or internet. This
approach includes a phenomenology approach to evaluate in-depth responses
from the students and their experiences using a semi-structured interview.
Sampling
Purposive sampling was employed to select participants in different strands
from Emmanuel Resurrection Congressional Integrated High School in the Senior
High School department, specifically 11th Grade students who could provide
insights into their experiences with using the internet and possessing safety

8
strategies. This approach ensured that the study focused on individuals who
actively engage with online content and possess valuable perspectives on the topic.
Moreover, this study utilizes a small sample size of 10 Grade 11 Senior High
School students, it's important to acknowledge that a small sample size may limit
the generalizability of the findings to the broader population of senior high school
students.
Data Collection and Instrument
The data was collected using an in-depth semi-structured interview that is
implemented inside Emmanuel Resurrection Congressional Integrated High School
with the chosen 10 participants from different Grade 11 Senior High School track
and strands (STEM, ABM, HUMMS, TVL-CSS, TVL-CBF, TVL-EIM). This instrument
provides a platform for participants to express their unique viewpoints,
experiences, and interpretations from the open-ended questions and gathers
qualitative data about participants' thoughts, feelings, beliefs, and experiences on a
particular topic.
Ethical Issues
Prior to participation, all students were provided with a detailed information
sheet outlining the study's objectives, procedures, potential risks and benefits, and
their right to withdraw at any time. Written informed consent was obtained from
each participant. Participant identities were kept strictly confidential.
In addition, Participants are assured that their responses would be treated
with sensitivity and that any sensitive information would be handled confidentially
and the researcher maintained a professional and supportive environment
throughout the interview process.
Data Analysis and Interpretation
The data are collected from the responses of participants during the
interviews conducted inside Emmanuel Resurreccion Congressional Integrated
High School. Using a thematic analysis of the data, the researchers ensured that
data will be presented in a clear and concise manner, incorporating quotes from the
interviews to have a better understanding and provide a richer, more nuanced
interpretation of the data. By considering the broader implications of the findings,
that focuses on the lived experiences of Grade 11 students surrounding the safety
strategies students implement in using the internet and key insights and
conclusions can be drawn. The data was then analyzed after it was collected,
including categorization, interpretation, and evaluation of the results from the
interview, and identifying themes that are interpreted in relation to the research
questions and existing literature. This will contribute to the researchers
conclusions, explanations and recommendations for further research relevant to
the study’s objectives.

9
 Results and Discussion
​ This section provides the results from the research questions and
discussion, incorporating interpretations and insights from the interviews held in
Emmanuel Resurreccion Congressional Integrated High School where two (2)
STEM students, two (2) ABM students, three (3) HUMMS students, and one (1)
students each from other Grade 11 strands; CSS, EIM, CBF were interviewed
digitally through the use of Online meetings. The research and interview
questions were included in the presentation of the findings. This approach
allowed researchers to align the study's objective and results to easily identify the
patterns crucial for drawing conclusions and recommendations. In addition, the
researchers identified the key themes of the result which resulted in connecting
the relation of it to the existing literature in the study.
1.​ How do 11th grade students understand the security risks associated
with the internet?
Theme 1: Concerning Verbal and Sexual Cyberbullying
​ This theme highlights that students are aware of the potential for online
harm, specifically citing verbal and sexual cyberbullying as significant concerns.
Students recognize that navigating the digital world requires caution and an
understanding of the various dangers that can arise. This theme is also associated
with Theme 2 which talks about identity theft, hackers, and scammers because
some of the responses are relevant to both themes.
Participant 1: “There are so many dangers that we might face online like cyber
bullying, identity theft and more.”
Participant 2: “Nowadays, there are so many danger in online that we might
encounter and here are the possible circumstances; Misinformation, cyber-bullying,
cat fishing, and scammers”
Participant 7: “There are many but some of them are privacy concerns, as sharing
too much info online can endanger us so we should always be cautious and
cyberbullying wherein a person could look through your private conversation and
expose it online. There's also misinformation, online predators, scams, and
inappropriate content that's why practicing cautiousness and mindfulness is crucial.”
Participant 8: “Cyberbullying which is the use of social media or the internet to bully
a person and, scamming which utilizes tricks to make money illegally are the
potential dangers I often observe with the use of the internet.”
Participant 5: “As a whole, cybercrime is one of the potential dangers that might exist
while using the internet. This may include verbal, sexual, or even coercion abuse
especially while interacting with other netizens.”

10
Participant 6: “In today's generation, there are many crimes on the internet,
commonly cyberbullying and identity theft.”

Theme 2: Disclosing Information and Misinformation

With cyberbullying being mentioned above, this theme focused on the
participants who mentioned misinformation and sharing too much information
which could also be a danger to the student's online security.
Participant 6: “There are many but some of them are privacy concerns, as sharing
too much info online can endanger us so we should always be cautious and
cyberbullying wherein a person could look through your private conversation and
expose it online. There's also misinformation, online predators, scams, and
inappropriate content that's why practicing cautiousness and mindfulness is crucial.”
Participant 2: “Nowadays, there are so many dangers online that we might
encounter and here are the possible circumstances; Misinformation, cyber-bullying,
cat fishing, and scammers.”
Participant 3: “One potential danger is publicizing personal information. Also, joining
not so good group chats or group pages.”
Theme 3: Identity Theft and Hacking through Viruses and Scams
By accessing the internet, students encounter potential hacking that could
lead to identity theft and could be caused by a virus or scams that is available on
the internet. This could be a threat to many as the whole population uses the
internet nowadays which we call a “Digital age”, and it is crucial for young adults to
understand these potential dangers in the internet.
Participant 4: ”I once accidentally clicked a link from an unknown source and
someone has logged into my social media accounts.”
Participant 5: “Getting hacked and stealing your private information is what I can
encounter on the internet nowadays.”
Participant 9: “Scams or hackers can be found on the internet because I see other
people report or post in Facebook that they got hacked or scammed by an unknown
person”
Participant 10: “Possible exposure to viruses, consuming news that shares false
information, or hackers roaming the internet.”
In conclusion, while many students feel safe online, it's important to
remember the potential threats to their security. These include cyberbullying,

11
scams, misinformation, and harmful content. Students need to be aware of these
risks to use the internet responsibly and safely for learning. By being cautious and
informed, students can confidently explore the digital world while minimizing
potential dangers.
Theme 4: Reporting the Threats and Leaving it to Online Authorities
Our participants demonstrated a proactive approach to online safety. Not
only did they express a clear understanding of the potential risks associated with
internet use, but they also actively took measures to mitigate these threats when
encountered. This suggests that students possess a degree of digital literacy that
enables them to navigate the online world with both awareness and caution.
Participant 1: “When I encounter cyber bullying, I just ignore it and protect my peace
of mind but if it's getting out of hand, I would report and block the person.”
Participant 2: I've encountered scammers trying to interact with me online, but I don't
pay them any mind and report them, because I know they're scams.”
Participant 6: “When someone is being harassed in an online game, I report the
incident to platform moderators and seek support from trusted individuals.”
Participant 7: “Well, I haven't really encountered anything that serious, it's more on
getting scam messages and seeing false information and inappropriate things. I just
ignored them and reported some of them since they could be a threat to others.”
>Sub-theme 1: Taking an Action to Scams
Participant 4: “I received a phishing email, probably more of a scam one and also a
text message from an unknown number asking me to click the link they have
provided. What I did was, I immediately reported the email as a scam, I blocked the
emails and numbers and then deleted both.”
Participant 8: “I was once scammed by a seller on facebook marketplace amounting
to 2.5k worth of products. I tried contacting the seller and even reporting the case to
facebook but never got any feedback.”
Participant 5: “While browsing online to buy an essential, a random advertisement
popped out of my screen, I accidentally tapped the advertisement—leading me to an
unknown illegal website. After scrolling furthermore, I came across a video saying
that if I didn’t buy their product, they would locate my home address and do
something harmful to me. I wasn’t really bothered, I immediately closed the website
and cleared my browsing history—after that, nothing happened.”
To summarize, some of our participants experienced a threat of scamming
and responded by blocking the respondent or scammer followed by reporting the
issue to the online authority. Online scamming poses a significant risk to students,

12
especially given their frequent use of online shopping platforms and engagement
with various digital services. These scams can take numerous forms, including
phishing attempts, fraudulent online stores, fake giveaways, and deceptive social
media posts. Students' vulnerability to such scams underscores the need for
heightened awareness and education regarding online safety and responsible digital
practices. (Ipinlaye A. B., 2024)
Theme 5: Hacked Accounts and Making of New Accounts
​ This theme reveals that account hacking is also an issue among students,
with some participants reporting personal experiences of having their accounts
compromised. In response to these security breaches, some students resorted to
creating new accounts as a means of regaining control and protecting their online
identity.
Participant 3: “My Gmail account was hacked in 2022, and that account is linked to
my old Facebook, which still exists. Initially, I felt anxious about it, but after a few
weeks, I decided to move on. I stopped putting effort into trying to recover it because I
believed it was a waste of time, and I ended up creating a new Gmail and Facebook
account.”
Participant 9: “My old google account was hacked as I saw explicit videos present in
my YouTube watch history— which were all unfamiliar to me. I let go of the account
and created a new one.”
Theme 6: Running an Antivirus
​ This theme highlights that students are actively taking measures to protect
their online security. Specifically, our participants reported using antivirus
software as a key strategy for mitigating online threats and ensuring a safer online
experience. This proactive approach suggests an awareness of the potential risks
associated with internet use and a willingness to utilize available tools to enhance
their online safety.
Participant 10: “I installed an anti virus scanner in my phone and computer so
whenever there is a possible risk of viruses, it will automatically prompt me and I will
be more cautious about the file and program I am downloading.”
​ The analysis of the student responses, organized into thematic categories,
allowed for an assessment of Grade 11 students' understanding of the potential
security risks associated with the internet. Their descriptions of online actions and
safety measures demonstrated their level of awareness and practical application of
online safety principles. The interview provided insight into their ability to recognize
potential dangers and implement protective strategies, indicating their overall
comprehension of internet security.

13
 2.​ What are the major concerns faced by 11th grade students regarding
accessing information online?
Theme 7: Unreliable, False, and Misleading Information
​ This theme highlights the prevalence of misinformation encountered by
students online. This exposure to unreliable information is a serious concern, as it
can mislead students and distort their understanding of the world.
Participant 1: “I am worried that when I search something important on the internet,
I might find unreliable info about the topic I searched.”
Participant 2: “It is very alarming if I saw some information that is not true, inshort
misinformation.“
Participant 4: “We sometimes worry about the accuracy of the information that we
see online as there is a lot of fake news and unreliable websites on the internet
nowadays.”
Participant 5: “One concern I experienced is getting false information or stating
something that isn't true.”
Participant 6: “When I come across different sites, the information might be
plagiarized or fake information.”
Participant 7: “One of the things that I can describe myself would definitely be
unreliable sources like fabricated articles and misleading posts.”
Participant 8: “I worry about the unreliability of the sources of the information
because I often see it.”
Participant 9: “There are possibilities that I may use fake information, or fall into
dangerous sites.”
Participant 10: “Sometimes, there are information that is not authentic, leading to
misunderstandings of a particular issue.”
Participant 3: “The accuracy of the information is one issue that concerns me when I
access it online. Nowadays, almost anything on social media can be edited to look
realistic. Additionally, it isn't a big deal, but I find it annoying when stuff like
educational PDF downloads requires payment.”
>Sub-theme 1: Experiences in Consuming Unreliable Sources
This section examined the experiences of students, and specifically some of
our participants, who encountered misleading or inaccurate information online.
These encounters engendered feelings of disappointment and distrust, highlighting

14
the potential for negative emotional and cognitive consequences associated with
online misinformation.
Participant 3: “That time, I was browsing the internet to get some information about
my assignment. I copied and pasted them so I can print and submit them to my
professor. My professor then confirmed to me that the information that I have copy
pasted are inaccurate and not updated. It made me feel sad and confused because it
is hard to get good information online and it will not help me learn the facts. What I
usually do as a substitute, I just ask for the help of someone I know that has an idea
on the topic or I look for another more reliable website. I am thinking of looking for
information through books but I just do not have the time to go to the library.”
Participant 2: “I frequently come across false information online. I'm frustrated
especially if the information causes panic in the public or is clearly being used for
clout. I chose to ignore these kinds of information.”
Participant 5: “Lots of time to be honest, and it's saddening and disappointing to see
that misinformation is prevalent nowadays. I try to fact check firstly by researching
to check if the info is correct before believing it. And besides, whenever I do want to
know what's currently happening in the world, I mostly go on credible and authentic
information outlets, not on social media since it's really untrustworthy.”
Participant 7: “I felt irresponsible for using inaccurate information online, because of
that, I am now cross checking if the information that I am getting online is accurate
and comes from a reliable source so that I won't get wrong information that may
result into fake news or misinformation when I share it to anyone.”
Participant 8: “I felt conflicted whether I was going to believe it or not, so I went
ahead and checked other sources to compare my findings.”
>Sub-theme 2: Reporting Unreliable Sources
​ This finding indicates that students are not passive consumers of online
information. Our participants demonstrated a proactive approach to dealing with
unreliable sources, and their responses showed a consistent pattern of behavior,
suggesting a shared understanding of how to address this issue.
Participant 10: “I compared inaccurate information and accurate information by
using google scholar and I reported the inaccurate since it might be used by other
people in the future.”
Participant 6: “I felt deceived after I confirmed other articles online and I ended up
reporting the page for having unreliable information.”

15
Participant 9: “I once bought a product online, when it arrived at my home
address—I checked the product, but it really wasn’t what it looked like online. I was
disappointed so I reported the issue regarding the product.”
​ >Sub-theme 3: Confusion about Reliable and Unreliable Sources
Participant 1: “I felt sad because I didn't have enough knowledge to check what is
reliable and what is not.”
Participant 4: “It made me feel confused since the topic is not related to the subject
I'm researching about.”
​ The majority of concerns grade 11 students face is the unreliable source or
information that could lead to various online security threats. On the other hand,
some of our participants also stated that they don’t have enough knowledge or are
confused between reliability and unreliability. This explains that, while most
students can recognize the unreliability of the information or the source, some
may still struggle in knowing the difference.
Textual Description
​ Participants in this study mentioned a major concern faced by students
when accessing information: unreliable sources and information. Students
shared experiences of taking action regarding this concern (Sub-theme 2:
Reporting Unreliable Sources), specifically as it might harm future users and
consumers of the same information. Some students encountered information that
led to negative emotional and cognitive consequences due to false information
(Sub-theme 1: Experiences in Consuming Unreliable Sources), as this could
potentially harm the user. However, while most students understand the danger
of consuming unreliable information, some students, particularly some of the
participants, are still confused between reliable and unreliable sources
(Sub-theme 3: Confusion about Reliable and Unreliable Sources). This suggests
that there is still a need to educate learners about these online risk
​ In short, Students express concern over unreliable online information,
reporting both negative experiences and a desire to report it. However, a lack of
clarity in distinguishing source reliability necessitates improved digital literacy
education.
Structural Description
Participants in this study highlighted various security risks associated
with the internet, demonstrating an awareness of the dangers they may
encounter. A significant concern raised was verbal and sexual cyberbullying
(Theme 1: Concerning Verbal and Sexual Cyberbullying), with students
acknowledging the prevalence of harmful online interactions. Many participants
emphasized the importance of being careful while navigating digital spaces,

16
particularly regarding misinformation and oversharing personal information
(Sub-theme 1: Disclosing Information and Misinformation).
​ Another key issue identified was identity theft and hacking, often
facilitated through viruses and scams (Theme 2: Identity Theft and Hacking
through Viruses and Scams). Some students shared personal experiences of
falling victim to phishing attempts and unauthorized access to accounts. Their
responses suggest that while many are aware of these risks, some still fall prey to
deceptive online practices. Additionally, participants mentioned the necessity of
reporting cyber threats and seeking online authorities for assistance (Theme 3:
Reporting Threats and Seeking Online Authorities).
​ Hacking incidents also prompted some students to abandon their
compromised accounts and create new ones instead of attempting recovery
(Theme 4: Hacked Accounts and Creating New Accounts). Furthermore, students
actively use antivirus software to detect and prevent online threats (Theme 5:
Running Antivirus Software).
To conclude, the thematic analysis of student responses revealed a solid
understanding of internet security risks. Grade 11 students demonstrated
awareness of cyber threats such as cyberbullying, scams, misinformation, and
hacking.
Overall Essence
​ Essentially, this study explored the online safety awareness of Grade 11
students. The findings revealed that students are significantly concerned about
the prevalence of unreliable information online. They understand that fake news
can have negative consequences and express a desire to report it.
​ The findings also demonstrated that students are aware of a range of
online security risks, including cyberbullying, scams, and hacking. They take
some protective measures, such as using antivirus software and reporting
threats. Despite this awareness, some students still fall victim to deceptive online
practices, indicating that further educational efforts are necessary to equip them
with the skills to navigate the digital world safely. Students have a solid grasp of
the existence of online dangers, but they may require more tools to avoid and
identify them.
Verification
​ Researchers designed clear interview questions to enable participants to
accurately convey their experiences. Meticulous verification of interview
recordings ensured data accuracy, preventing potential errors and
misinterpretations. These methodological precautions enhance the study's
trustworthiness and contribute to the reliability of the findings.

17
 Conclusions and Recommendations
​ This section presents the researchers' conclusions, drawn from the key
findings of the interviews discussed in the previous section. It also includes
recommendations derived from these analyses. The findings demonstrated a
relationship between the study's objective and the factors relating to students'
knowledge of internet safety risks, their online behaviors, and their experiences
accessing information online. The participants showed awareness of cyber threats
present on the internet, and demonstrated safety methods to reduce or avoid
them.
Conclusion
​ To strengthen the study, the researchers examined existing research and
discovered clear links between their results and those of earlier studies. For
instance, our drawn conclusion are the following:
1.​ Grade 11 students report firsthand experiences with online threats such as
scams, cyberbullying, and viruses, and they express significant concern
regarding the spread of misinformation, revealing a direct engagement with
cybersecurity challenges.
2.​ While students encounter these online risks, a measurable gap in their
understanding of online safety practices suggests a need for enhanced
educational programs to improve their awareness and protective behaviors.
Recommendation
​ Based on the findings of this study, we've identified several ways future
research can help us better understand and improve students' online safety.
Here are our key recommendations:
1.​ Future research should prioritize expanding participant diversity and sample
size to better understand the impact of varied experiences on teen
cybersecurity knowledge, while also focusing on evolving online threats and
student self-protection strategies.
2.​ To effectively protect students, it is essential to implement comprehensive
educational programs, strengthen online safety policies, leverage
technological safeguards, actively involve parents, and continuously
research and update safety measures, with schools and organizations
prioritizing the development of student online safety skills.
Overall, this study, focused on the internet safety strategies of Grade 11
students, addresses a significant contemporary issue. Given the pervasive use of
the internet among teenagers for educational, recreational, and informational
purposes, understanding their online safety practices is crucial. Furthermore, the
broad accessibility of the internet renders a wide portion of the population

18
vulnerable to the online threats identified in this research. While the researchers
acknowledge limitations in the study's scope, it is anticipated that this work will
contribute to and inform future investigations in this area.

19
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 APPENDIX A
LETTER OF REQUEST
​ February 19, 2025
LEONIZA M. LANIPA​ ​ ​ ​ ​
Head Teacher IV, OIC – School Principal
Emmanuel Congressional Integrated High School
Poinsettia St. Via Verde Village, San Agustin II,
City of Dasmarinas, Cavite
4114
Dear Dr. Lanipa:
Greetings!
I hope this letter finds you well. I am Kimberly Ann D. Parmis, a
Grade 11 student from the Computer Systems Servicing (CSS) strand. My
research team and I are studying “Navigating the Safety Strategies of
Grade 11 Students in Internet Usage”. This research explores how Grade
11 Senior High School students understand the internet and their online
safety practices, focusing on their awareness of risks, online behaviors, and
experiences accessing online information.
This study aims to gather data to better understand these students'
online experiences, identify areas for improvement, and provide insights for
future CSS students.
We respectfully request permission to conduct interviews with Grade
11 students on school premises, scheduled to avoid disrupting classes and
other activities. All collected personal information will be kept confidential
and used solely for this research.
Thank you for your consideration. We hope for a positive response.
Respectfully yours,
PARMIS, KIMBERLY ANN D.
Researcher
Checked by:
JOY MARIE P. ROGEL
Research Adviser
Noted by:
LEONIZA M. LANIPA
Head Teacher VI/ OIC School
Principal

23
 APPENDIX B
INFORMED CONSENT FORM
February 19, 2025
Dear Parent/Guardian,
Greetings!
We are conducting a research entitled “Navigating the Safety Strategies
of Grade 11 Students in Internet Usage” which explores the
understanding of Grade 11 Senior High School students in the internet and
their own safety measures in using it. The study will mainly focus on the
following factors: students' knowledge of internet safety risks, their online
behaviors, and their experiences with accessing information in the internet.
We would like to invite you to participate in this study by taking part in an
interview.
All of the information that we collect from students will be kept confidential.
We will not share your child's name or any other identifying information
with anyone outside of our research team. The data will be stored securely.
Your participation in this study is completely voluntary. You may choose not
to allow your child to participate, or you may withdraw your consent at any
time.
Sincerely,
​ ​ ​ ​ ​ ​ ​
CALA, TRIXIE DIANNE​​ ​ JOSUE, PRINCESS ALLIAH R.
​ ​ ​ ​ ​ ​ ​
LAZARO, MARY ANNE GHAIL C.​ MONTECILLO, JADE

PARMIS, KIMBERLY ANN D.

Please sign and return this form to indicate whether you give permission for
your child to participate in this study.
Parent/Guardian Consent
I have read this consent form and understand the information provided. I
give permission for my child, ____________________________, to participate in
this research study.
Signature: _________________________
Printed Name: _________________________
Date: ________________________

24
 APPENDIX C
INTERVIEW PROTOCOL
Title: Navigating the Safety Strategies of Grade 11 Students in Internet Usage
Parmis, Kimberly Ann; Cala, Trixie Dianne; Josue, Princess Alliah; Lazaro, Mary
Anne Ghail; Montecillo, Jade
Time of Interview:____________________________
Place:________________________________________
Name of Participant:__________________________
Researchers: Good day participants, thank you for participating in this interview.
We are conducting research on the safety strategies Grade 11 students use when
navigating the internet. Your insights are valuable in helping us understand how
young people protect themselves online. Please feel free to share your thoughts
openly and honestly. There are no right or wrong answers; we are interested in
your experiences and perspectives. Your participation is completely voluntary, and
all your responses will be kept confidential.
Questions:
1.​ How do 11th grade students understand the security risks associated
with the internet?
a.​ Can you describe some of the potential dangers you think exist when
using the internet?
Participant’s Answer:____________________________________________________________
Follow-up question: Could you elaborate on the potential
dangers you mentioned? Please provide more specific details.
b.​ Can you state a situation when you encountered an online threat or
danger? How did you respond to it?
Participant’s Answer:____________________________________________________________
2.​ What are the major concerns faced by 11th grade students regarding
accessing information online?
a.​ What are some things that worry you or your friends when you're
looking for information online?
Participant’s Answer:____________________________________________________________
Follow-up question: Why is it concerning for you or for
your friends?
b.​ Have you ever encountered misleading or inaccurate information
online? How did that make you feel, and what did you do?
Participant’s Answer:____________________________________________________________
3.​ How do 11th grade students gather information to perform safety
measures before opening sites and programs in the internet?
a.​ If you're about to download a file or program, what steps do you take
to ensure it's safe?
Participant’s Answer:____________________________________________________________
b.​ If you're unsure about the safety of a website or file, who do you ask
for help?
Participant’s Answer:____________________________________________________________
Researchers: Thank you so much for your insightful participation in our interview
and study. We truly appreciate you taking the time to share your experiences and
perspectives. We wish you a wonderful day and take good care!

25
 APPENDIX D
DATA TRANSCRIPTION
1.​ How do 11th grade students understand the security risks associated
with the internet?
a.​ Can you describe some of the potential dangers you think exist when
using the internet?
Participant 1: “There are so many dangers that we might face online like cyber
bullying, identity theft and more.”
Participant 2: “Nowadays, there are so many danger in online that we might
encounter and here are the possible circumstances; Misinformation, cyber-bullying,
cat fishing, and scammers”
Participant 3: “One potential danger is publicizing personal information. Also, joining
not so good group chats or group pages.”
Participant 4: ”I once accidentally clicked a link from an unknown source and
someone has logged into my social media accounts.”
Participant 5: “Getting hacked and stealing your private information is what I can
encounter on the internet nowadays.”
Participant 6: “In today's generation, there are many crimes on the internet,
commonly cyberbullying and identity theft.”
Participant 7: “There are many but some of them are privacy concerns, as sharing
too much info online can endanger us so we should always be cautious and
cyberbullying wherein a person could look through your private conversation and
expose it online. There's also misinformation, online predators, scams, and
inappropriate content that's why practicing cautiousness and mindfulness is crucial.”
Participant 8: “Cyberbullying which is the use of social media or the internet to bully
a person and, scamming which utilizes tricks to make money illegally are the
potential dangers I often observe with the use of the internet.”
Participant 9: “Scams or hackers can be found on the internet because I see other
people report or post in Facebook that they got hacked or scammed by an unknown
person.”
Participant 10: “Possible exposure to viruses, consuming news that shares false
information, or hackers roaming the internet.”

26
 b.​ Can you state a situation when you encountered an online threat or
danger? How did you respond to it?
Participant 1: “When I encounter cyber bullying, I just ignore it and protect my peace
of mind but if it's getting out of hand, I would report and block the person.”
Participant 2: I've encountered scammers trying to interact with me online, but I don't
pay them any mind and report them, because I know they're scams.”
Participant 3: “My Gmail account was hacked in 2022, and that account is linked to
my old Facebook, which still exists. Initially, I felt anxious about it, but after a few
weeks, I decided to move on. I stopped putting effort into trying to recover it because I
believed it was a waste of time, and I ended up creating a new Gmail and Facebook
account.”
Participant 4: “I received a phishing email, probably more of a scam one and also a
text message from an unknown number asking me to click the link they have
provided. What I did was, I immediately reported the email as a scam, I blocked the
emails and numbers and then deleted both.”
Participant 5: “While browsing online to buy an essential, a random advertisement
popped out of my screen, I accidentally tapped the advertisement—leading me to an
unknown illegal website. After scrolling furthermore, I came across a video saying
that if I didn’t buy their product, they would locate my home address and do
something harmful to me. I wasn’t really bothered, I immediately closed the website
and cleared my browsing history—after that, nothing happened.”
Participant 6: “When someone is being harassed in an online game, I report the
incident to platform moderators and seek support from trusted individuals.”
Participant 7: “Well, I haven't really encountered anything that serious, it's more on
getting scam messages and seeing false information and inappropriate things. I just
ignored them and reported some of them since they could be a threat to others.”
Participant 8: “I was once scammed by a seller on facebook marketplace amounting
to 2.5k worth of products. I tried contacting the seller and even reporting the case to
facebook but never got any feedback.”
Participant 9: “My old google account was hacked as I saw explicit videos present in
my YouTube watch history— which were all unfamiliar to me. I let go of the account
and created a new one.”
Participant 10: I installed an anti virus scanner in my phone and computer so
whenever there is a possible risk of viruses, it will automatically prompt me and I will
be more cautious about the file and program I am downloading.

27
2. What are the major concerns faced by 11th grade students regarding
accessing information online?
a.​ What are some things that worry you or your friends when you're
looking for information online?
Participant 1: “I am worried that when I search something important on the internet,
I might find unreliable info about the topic I searched.”
Participant 2: “It is very alarming if I saw some information that is not true, inshort
misinformation.“
Participant 3: “The accuracy of the information is one issue that concerns me when I
access it online. Nowadays, almost anything on social media can be edited to look
realistic. Additionally, it isn't a big deal, but I find it annoying when stuff like
educational PDF downloads requires payment.”
Participant 4: “We sometimes worry about the accuracy of the information that we
see online as there is a lot of fake news and unreliable websites on the internet
nowadays.”
Participant 5: “One concern I experienced is getting false information or stating
something that isn't true.”
Participant 6: “When I come across different sites, the information might be
plagiarized or fake information.”
Participant 7: “One of the things that I can describe myself would definitely be
unreliable sources like fabricated articles and misleading posts.”
Participant 8: “I worry about the unreliability of the sources of the information
because I often see it.”
Participant 9: “There are possibilities that I may use fake information, or fall into
dangerous sites.”
Participant 10: “Sometimes, there are information that is not authentic, leading to
misunderstandings of a particular issue.”
b.​ Have you ever encountered misleading or inaccurate information
online? How did that make you feel, and what did you do?

Participant 1: “Yes, I felt sad because I didn't have enough knowledge to check
what is reliable and what is not.”

28
Participant 2: “Yes, I frequently come across false information online. I'm frustrated
especially if the information causes panic in the public or is clearly being used for
clout. I chose to ignore these kinds of information.”
Participant 3: “Yes, That time, I was browsing the internet to get some information
about my assignment. I copied and pasted them so I can print and submit them to my
professor. My professor then confirmed to me that the information that I have copy
pasted are inaccurate and not updated. It made me feel sad and confused because it
is hard to get good information online and it will not help me learn the facts. What I
usually do as a substitute, I just ask for the help of someone I know that has an idea
on the topic or I look for another more reliable website. I am thinking of looking for
information through books but I just do not have the time to go to the library.”
Participant 4: “It made me feel confused since the topic is not related to the subject
I'm researching about.”
Participant 5: “Lots of time to be honest, and it's saddening and disappointing to see
that misinformation is prevalent nowadays. I try to fact check firstly by researching
to check if the info is correct before believing it. And besides, whenever I do want to
know what's currently happening in the world, I mostly go on credible and authentic
information outlets, not on social media since it's really untrustworthy.”
Participant 6: “I felt deceived after I confirmed other articles online and I ended up
reporting the page for having unreliable information.”
Participant 7: “I felt irresponsible for using inaccurate information online, because of
that, I am now cross checking if the information that I am getting online is accurate
and comes from a reliable source so that I won't get wrong information that may
result into fake news or misinformation when I share it to anyone.”
Participant 8: “I felt conflicted whether I was going to believe it or not, so I went
ahead and checked other sources to compare my findings.”
Participant 9: “I once bought a product online, when it arrived at my home
address—I checked the product, but it really wasn’t what it looked like online. I was
disappointed so I reported the issue regarding the product.”
Participant 10: “I compared inaccurate information and accurate information by
using google scholar and I reported the inaccurate since it might be used by other
people in the future.”

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 APPENDIX E
SIGNIFICANT STATEMENTS
Question 1: Can you describe some of the potential dangers you think exist
when using the internet?
Participant 1: “There are so many dangers that we might face online like cyber
bullying, identity theft and more.”
Participant 2: “Nowadays, there are so many danger in online that we might
encounter and here are the possible circumstances; Misinformation, cyber-bullying,
cat fishing, and scammers”
Participant 3: “One potential danger is publicizing personal information. Also, joining
not so good group chats or group pages.”
Participant 4: ”I once accidentally clicked a link from an unknown source and
someone has logged into my social media accounts.”
Participant 5: “Getting hacked and stealing your private information is what I can
encounter on the internet nowadays.”
Participant 6: “In today's generation, there are many crimes on the internet,
commonly cyberbullying and identity theft.”
Participant 7: “Sharing too much info online can endanger us and cyberbullying
wherein a person could look through your private conversation and expose it online.
There's also misinformation, online predators, scams, and inappropriate content”
Participant 8: “Cyberbullying which is the use of social media or the internet to bully
a person and, scamming which utilizes tricks to make money illegally are the
potential dangers.”
Participant 9: “Scams or hackers can be found on the internet because I see other
people report or post in Facebook that they got hacked or scammed by an unknown
person.”
Participant 10: “Possible exposure to viruses, consuming news that shares false
information, or hackers roaming the internet.”
Question 2: Can you state a situation when you encountered an online threat
or danger? How did you respond to it?
Participant 1: “When I encounter cyber bullying, I just ignore it and protect my peace
of mind but if it's getting out of hand, I would report and block the person.”

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Participant 2: I've encountered scammers trying to interact with me online, but I don't
pay them any mind and report them, because I know they're scams.”
Participant 3: “My Gmail account was hacked in 2022, and that account is linked to
my old Facebook, which still exists. Initially, I felt anxious about it, but after a few
weeks, I decided to move on. I stopped putting effort into trying to recover it because I
believed it was a waste of time, and I ended up creating a new Gmail and Facebook
account.”
Participant 4: “"I received a phishing email and a suspicious text message with a
link. I immediately reported the email as a scam, blocked the senders, and deleted
the messages."
Participant 5: “A random advertisement popped out of my screen, leading me to an
unknown illegal website. I came across a video saying that if I didn’t buy their
product, they would locate my home address and do something harmful to me. I
immediately closed the website and cleared my browsing history.”
Participant 6: “When someone is being harassed in an online game, I report the
incident to platform moderators and seek support from trusted individuals.”
Participant 7: “Well, I haven't really encountered anything that serious, it's more on
getting scam messages and seeing false information and inappropriate things. I just
ignored them and reported some of them since they could be a threat to others.”
Participant 8: “I was once scammed by a seller on facebook marketplace amounting
to 2.5k worth of products. I tried contacting the seller and even reporting the case to
facebook but never got any feedback.”
Participant 9: “My old google account was hacked as I saw explicit videos present in
my YouTube watch history— which were all unfamiliar to me. I let go of the account
and created a new one.”
Participant 10: I installed an anti virus scanner in my phone and computer so
whenever there is a possible risk of viruses, it will automatically prompt me and I will
be more cautious about the file and program I am downloading.
Question 3: What are some things that worry you or your friends when you're
looking for information online?
Participant 1: “I am worried that when I search something important on the internet,
I might find unreliable info about the topic I searched.”
Participant 2: “It is very alarming if I saw some information that is not true, inshort
misinformation.“

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Participant 3: “The accuracy of the information is one issue that concerns me when I
access it online. Nowadays, almost anything on social media can be edited to look
realistic. Additionally, it isn't a big deal, but I find it annoying when stuff like
educational PDF downloads requires payment.”
Participant 4: “We sometimes worry about the accuracy of the information that we
see online as there is a lot of fake news and unreliable websites on the internet
nowadays.”
Participant 5: “One concern I experienced is getting false information or stating
something that isn't true.”
Participant 6: “When I come across different sites, the information might be
plagiarized or fake information.”
Participant 7: “One of the things that I can describe myself would definitely be
unreliable sources like fabricated articles and misleading posts.”
Participant 8: “I worry about the unreliability of the sources of the information
because I often see it.”
Participant 9: “There are possibilities that I may use fake information, or fall into
dangerous sites.”
Participant 10: “Sometimes, there are information that is not authentic, leading to
misunderstandings of a particular issue.”
Question 4: Have you ever encountered misleading or inaccurate information
online? How did that make you feel, and what did you do?

Participant 1: “Yes, I felt sad because I didn't have enough knowledge to check
what is reliable and what is not.”
Participant 2: “Yes, I frequently come across false information online. I'm frustrated
especially if the information causes panic in the public or is clearly being used for
clout. I chose to ignore these kinds of information.”
Participant 3: “Yes, I copied assignment information from the internet, only to find out
it was inaccurate and outdated, which made me feel both sad and confused about
finding reliable sources online. I now seek help from people I know or search for more
reliable websites, but I struggle to find time to visit the library for books.”
Participant 4: “It made me feel confused since the topic is not related to the subject
I'm researching about.”

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Participant 5: “I try to fact check firstly by researching to check if the info is correct
before believing it. And besides, whenever I do want to know what's currently
happening in the world, I mostly go on credible and authentic information outlets, not
on social media since it's really untrustworthy.”
Participant 6: “I ended up reporting the page for having unreliable information.”
Participant 7: “I am now cross checking if the information that I am getting online is
accurate and comes from a reliable source so that I won't get wrong information that
may result into fake news or misinformation when I share it to anyone.”
Participant 8: “I went ahead and checked other sources to compare my findings.”
Participant 9: “I once bought a product online, when it arrived at my home
address—I checked the product, but it really wasn’t what it looked like online. I was
disappointed so I reported the issue regarding the product.”
Participant 10: “I compared inaccurate information and accurate information by
using google scholar and I reported the inaccurate since it might be used by other
people in the future.”

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 APPENDIX F
THEME CLUSTERING
Theme 1: Concerning Verbal and Sexual Cyberbullying
➢​ Indicates that cyberbullying is common in internet according to
students
➢​ Includes verbal and sexual matter

Theme 2: Disclosing Information and Misinformation

➢​ False Information or Misinformation can be often seen through the
internet
➢​ Users must take precautions about disclosing information online as it
could be harmful
Theme 3: Identity Theft and Hacking Through Viruses and Scams
➢​ Viruses could be used to hack and access users’ information
➢​ Scams are also one of the common threats found in the internet
➢​ Scam links are associated with “tabnabbing”

Theme 4: Reporting the Threats and Leaving it to Online Authorities

➢​ Includes cyberbullying, scams, and false information
➢​ Students take a proactive approach by reporting these potential
threats because it could harm more individuals in the future.
>Sub-theme 1: Taking an Action to Scams
➢​ Experiences of students in scams
➢​ Reporting the individuals associated with these scams
➢​ Scam links that threatens users if they don't buy their products

Theme 5: Hacked Accounts and Making of New Accounts

➢​ Experiences of students regarding their accounts that had been
hacked
➢​ Emphasizes the need of users to be careful with their use of the
internet
Theme 6: Running an Antivirus
➢​ A safety approach by some students to keep their safety online
➢​ Used to scan the user's files and internet to prevent any kind of cyber
threats.
Theme 7: Unreliable, False, and Misleading Information
➢​ Accessing information makes it hard for students because of the
spread of false information
➢​ False information could mislead a lot of online individuals, including
students that consumes information for academic purposes

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>Sub-theme 1: Experiences in Consuming Unreliable Sources
➢​ Cognitive consequences that students experienced when they used
information from unreliable sources
➢​ Shows that some student felt disappointment about these kind of
information
>Sub-theme 2: Reporting Unreliable Sources
➢​ One solution that students possess is reporting unreliable sources,
leaving it to the online authorities to take action
➢​ Students think that the threat will lessen and keep the internet more
safe for the future users.
>Sub-theme 3: Confusion about Reliable and Unreliable Sources
➢​ Some students fail to recognize reliable from unreliable sources of
information
➢​ This leads to confusion that some students may have

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About the Author
Kimberly Ann D. Parmis ([email protected])
A Grade 11 Senior High School Student in Emmanuel
Resurreccion Congressional Integrated High School from
CSS 11-1. Her interests regarding the study leans
towards the growing and improving technology nowadays
that could be also used in spreading the online threats,
making its users more vulnerable.

Trixie Dianne Cala ([email protected])

An 11th grade student who's interested in public
speaking and communicating to other people, explore
different cultures, countries and being genuinely
happy. Her life's like a song by Taylor Swift titled
"Mirrorball". She wants to pursue law in the future
and be successful.

Princess Alliah R. Josue

([email protected])
A Grade 11 Senior High School Student in Emmanuel
Resurreccion Congressional Integrated High School
from CSS 11-1. She loves to watch F1 races, draw and
bake. I aspire to have a career in technology field that
will offer more innovative ideas.

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 Mary Anne Ghail C. Lazaro ([email protected])
A Grade 11 student, from section CSS 11-1, at Emmanuel
Resurreccion Congressional Integrated High School. Her
interests are in music and games, especially exploring
how different genres and gaming platforms impact
creativity, entertainment, and the development of new
technologies.

Jade Montecillo ([email protected])

A Grade 11 student from section CSS 11-1 at
Emmanuel Resurreccion Congressional Integrated
High School. He possesses a proactive approach to
earning and a strong work ethic.

Declaration of Possible Conflict of Interest

The authors declare that they have no conflicts of interest.

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