THE IMPACT OF CYBERBULLYING
ON STUDENTS
A Research Paper Presented to
Jeannie Hapin Pura & Rosalia Espiritu Batang
Narvacan National Central High School
In Partial Fulfillment of The Requirements for the
English - 10 and Mathematics - 10
BY:
Cabaccang, Chrisceth J.
Cabalbag, Aifa Khyra S.
Asuncion, Winsleth Kylle A.
Montero, Angel Joy A.
Cariño, Jhenalyn C.
March 28, 2025
Chapter I
INTRODUCTION
Background of the Study
Studying cyberbullying is important because it helps us understand how it affects people,
find ways to prevent it, and make the internet a safer place. This can improve mental health and
overall well-being. Cyberbullying happens when someone uses the internet or electronic messages
to hurt, threaten, or embarrass others. It includes sending mean messages, spreading false
information, or sharing private details to shame someone.
The effects of cyberbullying can be serious and long-lasting, not just for the victim but also
for the bully. Victims may feel anxious, depressed, or have low self-esteem. In extreme cases, they
may even think about hurting themselves. Studies show that cyberbullying can make students
afraid to go to school, cause them to get lower grades, and make their school experience worse—
especially if they are also bullied in person. Many victims avoid socializing online or in real life
because they fear more bullying.
Cyberbullying doesn’t just harm individuals; it also affects society. It can create a fearful
environment where people are scared to share their thoughts online. This can be harmful to free
speech and democracy because people may feel forced to stay silent. Cyberbullying can also spread
hate and discrimination, making some groups of people feel even more excluded.
To stop cyberbullying, we need strong prevention and response strategies. Schools should
teach students about the dangers of cyberbullying and how to deal with it. Social media platforms
must also take responsibility by enforcing rules to prevent online bullying.
By studying cyberbullying, we can better understand why it happens and how to stop it.
This will help us create a safer online world and support people’s mental health and well-being.
Scope and Limitation of the Study
This study aimed to investigate the impact of cyberbullying on the students of Narvacan
National Central High School. The research focused on exploring the various aspects of
cyberbullying and its effects on high school students. Specifically, the study sought to determine the
platforms where most students encountered cyberbullying, the types of cyberbullying experienced
by students, and the emotional, social, and academic impacts of cyberbullying. Additionally, the
study aimed to identify the strategies used by students to deal with cyberbullying and examine the
effectiveness of school policies and support systems in addressing cyberbullying.
While this study provides valuable insights into the impact of cyberbullying on high
school students, there are several limitations that must be acknowledged. Firstly, the study's
sample size was limited to students from Narvacan National Central High School, which may not
be representative of all high school students in the Philippines.
To be concise, this study provides a comprehensive examination of the impact of
cyberbullying on high school students at Narvacan National Central High School. However, the
study's limitations must be acknowledged, and future research should aim to address these gaps.
By recognizing the limitations of this study, researchers can design more comprehensive and more
focused studies that provide a deeper understanding of the complex issue of cyberbullying.
Definition of Terms
•Socializing – The process of interacting with others through verbal and non-verbal
communication, such as conversations, group activities, or online discussions, to build
relationships and exchange information.
•Free Speech – The ability of individuals to express opinions, ideas, or information publicly, in
spoken, written, or digital form, without fear of censorship or punishment, except in cases where it
violates laws (hate speech, threats).
•Democracy – A system of governance in which power is exercised by the people, either directly or
through elected representatives, typically characterized by free elections, political participation,
and protection of civil liberties.
•Excluded – The state of being deliberately or unintentionally left out of a group, activity, or
system, which can be measured by lack of participation, restricted access, or social isolation.
•Enforcing – The act of ensuring compliance with rules, laws, or norms by applying consequences
such as penalties, rewards, or supervision, often carried out by authorities or regulatory bodies.
•Well-being – A person's overall physical, mental, and emotional health, as measured by factors
such as life satisfaction, stress levels, and daily functioning.
•Sought – Actively searched for or pursued, typically measured by the number of attempts,
inquiries, or actions taken to obtain a specific goal or resource.
•Valuable Insights – Useful or meaningful understanding gained from data, experience, or
research, measured by its impact on decision-making or problem-solving effectiveness.
•Complex – Consisting of multiple interconnected parts, variables, or factors, often measured by
the number of components, relationships, or steps involved in a process.
•Comprehensive – Covering all relevant aspects of a topic or situation, measured by the extent of
details, thoroughness, or inclusiveness in an analysis, report, or system.
Chapter II
RESEARCH DESIGN AND METHODOLOGY
Review of Related Literature (RRL)
Cyberbullying is becoming common in inflicting harm on others, especially among
adolescents. This study aims to assess the prevalence of cyberbullying, determine the risk factors,
and assess the association between eyberbullying and the psychological status of adolescents facing
this problem in the Philippines.
Cyberbullying showed a high prevalence among adolescents in the Philippines with significant
associated psychological effects. There is an urgency for collaboration between the authorities and
the community to protect adolescents from this harmful occurrence.
According to a review by Kwan et al., there is a clear negative correlation between
cyberbullying and young people’s mental health. In addition, Smahel etal. believe frequency to be
significant when separating aggressions and bullying, while pointing out that sporadic incidents in
cyberbullying may have a significant impact on the victim's well-being due to their potential to
reach a large audience andtheir ease of remaining on the internet. Therefore, despite the fact that
traditional bullying occurs more frequently, cyberbullying may have different effects due to its
unique qualities. As previously said, we want to go more into these varied repercussions for a group
of ages that hasn't been adequately examined.
For instance, Wolke et al. discovered that the effects of cyberbullying on mental health are
comparable to those of traditional bullying. They also discovered that adolescents who experience
multiple forms of victimization for instance, direct and relational bullying concurrently or both in
addition to cyberbullying have low self-esteem and more behavioral issues than adolescents who
experience only one type of victimization. Similar harmful effects of conventional bullying and
cyberbullying were discovered by Kowalski and Limber for the academic,psychological, and
physical domains.
According to the Waasdorp and Bradshaw study, cyberbullied teenagers were more likely to
experience numerous types of bullying, particularly relational forms,and to exhibit more
externalizing and internalizing symptoms. They also discovered that older teenagers are more likely
to experience bullying and eyberbullying. On the other hand, Smahel et al. discovered that when
questioned about the most recent instance of harsh or unkind treatment they received online, 44%
of children and adolescents who had been the target of cyberbullying reported feeling very
disturbed or fairly upset. In this regard, girls reported more harm than boys did.
Study One of the most significant contrasts between public and private school too.
According to Garandeau, Yanagida, Vermande, Strohmeier, andSalmivalli (2019), class size is
frequently a key factor in the prevalence of bullying and victimization as well as its impact on
academic achievement. Private schools tend to maintain their class sizes closer to an average of
roughly 15-16 pupils, but public schools typically have a greater number of students, which could
range from25 to 30 4or more. It is significant to highlight that more bullies are reported in public
schools with bigger class sizes (Garandeau et al., 2019).
The public education system, however, accepts all kids excluding a few situations when a
child can cause harm to other students(Greene,2014). Bullying is socially or culturally established
in the majority of school environments by others who bully. Any student who is tormented later on
plans to bully other children rending the chain rigid.
Research Design
This study used a mixed-methods research design, combining both qualitative and
quantitative approaches, to investigate the impact of cyberbullying on students at Narvacan
National Central High School. The study aimed to provide a clear understanding of how
cyberbullying affects students' academic performance, emotional well-being, and overall school
experience. Additionally, it sought to explore students' personal perspectives and experiences with
cyberbullying, including its effects on their mental health, relationships, and daily lives. By
analyzing both statistical data and personal stories, this study aimed to gain a deeper
understanding of the complexities of cyberbullying and its consequences on students.
Research instrument
The researchers conducted interviews using both face-to-face and online methods through
Google Forms. A comprehensive questionnaire was developed to gather detailed information
about students' experiences with cyberbullying. The questionnaire included open-ended and
multiple-choice questions that asked students to share how cyberbullying affected their daily lives,
relationships, and school performance. Additionally, the questionnaire explored students'
perceptions of cyberbullying, how it affected them emotionally, and their suggestions for
prevention and support. This allowed students to share their thoughts and feelings, and provide
recommendations for addressing cyberbullying.
Research Methodology
This study aims to explore the experiences of students with cyberbullying through random
interviews with students at Narvacan National Central High School. A selected group of students
will participate in answering questionnaires, providing information about their personal
experiences with cyberbullying. By doing so, this study seeks to gain a better understanding of the
impact of cyberbullying on students. This research will help inform ways to prevent and address
cyberbullying in schools, and support the development of policies and programs that promote
online safety and well-being for students.
Chapter III
RESULTS AND DISCUSSIONS
This chapter includes the presentation and interpretation of data about the effects of cyber
bullying that was gathered at Narvacan National Central High School.
Figure 1. Profile of the Respondents
On Gender. Most of the 30 respondents are female which rates 26 or (83.87%)
On Age. 14 of the 30 respondents had an age of 16. 11 of them had an age of 15, while 5 of them
had an age of below 14.
On Grade Level. In the 30 respondents, there are 23 grade-10 respondents, 9 grade-9 below
respondents, and 2 grade-11 respondents.
Figure 2. Screen-time Related Usage of Respondents
No. of hour/s of Phone Usage. Almost half of the respondents uses their phone 3-4 hours which
rates 43.75%. 28.13% of them usinv their phone less that 3 hours, and the 24% of them using their
phone more than 4 hours.
Figure 3. How often fo you use social media?
Frequency of Social Media Usage. Majority of the respondents always use social media which rates
77.42%, while the 22.58% of them only sometimes use social media.
Figure 4. What social media platforms do use the most?
Most Used Social Media Platform. 32% of the respondents uses messenger, the 24% of them uses
Facebook, the other 24% of them uses Tiktok. 20% of the respondents uses Instagram.
Figure 5. Have you ever been bullied online?
On Experience of Cyberbullying. Out of 30 respondents, 29.03% experienced cyberbullying, and the
rest which are 70.97% of the respondents haven't experienced cyberbullying.
Figure 6. What did you feel when you were bullied?
On Emotional Impact due to Bullying. 7 or (41.18%) out of 30 respondents reported feeling angry
when they experienced being bullied. The 29.41% of the respondents feel sad, while the others feel
fear which rated 23.53%
Figure 7. What did you do when you were bullied?
On Action/s Done After A Bullying Experience. 50% of the respondents ignore the bully, and the
33.33% reported the bully, while the 16.66% of the respondents blocked the bully.
Figure 8. How did it affect your daily lifestyle?
On Impact to Victims' Daily Lifestyle. 37.5% of the respondents had decreased their self-esteem, the
37.5% of them lost their interest, while the 18.75% of them had increased their stress level.
Figure 9. How did it affect your studies?
On Impact To Victims' Studies. The 37.5% of the respondents lost their focus due to the negative
feelings cyberbullying caused. 25% of the respondents lost their motivation to attend school, while
the others 25% of them lost their confidence in performing academically.
Figure 10. Do you think cyberbullying is a problem in your school?
Thought Whether Cyberbullying is a Problem in School or Not. Majority of the respondents think
that cyberbullying is a problem in school which rates 93.55%.
Conclusion
In conclusion, cyberbullying has profound and lasting consequences on students at
Narvacan National Central High School, affecting their mental well-being, academic achievement,
and social relationships. The impact of cyberbullying on these students is alarming, leading to
increased stress, anxiety, and depression. Moreover, it has been shown to decrease their self-esteem,
confidence, and overall quality of life. Therefore, we must understand the signs of cyberbullying
and work together to stop it.
The findings of this study highlight the importance of teamwork to prevent cyberbullying.
This includes students, parents, teachers, and the community working together. By treating each
other with kindness and respect online, we can reduce the harmful effects of cyberbullying and
create a safe and supportive online community.
To stop cyberbullying, we need to work together and use a combination of strategies. This
includes teaching people about cyberbullying, raising awareness, and getting the community
involved. By working together, we can keep our students safe and help them succeed in a positive
online environment.
We can also create a positive and supportive school culture where everyone feels welcome,
included, and respected. This means being kind to one another, listening to each other's concerns,
and standing up for those who are being bullied. By doing so, we can help our students feel happy,
confident, and empowered to succeed.
Recommendations
Schools should have programs and policies in place to prevent and reduce cyberbullying.
They should also provide education and awareness to students about the dangers of cyberbullying
and how to prevent it. Parents, on the other hand, should be actively involved in monitoring their
children's online and social media activities, and provide support and guidance if their children
experience cyberbullying.
Students should be careful and responsible when using the internet and social media. They
should also have a support network of friends and classmates they can trust and talk to if they
experience cyberbullying. Students should also develop coping skills to manage stress and negative
emotions.
To achieve this goal, collaboration between schools, parents, and students is key in reducing
the effects of cyberbullying on students. We should also have laws and policies in place to prevent
and reduce cyberbullying.
References
Https://www.studocu.com/ph/documet/divine-word-college-of-legazpi/bs-civil-engineering/research-
1/58631623
Vaghchipawala, K. (2023) Effects of Cyberbullying on Academic Performance. International Journal
of Indian Psychology ISSN (https://www.ijip.in)
Notar, C., Padgett, S., Roden, J. (2013) Cyberbullying: Resources for Intervention and Prevention.
Universal Journal of Educational Research (http://www.hrpub.org)
Beghin, H. (2023) The Effects of Cyberbullying on Students and Schools.
(https://sg.docworkspace.com/d/sIGyi7vj1AZD3tr8G?sa=601.1074)
