The Relationship between Cyberbullying in Facebook and the Student’s Level of

Confidence in Jagobiao National High School

______________________________

A Thesis Proposal

Presented to the

Senior High School Department

Jagobiao National High School

_____________________________

In Partial Fulfillment

of the Requirements for the Course

Practical Research 2

_____________________________

By:

Angel Hope A. Feniza

Neljean P. Lumapac

October 2022
 CHAPTER ONE

INTRODUCTION

THE PROBLEM AND ITS SCOPE

Rationale of the Study

In today’s generation, things have changed including the means of

communication. Media is described as a channel of communication. It is where they

inform people about what is happening. It permeates the people’s lives by creating their

own criteria and opinion (Impoff, 2020). Being socially involved is very crucial, there are

a lot of things that you need to consider and things that you might encounter or will

encounter (Maryland, 2014).

Internet and electronic device have given adolescents novel ways of socializing

but have also made possible new kinds of negative interaction, such as cyberbullying

(Tokunaga, 2012). Cyberbullying can take place via SMS, texts, and apps, as well as

online in social media, forums, and gaming where people can view, participate in, share

content. It includes sending, posting or sharing harmful, false or demeaning content

about another person. It can include disclosing personal or private information about

another person, which causes embarrassment or humiliation. Some forms of

cyberbullying are illegal and criminal in nature (StopBullying.gov, 2021). Facebook is a

social networking website where users can post comments, share photographs, and

post links to news or other interesting content on the web, chat, live, and watch short-

form videos (Daniel, 2021).

 According to BRIM Anti-bullying software, 87% reported cases of cyberbullying

mostly happens on Facebook. In the research conducted by Grace Chi from the

Nanyang Technological University in Singapore, 81% of Singapore household have

internet access (Infocomm Development Authority, 2011) and mobile penetration rate

stood at 137.4% (IDA, 2011).

As a result, cyberbullying has became a cause for concern in a techno-philic

society such as Singapore. It was found that among Singaporean students, ages 13-17,

25% have experienced cyberbullying and 31% reported being cyberbullied on top of

being bullied in school. These figures included reports if cyberbullying over various

communication platforms, including chat rooms, emails, including instant messages,

blogs and mobile phones (Chew, 2011).z

According to a news article in the Manila Bulletin, the Covid-19 pandemic has

prompted schools to adopt alternative educational methods, such as online learning, so

cyberbullying cases are expected to rise even further in the coming months. Based on

the findings of the 2016 National baseline survey on violence against children, “bullying

in the Philippines was quite high”, with 65 percent of youth ages 13-17 experiencing

some form of bullying. The prevalence of cyberbullying is also high with 44% of students

reporting cyber violence (Malipot, 2020).

Back in the school year 2021-2022, the government in coordination with the

Department of Education implemented the distance learning among students to ensure

their safety during the outbreak. This means that the students and teachers are

encouraged to use tools such as smartphones, laptops and etc (Freeman, 2021).
 Students are fortunate to continue their studies with the tools needed to help

them acquire the information of the course they are studying. However, due to this new

means of communication, cyberbullying cases have become rampant even in the areas

of Cebu. One of the many examples is the incident that happened in Abellana National

High School where in the ninth grade students’ cyberbullied their math teacher because

he failed to provide the needed link of the module being requested (Freeman, 2021).
Theoretical Background

This study is anchored on the theory Barlett Gentile Cyberbullying Model. The

Barlett Gentile Cyberbullying Model (BGCM) is a learning-based psychological theory

used to elucidate the processes involved in cyberbullying perpetration. This model

posits that early cyberbullying behaviors aid in the development anonymity perceptions

and the belief that one’s muscularity is irrelevant online (Barlett and Kowalewski, 2019).

Various theories have been shown to reliably predict cyberbullying perpetration. For

example, the General Aggresion Model and the General Strain Theory which elucidates

the process of Cyberbullying perpetration. However, differentiating cyber and traditional

cyberbullying perpetration using these theories can have complications. Barlett 2019,

noted the importance of being able to theoretically predict cyberbullying incrementally

from traditional bullying. Understanding cyberbullying perpetration incrementally from

traditional bullying may offer important insights into better predicting cyberbullying and

may also lead to better interventions focused on decreasing cyberbullying.

BGCM (Barlett & Gentile, 2012) is the primary theoretical model that can validly

predict cyberbullying perpetration while stressing the differences between traditional

and cyberbullying. The BGCM posits that each time an individual cyber-attacks another,

the provocateur likely perceives themselves to be anonymous and believes that they

can cyber-attack anybody independent of their own or other’s muscularity (Anderson

and Bushman, 2002). After continued learning, BI-MOB and anonymity perceptions help

develop positive cyberbullying attitudes, which directly predict cyberbullying behavior.

Each successful cyberbullying encounter is a learning trial, in which individuals likely

learn that cyberbullying is an appropriate aggressive action. Barlett and Gentile (2012)
posited that, through such learning, cyberbullies likely learn that (a) there is often little

immediate consequences for the online aggressor, (b) cyberbullying tactics may be

more anonymous than traditional bullying methods (e.g., Barlett & Gentile, 2012;

Vandebosch & Van Cleemput, 2008), and (c) the traditional power imbalance between a

traditional bully–victim dyad is decreased or shifted (even weaker people can cyberbully

with technology; Vandebosch & Van Cleemput, 2008).

Cyberbullying in Facebook

Bullying has been a problem among both children and adults since long before

any of us can remember. From small cases to more serious ones, the act of hurting

others emotionally or physically is an unfortunate side effect of human nature. The

internet and social media platforms like Facebook have given bullies a new forum in

which to taunt their victims. And while the landscape is different, the effects can be

similar and often worse than those resulting from face-to-face interactions (Aimee,

2018).

There are many factors that motivate perpetrators of Cyberbullying

Anonymity in Cyberbullying

Computer-mediated communication (CMC) provides the users with the option of

remaining anonymous. They hold great power in being anonymous, and they

have much more courage in doing the crime if their identity is not disclose.

Anonymity is associated with the disinhibiting effect when engaging in CMC,

which may change the manner of self-disclosure and self-portrayal (Kwan, 2013).
The ability to remain anonymous has a direct impact on users’ online behavior. In

fact, the phenomenon is so prevalent, it has been coined the Online Disinhibition

Effect. 

The online disinhibition effect is the lack of restraint one feels when

communicating online (Suler, 2004).

According to a study from the psychology department at Rider University, people

can say and do things online because of the anonymity it offers. Although this

openness might be beneficial in some circumstances, it can also have negative

psychological effects, especially on younger victims who are less able to

understand the fears that underlie these actions (Trulioo, 2013).

In the online world, some people disclose information and act without caution

because they feel more safe communicating online than face to face. Being

anonymous is one of the causes why they feel more safe sharing information

(Suler, 2004).

The disinhibition effect of CMC also shelters the cyberbully from the

consequence of his or her actions (Blumenfeld, 2005). Perhaps due to the

disinhibiting effects of CMC, cyberbullying was found to be more retaliatory than

of face to face bullying (Erdur-Baker, 2010).

Technology Access

In this advance world, technology is commonly used and are accessible to most

people. Access to technology appears to be a likely mediator of participation in

cyberbullying. Both adults and adolescents frequently have access to mobile

digital technology (cell phones) on a continuous basis (Englander, 2019).

 Researchers from the Pew Center discovered that teen smartphone ownership

doubled between 2013 and 2016—from 37% to 73%17. Younger children tend to

have less access to technology likely results in an increase in cyberbullying

perpetration and victimization. One study of access among 8 to 11-year-old

children discovered that young cell phone owners demonstrated an increased

tendency to be a cyberbully or a cyberbully/victim. Cell phone ownership, being a

victim of cyberbullying, and being either a traditional bully or a victim of bullying in

school all predicted the perpetration of cyberbullying (R. Kowalski, 2015).

Cyberbullying Attitudes

According to Psychology of Popular Media (2012), Cyberbullying is a result of

positive attitudes about cyberbullying, which are created by beliefs about the

power and anonymity of attacking people in the virtual world.

In fact, numerous studies have revealed that a significant proportion of students

who engaged in online bullying claimed not to have any sympathy for the victims

as a result of the bullying. Instead, several young people claimed that

cyberbullying gave them a sense of humor, popularity, and power (Sherri. G,

2020).

Student’s Level of Confidence

Undergraduate students use the Internet for a wide variety of purposes. Those

purposes include recreation, such as communicating in online groups or playing games;

academics, such as doing assignments, researching scholarships or completing online

applications; and practical, such as preparing for job interviews by researching

companies. The literature suggests that cyberbullied victims generally manifest

psychological problems such as depression, loneliness, low self-esteem, school

phobias and social anxiety (Grene, 2003; Juvonen et al., 2003; Akcil, 2018).

There are many factors affecting student’s level of confidence

Demographics

Research on bullying has found several key demographic patterns that affect

likelihood of being involved in bullying. Boys, in general, bully more often than

girls (Boulton & Smith, 1994). Proportion of boys who report high frequencies of

victimization is also greater than that of girls. Notably, boys and girls differ in the

types of bullying they experience. Boys are more likely to be physically bullied

while girls usually report being bullied verbally or relationally (Crick, Bigbee &

Howes, 1996).

This factor is needed to assess age, sex, and ethnicity of the students correlated

to student's level of cyberbullying. Research on bullying has found several key

demographic patterns that affect likelihood of being involved in bullying (Boulton

& Smith, 1994). Bullying is typically reduced as kids become older. In Australia, a

study of 4,000 children in classes 7 through 11 revealed that the rate of

victimization increases until grade 8, then declines frequencies (Marsh, et al.,

2004).

Time Spent Online

Research has shown that time spent online positively correlates with

cyberbullying perpetration (e.g., Hinduja & Patchin, 2008). This relationship

seems intuitive. Cyberbullying perpetration cannot happen without possessing

the knowledge and means of how to use technology to harm others. To date,

scholars utilizing the BGCM have conceptualized time spent online as a variable

needed to be statistically controlled in order to account for individual difference

variability (Barlett & Chamberlin, 2017).

However, time spent online could also be a predictor of anonymity perceptions

and BI-MOB akin to how previous cyberbullying experiences likely lead to later

cyberbullying (Barlett & Gentile, 2012).

Academic performance

Academic performance of students is a key feature in education (Rono, 2013). It

is considered to be the center around which the whole education system

revolves. Learners need to concentrate during lessons to perform at their best in

school, but being bullied makes it hard for them to concentrate and pay attention

in class.

In a study conducted by Hureva (2012), 62% of learners who were victims of

bullying did not pay attention to schoolwork, and 5% said they were always

thinking of the bullies. Hong et al. (2014) confirm that cyberbullied students

commonly obtain lower grades and are at risk of poor academic performance.

Shariff (2008), Myburgh and Poggenpoel (2009) and Hixon (2009) maintain that

bullying often leaves victims with mental anguish and destroys their self-esteem,
 which leads to a drop in academic performance. This factor is then needed to

establish the correlation between student's level of confidence and cyberbullying.

Internet and electronic devices have given adolescents novel ways of socializing

but have also made possible new kinds of negative interactions, known as cyberbullying

(Tokunaga, 2012). This study is anchored on the theory Barlett Gentile Cyberbullying

Model (BGCM) which is a learning-based psychological theory used to elucidate the

processes involved in cyberbullying perpetration (Barlett and Kowalewski, 2019).

Bullying has been a problem among both children and adults since long before

any of us can remember. From small cases to more serious ones, the act of hurting

others emotionally or physically is an unfortunate side effect of human nature. The

internet and social media platforms like Facebook have given bullies a new forum in

which to taunt their victims (Aimee, 2018). Reported cases of cyberbullying have been

rising from time to time. It is a pandemic for people wanting to experience the beautiful

view of the online world especially on middle and high school students (Kowalski, et al.

2014).

Cyberbullying is motivated by a variety of variables, including the anonymity,

internet addiction, and cyberbullying attitudes. Demographics, time spent online, and

academic performance are also factors that correlate with students' levels of confidence

and cyberbullying.
 24

THE PROBLEM

Statement of the Problem

The purpose of this research is to perceive the relationship between

cyberbullying on Facebook and the students’ level of confidence in Jagobiao

National High School. Specifically, it is to answer the following questions:

1.) What is the student’s level of vulnerability towards cyberbullying in

Facebook in terms of:

1.1 anonymity in cyberbullying;

1.2 technology access;

1.3 cyberbullying attitudes?

2.) What is the students’ level of confidence in terms of:

2.1 demographic patterns;

2.2 time spent online;

2.3 academic performance?

3.) Is there a significant relationship between cyberbullying in Facebook to

the student’s level of confidence?

Hypotheses

The following are the hypotheses of the study:

 25

Null Hypothesis

There is no significant difference or relationship between cyberbullying in

facebook and the student’s level of confidence in Jagobiao National High School.

Alternative Hypothesis

There is a significant difference or relationship between cyberbullying in

facebook and the student’s level of confidence in Jagobiao National High School.

Significance of the Study

This study entitled “The Relationship Between Cyberbullying in Facebook and

the Student’s Level of Confidence in Jagobiao National High School” shall benefit

and shall be helpful to the following entities:

Students – this study will let the students learn about cyberbullying and thus

would help them improve their attitude and be aware of the outcome if ever they

cyber-attack someone.

Parents and Guardians – this study will benefit them since they will now

understand that such incidents could possibly occur with their sons and

daughters and will know what ways to help them deal with cyberbullying. It will

help them monitor their children’s social media accounts and encourage them not

to participate in any cybercrime.

Teachers – just like the parents and guardians, the given data in this research

will help them be aware of cyberbullying and will arrange a talk to his/her

students about this topic so that he/she will be able to know who among his/her
 26

students have experienced cyberbullying and will give ways on how to deal with

it.

Netizens – this study will benefit them for they will know the dangers of

cyberbullying especially to students and promote ways to overcome it, such as

making a blog about cyberbullying and how it affects a person’s level of

confidence and sharing useful information about this topic to help other people

be aware of cyberbullying.

The Researchers – this study will guide them in discovering reliable information

and would have further understanding of the topic. The given data in this

research will enlighten them and will assess them in their future studies.

Future Researchers – the literature obtained in this study will benefit them

because they will be able to utilize it as a reference in the future.

 27

RESEARCH METHODOLOGY

Research Design

The study is a quantitative descriptive correlation that aims to distinguish

the relationship between Cyberbullying in Facebook and the Student’s Level of

Confidence in Jagobiao National High School. The research design is

appropriate for this study because it tries to explain the existence of a

phenomenon or why the phenomenon occurred and answers the questions what,

when, where and how.

Research Environment

This study will be conducted in Jagobiao National Highschool which is

located in North Road, Jagobiao Mandaue City, Cebu. This research

environment is appropriate for this study because it contains the appropriate

research respondents who possess certain qualities required for this study.

Figure 1. The Locale of the Study

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Figure 2. Perspective View of the Locale of the Study

Research Respondents

The respondents of the study will consist of Junior High School

students ranging from Grades 7-10. It also includes Senior High School students

from the said school who are under two tracks: the Academic track and Technical

Vocational Livelihood (TVL) track. The target respondents are the students who

have experienced cyberbullying victimization and perpetration. Students who

involved themselves in Facebook will also be included. Furthermore, students

aged 12 to 20 will be chosen to participate in the study. Furthermore, it is

expected that two hundred fifty (250) respondents from various high school grade

levels will participate in the study. This will be the total number of respondents

because it will provide a satisfactory and credible result.

Research Instrument
 29

A Likert-scale type of survey questionnaire will be applied as a research

tool in order to determine the level of vulnerability of cyberbullying in Facebook

and the students’ level of confidence. It will be a checklist type of questionnaire

with parts that will measure the level of vulnerability of cyberbullying in Facebook

in terms of anonymity, technology access, cyberbullying attitudes and the

student’s level of confidence in terms of demographic patterns, time-spent online

and academic performance. The best response that each respondent has will be

chosen for each question. They will mark each item with a check mark to indicate

whether they strongly agree (five), agree (four), neutral (three), disagree (two), or

disagree (one). The survey questionnaire will also be pilot tested by the

researcher in Benedicto College. When the survey has been completed and

responses have been received, the researcher will compute the Cronbach's

Alpha Reliability Test to assess the validity or internal consistency of the survey

items.

Research Procedure

This study is anchored on the Barlett Gentile Cyberbullying Model Theory.

This will serve as the foundation for the study's execution. The researchers

developed the null and alternative hypotheses. The null hypothesis states that

there is no significant difference or relationship between cyberbullying in

Facebook and the student’s level of confidence on the other hand, the alternative

hypothesis states that there is a significant difference or relationship between

cyberbullying in Facebook and the student’s level of confidence in Jagobiao

National High School. This study's respondents will be Jagobiao National High
 30

School Junior and Senior High School students. This study's respondents will be

junior and senior high school students from Jagobiao National High School,

North Road, Jagobiao Mandaue City.

.
Anchored Theory: Barlett Gentile Cyberbullying Model

Factors:
Cyberbullying in Facebook Factors: Anonymity in Cyberbullying, Technology Access,
Cyberbullying Attitudes
Student’s Level of Confidence Factors: Demographic Patterns, Time Spent Online,
Academic Performance

Hypothesis:
Ho: There is no significant difference or relationship between cyberbullying in Facebook
and the student’s level of confidence in Jagobiao National High School.
Ha: There is a significant difference or relationship between cyberbullying in Facebook
and the student’s level of confidence in Jagobiao National High School.

Survey Questionnaire: Likert Scale

Pilot Testing: 15 respondents from Benedicto College

Reliability Testing; Cronbach’s Alpha Reliability Test

 31

Treatment of Data:
Descriptive Statistics: Weighted mean and Pearson R

Interpretation of Results

Figure 3: The Flow in Conducting the Study

Data Gathering

To get permission from the authorities, mainly the principal and the school

administration of Jagobiao National High School, the researchers will write a

letter of consent to conduct the research at Jagobiao National High School. The

researchers will either accept or reject the hypothesis in order to describe the

study's goal. The sample size will be determined by the researchers in order to

support the data required for this study. The researcher will create a survey

questionnaire and ask student participation as study respondents. Following a

brief explanation of the study's purpose by the researcher, respondents will be

given printed survey forms to fill out with the utmost honesty and sincerity.

Furthermore, once all of the survey respondents have completed their

responses, the researchers will collect the data. The collected data will then be

tallied and tabulated in order to analyze the desired outcomes.

Statistical Treatment
 32

Descriptive statistics will be used in this study to analyze the information

acquired. This will include Pearson r and weighted mean in interpreting the data.

The average weighted mean is use to know the relationship between

cyberbullying in Facebook and the student's level of confidence. The Pearson- R

test is use to determine the association of the relationship between cyberbullying

in Facebook and the student's level of confidence.

The following formula for the weighted mean will be utilized:

The following are the scaling legend and interpretations for the calculated

weighted mean:

Weighted mean Opinion Weight

4.20-5 Strongly Agree 5

3.40-4.19 Agree 4

2.60-3.39 Neutral 3

1.8-2.59 Disagree 2

1-1.79 Strongly Disagree 1

 33

The following formula for the Pearson-r correlation will be used:

W = weighted average

n = number of terms to be averaged

Wi = weights applied to x values

Xi =data values to be averaged

 78

DEFINITION OF TERMS

Technical terms that are used in this study are operationally defined to

promote understanding of the concepts used in the study

Cyberbullying in Facebook

In this study, this term refers to sending, posting or sharing harmful, false order

meaning content about another person and includes disclosing personal or private

information in Facebook. This is the independent variable of this research.

Student’s level of confidence

In this study, this term refers to the social life of the students involved in

cyberbullying perpetration and victimization online and offline. This is the dependent

variable of this research.