Cyberbullying and it’s Influence on

Academic Performance of Grade 11

Students in Buayan National High School
Introduction
The internet and information communication technologies (ICT) are becoming neutral part of everyday
life for children and adolescents. This generation is growing up in a world that offers them instant access
nearly everywhere to a huge amount of human knowledge. They have access to a wide range of online
and internet that offers them the opportunities to connect, create, and collaborate with each other. The
down-side of these growing opportunities is that they also create more possibilities for negative
experiences such as cyberbullying.
Cyberbullying is bullying that takes place over digital devices like cell phones, computers, and tablets.
Cyberbullying can occur through SMS, text, and apps, or online in social media, forums, or gaming where
people can view, participate in, or share content. Cyberbullying includes sending, posting, or sharing
negative, harmful, false, or mean content about someone else causing embarrassment or humiliation.
Some cyberbullying crosses the line into unlawful or criminal behaviour.
The victims, under great emotional stress, are unable to concentrate on their studies, and thus their
academic progress is adversely affected. The depressive effect of cyberbullying prevents students from
excelling in their studies. Unfortunately, many parents do not understand the potentially damaging effects
of cyberbullying not only on a child’s confidence and self-esteem but also on their academic
performance. The most common places where cyberbullying occurs are: Social Media, such as
Facebook, Instagram, Snapchat, and Tiktok; Text Messaging and messaging apps on mobile or tablet
devices; Instant messaging, direct messaging, and online chatting over the internet; Online forums, chat
rooms, and message boards, such as Reddit Email; Online gaming communities.
Statement of the Problem
The main purpose of this study is to determine the influence of cyberbullying
on academic performance of the selected Grade 11 students of Buayan
National High School.
Specifically, the study seeks answers to the following question:
1. What is the extent of cyberbullying to the participants?
2. What is the influence of cyberbullying on academic performance of the
selected grade 11 students?
4. Is there a significant relationship between the extent of cyberbullying and
the academic performance of the selected grade 11 students of Buayan
National High School during SY 2022-2023?
Significance of the Study
This study is beneficial among the following:
Students. This study will encourage students to change their attitudes
towards other people. It will serve as a medicine to cure the minds of every
individual to become open minded about the consequences of their action.
Parents. They will be aware about the kind of behaviour their child is
possessing. It will gave them a hint on how they would help and encourage
their child to avoid cyberbullying.
Teachers. This study may serve as the way to the teachers to determine the
students who are the victims of cyberbullying so that they can help the
students to avoid being a victims of cyberbullying.
School. School should educate the students and parents about cyberbullying
and provide clear procedures to follow when cyberbullying occurs. Should
have systematic programs to stop cyberbullying.
Scope and Delimitation of the Study
The scope of this study is to determine the influence of cyberbullying to the
academic performance of the student. This study is determined only for 74
selected Grade 11 students of Buayan National High School SY 2022-2023.
The main purpose of our study is to point out the influence of cyberbullying
and aims are determining whether cyberbullying hinders their
accomplishments of their academic performance. The study only focuses on
cyberbullying and its relation to the academic performance of the selected
students.
Related Literature
According to Belsey (2006), “Cyberbullying involves the use of information and communication
technologies such as email, cellphone and pager text messages, instant messaging, defamatory
personal web sites, blogs, online games and defamatory online polling web sites, to support
deliberate, repeated, and hostile behaviour by an individual or group that is intended to harm others.”
Characteristics like anonymity, accessibility to electronic communication, and rapid audience spread,
result in a limitless number of individuals that can be affected by cyberbullying.
Cyberbullying, one of the forms of bullying behaviour, is experienced when using various social
networking sites such as Facebook and Twitter for open communications and maybe deliberately
imposed on someone to harm or harass. (Huang et al., 2014)
Cyberbullying, a form of harassment, is experienced through email, live messaging and
communiation, online sites and games and texts or pictures sent to mobiles. (Kowalski et al., 2012)
Williard (2007) originally defined cyberbullying as language that is “defamatory, constitute bullying,
harassment, or discrimination, discloses personal information, or contains offensive, vulgar or
derogatory comments”. Cyberbullying can involve sending mean, vulgar, or threathening messages or
images; Posting sensitive, private information and/or lies about another person; Pretending to be
someone else in order to make that person look bad and; Intentionally excluding someone from an
online group.
Under great emotional stress, victims of cyberbullying are unable to concentrate on their studies, and thus
their academic progress is adversely affected (Akcil, 2018) Since the victims are often hurt psychologically,
the depressive effect of cyberbullying prevents students from excelling in their studies. (Faryadi, 2011) 
Academic performance is the outcome of student’s effort in examinations. Student’s academic performance
is determined by a number of factors. (Eze et al., 2016)
The academic performance of students reflects on their ability to demonstrate the knowledge they have
learnt in tests, quizzes, presentations and final examination (Barkley, 2004)
The concept of academic development involves not only academic abilities, but motivational factors.
Motivation to learn, taking actions to meet academic demands, a clear sense od purpose, and general
satisfaction with the academic environment are also important components of the academic field. (Lau,
2003)
Cybercrime is a term used to characterized illegal activity that takes place online and has negative
implications for people’s social, mental and physical health. Victims of cyberbullying are more likely to have
low esteem, poor academic performance, headaches, stomach issues and other symptoms and bed
wetting. (Chandran et. al., 2018)
Bullying has spread to the computer because it provides a greater advantage for the bully. The bully can
make anonymous attacks, inflict greater psychological harm, harass a victim at home, and rest easy
knowing that most authority figures will be unable to trace or stop the harassment. A victim on the other
hand, feels more vulnerable and alone. The victim also experiences emoitinal effects that generally last
longer than a black eye. (Anderson et. al, 2007)
Related Studies
The victims, under great emotional stress, are unable to concentrate on their studies, and
thus their academic progress is adversely affected. (Juliana, 2010)
The literature suggests that cyberbullied victims generally manifest psychological problems
such as depression, loneliness, low self-esteem, school phobias and social anxiety. (Akcil et.
al., 2008)
Moreover, research findings have shown that cyberbullying cause emotional and
psychological damage to defenceless victims (Akbulut et.al., 2011) as well as psychological
difficulties including behaviour problems (Ybarra et. al., 2007), drinking alcohol (Etal., 2015)
smoking, depression, and low commitment to academics. (Mitchell et.al., 2007)
Hong et al. (2014) confirm that cyberbullied students commonly obtain lower grades and are
at risk of poor academic performance. 
Smith et. al. (1994) report that some victims of bullying stay absent from school to avoid
being bullied. Smith et. al (1994) also found that some victims of bullying intentionally isolate
themselves by choosing subjects that many learners are not interested in to avoid the bully.
Isolation causes victims to be sad and this may affect their concentration and ability to learn.
In a study conducted in South Africa by Myburgh et. al., (2009), it was
confirmed that victims of school bullying hate schooling because of their fear
of being bullied. 
Two studies conducted by Smith et. Al (2008) found cyberbullying less
frequent than traditional bullying, but appreciated, and reported more
outside of school than inside. Phone call and text message bullying were
most prevalent with instant messaging bullying. In the second study, their
impact was perceived as comparable to traditional bullying. Mobile
phones/video clip bullying, while rarer, was perceived to have more negative
impact. Age and gender differences varied between the two studies. The first
study found most cyberbullying was done by one or a few students, usually
from the same year group. It is often just lasted about a week, but
sometimes much longer. The second study found being a cyber victim, but
not a cyberbully, correlated with internet use; many cyber victims were
traditional bully-victims. Pupils recommend blocking/avoiding messages, and
telling someone, as the best coping strategies; but many cyber victims had
told no one about it. It can be concluded cyberbullying is an important new
kind of bullying, with some different characteristics from traditional bullying
where much happens outside the school.
Conceptual Framework

Academic
Cyberbullying Performance
Hypothesis
There is no significant relationship between the extent of the
cyberbullying and academic performance of grade 11 students of
Buayan National High School during SY 2022-2023.
Definition of Terms
Cyberbullying. The use of electronic communication to bully a person,
typically by sending messages of an intimidating or threatening nature.
Academic Performance. It refers to level of performance in written works
and exams. This is also students deal with their studies and how they cope
with or accomplish differeny tasks given to them by their teachers, within this
work messured from the standpoint of academic grade. (Elson, 2008)
Influence. The capacity to have an effect on the character, development, or
behaviour of someone or something, or the effect itself.
Bully. Seek to harm, intimidate, or coerce (someone perceived as
vulverable)
Bullying. Is the use of force, coercion, hurtful teasing or threat, to abuse,
aggressively dominate or intimidate. The behaviour is often repeated and
habitual.
Methodology
Quantitative research study is to determine the relationship between one
thing [an independent variable] and another [a dependent of outcome
variable] within a population. Quantitative research deals in numbers, logic,
and an objective stance. Quantitative research focuses on numeric and
unchanging data and detailed, convergent reasoning rather than divergent
reasoning. (Wilson, 2004)
Research Design
The researchers used correlation relation design, this is the most
appropriate means of evaluating the influence of cyberbullying among
students and its implication to academic performance.
The researchers will conduct a survey to the chosen respondents. The 
respondents will analyse and conclude with supporting details verify our
conclusion and furthermore makes complimentary conclusion. (Enderez,
2014)
Locale of the Study
This study will be conducted at Barangay Buayan, General Santos City. The
respondents of the study were the 74 Grade-11 students of Buayan National
High School who were chosen through the simple random sampling.
Population and Sampling
All the Grade 11 students who were chosen through the simple random
sampling will be asked to take time to seriously respond to distributed
questionnaire. This study is largely dependent on honesty, sincerity, and
integrity of the respondents. Through this process, the researcher will be
able to determine the relationship between cyberbullying and academic
performance of Grade 11 students,
Research Procedure
The researcher submitted letter to the school principal for approval to
conduct the survey. After the letter was been approved, the researcher
developed a self-made questionnaire. Then the researcher started to
conduct the survey. After they gathered relevant data the researcher
presented, analyze, and interpret the data gained through the need of
different statistical tool.
Statistical Tool Treatment
To describe the extent of cyberbullying, mean percentage and standard will
be used.
To describe the academic performance of the grade 10 students, general
point average will be used.
To describe if there is relationship between the cyberbullying and academic
performance of grade 11 students, pearson correlation coefficient will be
used.
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter present, analyses, and interprets the data gathered in the study. Statistical data which
were used in the analysis and interpretation are presented in tabular forms.
The data gathered were tabulated, analysed by using mean, standard deviation, p-value for correlated
groups as statistical tools. The analysis of data revealed the following result. The main objective of the
study was to determine the influence of cyberbullying to the academic performance of the grade 11
Senior High School students during their first semester of school year.
 
Cyberbullying
To determine the influence of cyberbullying on academic performance of the students, the mean
percentage will used on the table 1 shows the descriptive statistics.
Table 1. Extent of cyberbullying of the selected senior high school students.

Variable N Mean S Remarks

Extent of cyberbullying of students 74 2.07541 0.800137 Sometimes

The table 1. Shows that the extent of cyberbullying to students of senior high school got a mean percentage of
2.07541% and the standard deviation of 0.800137% as the result in their mean percentage. The result shows that
above average of the respondents didn’t experience cyberbullying.
Academic Performance
To determine the academic performance of the respondents, the mean percentage will used on the
table 2 shows the descriptive statistics.
Table 2. Academic performance of the selected senior high school students.

Variables N mean S Remarks

Academic performance of the 74 82.72869 3.586023 Satisfaction

selected grade 11 students

The table 2. Shows that the academic performance of grade 11 students got a mean percentage of 82.72869% total of
their grading point average of the respondents during their first semester and 3.586023% of their standard deviation.
The result shows that students performance on their academic got a result on their grading average.
Table 3. Relationship between the extent of cyberbullying and academic performance of the
selected grade 11 students.

Variables R Degree of relationship p-value Decision

Extent of cyberbullying and 0.132086 Strongly negative 0.314402 p>0.05 
academic performance of the relationship
selected grade 11 students

The table 3. Shows that the correlation coefficient (r) between the extent of cyberbullying and
academic performance is, indicating a strong negative relationship between the two variables. The p-
value of and the alpha level of meaning the decision is statistically insignificant. Therefore, there is
strong negative relationship between the extent of cyberbullying and the academic performance of the
selected grade 11 students.
Interpretation of Data
The data in table 1 shows the 74 selected grade 11 students. The students
got a mean percentage of 2.07541% who experience being cyberbullied and
the standard deviation of 0.800137%. 
In table 2 shows the academic performance of the selected grade 11
students, students got a mean percentage of 82.72869% total of their
grading point average during their first semester and 3.586023% of their
standard deviation. Result shows the students performance on their
academic got a satisfactory result on their grading average.
Last, In table 3. Shows that the correlation coefficient (r) between the extent
of cyberbullying and academic performance is indicating a strong negative
relationship between two variables. The p-value of 0.314402 is greater than
the alpha level of 0.05 meaning the decision is statistically insignificant.
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
This chapter presents the summary, conclusion and recommendation. The summary provides a review
on the problem, the methods and the results obtained in the study. The conclusion will pave way on
the possibilities for further studies to be conducted in relation to this study.
Summary of Findings
The study “Cyberbullying and its influence on academic performance” conducted in Buayan National
High School in Prk. 1 Buayan, General Santos City during the school year 2022-2023. The researcher
conducted a survey to the selected grade 11 students in Buayan National High School and aimed to
know the answered to the questions stated in the statement of the problem.
The study used the descriptive-correlation method of research to determine the relationship of
cyberbullying and academic performance of the selected grade 11 students.
The respondents of the study are the grade 11 students of Buayan National High School who were
choses using the sloven formula. The data on the extent of cyberbullying on their academic
performance were generated using self-made questionnaire.
Appropriate statistical tools such as mean, standard deviation, p-value, and pearson (r) correlation
were used to analysed and interpret the data gathered in the study.
The Extent of Cyberbullying to the Selected Grade 11 Students
The extent of cyberbullying to the selected grade 11 students got a mean percentage of and
the standard deviation of . This result shows that the selected grade 11 students got a mean
percentage of and standard deviation who experience cyberbullying. 
The Academic Performance of the Selected Grade 11 Students
The academic performance of the selected students got a mean percentage of , total of
their grading point average during their first semester and % of their standard deviation.
Result shows that the total grading point average of students is satisfactory.
Cyberbullying and its influence on Academic Performance of the Selected Grade 11
Students
Cyberbullying and its Influence on Academic Performance of the selected grade 11
students got a p value of 0.314402 that is greater than alpha = 0.05 or  0.001 meaning
there is strongly negative relation between the extent of cyberbullying and academic
performance of the selected grade 11 students during their first semester.
Conclusion
The findings of this study revealed that cyberbullying exists in Buayan National High School, and it
has no influence on the academic performance of the selected grade 11 students during their first
semester SY 2022-2023.
It was shown that cyberbullying happened through any type of platforms in online such as social
networking sites, email, and even in gaming community. Also it was shown that students exposed to
cyberbullying still excel in their studies.
Result shows that cyberbullying may exists in the school but few of them have experienced it. 
As very little research on the influence of cyberbullying on the academic performance on students,
especially the dependence on the internet for basically every and any activity, the additional data
provided in this research adds to the understanding of the influence of cyberbullying on the welfare of
undergraduate students.
Recommendation
1. To study learning theories and propose strategies in improving on the prevention of cyberbullying in
school or outside the school.
2. To propose features and awareness for learning environment in the school 
3. To provide some insights on how these actions influence students academic and to be aware of
their actions.