group-4-research-ppt

1.

EXPLORING THE ROLE OF PARENTAL
GUIDANCDE IN PREVENTING CYVERBULLYING
AMONG STUDENTS: A CASE STUDY IN UEP
Name of Researchers
Tuguinay, Shadrach P.
Nastor, Prince Hero
Ballesteros, Renz E.
Boco, Carlo
Matias, Prince Ken C.
Barnachea, Eugene G.
Prieto, Aj Boie O.
Serna, Arnold E.
Neri, Jonas N.
Name of Adviser
Sam Castillo

2.

Introduction
Background
In today’s digital age, students spend a significant amount of time online, making them more vulnerable
to cyberbullying. Cyberbullying, which includes online harassment, spreading rumors, or sending
threatening messages, has serious emotional, psychological, and academic effects on students. The
role of parents has become increasingly critical in guiding, supervising, and protecting their children
from these digital threats.Parental involvement can range from monitoring online activities, setting rules
for social media use, educating children about online safety, to providing emotional support when
incidents occur. Students’ experiences with parental guidance vary, influencing both their exposure to
and ability to respond to cyberbullying. By exploring students’ perspectives at the University of Eastern
Pangasinan (UEP), this study aims to understand the impact of parental evidence—meaning the
knowledge, rules, supervision, and guidance parents provide—on preventing cyberbullying incidents..

3.

Introduction
Review of Related Literature
• Strong parental involvement and awareness help reduce cyberbullying among students.
• Positive parenting—open communication, guidance, and strong relationships—protects children
online.
• Knowledge of digital risks and active supervision improve children’s online behavior.
• Parental monitoring lowers the risk of both cyberbullying and victimization.
• Cyberbullying is prevalent among Filipino students, highlighting the need for parent and school
support.
• Collaboration between parents, schools, and students is essential for prevention.
• E-parenting strategies (digital education for parents) effectively reduce cyberbullying’s negative
effects.

4.

Introduction
Theoretical/ Conceptual Framework
This study is anchored on an integrated framework combining the Social Ecological Model (Bronfenbrenner, 1997) and
Parental Involvement Theory (Epstein, 2001) to understand how parental guidance influences students’ online experiences
and prevents cyberbullying. The framework provides a comprehensive lens for examining how students’ behavior and coping
mechanisms are shaped by interactions across multiple systems, including family, peers, school, and society. Parental
guidance is a central factor that involves supervising online activity, setting clear rules, fostering open communication, and
offering emotional support. These actions help students develop resilience, responsible digital habits, and effective coping
strategies against online harassment. The framework also considers the Philippine legal context, which emphasizes the role
of parents in protecting children from cyberbullying. The Anti-Bullying Act of 2013 (RA 10627) mandates schools to
implement policies that include cyberbullying, reinforcing cooperation between parents, educators, and administrators. The
Cybercrime Prevention Act of 2012 (RA 10175) addresses online harassment and cyber abuse, while the Special Protection
of Children Against Abuse, Exploitation, and Discrimination Act (RA 7610) provides additional safeguards for children,
including protection from cyber abuse. By integrating these theoretical perspectives and legal provisions, this framework
illustrates how parental guidance functions within broader social systems to prevent cyberbullying, enhance students’ wellbeing, and promote safe and responsible engagement in digital spaces.

5.

Introduction
Statement of the Problem
This study aimed to Exploring the Role of Parental Evidence in Preventing Cyberbullying among
Students: A case study in UEP Specifically, it sought to answer the following questions:
1. How do students perceive the role of their parents in guiding and supervising their online activities?
2. What experiences have students had with parental guidance that influenced their exposure to or
prevention of cyberbullying?
3. How do students describe the effectiveness of parental involvement in reducing cyberbullying
incidents?
4. What measures can be proposed to improve the role of parental guidance in preventing cyberbullying
among students?

6.

Methodology
Research Design
The study used a qualitative research approach, which helped describe and interpret the data collected. The
fundamental principle behind qualitative research was that it examined the way people made sense out of their
concrete, real-life experiences in their minds and in their own words and then examined such comprehensions
in the sense of a behavioral science, such as psychology, sociology, politics, education, and health sciences
(Cropley, 2023). The researchers used a qualitative research approach, as it was the most appropriate for this
study, which sought to understand individuals’ lived experiences.Specifically, phenomenological research was
employed as a method of investigation. Phenomenological research is a school of thought and a set of
qualitative research procedures that investigates the patterns of experience or consciousness. This description
conveyed the essence of numerous respondents' interactions with the phenomena. Thus, phenomenology is
the study of the contents of our consciousness and how we experience them (Gill, 2020). In conclusion, we
used a qualitative approach to understand the respondents' experiences and, specifically, phenomenology to
uncover the shared essence of how the role of parental guidance a particular phenomenon, capturing not just
what happened, but what it meant to them and how they felt about it. Together, these methods helped us
explain not just what happens to parental guidance, but how it feels and what it means to them.

7.

Methodology
Population and Setting of the study
The study will be conducted at the University of Eastern Pangasinan (UEP), located in
Binalonan, Pangasinan. The participants were selected students of UEP who actively use
social media and other online platforms. The researchers used purposive sampling in selecting
the participants. This means that participants were chosen based on specific characteristics
that were important to the study. This method was used because the researchers’ needed
students who had experiences or knowledge related to parental guidance and cyberbullying. A
total of 20 participants will be selected who met the inclusion criteria. They were asked to take
part in an interview where they shared their experiences, opinions, and observations regarding
parental guidance and cyberbullying.

8.

Methodology
Data Gathering Tools
The primary data gathering tool used in this study is an interview guide to gain a deeper
understanding of the role of parental guidance in preventing cyberbullying among
students. The interview guide questions are centered on the objectives and statement of
the problem of this study. Interview guide questions were composed of the following: four
main questions that are centered on the statement of the problem, sub-questions that
are related to the four main questions, and follow-up questions, which are any additional
questions relating to the main question and sub-question.

9.

Methodology
Survey Questionnaire or Interview Guide
Role of Parental Guidance in Preventing Cyberbullying
I. Introduction (To be Read by the Interviewer)
Good day! We are conducting a study about the role of parental guidance in preventing cyberbullying among students. Your answers will be kept
confidential and will only be used for academic purposes. There are no right or wrong answers. Please answer honestly based on your experience.
II. Interview Questions
SOP 1: Students’ Perception of Parental Guidance
1. Do your parents guide you when using social media? How?
2. Do your parents set rules when you use the internet? What are those rules?
3. Do you talk to your parents about your online experiences? Why or why not?
SOP 2: Experiences with Cyberbullying and Parental Guidance
4. Have you ever experienced or seen cyberbullying? What happened?
5. Did your parents help you during that situation? How?
6. Did your parents ever help you avoid cyberbullying? Can you share?
SOP 3: Effectiveness of Parental Guidance
7. Do you think parents' guidance can help reduce cyberbullying? Why?
8. Does your parents’ guidance affect how you behave online? How?
9. Do you feel safer online because of your parents? Why?
III. Closing
Thank you for your participation. Your answers are important for this study.

10.

Methodology
Data Gathering Procedures
To obtain the necessary data needed for this study, the researchers secured permission from the Dean and the Department of
Criminal Justice Education Program Head to conduct an interview. The interview guide will be formulated based on some previous
literature and researchers' on the role of parental guidance in preventing cyberbullying among students.Furthermore, a Criminology
instructor validated the interview guide, who have expertise in the related field of study. The responses from the key informant
interview will be recorded using a voice recording tool and/or a cell phone and will be transcribed by the researchers for
interpretation. Furthermore, the researchers obtained the necessary permissions and ethics review approval from the Office of
University Research. Given the nature of exploring the role of parental guidance in preventing cyberbullying among students,
particularly within a field where they may face unique challenges; this study prioritized ethical principles at every stage of data
collection. Measures were implemented to ensure the protection, confidentiality, and integrity of all participants, recognizing their
potential vulnerability. The researchers provided respondents with a consent letter for this study. Participants will be also given time
to become comfortable and to ask the researchers questions about their concerns regarding the study. Also, after the data had been
treated, the researchers sought the participants' opinions on the themes and data interpretations they had concluded to minimize
harm or maleficence. Any information about a person's private life that they did not want to discuss with others will be deemed
'confidential.' By default, research participants were anonymous; researchers did not collect private information unless there was a
compelling cause to, participants had to be informed about the research's goal or purpose, methodology, and who had access to the
data; participants provided active consent, were not coerced into participating, and had the right to withdraw their cooperation at any
time, even after the study had concluded. Participants were allowed to check their data and remedy any errors they identified (Bos,
2020). The researchers then transcribed and coded the interviews, ensuring that all identifying information will be removed to protect
participants' anonymity.

11.

Methodology
Treatment of Data
Thematic analysis will be used for data content analysis and for the interpretation of all the
statements of the problem. Thematic analysis proved highly effective for qualitative data
analysis in both academic and professional settings. Its adaptability to diverse qualitative data
analysis methodologies made it a critical research approach for understanding. It could be
combined with content analysis, critical discourse analysis, and descriptive qualitative data
analysis. Coding was the process of extracting themes and subthemes from a dataset
(Kampira, 2021). Furthermore, the study employed these for data analysis. Microsoft Word
was used to transcribe recordings of the key informant interview. Also, Microsoft Excel was
used to organize questions, topic codes, and theme codes for thematic coding and
interpretation.

12.

Thank You