The Effects of Digital Piracy in Data Security of Grade 11 Students in Sacred Heart
Academy of Pasig
A Research Paper Presented to the
Senior High School Faculty of
Sacred Heart Academy of Pasig
In Partial Fulfillment
of the Requirements in
Practical Research 2
Researchers:
ABASOLA, Knurl Randel B.
CASTILLO, Zion Garret N.
GONZALES, Dylan Edrich P.
ORJE, Jayson T.
VIZMONTE, Kyle Vincent T.
INFANTE, Alisha Margareth L.
SANTOS, Francine Hannah D.
Research Adviser:
Ms. Katherine Nicole Mañalac
A.Y. 2021-2022
Approval Sheet
This research entitled The Effects of Digital Piracy in Data Security of Grade 11 Students
in Sacred Heart Academy of Pasig prepared and submitted by Abasola, Castillo, Gonzales, Orje,
Vizmonte, Infante, and Santos in partial fulfillment of the requirements for the subject Practical
Research 2, is hereby recommended for oral presentation on April 11, 2021.
______________________________
Ms. Katherine Nicole M. Mañalac
Research Adviser
Approved in partial fulfillment of the requirements for the subject Practical Research 2
by Oral Presentation panel.
______________________________
______________________________
Ms. Katherine Nicole M. Mañalac
Ms. Khrissha Ann S. San Diego
Chairman
Member
______________________________
______________________________
Ms. Kriszer Ian R. Bucu
Mr. John Philip O. Echevarria
Member
Member
Accepted in partial fulfillment of the requirements for the course Practical Research 2.
______________________________
______________________________
Date
Ms. Valerie G. Alinas
School Principal
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Acknowledgment
First and foremost, we wish to express our sincere gratitude to Ms. Katherine Nicole
Mañalac, our practical research teacher, for providing us with all the information needed to
conduct this research study. Ms. Kriszer Ian Bucu, our grammarian, for improving our grammar
and construction of sentences. Sir John Philip Echevarria, our statistician, for guiding us in our
statistical analysis and data in chapter 4. Their profound knowledge guided us and made us
comprehensive in writing the precise thesis paper. With their motivation in the value of teaching,
they still conveyed this research regardless of the boundary with doing it in an online medium as
they organized every schedule and continuous supervision to make this research possible for this
school year.
We further like to thank the rest of the thesis members for their active cooperation
throughout writing the study. Without the participation of each member, there will be a hindered
progress in developing the research since their individual comprehension signifies to be efficient
in the study. The existence of everyone stands as an encouragement to obtain the answers to our
formed problem.
We would like to express our utmost gratitude to our parents and families who gave their
ideas and knowledge for us to finish our research. And to our friends and others who helped us
with other ideas needed for complex chapters.
Above all, to our Lord Jesus Christ, who guided us through everything and gave us
strength to push every day.
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Abstract
The ongoing Covid-19 pandemic has given people all around the world the incentive to
turn to websites that stream pirated content for free because the usual means of watching the
latest movie or buying the newest game have been taken from them.
Other factors that
contribute to the encouragement of a person to commit digital piracy are the lack of financial
capabilities to afford an original copy, the availability of the product within that region or area,
and the time and willingness of a person to head out and purchase the product. As digital piracy
has become more mainstream throughout the years, so does the opportunity for hackers to steal
one’s personal information through it. The researchers of this study conducted a survey within
the grade 11 students of Sacred Heart Academy of Pasig to confirm or reject that hypothesis.
They found that many students have committed digital piracy, but only a few have suffered from
its consequences–their accounts being compromised. They also found that the main incentive for
a student to commit digital piracy is the lack of availability and accessibility of the product to
their specific area or region.
Keywords: digital piracy, data security, pirated content, preventive measures
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TABLE OF CONTENTS
Approval Sheet…………………………………………………………………………….i
Acknowledgement………………………………………………………………………...ii
Abstract…………………………………………………………………………………...iii
Table of Contents…………………………………………………………………………iv
Chapter 1 - The Problem and Its Background…………………………………………………1
Background of the Study………………………………………………………………….1
Objectives of the Study……………………………………………………………………3
Statement of the Problem………………………………………………………………….3
Hypotheses………………………………………………………………………………...4
Scopes and Delimitation…………………………………………………………………..4
Significance of the Study………………………………………………………………….5
Definition of Key Terms…………………………………………………………………..6
Chapter 2 - Review of Related Literature……………………………………………………...8
Literature Related to Independent Variable……………………………………………….8
Literature Related to Dependent Variable………………………………………………..10
Literature Related to Literature that Relates the Independent and Dependent Variables..12
Summary…………………………………………………………………………………14
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Conceptual Framework…………………………………………………………………..16
Chapter 3 - Research Methodology……………………………………………………………18
The Survey Method………………………………………………………………………18
Population and Sample…………………………………………………………………..18
Instrumentation…………………………………………………………………………..19
Variables………………………………………………………………………………….19
Data Analysis…………………………………………………………………………….20
Chapter 4 - Presentation, Analysis, and Interpretation of Data……………………………..21
Presentation and Analysis of Data……………………………………………………….21
Chapter 5 - Summary, Conclusions, and Recommendations………………………………...48
Summary of Findings…………………………………………………………………….48
Conclusions………………………………………………………………………………52
Recommendations………………………………………………………………………..53
Bibliography……………………………………………………………………………...vi
Appendices………………………………………………………………………………..ix
Survey Questionnaire……………………………………………………………xi
Curriculum Vitae………………………………………………………………xxiii
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Chapter 1
The Problem and its Background
This chapter includes the background of the study, objectives of the study, statement of
the problem, hypothesis, scope and delimitations, significance of the study, and the definition of
terms.
Background of the Study
Digital piracy has been a problem that has plagued the world ever since. This dilemma
has even worsened during this pandemic. Since people are unable to watch in cinemas, they turn
to unconventional means of media to stream the latest movie. That is not the only reason why
people commit digital piracy though. Another effect that the coronavirus pandemic has brought
about is the loss of income and jobs. According to a survey by the Social Policy Institute at
Washington University in St. Louis, 24% of respondents have lost their jobs or have experienced
reduced income because of being furloughed or because of reduced working hours. This has
caused a high number of piracy within the film, music, and creative industries because people
have nowhere else to turn to for entertainment besides websites that stream pirated content for
free. It is through this digital piracy, however, that hackers are able to steal other people’s
personal information.
One of the first hackers who were able to intrude a network in the late 1950’s was a group
or club called “The Phone Phreaks.” They found a way to make calls all around the world and to
access areas of the phone system previously only available to the phone company. This was
made possible through an electric box that could make specific tones (The Evolution and History
of Hacking, n.d.).
Many others tried to do the same, but the Phone Phreaks had received
1
backlash because of it and, soon, possession of the same technology they used could bring
someone to jail.
In the 1960s, the number of computer hackers started to grow and the cycle of hackers
being able to intrude networks and systems grew. At first, some were doing this for fun and as a
hobby but realized later on that this could be profitable for them. Consequently, this has led to
an increase of digital piracy in the 1970’s. It was at this time as well when pirated copies of
computer softwares and games were being shared and sold at a more affordable price. In 1999,
David L. Smith masked a virus as a simple Microsoft Word attachment to an email, but actually
replicated itself and copied the first 50 names in the victim’s contact list. Fortunately, no
sensitive information was stolen. This happened years before pirated websites had become
mainstream. As modern technology advances, this sort of technique must have been replicated
and refined in the guise of a pirated website.
Since technology has progressively advanced, everything that is copyrighted can be
pirated. Hackers and pirates always seem to find a way to stay one step ahead of cyber security.
This greatly affects the security of the students because the internet has become more accessible,
thus making pirated websites just as easy to access. People working for the film and creative
industries are also greatly affected by this because their content is being stolen without their
permission and they do not get the credit they deserve.
In this study, the researchers aim to perceive the secureness of one's data in the internet,
and how piracy can be put to an end by heightening the security of systems and websites.
2
Objectives of the Study
1. To explain to grade 11 students the dangers digital piracy can have on their online data’s
security.
2. To distinguish pirated files from others and be able to report it.
3. To examine the number of the losses the creative industry has suffered because of digital
piracy.
4. To show and distribute examples on how users can protect their personal data.
5. To be able to assess what to do if digital piracy is encountered.
Statement of the Problem
This study seeks to answer the following questions:
1. How are pirates able to bypass the anti-piracy measures of official sources?
2. How do the effects of digital piracy (such as malware) threaten data security?
3. How often do grade 11 students pirate content? How serious do they think it is?
4. What are the factors that influence these students to view content from unofficial sources
or unlicensed distributors?
4.1. The financial capacity of the participants to spend on authorized content.
4.2. The time and will of the participants to find and pay for the content.
4.3. The availability and accessibility of the content in the area of the participant.
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5. What are the advantages (if there are any) or disadvantages of digital piracy to creative
industries?
Hypothesis
This research presents the analysis on students about the possible factors that may
influence them to do digital piracy. The study may also present the frequency of this action from
the students as the researchers demonstrate that the factors are the possible reasons that cause
them to view or create pirated content.
If the ways used to bypass anti-piracy measures are revealed, then experts could
strengthen the existing anti-piracy programs.
If the data show the consequences of digital piracy to data security, then people can
counteract digital piracy for further protection of their data.
If the data shows major results that contain students committing digital piracy, then the
students may suffer serious consequences and show how massive the problem can be.
If the factors are perceived, then a solution can be made to lessen the usage of digital
piracy and to protect their data and security.
If the advantages and disadvantages of digital piracy are known, then the artists working
in the creative industry will be more aware of the pros and cons of digital privacy.
Scope and Delimitations
The study will mainly focus on the grade 11 students within the school of Sacred Heart
Academy of Pasig in order to understand how these students are affected by piracy.
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The main purpose of this study is to understand why many students commit digital piracy
and what effect this has on them as well as the general effects that piracy has on the creative
industry. However, given the period of time for research, the study will not cover the population
of the grade 11 students outside Sacred Academy of Pasig. Data and information for the study
will be gathered online via Google Forms which will be sent out to the grade 11 students.
Surveys are done online due to the fact that most of the students are minors and are required to
stay home for their safety.
Significance of the Study
If this study claims to be effective, then the following groups of people will reap its
benefits:
Students – This will educate students about digital piracy and its periculous effects to
their personal data’s privacy and security.
Teachers – This may help them be an instrument to their students to raise awareness on
the dangers of digital piracy and how it will mentally affect their students.
Parents – This could serve as a guide on how they can teach their children to be careful
on the internet.
National Bureau of Investigation Cybercrime Division – This may help the National
Bureau of Investigation Cybercrime Division to investigate further the websites and pages that
sell and share pirated content online.
Philippine National Police Anti-Cyber Group - This could help the Philippine National
Police Anti-Cyber Group to guard and protect everyone’s security online.
5
Department of Information Communications Technology – This study can help DICT
to look at how information and communication technology might harm intellectual property
rights in the film business.
Data Analysts – This can help them to gather data and information about digital piracy
which could help their study on piracy analysis.
Information Security Analysts – This study may help them to develop software that can
block or at least make it harder for people to pirate their content.
Web Developers – This could help them to further create websites that provide stricter
and heightened security for companies to avoid getting their content pirated.
Future Researchers – This may be helpful for them to expedite their research on digital
piracy and to focus more on the further advancement of their study.
Definition and Terms
Digital Piracy - Copying of a software without the authorization of the content creator.
Creative Industry - An industry focused on jobs in the arts or media.
Furlough - This is when a company decides to make its employees take a leave of
absence for some time due to special circumstances.
Pirates - The people who copy the works and contents of the author without
authorization to sell or distribute them.
Malware - Any malicious software created by cybercriminals.
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Unlicensed Distributors - A group of people who distribute materials without the
author's approval.
Digital security - Resources that are used to secure your online identity, data, and other
assets.
NBI Cybercrime Division - A branch of the National Bureau of Investigation that
investigates crimes on the internet.
Data Analysts - A professional who utilizes data to provide knowledge.
Information Security Analysts - Professionals that plan and implement security
measures to secure a company's computer networks and systems.
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Chapter 2
Review of Related Literature
This chapter includes the data about the analysis of other related studies and literature
relevant to the effects of digital piracy to the data security of the grade 11 students.
Digital Piracy
Digital piracy refers to copying, downloading, or purchasing copyrighted files without
explicit permission from the copyright holder (Gopal and Sanders 1998, Tunca and Wu 2013).
According to a report made by Business Software Alliance (2016), it is said that out of all
the computer softwares installed in the world, about 39% of the coverage are unlicensed or
illegally used. People who may encounter the action may perform it as they may consume illegal
copies of digital products or services that include e-books, softwares, music, and videos. This
behavior is harmful and destructive to industries and companies who own such products (R. D.
Gopal and G. L. Sanders, 1998). Several factors were found that can be considered as possible
causes for digital piracy and that includes psychological aspects, economic aspects, ethical
aspects, absence of regulations, or cultural factors. There are more findings that were mentioned
such as self-worth, presumptions, and social relationships that cause people to perform digital
piracy.
These digital products that were previously mentioned, are said to be contents or
information that may include all sorts of text, data, photo, music, and multimedia. It could be
displayed, presented, passed around, and stowed away in a form that is digitized through the
8
internet. Some distinctive examples of digital products can be music like songs and background
music, videos that can be found in websites, films like the one people see in a movie theater,
e-books, and softwares. It is said that these digital products are protected by copyright
regulations (Vietnam Ministry of Justice, 2014).
Digital piracy has negative impacts on the security of the people. As those who check
and open any illegal websites or content online can encounter those harmful impacts, such as
hacking and stealing of personal information. The pirates, the ones committing digital piracy,
can abuse these websites to spread malware, trojans, and viruses. According to a study made by
Cybersecurity firm RiskIQ, out of three piracy websites that were accessed, one of them contains
some type of malware. Users who use content theft sites were said to be 28 times more likely to
get malware than the ones who use legal media streaming websites. (Kraft, A. 2015).
There are many possible forms of digital piracy. If an individual shares music to their
friends through instant messaging softwares, that is considered as an act of digital piracy. It can
also be individuals maintaining websites that contain many copyrighted material like movies
which others can view. Downloading videos from Youtube is another example if the owner did
not permit for it to be downloaded. Digital piracy has a two-sided process. The provider who
uploads pirated content frequently, and there is the receiver, who simply downloads the content
from some online source.
For years, the Philippines, Malaysia, and Indonesia have been among the countries with
the highest rate of digital piracy. A survey conducted by the Asia Video Industry Association,
shows that the Philippines is now ahead of the cases of people who commit digital piracy. This
is even with the implementation of Philippine Senate Bill No. 497. Which states that National
9
Telecommunications are eligible to cancel the license of the Internet Service Providers that allow
websites to infringe copyright materials.
YouGov polled thousands of Filipinos on whether they agree on a regulated blocking
mechanism site, and most of them approved. Participants even suggested that the government
should require Internet Service Providers to ban illegal and pirated sites.
According to Ernest Cu, the numerous effects of piracy is immeasurable because it can
lead to a slippery slope of problems. He and his team has been raising an advocacy program
called #PlayItRight. This advocacy educates people on the effects piracy brings to individuals,
and how they can be a smart user on the internet.
Data Security
Data security is a process of protecting all kinds of data from any unauthorized access
and data corruption (IBM, n.d.). Privacy is a person's right to be alone or to have control on their
own data (Tom Gann, 2019). It is a method of assessing and reducing the risk when it comes to
storing any kind of data.
The core elements of data security is known as the CIA triad, where the data security
focuses on the confidentiality of the data and those who are authorized can access it (David
Harrington, 2021).
One of the benefits of data security is that your sensitive information will never be
leaked. Data security keeps all the information safe. A lot of big companies rely on how their
data security is fully safe. When a big company gets hacked, their reputation can be destroyed
which can lead to a lot of people losing trust in that company. When one has data security from
10
the beginning, it will be safer and less costly when encountered with digital attacks (Juliana de
Groot, 2021).
The internet is unpredictable. There are a lot of risks that can be encountered and one of
the risks is accidental exposure of your information. This occurs when there is a malicious
attack or caused by a negligent or accidental exposure of information. Another is ransomware, it
is a major threat to all of the data of any companies. Ransomware is a malware that infects a
device and encrypts the data. Additionally, the attackers display a message asking for payment
for them to stop. In many cases, however, even after paying, they don't stop hacking into your
account and that could lead to data loss.
According to the Ponemon Institute’s Cost of Data Breach Study, on average, the damage
caused by a data breach in the USA is $8 million. Around 25,000 user accounts were impacted
due to the incident, which means some of them encountered financial loss, and most of them
encountered loss of customer trust and damage to reputation.
Data privacy and security are very important because keeping private data and sensitive
information safe is paramount. The lack of access control regarding personal information can
put individuals at risk for fraud and identity theft. Additionally, a data breach at the government
level may risk the security of the entire country.
Here in the Philippines, the Republic Act No. 10173, otherwise known as the Data
Privacy Act, is a law that seeks to protect all forms of information, be it private, personal, or
sensitive. It is meant to cover both natural and juridical persons involved in the processing of
personal information.
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Since the pandemic started, cases of digital piracy doubled-up even though authorities
have given a warning to those who violate the law against digital piracy. Ever since the National
Privacy Commission was established, most of the cases of digital piracy are just being
disregarded, junked, and resolved without any heavy consequence like imprisonment because the
commission cannot handle such a big demand, but with limited resources to patch up the
complaint. Which is why there is still a high number of cases regarding digital piracy in the
Philippines, even though there are approved constitutional laws and bills that can help lower the
cases of digital piracy (Jet Damazo-Santos, 2020).
Effects of Digital Piracy in Data Security
Digital piracy not only affects the finances of creative industries, but also the data
security in ordinary individuals. Because of the detrimental effects of digital piracy, many laws
were implemented to counter them. Although laws were enforced, these effects still run rampant
because the internet is too broad to monitor.
The vastness of the internet gives hackers the opportunity to target unsuspecting
individuals by using pirated content to spread malware, trojans, and viruses (Patrick Putman,
n.d.). Based on Alvaro Puig’s article (2019), some hackers spread this malware through pirate
apps that supposedly work with popular streaming devices. Downloading these illegal pirate
apps or add-ons could possibly infect your computer with that malware. If it gets into a wireless
network, it may try to infect other devices connected to it. With malware, hackers can sell stolen
data to other criminals, use stolen personal information for identity theft, and use login
credentials to take over accounts, specifically bank accounts or shopping accounts (F-secure,
n.d.).
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In terms of illegally downloading games, most people turn to torrent sites. According to
Jon G (2019), a torrent in the tech world refers to a computer file that contains metadata holding
various information. Based on the same article, these torrent files initiate the download of the
actual content. When someone wants to receive a shared file, they must first obtain the
corresponding torrent file either by directly downloading the file or through a magnet link. A
BitTorrent software opens and scans the link to find the locations of seeders that share the file. It
then attempts to connect through a list of defined trackers. A successful connection begins the
transfer of the appropriate content (Jon G, 2019).
In relation to technology, what makes torrenting dangerous is that it tracks IP addresses.
The IP addresses found downloading torrents can be passed onto Internet Service Providers who
cooperate with law enforcement agencies to prevent the file from being downloaded further by
imprisoning the operators or users (Jon G, 2019).
According to Quark Henares (2021), he finds it disheartening that the public treats lightly
the stealing of shows or films which are a fruit of the labor of those in the film industry. He also
says that some locally produced works have been made easily accessible through illegal streams
and links on Facebook or torrent sites. To back up his claim on Filipinos’ flippancy towards
piracy, he has observed that people openly try to ask for links on where to watch a particular
movie that one happens to share the trailer of. Not only does this cause trouble for original
creators and people’s data security, but also to internet police who check links and report them
unceasingly.
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Summary
In this chapter, the variables digital piracy, data security, and effects of digital piracy in
data security are thoroughly discussed and supported by using legitimate literature and studies
connected with the topic.
Digital piracy is a prevalent issue in the Philippines. It just doesn’t seem like it because
people are taking it lightly even though the problem is worse than we think.
In the first variable, digital piracy, it was discussed that if a person obtains a copyrighted
property, such as music, file, video, or photo uploaded on the internet without asking permission
from the owner, it is already considered as a form of digital piracy. There are many ways a
person can pirate digitally. It can be through the form of illegal streaming, screen recording a
movie and distributing it online, downloading music from YouTube without permission from the
artist or agency, illegal download of movies from unreliable sites, and many other forms.
Economical, psychological, ethical aspects and absence of law implementations are
factors that experts are trying to look at as to why people commit digital piracy. But one of the
major factors affecting the high number of digital piracy here in the Philippines is economical
because the majority of the individuals who commit and distribute pirated content are those who
are jobless or belong in the low-income bracket. Most of them engage in these kinds of activities
because they get extra income from distributing or to have the exact same copy of the original at
a more affordable price. These illegal acts come with a consequence to the user's data. But in
this section, the effects of it were not entirely discussed as it will be mentioned in the last
variable.
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Data security is a protective measure that ensures the safety of our files, database,
accounts in the network, and avoids file corruption.
The second variable discusses the uses and dangers of having data security on the
internet. One of its uses is the protection that it gives to the users, especially big companies who
use the network and computer to store their database, record, and files. However, given the
number of hackers and pirates in the internet, people should not be too reliant on storing their
whole database on the computer and or internet because once pirates access this, they would be
able to illegally distribute the software that the company uses, or leak a certain game or movie
that the company is currently working on.
It was also mentioned there that during this pandemic, cases of piracy have doubled
because people have more time to spend on the internet. However, given the numerous cases of
digital piracy, authorities only have limited resources to catch the violators. That is why the
Philippines is having a hard time lowering the number of people committing digital piracy even
with constituted laws and bills.
In the last variable, effects of digital piracy in data security, it thoroughly discusses the
impacts of committing and indulging in digital piracy to individuals and to their data security.
The effects vary from hacking, stealing of personal data and information, and illegal distribution
of work.
The studies and articles presented in the last variable states that there are a lot of effects
digital piracy gives to individuals. Unfortunately, people normalize this kind of behavior which
is alarming because it also means that to them, stealing is just as normal too. This should not be
15
acceptable because some companies and individuals who worked hard for it lose their potential
profit.
Conceptual Framework
In a graphical flowchart, the conceptual framework depicts the research's context, inputs,
processes, and outcomes. The study's main goal is shown in the context, which includes the
central objectives, since they all reflect the most important traits needed to complete the research,
all five were included in the graphic. After determining the context, the inputs are: the effects of
digital piracy on Sacred Heart Academy of Pasig's grade 11 students; factors that influence them
to view pirated content; grade 11 students of Sacred Heart Academy of Pasig; and Google
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Forms. The aforesaid sources will be the majority of the information in this study is gathered
through and from them. The information gathered through online surveys will be used in the
following chapters. This study, titled "The Effects of Digital Piracy on Data Security of Grade
11 Students at Sacred Heart Academy of Pasig," will be completed after the documentation is
completed.
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Chapter 3
Research Methodology
This chapter consists of the survey method, population and sample, instrumentation,
variables, and the data analysis of the study.
Survey Method
The research paper titled, "The Effects of Digital Piracy in Data Security of Grade 11
Students in Sacred Heart Academy of Pasig" uses the survey method to obtain the performance
assessment results from the selected sample. The survey will be conducted with the use of
Google Forms, and will be sent to all grade 11 students, regardless of their academic strand. For
the convenience of the respondents, the survey will be sent out to each of their Sacred Heart
Academy of Pasig Gmail accounts on March 11, 2022 during the 10:00 A.M to 10 P.M time
window.
Population and Sample
In order to conduct the survey, the researchers chose the grade 11 students of Sacred
Heart Academy of Pasig Academic enrolled in the school year 2021-2022 as the main
population. From this, 50 randomly selected students were chosen to be the sample that the
survey will be conducted on, data will be collected from the answers of these students on the
distributed survey.
Before conducting the survey, the researchers determined the sample size through a
sample size determination. The selections are from 25 female grade 11 students from Sacred
18
Heart Academy of Pasig and 25 male students from Sacred Heart Academy of Pasig. In result,
there are 50 participants in the survey.
Instrumentation
For this study, the researchers' plan for the instrumentation is to design a survey that
questions containing rating scales that includes: the Binary Scale, the Likert Scale, the Semantic
Differential Scale, the Guttman Scale, and as well as a close-ended question. With these scales
containing questions about digital piracy, the researchers can get various answers on the thoughts
of students regarding digital piracy and the factors that motivate them to commit digital piracy.
Variables
In this study, the researchers will observe the effects that the independent variables
(digital piracy) will bring about on the dependent variables (data security) when they are
manipulated. Through survey questionnaires, the researchers will obtain data from randomly
selected grade 11 students of Sacred Heart Academy of Pasig School Year 2021-2022 regarding
their experience with digital piracy and how it might have affected their gadgets in terms of
security.
The questionnaires will include inquiries that ask about the respondents’ online
integrity, their general thoughts on digital piracy, their experience with digital piracy affecting
their data, and their vigilance against what might threaten their security online. Once the data
has been collected, the researchers will use it to aid in achieving the objectives of the study,
thereby successfully completing the paper.
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Data Analysis
Before handing out the survey, the researchers first determined the sample size of the
respondents by the use of sample size determination. The selections are from 25 female grade 11
students from Sacred Heart Academy of Pasig and 25 male students from Sacred Heart Academy
of Pasig. In result, there are 50 participants in the survey. The population and sample size of all
the grade 11 students from different strands from Sacred Heart Academy of Pasig will be
combined and computed into one equation. As a result, the number of respondents was 50; 15
came from 11 STEM A, 14 from 11 STEM B, 11 from 11 ABM C, 5 from 11 HUMSS D, and 5
from 11 ArDES. The Spearman Rank Correlation is a metric for determining the strength of
connection between variables that affect the data security of grade 11 students from Sacred Heart
Academy of Pasig. This method only applies for the questions from the survey about the
financial capacity, time and willingness, and availability and accessibility, which respectively
make us of a likert scale. The Semantic Differential Scale will also utilize the Spearman Rank
Correlation test to see the relationship between the 5 variables.
The plan is workable. However, dishonesty in answering some of the questions are
expected. In order to reduce this, participants will be affirmed that personal information and
responses will remain anonymous. Thus, answering the handed out survey must be answered
with full honesty.
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Chapter 4
Presentation, Analysis, and Interpretation of Data
This chapter presents the data analysis and interpretation from the conducted survey.
Through this method, it primarily aims to answer the research questions in chapter 1.
1. Demographic Profile
1.1. Age
Table 1. Frequency and Percentage Distribution of the Respondents in Terms of Age
Age
Frequency
Relative
Frequency
Percentage
Frequency
15
0
0
0.0%
16
11
0.22
22.0%
17
36
0.72
72.0%
18
3
0.06
6.0%
Table 1 exhibits the Grade 11 Sacred Heart Academy of Pasig students’ percentage and
frequency of distribution of their age. There are 50 respondents and a majority of them are 17
years old with a frequency of 36 respondents. The second most frequent age is 16 years old with
11 respondents, and the least frequent age is 18 years old with 3 respondents. This shows that
the average Grade 11 Sacred Heart Academy Pasig students' age is 17. At this age, it is quite
21
normal for students to be affected by digital piracy in their data security as they browse the
internet frequently.
1.2 Grade and Section
Table 2. Frequency and Percentage Distribution of the Respondents in Terms of their Grade
Section
Section
Frequency
Relative
Frequency
Percentage
Frequency
STEM A
15
0.3
30.0%
STEM B
14
0.28
28.0%
ABM C
11
0.22
22.0%
ARDES D
5
0.1
10.0%
HUMSS D
5
0.1
10.0%
Table 2 exhibits the percentage and frequency of distribution of the sections of the Grade
11 Sacred Heart Academy of Pasig students. Out of the 50 respondents, the majority of them
were from 11 STEM A with 15 respondents. The second section with the highest number of
respondents was from 11 STEM B with 14 respondents. The third most frequent respondents
were the 11 ABM C students with 15 respondents. Lastly, the two least frequent respondents
were from 11 ARDES D and 11 HUMSS D, each having 5 respondents.
22
2. Factors that influence Grade 11 Students to Commit Digital Piracy
2.1 Financial Capacity of the Respondents
Table 3. Students' Response Regarding their Financial Capacity that Influences them to Commit
Digital Piracy
SD
D
N
A
SA
Median
Verbal
Interpretation
I spend my
money to buy
pirated content to
manage my
budget
20
15
8
6
1
2
Strongly Disagree
I am willing to
pay double the
price for an
authorized copy
7
9
17
11
6
3
Neither
You access pirated
content/websites to
stream/download
content because you
do not have enough
budget to pay for
the original copy
2
2
13
16
17
4
Agree
If you have enough
budget, you would
pay for all means
for the original
copy
1
3
6
13
27
5
Strongly Agree
You have the means
to pay for the
original copy, but
you are not willing
to spend more
7
12
17
7
7
3
Neither
23
because you believe
pirated websites are
cheaper and
convenient
Overall
Median:
3
Neither
Legend: “Strongly Agree (SA) = 5”, “Somewhat Agree (SWA) = 4”, “Neither (N) = 3”, “Somewhat Disagree
(SWD) = 2”, “Strongly Disagree (SD) = 1”
Table 3 is about the financial capacity of the students. This tabular data shows if students
are willing to pay double the price for the original copy or not. With that being said, most of the
students strongly disagree with the thought that they only view and buy pirated content to
manage their budget. Meanwhile, students would neither agree nor disagree to pay double the
price for the authorized copy. The students were also asked if they only access pirated content
and websites because of their budget, and they agreed. However, if they by means have the
budget, they strongly agree to pay for the original copy. But, there are students who either have
the budget but do not want to pay for the original copy or have no budget but want to spend for
the authorized copy because they believe pirated websites are cheaper and convenient.
2.2 Time and Willingness of the Respondents
Table 4. Students' Response Regarding their Time and Willingness that Influence them to
Commit Digital Piracy
You prefer to
purchase/view the
authorized copy
rather than the
pirated version
SD
D
N
A
SA
Median
Verbal
Interpretation
2
2
15
18
13
4
Agree
24
You prefer to
purchase/view the
pirated copy
rather than the
authorized
version
7
15
16
9
3
3
Neither
You always have
the time to go out
and buy the original
content
11
11
21
4
3
3
Neither
You would make
time to go out and
buy the authorized
content
4
9
19
11
7
3
Neither
You are willing to
spend more money
for a higher level of
security for your
online data
1
7
5
21
16
4
Agree
3
Neither
Overall
Median:
Legend: “Strongly Agree (SA) = 5”, “Somewhat Agree (SWA) = 4”, “Neither (N) = 3”, “Somewhat Disagree
(SWD) = 2”, “Strongly Disagree (SD) = 1”
Table 4 shows the respondents willingness to use either pirated or official copies of the
content. With more and more content being made available online, pirating and stealing copies
of it for free has never been easier. Pirating has made movies, music, and other online media
more accessible for people. But from the data gathered above, most students would still rather
buy official copies than get it for free on different websites. And this ties into the online safety
concern when it comes to pirated content, as these students also agree that they are willing to
spend money to improve their online security and would rather not risk going onto unofficial
25
sites for content. However, this is not to say that pirating content is not an option that they
consider as they are also neutral when asked if they would want to pirate instead, as well as
whether they have the time to go and buy official copies.
2.3 Availability and Accessibility of Content to the Respondents
Table 5. Students' Response Regarding the Availability and Accessibility that Influence them to
Commit Digital Piracy
SD
D
N
A
SA
Median
Verbal
Interpretation
The original
content that you
are trying to
view/buy is not
accessible or
available in your
region, so you
would look up to
pirated websites
to access them
0
1
13
21
15
4
Agree
You use VPNs
(Virtual Private
Networks) to
access the content
that is not
available to your
region
8
7
11
14
10
3
Neither
You are willing to
wait for the
unavailable
authorized content
to be available in
your area
4
9
10
21
6
4
Agree
26
You would by all
means
purchase/view the
original content if it
is available in your
region
1
4
10
16
19
4
Agree
I only view/buy
pirated content
because it is not
available in my
area. But I do not
intend to steal or
illegally distribute
the copy
3
2
8
12
25
4.5
Agree to Strongly
Agree
4
Agree
Overall
Median:
Legend: “Strongly Agree (SA) = 5”, “Somewhat Agree (SWA) = 4”, “Neither (N) = 3”, “Somewhat Disagree
(SWD) = 2”, “Strongly Disagree (SD) = 1”
Table 5 above shows how available and accessible online content is for the respondents
and whether this leads them to pirate said content. With different countries' laws, materials like
movies can only be available in certain countries and be inaccessible to the rest, this leads many
to either pirate the content or uses VPNs to access it. The accumulated data, leads even students
to turn to pirate websites to access inaccessible content. However, they are also willing to wait
for it to be officially released in their region and buy the original content instead. If they were to
pirate, however, they strongly agree that they have no intention of stealing the content or selling
and distributing it to others as they simply wish to access it for themselves.
27
3. Secureness of Data Security
3.1 Frequency of Committing Digital Piracy
Table 6. Students’ Response to the Binary Scale in Terms of Committing Digital Piracy
Responses
Frequency
Relative Frequency
Percentage Frequency
Yes
19
0.3800
38%
No
31
0.6200
62%
Table 6 indicates that 31 or 62% of the respondents have not committed digital piracy.
While 19 or 38% out of 50 respondents answered yes. Thus, this data concludes that the
majority of students have not committed digital piracy.
3.2 Frequency of Visiting Pirated Websites
Table 7. Students’ Response to the Binary Scale on whether if they Have Visited an Illegal
Website that Allows them to View Pirated Content
Responses
Frequency
Relative Frequency
Percentage Frequency
Yes
32
0.6400
64%
No
18
0.3600
36%
In terms of visiting illegal websites that allow you to view pirated content, table 7 shows
that 32 or 64% of the respondents have visited and viewed pirated websites. Meanwhile, 18 or
36% out of 50 respondents have not visited nor viewed pirated websites. This implies that the
majority of respondents have visited unsolicited/unauthorized websites.
28
3.3 Frequency of Compromised Social Media Accounts
Table 8. Students’ Response to the Binary Scale on whether their Social Media Accounts have
been Compromised
Responses
Frequency
Relative Frequency
Percentage Frequency
Yes
10
0.2000
20%
No
40
0.8000
80%
Table 8 reveals that 10 or 20% of the respondents have experienced their account being
compromised. On the other hand, 40 or 80% out of 50 respondents have not experienced their
account being compromised. Hence, most of the students have not experienced being hacked.
3.4 Frequency of Accounts being Compromised by Pirated Websites
Table 9. Students’ Response to the Binary Scale on whether the Reason for their Account being
Compromised is because of Visiting Pirated Websites
Responses
Frequency
Relative Frequency
Percentage Frequency
Yes
7
0.1400
14%
No
43
0.8600
86%
Table 9 is a graphical representation of the follow-up question in table 8. Out of 10
students who answered that their accounts were hacked, only 7 or 14% of the respondents said
that their accounts were compromised because of visiting a pirated website. While the 3
respondents who answered earlier and the 40 respondents, answered that their accounts had
never been compromised by visiting a pirate website.
29
3.5 Frequency of Students to Continue to Commit Digital Piracy
Table 10. Students’ answers to the Binary Scale on whether they will continue to commit digital
piracy in spite of the consequences it might impose on their data security
Responses
frequency
Relative Frequency
Percentage Frequency
Yes
31
0.6200
62%
No
19
0.3800
38%
In the last set of questions from the Binary Scale, table 10 shows how many students are
still willing to commit digital piracy in spite of the threats it might impose on their data security.
31 or 62% of the respondents answered that they would still continue to commit piracy even
though there are threats to their data security. Meanwhile, 19 or 38% out of 50 respondents
answered that they will stop visiting and viewing pirated content and sites. This implies that no
matter the threat digital piracy imposes, students are still willing to view and visit pirated sites
and contents on the internet.
4. Confidence in Internet Data Security
Table 11. Students’ Response to the Likert Scale on whether they Feel Confident and Safe while
Using the Internet
SD
D
N
A
SA
Median
Verbal
Interpretation
I feel secure in
putting my data
online
15
11
14
8
2
2
Strongly Disagree
I feel safe when
downloading files
online
9
13
18
9
1
3
Neither
30
I feel secure with
all the websites I
visit online
8
13
17
11
1
3
Neither
I am cautious when
I install anti-virus
and malware
protection for my
security
1
2
4
27
15
4
Agree
I feel safe when I
use strong
passwords for my
accounts
0
0
9
18
23
4
Strongly Agree
3
Neither
Overall
Median:
Legend: “Strongly Agree (SA) = 5”, “Somewhat Agree (SWA) = 4”, “Neither (N) = 3”, “Somewhat Disagree
(SWD) = 2”, “Strongly Disagree (SD) = 1”
The data in table 11 is about the students’ rating about their confidence in internet data
security. Students strongly disagree with being secure in putting their data online. But, neither
felt safe or unsafe when downloading files on the internet. They also neither feel secure with all
the websites that they browse through. With numerous legitimate antivirus apps online, students
agreed that they are aware when downloading these kinds of applications for the protection and
security of their online data. And most of the students strongly agree that they use and feel safe
when using a strong password for their accounts online.
31
5. Data Security
5.1 Precautionary Measures when Browsing Online
Table 12. Students’ Response to the Semantic Differential Scale Regarding their Data Security
on the Internet
VM
SW
N
S
VM
Median
Verbal
Interpretation
Secured
7
21
14
7
1
Unsecured
2
Somewhat
Secured
Safe
4
23
12
9
2
Unsafe
2
Somewhat Safe
Careful
14
14
15
7
0
Careless
2
Neither
Vigilant
1
19
14
5
1
Negligent
2
Somewhat
Vigilant
Overall
Median
2
Legend: “Very Much (VM) = 1”, “Somewhat (SW) = 2”, “Neutral (N) = 3”, “Somewhat (SW) = 4”, “Very Much
(VM) = 5”
Table 12 showcases the Semantic Differential Scale for measuring data security on the
internet. The overall median is 2 with a verbal interpretation of “Somewhat Protected” based
on the legend. This means that they have some protection to keep themselves safe from minor
viruses, but they do not regard malware from pirated content to be a very serious threat. This is
proof that most grade 11 students don’t see malware embedded into pirated content as a very
serious threat to their data security.
32
5.2 Data Security on Websites
Table 13. Students’ Response to the Semantic Differential Scale Regarding their Data Security
on Websites
VM SW
N
S
VM
Median
Verbal
Interpretation
Safe
2
17
22
6
3
Unsafe
3
Neither
Secure
3
18
18
8
3
Unsecure
3
Neither
Reliable
5
21
16
8
0
Unreliable
2
Somewhat
Reliable
Trustful
1
15
27
6
1
Distrustful
3
Neither
Overall
Median
3
Legend: “Very Much (VM) = 1”, “Somewhat (SW) = 2”, “Neutral (N) = 3”, “Somewhat (SW) = 4”, “Very Much
(VM) = 5”
Table 13 presents the Semantic Differential Scale for measuring data security on
websites. The overall median is 3 with a verbal interpretation of “Neutral.” There are 2 possible
conclusions that could be drawn from this: the respondents’ data security on websites is neither
safe nor unsafe, or the respondents don’t know if it is safe or unsafe there at all.
33
5.3 Data Security Response of the Government
Table 13. Students’ Response to the Semantic Differential Scale Regarding the Rate of the
Government’s Response to Data Breach Problems
VM
SW
N
S
VM
Median
Verbal
Interpretation
Satisfactory
0
7
21
12
10
Poor
3
Neither
Fast
0
3
18
20
9
Slow
4
Somewhat
Slow
Responsive
0
11
21
13
5
Apathetic
3
Neither
Dependable
1
9
18
16
6
Undependable
3
Neither
Overall
Median
3
Legend: “Very Much (VM) = 1”, “Somewhat (SW) = 2”, “Neutral (N) = 3”, “Somewhat (SW) = 4”, “Very Much
(VM) = 5”
Table 13 displays the Semantic Differential Scale for measuring the data security
response of the government. The overall median is 3 with a verbal interpretation of “Neutral.”
This means that the respondents perceive the government’s response to data breach problems to
be neutral in terms of satisfaction, responsiveness, and dependability. In other words, the
government does not seem to be proactive in dealing with data breach problems.
34
5.4 Knowledge About Data Security
Table 14. Students’ Response to the Semantic Differential Scale Regarding their Rating of their
Knowledge About Data Piracy
VM SW
N
S
VM
Median
Verbal
Interpretation
Good
14
17
11
7
1
Bad
2
Somewhat
Good
Useful
15
20
11
4
0
Useless
2
Somewhat
Useful
Helpful
17
21
10
2
0
Unhelpful
2
Somewhat
Helpful
Knowledgeable
14
22
10
4
0
Ignorant
2
Somewhat
Knowledgeable
Overall
Median
2
Legend: “Very Much (VM) = 1”, “Somewhat (SW) = 2”, “Neutral (N) = 3”, “Somewhat (SW) = 4”, “Very Much
(VM) = 5”
Table 14 indicates the Semantic Differential Scale for measuring the respondents’
knowledge about data security. The overall median is 2, revealing that most of the respondents
are “Somewhat Knowledgeable” about digital piracy. This means that they might have some
knowledge about the topic and the effects that it has on data security.
35
6. Negative Factors of Digital Piracy to The Data Security
6.1 Creative Industry
Table 15. Respondents' Response to the Guttman Scale if they Think that Pirating Content
Online is Bad for the Creative Industry
RESPONSES
FREQUENCY
RELATIVE
FREQUENCY
PERCENTAGE
FREQUENCY
YES
43
0.86
86%
NO
7
0.14
14%
Table 15 shows how bad pirating content online is to the creative industry. 43 or 86% of
the respondents believe that piracy negatively affects the creative industry, but 7 or 14% still
believe that it is fine, and piracy should have no problem.
6.2 Harmful Malware Threat
Table 16. Respondents' Response to the Guttman Scale if they are threatened with the harmful
malware that digital piracy imposes
RESPONSES
FREQUENCY
RELATIVE
FREQUENCY
PERCENTAGE
FREQUENCY
YES
48
0.96
96%
NO
2
0.04
4%
36
Table 16 above shows that most of the students are threatened with the effects harmful
malware brings to their online data. However, 2 or 4% of the respondents do not feel threatened
at all.
6.3 Harmful Malware Threat to School Organization
Table 17. Respondents' Response to the Guttman Scale if they are threatened with harmful
malware that might affect their school organization’s data security
RESPONSES
FREQUENCY
RELATIVE
FREQUENCY
PERCENTAGE
FREQUENCY
YES
46
0.92
92%
NO
4
0.08
8%
Table 15 shows that 46 or 92% of respondents are threatened that their school
organization’s data security might be affected by possible harmful malware. While 4 or 8% out
of 50 students do not feel so.
6.4 Harmful Malware Threat to Family
Table 18. Respondents' Response to the Guttman Scale if they are threatened with harmful
malware that might affect their family’s online data
RESPONSES
FREQUENCY
RELATIVE
FREQUENCY
PERCENTAGE
FREQUENCY
YES
49
0.98
98%
NO
1
0.02
2%
37
Table 18 above shows that almost 98% of the respondents are worried about any harmful
malware that may affect their family’s data. While only 2% do not feel any worries.
6.5 Harmful Malware Threat to Users
Table 19. Respondents' Response to the Guttman Scale if they are threatened with harmful
malware that might affect online data and security
RESPONSES
FREQUENCY
RELATIVE
FREQUENCY
PERCENTAGE
FREQUENCY
YES
47
0.94
94%
NO
3
0.06
6%
Table 19 shows that 47 or 94% of the students are worried about any harmful malware
posing a threat to their online data. Though 3 or 6% out of 50 respondents are not worried about
it.
38
7. Practice of Safe Precautionary Measures When Browsing the Internet
Table 20. Open-Ended Question About the Frequency of Grade 11 Students that Practice safe
Precautionary Measures
Responses
Frequency
Rarely
2
Somewhat Rarely
3
Neither
16
Somewhat Often
14
Often
15
Mode
3
Table 20 shows the frequency of Grade 11 students practicing safe precautionary
measures online. The mode, or most frequent answer, is 3 which represents “Neither.” This
implies that most respondents don’t practice safe precautionary measures online at all, since they
don’t practice it “rarely”, nor do they practice it “often.”
39
8. Relationship Between Variables
8.1 Financial Capacity, Time and Willingness, and Accessibility and Availability
Table 21. Spearman’s Rho: Relationship Between Financial Capacity and Other Factors that
Influence Students to Commit Digital Piracy
Financial Capacity.
Factors
Spearman’s
Rho
p-value
Decision
Remarks
Time and Willingness
0.007
0.962
Failed to
Reject Ho
Not
Significant
Accessibility and Availability
0.236
0.098
Failed to
Reject Ho
Not
Significant
Note: If p-value is less than or equal to the level of significance, which is 0.05, reject the null hypothesis, otherwise accept.
Correlation coefficient values: ±0-76 - ±0.99 Very Strong; ±0.51 - ±0.75 Strong; ±0.50 Moderate; ±0.11 - ±0.25 Weak; ±0.01 ±0.11 Very Weak.
In table 21, all results show no significance to each other, because all of it is greater than
the alpha level (0.05). This implies that financial capacity has no correlation with the other two
factors being time and willingness, and accessibility and availability. These factors do not share
any significant relationship with financial capacity.
40
8.2 Time and Willingness, Financial Capacity, and Accessibility and Availability
Table 22. Spearman’s Rho: Relationship Between Time and Willingness and Other Factors that
Influence Students to Commit Digital Piracy
Time and Willingness.
Factors
Spearman’s
Rho
p-value
Decision
Remarks
Financial and Capacity
0.007
0.962
Failed to
Reject Ho
Not
Significant
Accessibility and Availability
0.186
0.195
Failed to
Reject Ho
Not
Significant
Note: If p-value is less than or equal to the level of significance, which is 0.05, reject the null hypothesis, otherwise accept.
Correlation coefficient values: ±0-76 - ±0.99 Very Strong; ±0.51 - ±0.75 Strong; ±0.50 Moderate; ±0.11 - ±0.25 Weak; ±0.01 ±0.11 Very Weak.
In table 22, all results show no significance to each other because each of them is greater
than the alpha (0.05). This implies that time and willingness do not correlate with financial
capacity and accessibility and availability.
41
8.3 Accessibility and Availability, Time and Willingness, and Financial Capacity
Table 23. Spearman’s Rho: Relationship Between Access and Availability and Other Factors that
Influence Students to Commit Digital Piracy
Accessibility and Availability.
Factors
Spearman’s
Rho
p-value
Decision
Remarks
Financial and Capacity
0.236
0.098
Failed to
Reject Ho
Not
Significant
Time and Willingness
0.186
0.195
Failed to
Reject Ho
Not
Significant
Note: If p-value is less than or equal to the level of significance, which is 0.05, reject the null hypothesis, otherwise accept.
Correlation coefficient values: ±0-76 - ±0.99 Very Strong; ±0.51 - ±0.75 Strong; ±0.50 Moderate; ±0.11 - ±0.25 Weak; ±0.01 ±0.11 Very Weak.
Table 23 presents the relationship between access and availability, and other factors that
influence students to commit digital piracy. Neither financial capacity nor time and willingness
are factors that significantly affect accessibility and availability since it has a p-value greater than
the alpha (0.05). This implies that a person’s financial capacity, time and willingness to purchase
an original copy of a product pose no significant problem so long as that desired product is
available and accessible to their region or area.
42
8.4 Data Security on the Internet, Data Security on Websites, Data Security
Response of the Government, and Knowledge About Data Security
Table 24. Spearman’s Rho: Relationship Between Data Security on the Internet and Other
Variables that Affects Students’ Data Security
Data Security on the Internet.
Factors
Spearman’s
Rho
p-value
Decision
Remarks
Data Security on Websites
0.555
0.160
Failed to
Reject Ho
Not
Significant
Data Security Response of the
Government
0.388
0.003
Reject Ho
Significant
Knowledge About Data
Security
0.443
0.000
Reject Ho
Significant
Note: If p-value is less than or equal to the level of significance, which is 0.05, reject the null hypothesis, otherwise accept.
Correlation coefficient values: ±0-76 - ±0.99 Very Strong; ±0.51 - ±0.75 Strong; ±0.50 Moderate; ±0.11 - ±0.25 Weak; ±0.01 ±0.11 Very Weak.
In table 24, all results show significance to each other, except for the variable knowledge
about data security on websites because it is greater than the alpha (0.05). This implies that the
data security on the internet correlates with the data security response of the government and the
knowledge about data security. The data security on websites does not show any significant
relationship with the data security of the government.
43
8.5 Data Security on Websites, Data Security on the Internet, Data Security
Response of the Government, and Knowledge About Data Security
Table 25. Spearman’s Rho: Relationship Between Data Security on Websites and Other
Variables that Affects Students’ Data Security
Data Security on Websites.
Factors
Spearman’s
Rho
p-value
Decision
Remarks
Data Security on the Internet
0.555
1.16
Failed to
Reject Ho
Not
Significant
Data Security Response of the
Government
0.376
0.004
Reject Ho
Significant
Knowledge About Data
Security
0.290
0.033
Reject Ho
Significant
Note: If p-value is less than or equal to the level of significance, which is 0.05, reject the null hypothesis, otherwise accept.
Correlation coefficient values: ±0-76 - ±0.99 Very Strong; ±0.51 - ±0.75 Strong; ±0.50 Moderate; ±0.11 - ±0.25 Weak; ±0.01 ±0.11 Very Weak.
In table 25, all results show significance to each other, except for the variable knowledge
about data security on the internet because it is greater than the alpha (0.05). This implies that
the data security on websites correlates with the data security response of the government and the
knowledge about data security. The data security on the internet does not show any significant
relationship with the data security of the government.
44
8.6 Data Security Response of the Government, Data Security on Websites, Data
Security on the Internet, and Knowledge About Data Security
Table 26. Spearman’s Rho: Relationship Between Data Security Response of the Government
and Other Variables that Affects Students’ Data Security
Data Security Response of the Government.
Factors
Spearman’s
Rho
p-value
Decision
Remarks
Data Security on the Internet
0.388
0.003
Reject Ho
Significant
Data Security on Websites
0.376
0.004
Reject Ho
Significant
Knowledge About Data
Security
0.179
0.205
Failed to
Reject Ho
Not
Significant
Note: If p-value is less than or equal to the level of significance, which is 0.05, reject the null hypothesis, otherwise accept.
Correlation coefficient values: ±0-76 - ±0.99 Very Strong; ±0.51 - ±0.75 Strong; ±0.50 Moderate; ±0.11 - ±0.25 Weak; ±0.01 ±0.11 Very Weak.
In table 26, all results show significance to each other, except for the variable knowledge
about data security because it is greater than the alpha (0.05). This implies that the data security
response of the government correlates with the data security on the internet and websites. The
knowledge about data security does not show any significant relationship with the data security
of the government.
45
8.7 Knowledge About Data Security, Data Security Response of the Government,
Data Security on Websites, and Data Security on the Internet
Table 27. Spearman’s Rho: Relationship Between Knowledge About Data Security and Other
Variables that Affects Students’ Data Security
Knowledge About Data Security.
Factors
Spearman’s
Rho
p-value
Decision
Remarks
Data Security on the Internet
0.443
0.000
Reject Ho
Significant
Data Security on Websites
0.290
0.033
Reject Ho
Significant
Data Security Response of the
Government
0.179
0.205
Failed to
Reject Ho
Not
Significant
Note: If p-value is less than or equal to the level of significance, which is 0.05, reject the null hypothesis, otherwise accept.
Correlation coefficient values: ±0-76 - ±0.99 Very Strong; ±0.51 - ±0.75 Strong; ±0.50 Moderate; ±0.11 - ±0.25 Weak; ±0.01 ±0.11 Very Weak.
In table 27, all results show significance to each other, except for the variable data
security response of the government because it is greater than the alpha (0.05). This implies that
the knowledge about data security correlates with the data security on the internet and websites.
The data security response of the government does not show any significant relationship with the
knowledge about data security.
46
Synthesis
From the data accumulated from the survey conducted, the researchers lead to the
conclusion that there is no significant relationship between the variables financial capacity, time
and willingness, and accessibility and availability. Upon combining these factors, students show
in tables 3, 4, and 5 their financial capacity, their time and willingness to go out and make time to
buy the original content, and the availability and accessibility of the authorized copy in their
region.
With that being said, researchers then correlated these factors with one another to
perceive results on whether these factors affect one another. In tables 21, 22, and 23, the results
say otherwise.
Meanwhile, the other variables do show significant relationships with one
another. In tables 24, 25, 26, and 27, there are some factors that don't correlate with one another,
but the others do. The researchers have concluded that only 1 factor in each table in 24, 25, 26,
and 27 is not significant with the variable that is being correlated.
47
Chapter 5
Summary of Findings, Conclusions and Recommendations
This chapter includes the summary of findings of the data presented in chapter 4, as well
as the conclusion and recommendations for the previous chapters will also be discussed.
Summary of Findings
1. Demographic Profile
1.1 Age
Among the 50 respondents that participated in the online survey, 36 or 72% of the
students are 17 years old. While the second highest number of respondents is from 16 years old
students with a percentage of 22%. The remaining 3 or 6% is from 18 years old respondents. In
conclusion, the highest group of respondents are aged 16-17 years old.
1.2 Grade and Section
Sacred Heart Academy of Pasig’s grade 11 consists of 4 sections: 11 STEM A, 11 STEM
B, 11 ABM C, 11 HUMSS/ArDes D. Out of those 4, 11 STEM A has the most responses with
15 or 30% of students. While the second highest number of respondents with 14 or 28% of
students is from 11 STEM B. The 11 ABM C, the third highest number of participants, has 11 or
22% of the students who answered the online questionnaire. While the remaining 10 or 20%
comes from 11 HUMSS/ArDes D. Overall, most of the respondents in the online survey are
from 11 STEM A or B.
48
2. Factors that Influence Grade 11 Students to Commit Digital Piracy
2.1 Financial Capacity of the Respondents
From the gathered data, the researchers have discovered that students strongly disagree
that they spend money to buy pirated content just to manage their budget. Although, respondents
neither agree nor disagree to be willing to pay double the price for an authorized copy. The
participants strongly agree that they access pirated websites and contents because they do not
have enough budget to purchase the original copy. However, if they would have the budget, they
strongly agree to all means pay for the authorized copy. And lastly, respondents neither agree or
disagree that they have the means to pay for the original copy but are not willing to spend more
because pirated websites are cheaper and convenient.
2.2 Time and Willingness of the Respondents
Based on the accumulated data, the respondents agree that they prefer to purchase or
view authorized copy rather than the pirated version. However, the students neither agree or
disagree that they prefer to purchase or view pirated copy rather than the original copy. Most of
the participants neither agree nor disagree with always having a time to go out and buy the
original content. When they were asked if they would make time to go out and buy the
authorized content, they neither agreed or disagreed. Lastly, the respondents agree that they are
much willing to spend more money for a higher level of security for protection of their online
data.
49
2.3 Availability and Accessibility of Content of the Respondents
With the gathered data, the researchers drew a conclusion that students agree that the
original content they are trying to view or buy is not accessible or available to them, so they
would look up pirated websites to have access to them. When they were asked if they use VPNs
(Virtual Private Networks) as a channel to access restricted content in their area, they neither
agreed nor disagreed. However, the participants agree that they are willing to wait for the
unavailable content to be available in their region. If ever it would be available, they agree to by
all means to purchase or view the original content if it is now viewable and or purchasable. And
lastly, almost half of the respondents answered that they strongly agree to the question that they
only view and buy pirated content because the authorized copy is not available in their area, but
they do not intend to steal or illegally distribute the copy.
3. Secureness of Data Security
From the results and data gathered, the researchers concluded that 31 or 62% of the
respondents have not yet committed digital piracy. But, 32 or 64% of the participants have
visited pirated websites such as YTS.AM, Cracked-Games.Org, etc. When they were questioned
about their accounts being compromised, only 10 or 20% of them had experienced their account
being hacked.
As a follow-up question, the researchers asked whether the compromised
accounts were a cause of visiting unauthorized websites, 7 or 14% of the students said it was.
However, despite the consequences digital piracy imposes on the user’s online data, 31 or 62%
of the participants are still willing to commit and continue to view pirated content and websites.
50
4. Data Security
With the data gathered by the researchers with the use of Likert Scale, they have found
out that respondents felt somewhat secured, safe, careful, and vigilant with the precautionary
measures that they practice while browsing through the internet. However, the participants also
felt neither safe, secured, reliable, and trustful with the websites’ data security that they browse
into. When the students were asked how they would rate the government’s response regarding
matters like data breach problems, they neither felt it was satisfactory, fast, responsive, nor
dependable. The last question in the Likert Scale was about the respondent’s knowledge about
data piracy. Their overall knowledge about digital piracy was somewhat good, useful, helpful,
and knowledgeable.
5. Relationship Between Variables
According to the data gathered, all of the first 3 factors that the researchers composed do
not influence students to commit digital piracy. Respectively these are: financial capacity, time
and willingness, and accessibility and availability. The 3 factors mentioned above do not share a
significant relationship towards each other because they are all greater than the alpha (0.05).
However, with the last set of factors which are 4, do influence one another except for one.
Namely these are: data security on the internet, data security on websites, data security response
of the government, and knowledge about data security. These four variables show significant
relationships with each other. But, data security on the internet and data security on websites do
not correlate. While, the data security response of the government does not share a relationship
with knowledge about data security because they are greater than the alpha (0.05). These
correlations prove that financial capacity, time and willingness, and accessibility and availability
51
of content is not a basis of factors that influence students to commit digital piracy. Thus,
alteration of factors might be an alternative answer to why students commit digital piracy. But,
in terms of other factors such as data security on the internet, data security on websites, data
security response of the government, and knowledge about data security can actually influence
one another. Hence, this can be a basis of variables that can be considered as to how serious
students think digital piracy is.
Conclusion
A research paper always has a conclusion, and a requirement to create a conclusion is to
provide hypotheses beforehand. The researchers wrote five hypotheses for the paper.
The first hypothesis is said that if the data shows major results that contain students
committing digital piracy, then the students may suffer serious consequences and show how
massive the problem can be. The data did not show majority results of students committing data.
Because of that, the data shows that only a few were given consequences such as their accounts
being compromised by pirated websites.
The second hypothesis is said that if the factors are perceived, then a solution can be
made to lessen the usage of digital piracy and to protect their data and security. This hypothesis
was proven to be true as the researchers were able to find the root cause why students commit
digital piracy that being the lack of availability and accessibility.
The third hypothesis is said that if the advantages and disadvantages of digital piracy are
known, then the artists working in the creative industry will be more aware of the pros and cons
of digital privacy. This hypothesis is proved to be true as it seems the respondents were aware of
52
the possible effects of digital piracy to the creative industry as they know that it is bad to pirate
content.
The fourth hypothesis is that if the data show the consequences of digital piracy to data
security, then people can counteract digital piracy for further protection of their data. This
hypothesis is proved to be true as the data was able to show that many are threatened by the
possible dangers of digital piracy. With that, more following data shows that they are somewhat
knowledgeable on what to do if ever digital piracy poses danger to their security.
The fifth hypothesis is that if the ways used to bypass anti-piracy measures are revealed,
then experts could strengthen the existing anti-piracy programs. This hypothesis is proved to be
true as the data shows respondents are knowledgeable by them not being confident no matter
what whenever their data security is at risk no matter the situation. They were able to make good
decisions and proper cautions such as having strong passwords, downloading files, and looking
for ways to have better security for their data such as willingness to pay for softwares that can
heighten their online data security.
Recommendations
After accomplishing this study, the researchers have come up with the following
recommendations for the future researchers and readers in order to attain a more precise
outcome:
1. Few participants experienced consequences like their accounts being compromised. The
researchers recommend raising more awareness by teaching students at schools about the
possible consequences of digital piracy to avoid this kind of situation for their account’s
security.
53
2. The research can be conducted in a different place, where it is intended for larger data.
That’s why the researchers recommend the study should not be limited only to grade 11
students in Sacred Heart Academy of Pasig. Widening your selection of participants by
conducting this study in larger areas like NCR, will increase data collection. Which can
lead to more accurate results because of the different experience every person has on
digital piracy.
3. Supposedly, the respondents of the research were other students in different schools.
However, with the limited time and restricted setting, the researchers decided to focus
more on the Grade 11 students of Sacred Heart Academy of Pasig. More time should be
given to assess the study to accommodate a larger scope.
4. To avoid any possible dangers caused by digital piracy. The researchers highly
recommend the use of strong passwords for the safety of their data. In that way, the
hackers will not easily access your personal data due to the strong password you have
because it can not be predicted easily.
5. The future researchers should find more factors and variables that influence students to
commit digital piracy. In that way, there will be more information on what influences
them to commit digital piracy regardless of the effects digital piracy brings on data
security. With sufficient data and information, the future researchers will now perceive
how to lessen the cases of students commiting digital piracy.
54
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Systems
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from
https://pubsonline.informs.org/doi/full/10.1287/isre.2018.0821
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line-piracy-in-southeast-asia-301154664.html
Tom Gann May 01, Gann, T., Tom Gann Director, Director, & Tom Gann is the Chief
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security:
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from https://digitalguardian.com/blog/what-data-security
What is Data Security: Threats, risks & solutions: Imperva. Learning Center. (2021,
January 21). Retrieved from https://www.imperva.com/learn/data-security/data-security/
Data
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viii
Appendices
Survey Questionnaire Link:
Google Forms SHAP mail:
https://docs.google.com/forms/d/e/1FAIpQLSep7wR9D9e_Nfg2FZDKa9Bj_ogWafgsJDNmIJpis
mG4trybbA/viewform?usp=sf_link
The contents of the survey can be seen on the next following pages.
ix
Good day,
We are the student researchers from Sacred Heart Academy of Pasig and we are
conducting a study on “The Effects of Digital Piracy in Data Security of Grade 11 Students in
Sacred Heart Academy of Pasig”
We would like you to participate in answering the following questions for our study. This
will only take up at least 5-10 minutes of your time; so, we hope that you will help us by giving
honest answers.
If you have concerns regarding your personal information, rest assured that all of it will
be kept safe and we won’t disclose any of it.
Any questions regarding the survey could be asked to the researchers through their email
accounts:
Alisha Margareth Infante
alisha.infante@shap.edu.ph
Knurl Randel Abasola
abasola.knurlrandel@shap.edu.ph
Zion Garret Castillo
castillo.ziongarret@shap.edu.ph
x
Dylan Edrich Gonzales
gonzales.dylanedrich@shap.edu.ph
Jayson Orje
orje.jayson@shap.edu.ph
Kyle Vincent Vizmonte
vizmonte.kylevincent@shap.edu.ph
Francine Hannah Santos
santos.francinehannah@shap.edu.ph
Thank you for lending us your time.
By ticking this box, you are giving consent and your full honesty in answering this survey for the
ongoing research entitled: The Effects of Digital Piracy in Data Security of Grade 11 Students in
Sacred Heart Academy of Pasig.
Name (OPTIONAL):
Age:
Section and strand:
xi
Guide Questions that Influence Students to Commit Digital Piracy
Please rate yourself on the following: [1; strongly disagree, 2; somewhat disagree, 3; neither, 4;
somewhat agree, 5; strongly agree]
Financial Capacity
I spend my money to buy
pirated content to manage my
budget.
I am willing to pay double the
price for an authorized copy.
You access pirated
content/websites to
stream/download content
because you do not have enough
budget to pay for the original
copy.
If you have enough budget, you
would pay for all means for the
original copy.
You have the means to pay for
the original copy, but you are
not willing to spend more
because you believe pirated
websites are cheaper and
convenient.
Strongly
Disagree
Somewhat
Disagree
Neither
Somewhat
agree
Strongly
agree
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
xii
Guide Questions that Influence Students to Commit Digital Piracy
Please rate yourself on the following: [1; strongly disagree, 2; somewhat disagree, 3; neither, 4;
somewhat agree, 5; strongly agree]
Time and Willingness
Strongly
Disagree
Somewhat
Disagree
Neither
Somewhat
agree
Strongly
agree
You prefer to purchase/view the
authorized copy rather than the
pirated version.
1
2
3
4
5
You prefer to purchase/view the
pirated copy rather than the
authorized version.
1
2
3
4
5
You always have the time to go
out and buy the original content.
1
2
3
4
5
You would make time to go out
and buy the authorized content.
1
2
3
4
5
1
2
3
4
5
You are willing to spend more
money for a higher level of
security for your online data.
xiii
Guide Questions that Influence Students to Commit Digital Piracy
Please rate yourself on the following: [1; strongly disagree, 2; somewhat disagree, 3; neither, 4;
somewhat agree, 5; strongly agree]
Availability and Accessibility
of Content
The original content that you are
trying to view/buy is not
accessible or available in your
region, so you would look up to
pirated websites to access them.
You use VPNs (Virtual Private
Networks) to access the content
that is not available to your
region.
You are willing to wait for the
unavailable authorized content
to be available in your area.
You would by all means
purchase/view the original
content if it is available in your
region.
I only view/buy pirated content
because it is not available in my
area. But I do not intend to steal
or illegally distribute the copy.
Strongly
Disagree
Somewhat
Disagree
Neither
Somewhat
agree
Strongly
agree
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
xiv
A Five-Item Binary Scale for Measuring Secureness of Data Security
Please choose one appropriate answer [yes, no] by ticking the box.
Has any of your device or social media accounts (Messenger,
FaceBook, Gmail, etc.) ever been compromised?
Yes
No
Have you ever visited an illegal website such as YTS.AM,
Cracked-games.org, etc. that allows you to stream or download
pirated content?
Yes
No
Was your device or account compromised as a result of visiting an
illegal website?
Yes
No
Have you ever committed digital piracy?
Yes
No
Would you still continue to commit digital piracy in spite of the
consequences it poses on your data security?
Yes
No
xv
A Five-Item Likert Scale for Measuring Confidence in Internet Data Security
Please rate yourself on the following: [1; strongly disagree, 2; somewhat disagree, 3; neutral, 4;
somewhat agree, 5; strongly agree]
Strongly
Disagree
Somewhat Neutral
Disagree
Somewhat
agree
Strongly
agree
I feel secure in putting my data
online.
1
2
3
4
5
I feel safe when downloading
files online.
1
2
3
4
5
I feel secure with all the
websites I visit online.
1
2
3
4
5
I am cautious when I install
anti-virus and malware
protection for my security.
1
2
3
4
5
I feel safe when I use strong
passwords for my accounts.
1
2
3
4
5
xvi
Semantic Differential Scale for Measuring Data Security on The Internet
Please rate yourself on the following: [1; very much, 2; somewhat, 3; neither, 4; somewhat, 5;
very much]
Q: How would you rate the precautionary measures you do when browsing online?
Very
Much
Somewhat
Neither
Somewhat
Very
Much
Secured
Unsecured
Safe
Unsafe
Careful
Careless
Vigilant
Negligent
Semantic Differential Scale for Measuring Data Security on Websites
Please rate yourself on the following: [1; very much, 2; somewhat, 3; neither, 4; somewhat, 5;
very much]
Q: How would you rate the data secureness of the websites that you visit?
Very
Much
Somewhat
Neither
Safe
Somewhat
Very
Much
Unsafe
Secured
Unsecured
Reliable
Unreliable
Trustful
Distrustful
xviii
Semantic Differential Scale for Measuring Data Security Response of the Government
Please rate on the following: [1; very much, 2; somewhat, 3; neither, 4; somewhat, 5; very much]
Q: How would you rate the response of the government about data breach problems?
Very
Much
Somewhat
Neither Somewhat
Very
Much
Satisfactory
Poor
Fast
Slow
Responsive
Apathetic
Dependable
Undependable
Semantic Differential Scale for Measuring Data Security of Users
Please rate yourself on the following: [1; very much, 2; somewhat, 3; neither, 4; somewhat, 5;
very much]
Q: How would you rate your online account’s security?
Very
Much
Somewhat
Safe
Neither
Somewhat
Very
Much
Unsafe
Secured
Unsecured
Reliable
Unreliable
Trustful
Distrustful
xix
Semantic Differential Scale for Measuring Knowledge About Data Security
Please rate yourself on the following: [1; very much, 2; somewhat, 3; neither, 4; somewhat, 5;
very much]
Q: How would you rate your knowledge about digital piracy?
Very
Much
Somewhat
Neither
Somewhat
Very
Much
Good
Bad
Useful
Useless
Helpful
Unhelpful
Knowledgeable
Ignorant
A Guttman Scale for Measuring Negative Factors of Digital Piracy to The Data Security
Please choose one appropriate answer [yes, no] by ticking the box.
1. Do you think pirating content online is bad for the creative
industry?
Yes
No
2. Do you think harmful malware (any type of software designed to
exploit programmable devices and networks) from pirate websites
pose a threat to peoples’ data security?
Yes
No
3. Would you be scared if harmful malware from pirate websites
poses a threat to your school organization’s data security?
Yes
No
4. Are you worried about harmful malware posing a threat to your
family’s online data?
Yes
No
5. Are you worried about harmful malware posing a threat to your
online data?
Yes
No
xx
A Close-Ended Question To Measure Students’ Practices When Browsing the Internet
Please rate yourself on the following: [1; very much, 2; somewhat, 3; neither, 4; somewhat, 5;
very much]
Q: How often do you practice safe precautionary measures to ensure the safety of our online
data?
Very
Much
Somewhat
Rarely
Neither
Somewhat
Very
Much
Often
Thank you for truthfully answering our survey! Your answers will go a long way in our
research. Have a good day!
xxi
Date: March 11, 2022
Subject: Letter of Invitation for Pilot Testing of Online Survey in Practical Research
Dear Participant/s,
Good day!
We are group 1 from 11 STEM B, and the researchers have chosen you to be one of the
participants in the pilot testing of the online survey for this research entitled “The Effects of
Digital Piracy in Data Security of Grade 11 Students in Sacred Heart Academy of Pasig.” It will
only take about 5-10 minutes of your time to complete the questionnaire.
Please see attached link for the pilot test:
https://forms.gle/xNHnqWCaQgVH4TeRA
If you have any queries about the survey, you may contact the researchers through their
SHAP mails, or feel free to contact the research leader, Alisha Margareth L. Infante
(alisha.infante@shap.edu.ph).
Thank you for allocating your time and effort in answering the pilot testing of our
survey. Have a nice day!
Sincerely yours,
Alisha Margareth L. Infante
Group 1 Representative of 11 STEM - B
xxii
ABASOLA, Knurl Randel B.
110 Matahimik St. Tawiran Extension, Santolan, Pasig City
Contact Number: 09205802014
Email Address: abasola.knurlrandel@shap.edu.ph
EDUCATIONAL BACKGROUND
2012 - Present
:
Sacred Heart Academy Of Pasig
2009 – 2012
:
LRC Learning Center
ACHIEVEMENTS
2018 – 2020
:
Sepak Takraw PAPRISA Champion | Division Meet 1st Runner Up |
Sepak Takraw | PAPRISA Champion | Division Meet 1 st Runner Up
2014 - 2020
:
With Honors
2012 – 2013
:
Top 4 | 3rd Place Word Factory | Buwan ng Wika Quiz Bee Awardee
xxiii
CASTILLO, Zion Garret N.
305 Senja, East Raya Gardens Mercedes Ave. Pasig City
Contact Number: 09178859986
Email Address: castillo.ziongarret@shap.edu.ph
EDUCATIONAL BACKGROUND
2021 - Present
:
Sacred Heart Academy of Pasig
2017 - 2021
:
Sacred Heart Academy of Pasig
2008 - 2016
:
Nest Elementary School, Quezon City
ACADEMIC ACHIEVEMENTS
2018 - 2020
: With Honors
2019
: 2nd Place Soccer Paprisa
2018
: 3rd Place Cheer Dance Competition
xxiv
GONZALES, Dylan Edrich P.
Hampton Gardens C. Raymundo Ave., Maybunga Pasig City
Contact Number: 09532669813
Email Address: gonzales.dylanedrich@shap.edu.ph
EDUCATIONAL BACKGROUND
2010 - Present :
Sacred Heart Academy Of Pasig
ACHIEVEMENTS
2018 - 2020
:
With Honors
2010 - 2017
:
Merit Awardee
2014 – 2015
:
MTAP – DepEd – NCR Participant
xxv
ORJE, Jayson T.
Blk 3 Lot 34 Molave St., Greenwoods Executive Village Cainta City
Contact Number: 09662032740
Email Address: orje.jayson@shap.edu.ph
EDUCATIONAL BACKGROUND
2017 - Present :
Sacred Heart Academy of Pasig City
2012 - 2017
:
St. Joseph Children's Center
2010 - 2013
:
Lord’s Hand Academy
ACHIEVEMENTS
2011 - 2020
:
With Honors
xxvi
VIZMONTE, Kyle Vincent T.
Blk 31 Lot 17 Rosewood St., Greenwoods Executive Village Cainta City
Contact Number: 09178175512
Email Address: vizmonte.kylevincent@shap.edu.ph
EDUCATIONAL BACKGROUND
2014 - Present
:
Sacred Heart Academy of Pasig
2012-2014
:
Pasig Catholic College
ACHIEVEMENTS
2018 - 2020
:
With Honors
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INFANTE, Alisha Margareth L.
Blk. 2 Lot 13 Somerset Avenue, Somerset Place Manggahan Pasig City
Contact Number: 09054552544
Email Address: alisha.infante@shap.edu.ph
EDUCATIONAL BACKGROUND
2021 – Present
:
Sacred Heart Academy of Pasig
2018 – 2021
:
ADT Montessori School
2014 – 2018
:
Sister’s of Mount Carmel Catholic School
2010 – 2014
:
Prince N’ Princess School
2009 – 2010
:
Maybunga Child Devt. Center
ACHIEVEMENTS
2020 - 2021
:
With Honors
2018 - 2020
:
Merit Awardee
2015 - 2016
:
Araling Panlipunan Quiz Bee Awardee
xxviii
FRANCINE HANNAH D. SANTOS
Blk. 9 Lot. 5 Millenium Gardens Maybunga, Pasig City
Contact Number: 09171460868
Email Address: santos.francinehannah@shap.edu.ph
EDUCATIONAL BACKGROUND
2012 - Present
:
Sacred Heart Academy of Pasig
2010 - 2012
:
Holy Spirit School
2007 - 2010
:
Kindercare Learning Center
ACADEMIC ACHIEVEMENTS
2018 - 2021 :
With Honors
2017
With Honors | Participation Award MTAP-DepEd-NCR Saturday Program
:
2012 - 2017 :
With High Honors
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