Abstract

Cyber defamation is a growing digital concern among senior high school students. This study assessed awareness, cybersecurity knowledge, preventive practices, and understanding of cyber defamation; identified gaps; and proposed strategies for safer digital engagement. It tested the null hypothesis that these measures did not differ significantly across student subgroups. The study used a quantitative-descriptive design involving 50 senior high school students from Commonwealth High School selected through purposive sampling. A structured survey assessed cyber-defamation awareness, cybersecurity knowledge (e.g., data protection), experiences of online harm, preventive practices, and receptiveness to interventions. One-way ANOVA examined differences across demographic and academic groups. Students showed moderate cybersecurity knowledge but significant gaps in cyber defamation awareness, including legal implications and identifying subtle harmful content. While familiar with basics like strong passwords, they lacked clarity on avoiding defamation. The proposed intervention—awareness campaigns, workshops, and peer advocacy—received high ratings, with over 85% willingness to participate. Consistent with the hypothesis, ANOVA showed no significant differences across subgroups. Key challenges included limited curriculum integration of digital ethics and difficulty distinguishing criticism from defamation. The findings indicate a need for initiatives that integrate cyber-defamation awareness, cybersecurity knowledge, and preventive practices. Participation by students, administrators, and educators is important for responsible digital citizenship. Inclusive interventions within broader cybersecurity frameworks may help Commonwealth High School develop sustainable strategies for a safer online environment.