## 4 Results and Discussion  
This Section details the results obtained with the CsA-S and CsB-S questionnaires. The sample is composed of 164 respondents, being equally distributed between males and females. From the total of respondents, 88 belong to the 6 th grade, while the remaining  
Figure 5: Overall design of the lesson plan. 76 are at 9 th grade. A [PERSON]'s alfa of 0.8 for CsA-S scale and 0.63 for CsB-S scale were obtained. Table 3 describes the identified findings to which the questionnaires should respond. For each finding, the corresponding list of questions present in the CsA-S and CsB-S questionnaires are pointed out. Considering students' awareness of their online privacy (Finding 01) it was observed that both behaviors and attitudes (Figure 6a)) are positive, where item B20, related to storing information, showed the lowest positive behavior (64%). Students have tendentiously positive behaviors and attitudes (Figure 6b)), where the item A25, related to the access to all Internet services, achieved the lowest positive value (52%) in Finding 02. As depicted in Figure 6c, students showed to have a positive perception about cybersecurity provided by the school (Finding 03). Regarding the awareness when they are contacted by strangers, students have shown to have a positive behavior (item B17) by only clicking on links coming from trusted people. This item had the lowest positive value (46%) in Finding 04. Students showed also to be aware of their attitudes and behaviors (Figure 7a) towards cybersecurity in school, where items A7 (_Computer systems provide all the protection a school need_) and B11 (_Checking update software_) on Finding 05 attained the lowest positive values, 51% and 58% respectively. The attitudes related to understanding cybercriminals' motivations (Figure 7b) were positive, where item A22 (_Cybercriminals only target a school when there is a substantial financial gain_) presented the lowest value for positive attitude (52%) on Finding 06. Attitudes related to law enforcement and ICT technicians are positive (Figure 7b), where item A10 (_Cybercriminals are more advanced than the people who are supposed to be protecting us_) achieved a very low positive value (31%) on Finding 07. Students are aware about protecting their equipment and data (Figure 7c) however, concerning checking for updates for anti-virus programs (item B18). Students also showed to have a very low positive behavior (38%) on Finding 08, and to have a positive behavior \begin{table}
\begin{tabular}{p{56.9 pt} p{113.8 pt} p{113.8 pt}} \hline
**ID** & **Finding** & **ID** \\ \hline
01 & The students express some level of awareness regarding their privacy online and the consequences of exposing their personal data? & A6 B5, B13, B14, B16, B20 \\ \hline
02 & Students’ online attitudes and behaviors are tendentiously positive or negative? & A11, A12, A17, A25 B8, B9, B12, B19, A8 \\ \hline
03 & What is the students’ perception about the cybersecurity information provided by the school? & A14, A15, A16, A17, A18 \\ \hline
04 & When contacting with strangers online, are the students’ aware about the concerns involved? & B2, B4, B5, B14, B15, B17 \\ \hline
05 & Are students aware about their attitudes and behaviors towards cybersecurity in school? & A1, A2, A3, A4, A5, A7 B2, B9, B11 \\ \hline
06 & Do students understand the cybercriminals’ motivations? & A19, A22, A23, A24 \\ \hline
07 & Do students reckon on law enforcement and ICT technicians? & A8, A9, A10, A13 \\ \hline
08 & Do students aware about protecting their equipment and data? & B1, B2, B3, B6, B8, B9, B10, B11, B18, B20 \\ \hline
09 & Do students aware about the consequences of using unofficial and copy-write protected software? & B8, B12, B19 \\ \hline \end{tabular}
\end{table} 
Table 3: List of findings and the corresponding questions of CsA-S and CsB-S.  
about using unofficial and copyright protected software (Figure 7c), on Finding 09 (item B12).