2

a study on the relationship between internet use and academic performance. This study aimed to provide a clearer understanding about internet use (the average number of hours spent and reason in using the internet) and academic performance by finding out the possible relationship between the two and also their possible relationship on the profile of the students. Theoretical Background This study is grounded on the Use and Gratification Theory of Blumler and Katz which states that internet users play an active role in choosing and using internet. Users take an active part in the process and are goal-oriented in their internet use. Theorists say that users seek out source that best fulfills their needs and the gratification they get from the internet increases the duration of using the internet. Uses and Gratification theory is based on the notion that internet cannot influence an individual unless that person has some use for that media or its messages (Rubin, 2002). This marks a shift from the traditional viewpoint of powerful-media-effects theories, in which an audience is depicted as passive, and easily manipulated by internet influences. This perspective is compatible with the constructive philosophy of learning, which emphasizes that learning is an active process, that is, learning occurs most effectively when the student is engaged in authentic tasks that relate to meaningful contexts; it is not something done to the student, but rather something that a learner does (Heinich et al., 2006).Uses and Gratification approach also assumes that internet resources may compete with other information sources for satisfaction of students learning needs. It presents a paradigm that suggests an active participant that makes

motivated

choices.

This

approach

focuses

on

students

active

participation by assessing their reasons for using internet to the disregard or in combination of other educational resources (Severin & Tankard, 2007). The theory suggests that students consciously choose the medium that could satisfy their needs, and that they are able to recognize their reasons for making media choices. Uses and Gratifications Theory is one of the influential theories in internet. The theory is concerned with the way people use the internet. At the outset media research focused on the influence and effect that the media had on the audience. It did not concentrate on the motives behind media use. Severin and Tankard state that the uses and gratifications theory is a psychological communication perspective that focuses on individual use and choice by asserting that different people can use the same mass medium such as internet for very different purposes. The focus of the uses and gratifications theory is on the social and psychological origins of needs, which generate expectations of mass media and other sources, which lead to differential patterns of internet exposure which result in need gratification and other consequences. The key concept of the U&G perspective is that the choices people make when consuming media are motivated by desire to gratify a range of needs. Stafford et al. (2004) suggested that broadly there are three types of gratifications as perceived by the audience namely: Content gratifications: This is the content carried by the medium (e.g., entertainment, information, etc.). Content gratifications are concerned with the messages carried by the medium, Process gratifications: This is the experience of the media usage process (e.g., Internet surfing, experiencing a new technology, etc.). Process gratifications are concerned with the actual use of the medium itself and Social

gratifications: According to some authors interpersonal communication and social networking are social gratifications sought by the audience (Armstrong and Hagel, (2006); Eighmey (2007); Eighmey and McCord (2008). These studies have emphasized the existence of the social gratification in using the Internet. The Cognitive-Bahavioral Model of Davis also supports this study which states that persons with excessive internet use will experience poor academic performance and with more severe symptoms than individuals who do not have this cognitive style. The amount of time spent in previously enjoyable and/or essential activities is reduced in favor of additional time online. Review of Literature and Related Studies About one in every five (19%) of Filipino adults go online to access the Internet or the World Wide Web or send and receive email, as of the March 2011 Social Weather Survey. This is equivalent to about 10.7 million out of the projected 55.3 million Filipino adult internet use in the Philippine population. From 2006 to 2008, the percentage of computer users who use the Internet has ranged from 11% to 12%. It slightly increased to 13% in 2009, and then to 16% in 2010. In a study conducted by GALL UP (from 2002 to 2003), most of those who use the internet belong to age bracket of 18-29 years old which is 36% of the respondents who participated in the study followed by those who belong in the age bracket of 10-18 years old (27%). Most of people who belong to age bracket of 10-18 as well as those who belong to age bracket of 18-29 use internet for social networking followed by sending and reading of electronic messages followed by playing of online games and researching. People aged 30-

49 preferred using internet for sending electronic mail and reading news while those who belong to age bracket of 50-64 use internet for reading of news (www.GALL UP.com). Internet use is higher among the unmarried people than those who are married. One-third of unmarried adults are Internet users, nearly three times more than the percentage of married people who also use the Internet (Labucay, 2001). Bimber (2000) finds that men were about 5 percentage points more likely than women to have access to the Internet in 1996 and 1998a statistically insignificant gapbut the gap increased to 10 percentage in 1999 and was significant. Studies have suggested that even though the gender gap in computer use is closing among adolescents, males and females still differ greatly in what they do online (Clemente, 1998; Imhof, Vollmeyer, & Beierlein, 2007; Odell, Korgen, Schumacher, & Delucchi, 2000). Whereas more female adolescents use the Internet to search for information (Chen & Peng, 2008; Lin & Yu, 2008; Odell et al., 2000) and for E-mail (Chen & Peng, 2008; Lin & Yu, 2008; Odell et al., 2000; Sherman et al., 2000), more male adolescents use the Internet to play games (Chen & Peng, 2008; Griffiths, Davies, & Chappell, 2004; Lin & Yu, 2008; Odell et al., 2000; Sherman et al., 2000). The types of activities that individuals report engaging in most often online are social networking (56%), searching for information or learning purposes (41%), getting news (37%), looking for information on a hobby or other interest such as music and movies (29%), or browsing websites for fun and games (28%). These statistics are particularly salient for younger generations who have grown up with the Internet as part of their daily lives and cannot imagine a time when constant contact to the world via the Internet did not exist. Social net-

working is by far the single most popular online activity among adult Filipino Internet users, with about nine in ten (89%) have ever used online social networking sites like Facebook or Friendster. This is followed in distant second by 44% who share things that they themselves created like photos, videos or artwork (presumably through online social networking sites), and 40% to get news or information on current events. Thirty-seven percent of Internet users go online to get general health information, another 37% play online games, and 28% go online to get news on sensitive health topics. Least popular online activities are: using Twitter, online purchasing and blogging (www.Pew Internet Tracking Survey.com). As a new medium of learning in the twenty-first century, the Internet has brought unprecedented opportunities to students. To capitalize upon such opportunities, schools and families eagerly facilitate Internet use, particularly in Philippines, where academic achievement remains the top priority at school. At the same time, however, the Internet has also become a major concern for parents, because some online activities may seriously distract adolescents from their homework. For parents and educators alike, therefore, it is important to determine whether and how Internet use is linked to academic achievement, a key outcome of academic performance. Previous studies have been inconclusive about the relation between Internet use and academic achievement. Among high school students, for example, the amount of time using the Internet has little to do with individuals' academic achievement. Furthermore, students' grade point averages (GPA) are not closely correlated with specific activities, such as searching for information, E-mailing, and playing games (Hunley et al., 2005). Among college students, however, searching information online about course materials helps boost intel-

lectual development and facilitates preparation for future jobs. In contrast, heavily indulging in online recreation has been closely linked to impaired academic performance (Kubey, Lavin, & Barrows, 2001; Kuh & Hu, 2001). Some studies have suggested a positive association between college students' Internet use and their learning. In Suhail and Bargee's (2006) survey study with 200 university students from Philippines, around three quarters of respondents noted positive effects of Internet use on their learning in at least three aspects. First, Internet use improved their grades. Second, the Internet expanded their reading, writing, and information-processing skills. Third, the Internet has proved a helpful tool in their studies. In another study, Kuh and Hu (2001) used data (collected with the College Student Experiences Questionnaire) from 71 four-year colleges and universities in the Philippines (N = 18,344) and found that surfing the Internet for course material had positive net effects on intellectual development and vocational preparation, in addition to personal development. Other studies have found a negative link between college students' Internet use and academic performance. For example, nonheavy Internet users had higher academic grades than heavy Internet users as a group (Chen & Peng, 2008). In another study, at a large public university in the Philippines (N = 572) significantly more students believed that their academic performance had been impaired when they were involved in heavy recreational Internet use (Kubey, Lavin, & Barrows, 2001). The above literature and studies have helped the researchers in analyzing and understanding what factors to look regarding the internet use and academic performance of the respondents.

THE PROBLEM

Statementof the Problem This study determined the relationship between the internet use and academic performance of the College of Arts and Sciences students of Southwestern University. Specifically, this study aimed to answer the following questions: 1. What is the profile of the respondents in terms of: 1.1 Age; 1.2 Sex; 1.3 Program Enrolled; 1.4 Civil Status; 1.5 Monthly Allowance? 2. What is the level of internet use of the respondents in terms of: 2.1 Duration; 2.2 Purpose? 3. What is the academic performance of the respondents? 4. Is there a significant relationship between the following: 4.1 profile and level of internet use; 4.2 internet use and academic performance? Hypotheses: Ho1 There is no significant relationship between the profile of the respondents and internet use. Ho2 There is no significant relationship between respondents' level of internet use and academic performance.

Significance of the Study The importance of this study varies on the benefited parties. This is beneficial to the following: University Administrators. They would be informed of the students condition with regards to their academic performance in relation to their internet use. Furthermore, through this study they will be able to come up with an assessment by encouraging the guidance counselors to formulate programs on how to enhance the academic performance of the students and educate the students the effect of internet use. Guidance Counselors. They would be made aware of the students academic performance and internet use. This study will help them draw programs on how to improve academic performance of the students and in formulating preventive measures of the adverse effect of internet use to academic performance. Parents. This study would be of help by giving them information about the academic performance of their children as well as the condition when it comes to internet use. They can orient their children about the possible effect of using internet towards academic performance. Students. This study would aid them in understanding more about

how they perform academically and assess to them the effect of internet use. In addition, through this study they will be able to realize the pros and cons of internet use.

10

Researchers. Aside from helping them earn their degree, this study would help them in giving information about academic performance and internet use to the society. Future Researchers. They can utilize the study and the data that would be gathered for further studies related to internet use and academic performance.

11

RESEARCH METHODOLOGY

Research Design This is a descriptive correlational research design that determined the relationship between internet use and academic performance. This determined the possible correlation or relationship of the variables use in the study such as the profile, internet use and academic performance of the respondents. Particularly, it is a descriptive method, which is a quantitative process gathering, analyzing and tabulating data about prevailing conditions and trends, and making adequate accurate interpretation about the data. Research Environment Southwestern University is the locale of the study. It is located in Villa Aznar, Urgello St., Cebu City. Southwestern University was founded as Southwestern College in the summer of 1946, when the country was in the process of rehabilitation from the destruction of Second World War. The founders were Don Matias Hipolito Chavez Aznar II, and his wife Dona Anunciacion Barcellina Aznar, both pharmacists. Particularly, the respondents will be coming from the College of Arts and Sciences. Research Respondents The respondents of this study were the students enrolled in all programs offered by College of Arts and Sciences of Southwestern University. The researchers utilized 30% sample from each of the programs offered namely: Bachelor of Science in Psychology, Bachelor of Science in Social Work, Bachelor of Science in Biology, Bachelor of

12

Science in Biological Sciences, Bachelor of Arts in Political Science, Bachelor of Arts in Asian Studies and Bachelor of Arts in Communication. The researchers want to have each program offered equally represented in order to achieve greater statistical significance and also to reduce standard error. There were a total of 130 respondents. Table 1 Research Respondents
Program Enrolled Bachelor of Science in Psychology Bachelor of Science in Social Work Bachelor of Science in Biological Sciences Bachelor of Science in Biology Bachelor of Arts in Political Sciences Bachelor of Arts in English Bachelor of Arts in Mass Communication Bachelor of Arts in Asian Studies Total Total Number of Students Enrolled 121 53 120 33 27 32 33 10 130 Frequency 37 16 33 14 8 10 10 2 130 Percentage 28.46 12.31 25.38 10.77 6.15 7.69 7.69 1.55 100.00

Table 1 shows the number of sample taken from each of the programs offered by College of Arts and Sciences. Bachelor of Science in Psychology had the most number of respondents with 37 students while Bachelor of Arts in Asian Studies got the least number of respondents with 2 to be taken as sample for this study.

Research Instrument

13

The researchers utilized a self-made questionnaire patterned after Young People Internet Use Survey Questionnaire, a standardized questionnaire widely used to measure the internet use of an individual based from the duration and purpose of using the internet. The questionnaire is made by PEW Internet Tracking Survey and PEW American Research Center. The questionnaire contains two-parts: the first part asked about the personal information and the second part asked about the number of hours spent on the 9 common internet purposes on a regular basis. The questionnaires ask the respondents number of hours spent on the nine common internet purposes namely: Social Networking, Blogging, Online Gaming, Instant Messaging, Downloading/File Sharing, Multimedia Entertainment, Online Shopping, Academic Research and Information Seeking. The respondents check the box that corresponds to the number of hours spent on the mentioned internet purposes. As for the academic performance of the respondents, the researchers utilized the respondents Grade Point Average. Research Procedures Gathering of Data A transmittal letter was submitted to the University President and to the Dean of the College of Arts and Sciences asking for their approval in conducting the study. The letter also asked permission to furnish the necessary data such as the total number of students currently enrolled in the different programs offered by the College of Arts and Sciences together with their final grade from the previous semester. The letter also contained the nature and the purpose of the study. Once approved, the questionnaires were distributed to the respondents and were retrieved afterwards. The data gathered were

14

subjected to statistical treatment and analysis for easy interpretation and to answer the presented research problems. Treatment of Data The profile of the respondents in terms of age, sex, civil status, monthly allowance and program currently enrolled as well as the internet use such as duration and purpose was described in terms of frequencies and percentage. Formula: P = (f/N) x 100 Where: P = percentage f = frequency N = total number of respondents In determining the internet use of the respondents, the weighted mean will be used. Formula: Weighted mean= wiXi/Wi where: X= set of values assigned to the weights W= average weight The 4-point Likert Scale was used to interpret the data as to the respondents degree of internet use. Range Response Category Level of Internet Use

15

3.26-4.00 2.51-3.25 1.76-2.50 1.00-1.75

3 hours and above 2-3 hours 1-2 hours Never the help

Very High High Low Very Low of the Southwestern

The respondents, together with

University Statistician, used Statistical Package for Social Sciences in treating the data gathered for interpretation and analysis. The Statistical Package for Social Sciences (SPSS) 21.0.0 version is software widely used in research that provides statistical analysis of data. It allows for in-depth data access and preparation, analytical reporting, graphics and modelling. To get the relationship between the respondents' profile and their perceived level of acceptability on homosexuals, the Pearson-r was used.

Formula:

Chi-square is also used in the study as part of the statistical analysis and statistical treatment to answer the presented problems in this study.

16

DEFINITION OF TERMS To fully understand the terms used in this study, the following terms are defined operationally:

17

Academic Performance- is determined by the respondents average midterm grade. It generally refers to how well a student is accomplishing his or her tasks and studies. It involves a number of factors such as grades, attendance, standardized tests, extracurricular activities and behavior to be able to determine the level and quality of students' academic performance. Academic Research- Using the internet for academic purposes such as making assignments, doing research projects. Blogging- Using the internet to make, read and check blogging sites such as Tumbler. Downloading/File Sharing- downloading and transferring of files from internet to other devices/ gadgets like computer softwares, photos, videos and music. Duration- average number of hours spent by the respondents in using the internet Information Seeking- Getting information regarding current events such as weather and news updates. Instant Messaging- Accessing internet to join chat rooms and online dating, checking electronic mails (E-mail). Internet- interconnected computer networks that use the standard Internet protocol suite worldwide. Internet Use degree to which an individual use the internet for a definite purpose in a defined period of time (daily basis). Multimedia Entertainmentvideos online, and photo sharing. Online Gaming- Playing online games such as Warcraft, DOTA and other games played online. Online Shopping- Purchasing and reservation of personal goods such as clothes, accessories, medicines, reservation of plane tickets. Listening to music, watching

18

Program- also known as course or discipline offered by a college or a university. Purpose- reason or activity of using the internet. Social Networking- Accessing social networking sites such as Facebook, Friendster and Tagged.

CHAPTER II PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

19

This

chapter

presents,

analyzes

and

interprets

the

data

gathered. The order of presentation is arranged according to the following sequence: (1) profile of the respondents such as the age, sex, civil status, program being enrolled and monthly allowance (2) the internet use of the respondents in terms of its duration and purpose (3) the level of academic performance of the respondents and lastly (4) the relationship of the respondents profile and internet use and respondents internet use and their academic performance. They are presented in terms of frequency and percentage composition. Table 2 Profile of the Respondents
Attributes Age 16-19 20-23 24-27 28-31 Total Male Female Total Bachelor of Science in Psychology Bachelor of Science in Social Work Bachelor of Science in Biological Sciences Bachelor of Science in Biology Bachelor of Arts in Political Sciences Bachelor of Arts in English Bachelor of Arts in Mass Communication Bachelor of Arts in Asian Studies Total P2000-P21,499 P21,500-P40999 P P41,000 P60,499 P60,500 P80,000 Total Frequency 77 44 3 6 130 59 71 130 37 16 33 14 8 10 10 2 130 111 6 6 7 130 Percentage 59.23 33.85 2.30 4.62 100.00 45.38 54.62 100.00 28.46 12.31 25.38 10.77 6.15 7.69 7.69 1.55 100.00 85.38 4.62 4.62 5.38 100.00

Sex

Program

Monthly Allowance

Table 2 shows the profile of the respondents in terms of age, sex, civil status, program enrolled and monthly allowance. Almost half of the respondents (59.23%) belonged to age bracket of 16-19 years old while 33.85% belonged to age bracket of 20-23 years old. There were only three (3) and six (6) respondents who aged 24-27 years old and 28-31 respectively. The result seems to coincide with the result of the study conducted by GALLUP (from 2002 to 2003), most of those

20

who use the internet belong to age bracket of 18-29 years old which is 36% of the respondents who participated in the study. The study was dominated by female respondents comprising 54.62% or 71 out of 130 respondents compared to 59 male respondents (45.38%). When it comes to civil status, 99.23% or 129 out of 130 respondents were single while there was only one (1) respondent who was married. There were a total of 37 respondents who currently enrolled in the program Bachelor of Science in Psychology with a percentage composition of 28.46% followed by 33 respondents from Bachelor of Science in Biological Sciences (25.38%) and 16 or 12.31% of the respondents took up Bachelor of Science in Social Work. The remaining 10.77% of the total respondents were students taking up Bachelor of Science in Biology and both students enrolled in Bachelor of Arts in English and Mass Communication had a percentage composition of 7.69% each. There were eight (8) respondents enrolled in the program of Bachelor of Arts in Political Sciences and (2) from Bachelor of Arts in Asian Studies More than half of the respondents with a percentage of 85.38% have a monthly allowance of Php 2000.00- Php 21, 499.00 while there were only 4.62% of the respondents who have a monthly allowance of Php 21, 500.00- Php 40, 999.00 and Php 41, 000.00 Php 60, 499.00. Table 3 Level of Internet Use of the Respondents
Purpose Academic Research Duration Never 1-2 hours 2-3 hours 3 hours and up Total Never 1-2 hours General Weighted Mean 0.04 0.61 1.13 1.13 2.91 0.05 0.78 Level of Internet Use High

Multimedia Entertainment

High

21

Social Networking

Downloading/File Sharing

Information Seeking

Instant Messaging

Blogging

Online Gaming

2-3 hours 3 hours and up Total Never 1-2 hours 2-3 hours 3 hours and up Total Never 1-2 hours 2-3 hours 3 hours and up Total Never 1-2 hours 2-3 hours 3 hours and up Total Never 1-2 hours 2-3 hours 3 hours and up Total Never 1-2 hours 2-3 hours 3 hours and up Total Never 1-2 hours 2-3 hours 3 hours and up

0.76 1.23 2.82 0.02 1.18 0.48 0.93 2.61 0.08 0.86 0.88 0.77 2.59 0.13 0.95 0.78 0.53 2.39 0.22 1.06 0.55 0.25 2.08 0.36 0.88 0.37 0.31 1.92 0.45 0.65 0.32 0.46 1.88 0.65 0.60 0.14 0.03 1.42 2.29 2.44

High

High

Low

Low

Low

Low

Online Shopping

Total Never 1-2 hours 2-3 hours 3 hours and up Total Over-all Mean Purpose Overr-all Mean Duration

Low

Low Low

Table 3 shows the level of Internet Use of the respondents. Using the 4-Point Likert Scale, it was found out that the respondents were low in internet use when it comes to the duration with a General Weighted Mean (GWM) of 2.44. On the other hand, the respondents were found out to have low level of internet use basing from the purpose of using the internet with a General Weighted Mean (GWM) of 2.29. The respondents were high in Academic Research with a General Weighted Mean (GWM) of 2.91 followed by Multimedia Entertainment, Social Networking, and Downloading/File Sharing with a General Weighted Mean of 2.82, 2.61 and 2.59 respectively. Low level of internet use was out from the respondents when it comes to Information Seeking, Instant Messaging, Online Gaming, and Blogging

22

with a General Weighted Mean of 2.39, 2.08, 1.88 and 1.92 respectively. Online shopping only had a General Weighted Mean (GWM) of 1.42 which yielded a low level of internet use. With an overall General Weighted Mean of 2.29, the respondents were found to have low level of internet use. The results coincide that of the result of the study conducted by PEW Internet Tracking Survey wherein Social Networking and Academic Research (searching for information or learning purposes) are by far the most popular online activities among adult Filipino internet users. (www. PEWInternetTrackingSurvey.com). Academic Research is by far the most popular purpose of the students when using the internet and as a new medium of learning in the twenty-first century; the Internet has brought unprecedented opportunities to students. To capitalize upon such opportunities, schools and families eagerly facilitate Internet use, particularly in Philippines, where academic achievement remains the top priority at school (Kubey, Lavin, & Barrows, 2001). Over-all the respondents were found to be low in internet use both in terms of its duration and purpose. Amidst the reported statistics about growth in number of Filipinos who actively engage in using the internet, the internet use of the respondents remains low. Table 4 Academic Performance of the Respondents

Rating 1.0 1.3 1.4 1.9 2.0 2.5 2.6 3.0 5.0

Interpretation (Grading System) Excellent Very Good Good Fair Failure

Frequency 5 29 47 49 0

Percentage (%) 3.85 22.31 36.15 37.69 0.00

23

Total Mean GPA

130 2.32 (Good)

100.00

The academic performance of the respondents is presented in table 4. It shows the Grade Point Average (GPA) range together with its interpreting level and corresponding frequency and percentage composition. Of the 130 respondents, 49 had a Grade Point Average of 2.6-3.0 (Fair) while there were 47 respondents who had a Grade Point Average of 2.0-2.5 (Good). The remaining 22.31% and 3.85% of the respondents had a Grade Point Average of 1.4-1.9 (Very Good) and 1.0-1.3 (Excellent) respectively. A mean Grade Point Average of 2.32 was measured with Good as interpreting level. Respondents differ in their academic performance majority were fair and only few have excellent academic performance. The over-all level of academic performance of the respondents meet the passing rate set by the university and the grading system.

Table 5 Relationship between the Profile of the Respondents and Internet Use
Profile Age Monthly Allowance Sex Pearsonr 0.021 0.178* --Chisquare ----2.322 Critical Value ----7.815 pvalue 0.813 0.043 0.696 Interpretation Not Significant Significant Not Significant Decision Do not reject Ho Reject Ho Do not

24 reject Ho Reject Ho

Program --44.464** * Significant @ 5% level (two-tailed) ** Significant @ 1% level (two-tailed)

32.671

0.000

Significant

Post hoc Analysis

Profile P2000-P21499 P21500-P40999 P41000-P60499 P60500-P80000 Bachelor of Science in Psychology Bachelor of Science in Social work Bachelor of Science in Biological Sciences Bachelor of Science in Biology Bachelor of Arts in Political Sciences Bachelor of Arts in English Bachelor of Arts in Mass Communication Bachelor of Arts in Asian Studies General Weighted Mean 2.06 2.23 2.32 2.55 1.69 1.56 2.26 2.49 2.57 2.62 2.55 2.58 Level of Internet Use Low Low Low High Low Low Low Low High High High High

Monthly Allowance

Program

Table 5 shows the significant relationship between the profile of the respondents and internet use. No significant relationship was found between age, sex and civil status of the respondents to their level of internet use with p-value of 0.813, 0.696 and 0.274 respectively. Monthly Allowance and Program currently enrolled of the respondents were found to have a significant relationship towards their internet use having p-value of 0.043 and 0.000 respectively. Through the post hoc analysis, it has been found out that the level of internet use increases as the amount of monthly allowance increases. Respondents with high monthly allowance have high level of internet use compared to the other respondents who have lower monthly allowance. As for the program enrolled by the respondents, those who enrolled in Bachelor

25

of Science programs have low level of internet use comparing to the respondents who were enrolled in the Bachelor of Arts programs. Findings show that respondents with bigger monthly allowance spend more time in using the internet than those respondents who have smaller monthly allowance. According to Labucay (2000), individuals who have higher income spend more time using the internet. They can afford to spend more the demand of using the internet comparing to those who only have limited income wherein their internet use is also limited. It has also been found out in the study that respondents who are enrolled in Bachelor of Arts programs have higher level of internet use comparing to those who are enrolled in Bachelor of Sciences program. This can be explained through the activities usually done by the respondents enrolled in both programs. Respondents who enrolled in Bachelor of Arts programs are more on paper works such as researching while students enrolled in Bachelor of Sciences are into laboratory works.

Table 6 Relationship between Academic Performance and Internet Use of the Respondents Indicators Duration Purpose Pearson r 0.281** -0.068 p-value 0.001 0.442 Interpretation Significant Not Significant Decision Reject Ho Do not reject Ho

**Significant @ 1% level (two-tailed)

26

Post hoc Analysis

GPA Never 1-2 hours 2-3 hours 3 hours and above Mean Level of Internet Use

1.0-1.3 1.4-1.9 2.0-2.6 3.0 and above The

2.08 2.80 2.29 2.50

2.49 2.60 4.00 3.25

2.08 2.20 2.45 2.50

1.95 1.61 1.29 3.00

2.15 2.30 2.51 2.81

Low Low High High

significant

relationship

of

internet

use

and

academic

performance is shown in table 6. It was found out that there is no significant relationship between the purpose of internet use and academic performance with a p-value of 0.442 ( r=-0.068) while it was found out that internet duration has a significant relationship towards the academic performance of the respondents with a p-value of 0.001 (r=0.281). In the post hoc analysis, it was found as Grade Point Average decreases, the level of internet use continues to increase. Respondents who have a Grade Point Average of 2.0-2.6 and 3.0 and above have high level of internet use compared to the respondents who have a Grade Point Average of 1.0-1.3 and 1.4-1.9. The result seems to coincide with the result of the study conducted by Hunley et.al (2005) that students' grade point averages (GPA) are not closely correlated with specific activities, such as searching for information, Social Networking, E-mailing, and playing games. In addition, heavily indulging in online recreation has been closely linked to impaired academic performance (Kubey, Lavin, & Barrows, 2001; Kuh & Hu, 2001). Another study that can support to the result on the significant relationship between internet duration and academic performance is that of Barrows, 2001 which according to his findings, there is a nega-

27

tive link between college students' Internet use and academic performance. For example, non-heavy Internet users had higher academic grades than heavy Internet users as a group (Chen & Peng, 2008). In another study, at a large public university in the Philippines significantly more students believed that their academic performance had been impaired when they were involved in heavy recreational Internet use. The results seems to approve the Use and Gratification theory of Blumler and Katz which states that internet users play an active role in choosing and using internet. Users take an active part in the process and are goal-oriented in their internet use. Theorists say that users seek out source that best fulfills their needs and the gratification they get from the internet increases the duration of using the internet. The Cognitive-Bahavioral Model of Davis also supported this study which states that excessive internet use will experience poor academic performance and with more severe symptoms than individuals who do not have this cognitive style. CHAPTER III SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION Summary of Findings This study determined the relationship between internet use and academic performance of the students from the College of Arts and Sciences of Southwestern University. It sought to describe the profile of the respondents such as age, sex, civil status, monthly allowance and program enrolled the respondents over-all level of internet use and academic performance as well as the significant relationship between the profile of the respondents and internet use.

28

The descriptive survey research was utilized to determine the results of the study. The following are the findings of the study: There were a total of 130 respondents that were taken as a sample. 77 out of the 130 respondents belonged to age bracket of 1619 years old. Females dominated the study with a percentage composition of 54.62% and 129 or 99.23% of the respondents were single. Through stratified random sampling, there were a total of 37 respondents who were enrolled in the program Bachelor of Science in Psychology while only two (2) respondents from Bachelor of Arts in Asian Studies. 85.38% of the respondents or 111 out of 130 respondents have a monthly allowance of Php 2000-Php 21499. Through 4-point Likert Scale, it was found out that the respondents had a very low internet use when it comes to duration and low internet use when it comes to the purpose of using the internet. Over-all the respondents had a low level of internet use. 37.69% or 49 out of 130 respondents had a Grade Point Average of 2.6-3.0 (Fair) while there were only five (5) respondents who had Grade point Average of 1.0-1.3 (Excellent). Over-all, the mean Grade Point Average of the respondents was 2.32 (Good). It has been found out in the study that there is no significant relationship between the age, sex, civil status of the respondents to their level of internet use. Monthly allowance and program enrolled have a significant relationship between the level of internet use of the respondents. Through post hoc analysis, it was found out that respondents who have high monthly income have high level of internet use and respondents enrolled in Bachelor of Arts programs have high level of internet use.

29

There has been no significant relationship between internet use and academic performance. It is found out in the study that internet use indicator such as the purposes do not have significant relationship with the academic performance while duration has a significant relationship with the academic performance of the respondents. Conclusions This paper investigates the relationship of the internet use and academic performance of the students from the College of Arts and Sciences of Southwestern University using survey questionnaires and through stratified random sampling. Survey data shows that the different variables in the profile such as monthly allowance, and program enrolled by the respondents are associated with the level of internet use while age, sex and civil status are found to have no significant relationship towards internet use. However, different people may have different views on matter pertaining to internet use. Although the number of Filipinos who become active users of internet continues to increase as per account of the study conducted by Yahoo and Nielsen, the level of internet use of the respondents remains low both in terms of duration and purpose of using the internet. However, despite being low in terms of internet use, it has been found out in the study that the duration of using the internet has a significant relationship on the academic performance. The findings of the study revealed that those who have higher level of internet use are the respondents who have lower Grade Point Average. The finding regarding the significant relationship between internet duration and academic performance can be supported by the finding of the study conducted by Cheng and Peng (2008) wherein

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they found out that non-heavy Internet users had higher academic grades than heavy Internet user, significantly more students believed that their academic performance had been impaired when they were involved in heavy recreational Internet use. Recommendations The researchers would like to focus their recommendation on the students specifically the respondents to be more aware of the consequences of their actions particularly on their use of the internet. It has been found out in this study that longer use of internet affect the academic performance. In as much as using the internet help them in their academic performance, one should note that excessive use of something is hazardous. They must use internet only according to their reason or purpose that is when they need to research, they should focus on doing research works and not trying to do other things such as visiting social networking sites or playing games so as to minimize the time of using the internet. This recommendation should be supplemented by the school administrator and the parents of the students. The university administrators to take a closer look on the findings of the study for them to be able to properly address the issue about the academic performance of the students considering that the respondents of this study only have fair or passing grade also for them to generate new ways and ideas on how to minimize the internet use of the students and maximize the full potential of the students when it comes to their academic functioning and holistic development will be achieved keeping true to the universitys tradition of producing excellent and world-class students.

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The parents of the respondents to be fully informed about the current trends on internet use and its relationship to the academic performance of their children and that they are recommended to be fully involved on the studies of their children through constant monitoring about their performance and supporting them in ways which they think can help their children the fullest development of their potential in school. To fully give more in-depth of the study related to the academic performance and level of internet use, researchers recommend to the future researchers to expand more the scope of the study.

BIBLIOGRAPHY Books Scott, Wendy (2007), Internet Addiction and Psychological Wellbeing, McGraw Hill Book Company. Madeline, Zavodny (2005), Global Internet Access, Mc Graw Hill, Inc. Labucay, Mateo (2001), Internet Use in the Philippines, All-Nations Publishing Company.

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Rubin, Leonard (2002), Facebook and Other Internet Use and the Academic Performance of College Students, BiblioBazaar.

Lain, Kevin & Barrows, Mark (2001), The Internet in School, TJ International Ltd. Internet Sources George Gallup. Age and Internet Usage. Date retrieved February 4, 2012. www.GALL UP.com PEW Academic Center. Internet Usage and Purposes. Date retrieved February 5, 2012. www.Pew Internet Tracking Survey.com PEW Academic Center. Internet Use among College Students. Date retrieved February 20, 2012. www.Pew Internet Tracking Survey.com Journals Weiser, B. E. (2000). Gender Differences in Internet Use Patterns and Internet Application Preferences: A Two-Sample Comparison, Cyber Psychology & Behavior, 3 (2), 167178. Cheng, Richard (2008). College Students Academic Performance and Internet Usage, Journal of Economics and Economic Education Research, Vol. 12, No. 1.

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APPENDIX A SOUTHWESTERN UNIVERSITY CAMPUS MAP

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APPENDIX B SURVEY RESEARCH QUESTIONNAIRE Internet Use Questionnaire

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Good day respondents! We are senior Psychology students and are currently conducting our research entitled Internet Use and Academic Performance of College of Arts and Sciences students from Southwestern University. We would like to ask for your cooperation by answering this survey questionnaire. The information will not be used for any other purpose. The questionnaire asks you about your use of the Internet. This is not a test; there are no right or wrong answers and no time limit. Please dont leave any blanks.

Name:

______________________

Sex:

Male Female

Age:

_____

Program/Course:

B.S. Biological Sciences B.S. Social Work B.A. Communication A.B Political Science

B.S. Biology

B.S. Psychology A.B. English

Monthly Allowance (please estimate): Civil Status:

___________________ Married

Single

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Direction: Please answer the following questions honestly. Please estimate the number of times you used the following internet purposes on a DAILY basis. (If you did not have access to these applications, please enter NA in the NEVER box). Internet Use Purpose Internet Use Duration Never 1-2 hours 2-3 hours 3 hours and above

SOCIAL NETWORKING (Accessing social networking sites such as Facebook, Friendster and Tagged) BLOGGING (Using the internet to make, read and check blogging sites such as Tumbler) ONLINE GAMING (Playing online games such as Warcraft, DOTA and other games played online) INSTANT MESSAGING Accessing internet to join chat rooms and online dating, checking electronic mails (Email). DOWNLOADING/FILE SHARING (downloading and transferring of files from internet to other devices/ gadgets like computer softwares,

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photos, videos and music) MULTIMEDIA ENTERTAINMENT (Listening to music, watching videos online, and photo sharing ) ONLINE SHOPPING (Purchasing and reservation of personal goods such as clothes, accessories, medicines, reservation of plane tickets) ACADEMIC RESEARCH (Using the internet for academic purposes such as making assignments, doing research projects) INFORMATION SEEKING (Getting information regarding current events such as weather and news updates) Thank you for completing this questionnaire about your internet use. We appreciate your views.

APPENDIX C

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ITEM ANALYSIS ON THE LEVEL OF INTERNET USE OF THE RESPONDENTS

Internet Use Duration Purpose
SOCIAL NETWORKING
(Accessing social networking sites such as Facebook, Friendster and Tagged)

GWM 2.44

Interpretation Low

2.61

High

BLOGGING
(Using the internet to make, read and check blogging sites such as Tumbler)

1.92

Low

ONLINE GAMING
(Playing online games such as Warcraft, DOTA and other games played online)

1.88

Low

INSTANT MESSAGING
Accessing internet to join chat rooms and online dating, checking electronic mails (E-mail).

2.08

Low

DOWNLOADING/FILE SHARING
(downloading and transferring of files from internet to other devices/ gadgets like computer softwares, photos, videos and music)

2.59

High

MULTIMEDIA ENTERTAINMENT (Listening to music, watching videos online, and photo

sharing )

2.82 1.42

High Very Low

ONLINE SHOPPING
(Purchasing and reservation of personal goods such as clothes, accessories, medicines, reservation of plane tickets)

ACADEMIC RESEARCH (Using the internet for academic purposes such as making
assignments, doing research projects)

2.91

High

INFORMATION SEEKING (Getting information regarding current events such as

weather and news updates)

2.39

Low

Mean

2.29

Low

CURRICULUM VITAE DAN ANTHONY R. BARRIGA Mohon, Talisay City, Cebu

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09424728797 nad_agirrab@Yahoo.com PERSONAL INFORMATION: Age: Birthdate: Birthplace: Civil Status: Religion: Citizenship: 20 June 14, 1992 Sta. Catalina, Dumaguete, Neg. Or. Single Seventh-Day Adventist Filipino

ACADEMIC PREPARATIONS:

Elementary:

East Visayan Academy Bulacao, Talisay City, Cebu 1999-2005

Secondary:

East Visayan Academy Bulacao, Talisay City, Cebu 2005-2009

Tertiary:

Southwestern University Urgello St., Cebu City Bachelor of Science in Psychology _______ (Address) (contact number) (e-mail address)

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PERSONAL INFORMATION: Age: Birthdate: Birthplace: Civil Status: Religion: Citizenship: ACADEMIC PREPARATIONS:

Elementary:

(Name of School) Address Year Graduated

Secondary:

Name of School Address Year Graduated

Tertiary:

Southwestern University Urgello St., Cebu City Bachelor of Science in Psychology 2012 ________ (Address) (contact number) (e-mail address)

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PERSONAL INFORMATION: Age: Birthdate: Birthplace: Civil Status: Religion: Citizenship: ACADEMIC PREPARATIONS:

Elementary:

(Name of School) Address Year Graduated

Secondary:

Name of School Address Year Graduated

Tertiary:

Southwestern University Urgello St., Cebu City Bachelor of Science in Psychology 2012