Effects of Internet to the Academic Performance of Students - Internet Essay Example

CHAPTER I
THE PROBLEM AND ITS SCOPE
Introduction
Life nowadays is impossible without technology - Effects of Internet to the Academic Performance of Students introduction. Modern inventions make life easier. Most of the people, especially professionals and students are using every single piece of modern technology. One of these modern technologies is what they called “Internet”.

Internet is known as the ocean of information. It is very useful, especially to business and academic purposes of a person. It consists of many privates, public, government networks, of local and global scope, that are linked by a broad array of electronic, wireless and optical networking technologies. This serves as the “bridge” to every people by browsing at any websites, such as Facebook, Twitter, and many other social networking sites. Sharing of information, discussions of specific topic, etc. can be simply carried out using Internet. At the same time, teachers may also contact the parents and guardians very easily utilizing Internet. It is one of the factors that affect the academic performance of students. It adds ideas about other things that make them advanced in any aspects of their class lessons.

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Information is more accessible through Internet. We have the World’s Encyclopedia is as weightless, free and, instant accessible as Wikipedia. As connection speeds increase and ubiquity of the Internet pervades, digital content reigns. And in this time, free education has never been so accessible. One of the beneficiaries of Internet is the ESEP curriculum students of Liloy National High School. They are the students who are under the curriculum which is higher and more advanced regarding to lessons, than to the regular curriculum. They make Internet as source of their difficult lessons, especially their elective subjects. They usually run towards Internet to enhance and collect different ideas regarding to their difficulties. Mostly internet is sometimes a replacement for a book.

The effects of internet to the academic performance of students are very critical depending on how they use the said medium. Internet is a great help to students for it is the source of information needed in guiding their way
to educational success. On the other hand, the accessibility of pornography and false information and occurrence of pop-ups on the internet serve as negative effects. The accessibility of Internet may lead to video game addiction and non-stoppable engaging in social media.

Some students in regular curriculum usually use internet in a wrong way. They are students who are not interested to have their classes. They did cutting classes, jump out the fence in order to go to the internet cafes. This serves as their hang outs. This effect of internet towards these students may alter their study time and may affect their academic performance.

In this situation, the researchers decided to conduct this study for the desire to know the possible effects and benefits of Internet to the Academic Performance of IV-Newton students.

Statement of the Problem
This study aims to determine the Effects of Internet to the Academic Performance of IV-Newton (ESEP) students of Liloy National High School during the 1st Grading Period of S.Y. 2013-2014.
Specifically, it sought to answer the following problems:
1. Is internet accessible to IV-Newton students?
2. What are the benefits and uses of Internet?
3. Is there a significant difference between the Academic Performance of IV-Newton students who are using Internet for Academic purposes with those who are not using Internet? Null Hypothesis
There is no significant difference between the Academic Performances of IV-Newton students who are using internet with those who are not using internet. Significance of the Study
The results of this research study will benefit the following persons directly or indirectly by providing information on the results of the performance in terms of student’s Academic Achievement that enable the teachers, parents and the students, themselves, to know the possible effects and benefits Internet may contribute to their studies, thereby guiding them in proper way of using the Internet. Among the persons who will be benefited
are the following: Students. The result of this study will serve as their guide in the proper way of using Internet for Academic purposes. This study will give them the information about the effects of Internet to their Academic Performance and the consequences they will face if they will not be responsible in using Internet.

Teachers. This may serve as their basis on interpreting the degree of Academic Performance of students. This will also lessen the effort and time teachers spend in teaching their students because lessons can be accessed on Internet. This study will also help teachers to understand the new approaches in teaching and to be able to use new techniques in lecturing lessons to the students’ base on the Internet.

Future Researchers. The findings of this study will serve as their reference on conducting further study.
Parents. They will be benefited for this will help them in handling their children especially situation involving the addiction to online video games and unstoppable engaging in social networking sites.

Internet Café Owners. They will also be benefited in this study for it will serve as an eye opener about their management and influence that may lead to educational failures of their student costumers. Scope and Delimitation of the Study

The main purpose of this study is to determine whether internet helps on a great way to the performance of fourth year Newton students and the benefits it contributes in their studies. This study also sought to know the effects in Internet to the Academic Performance of students.

In determining the results of this study, the researchers made a questionnaire as basis of observations and to be able to answer the research problem. The questionnaire will be distributed and answered by IV-Newton (ESEP) students of Liloy National High School, on August 5, 2013.

The academic performance of students will be taken from the 1st grading
grade of the 3 most research subjects.

Theoretical and Conceptual Framework

Fig. 1.Paradigm of the Study

Definition of Terms
Academic Performance -is the outcome of education of the IV-Newton students that will be measured by a survey methodology. Curriculum – taught as an education Institution, or the topics taught within a subject. ESEP (Engineering and Science Education Program) – a Science and Mathematics oriented curriculum as one of the new curriculum offered by the Liloy National High School that greatly affects the IV-Newton’s academic performance. ICT(Information Communication Technology) – it is concerned with the storage retrieval, manipulation, transmission or receipt of digital data to personal computers, digital television or email. One way is through Internet. Internet – is a global network connecting millions of computers. It carries on extensive range of information resources used by the respondent that greatly affect their academic performance. Survey Methodology -a method for collecting quantitative information about items in a population. The researcher used this method in collecting data for the study. Questionnaire – is a research instrument consisting of a series of questions and other prompts used by the researchers in collecting data and information from the respondents of the study. IV-Newton – a fourth year class of pioneering (ESEP) students of Liloy National High School. CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES
This section contains the materials reviewed which include literature cited and studies conducted which are relevant to the study.

Related Literature
Considerable controversy surrounds the effects of technologies such as the Internet have on human capital accumulation. According to Ani (2005), the Internet is a network of linked computers which are located at different points all over the world that provides easy communication between persons
and organizations no matter where they are located. The internet is used mostly in obtaining information. Nwafor and Ezejiofor (2004) observe that internet is not a single network of computers but network of nets, a large network that connects many smaller networks to one another. The major functional advantage of internet stems from its willingness to share information with others so that everyone might benefit.

Shitta (2002) said that the Internet is a communication supper highway that links, hooks and focuses the entire world into a global village, where people of all races can easily get in touch, see, or speak to one another and exchange information from one point of the globe to another. It is the largest network in the world that allows computer users to communicate and access electronic data bases with ease. Daramola (2004) maintains that an observable trend in the Internet is that more and more resources are moving to it and in some cases, being made available only in the Internet.As with most media, the Internet and related services are capable of delivering enriched learning experiences (Austine and Totaro, 2011). The internet as forever changed the world in both positive and negative ways. It enables one to find information any time of day, as well as provides convenience with regard to such activities as paying bills.

The Internet changed human’s life enormously; there is no doubt about that. There are many advantages of the internet that show the importance of this new medium. First, make a differentiation concerning its usage. People can use the Internet at home for personal needs or have it at work for professional usage. To spend a part of their day on the internet, for many people, is quite normal. They use this kind of medium to get information about all kinds of topics. Maybe some of them are interested in chatting; probably they are members of community. Whatever they are looking for, they will find it. Even if they want to have very specific information, they will find it in a short time (Temmel and Theuermann, et. al. 1999).

Another advantage is a faster development. Many universities and research institutions are also linked. Using Internet is one of the major factors affecting the Academic Performance and social life of students. The number
of hours spending on the Internet will affect the grade of students unless the Internet is used for the study purpose. The students achieve good grades who use Internet for academic purposes (BookRags.com).According to Temmel and Theuermann(1999), the Internet is the easy access to information. Online reference, books and dictionaries replace the way to the bookshop or to the library. It is cheaper to search for information in the Internet than to buy a book that is old after one year. You can also find information which is very new and a book that does not exist yet. Internet really has an effect on the performance of students at school. Academic Achievements or Academic Performance is the outcome of education—the extent to which the student has achieves the educational goals. Academic achievement is commonly measured by examination are continuous assessment but there is no general agreement on how is it best tested or which aspects are most important-procedural knowledge such us skills or declarative knowledge such us facts (Ward,et.al,1996). Individual differences in Academic Performance have linked to differences in intelligence and personality. Students with higher mental ability as demonstrated by IQ test (quick learners) and those who are higher in conscientiousness (linked to effort and achievement motivation) tend to achieve highly in academic settings. A recent meta-analysis suggested that mental curiosity (as measured by typical intellectual engagement) has an important influence on academic achievement of students in addition to intelligence and conscientiousness (von Stumm, et.al, 2012) Related Studies

Awais et.al (2001) made a survey about the Impact of Internet Usage on the Student’s Academic Performance (CGPA)revealed that the Internet is one of the beneficial tools in this era of Information Technology world not only for business but for Academic point and enhances the skills and capabilities of students which assist them in studies and in professional life. Students with high CGPA use more Internet for their studies and gain more knowledge and information across the world.

Khode and Khode (2003) said that the craving for the internet stems from its central role in ICT with access to free online journals, magazines, and other information resources anytime and from everywhere for academic and
research purposes in their study about Free Online Serials in the Area of Library and Information Science.

Audu (2006) revealed that the internet has many benefits in the academic cycle as it provides a round the clock access to global sources of information in his study about Internet Availability and Use by Post graduate student of University of Nigeria. It covers, first, online learning that adds positive effects associated with Internet within education. Second, Encyclopedia that has actual availability of different subjects that can be helpful towards their difficulties of gaining knowledge. Third, easy contact, that students can contact additional students or even their own instructors via the e-mail that they should have inquiries regarding any information. Fourth, School or University Project, as the internet is the ocean of information, covering nearly all topics known to man, one can literally find information, research work, and so on required for one’s project. Lastly, they can have all of the latest news that are continuously up-to-date on the internet on various news sites that is one of the major advantage in the internet of education.Okentunji (2001) identified areas in which in internet could be used to include education, agriculture, office automation, security, entertainment, politics, construction, banking, commerce, health, etc., in the national annual conference of his study about computer application to libraries.

In contributing to the Academic Performance of students, Ogedebe (2012) saw Internet as a forum that promotes group discussion which is time and distance independent about his work of Internet Usage and Students’ Academic Performance in Nigeria Tertiary Institutions. The World Wide Web service, provide by the Internet with over 5 million websites allows students from all disciplines to search for relevant information. According to Adegboji and Toyo (2006) in their study on the Impact of Internet on Research, internet is very useful in obtaining information for research. The Internet contributed significantly to the ease of research through downloading materials.

Adegoke (2010) declared that most of the students that have access to the
internet browse more for non-educative information (socio-networking sites) in his study about the Effect of Internet Browsing on Students Academic Achievement at the Senior Secondary School Level. The controversy over technology actually improves student’s learning is one that stirs debate and motivates research. For obvious reason, it should be noted that the impact on academic performance of students differs depending on population. Some studies reported no significant effects, however, other studies affirmed effect of internet access of students with a post test results according to Ehrman (1995) on his study about the effects of Academic Performance of Students.

Nonis et.al (2006) concluded in their study about Academic Performance of College Students: Influence of Time Spent Studying and Working that students who spend more time on academic-related activities outside of class (e.g., reading the text, completing assignments, studying, and preparing reports) are better performers than students who spend less time on these activities.

CHAPTER III
RESEARCH METHODOLOGY
This section contains the research methodology employed in the study. This includes the research method used, the materials in making the questionnaire and the data gathering procedure. Methods of Research Used

The kind of method used in collecting and tabulating data in order to arrive at the correct result of the study about the Effects of the Internet to the Academic Performance of the IV-Newton (ESEP) students of Liloy National High School for the 1st Grading Period is descriptive research.

Descriptive research is used to describe the characteristics of a population or phenomena being studied. It can either be quantitative or qualitative. Descriptive research involves gathering data that describes events and then organizes, tabulates, depicts and describes the data collection.

Questionnaire is used to collect data needed for the researcher’s investigation to determine the effects and benefits of Internet to the
academic achievements of the students. Sampling Design
The types of sampling the researchers use are Cluster and Purposive sampling. The first to use is the Cluster sampling. The primary sampling unit is the Liloy National High School students while the IV year students are selected to be the secondary sampling unit. In choosing the final respondents, purposive sampling is use.

The researchers wanted to know the effects of Internet to the Academic Performance of ESEP students. Seeing that the only IV year students that belong to that curriculum are the IV-Newton, the said section which consists of 43 students is selected to be the sample in this study based on the knowledge of the respondents to supply the needed data for the purpose of this study. They will be given a questionnaire to fill up and will be accompanied with the researchers.

The sample selected to participate or to be the subject in this study are all the 43 students of IV-Newton of Liloy National High School. Data Gathering Procedure:
1. Construct a questionnaire.
2. Encode the prepared questionnaire.
3. Print the questionnaire.
4. Distribute the questionnaires.
5. Retrieve questionnaires.
6. Tally the results.
7. Photocopy the grading sheets of the 1st grading examination. 8. Interpret the results using Statistical Method.

Statistical Treatment
In computing the significant difference between the Academic Performance of IV-Newton students, the researchers used Chi-Square (X2) formula. This also includes the scaling system, which is used by the researchers as a technique to monitor the interpretation of respondent’s grades in the 3 subjects. Below is the formula used to arrive to the computation used by the researchers:

The formula for Chi-Square is:

Where:
= is the value for chi square.
= is the sum.
O = is the observed frequency
E = is the expected frequency.

Scaling Systems of the Grades of the IV-Newton Students

Scale
95-99
90-94
85-89
80-84
Interpretation
Above Average
Average
Below Average
Poor

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data gathered from the questionnaire given to the respondents as well as the statistical analysis and interpretations of data. The first sub-problem of this study was to determine the (1) accessibility of Internet to the IV-Newton students, (2) benefits and uses of Internet to the IV-Newton and the (3) significant difference of the academic performance of those who use Internet with those who are not using Internet. Accessibility of Internet to IV-Newton students

For better understanding about the accessibility of Internet to IV-Newton students, here is the table that presents the frequency and percentage of
the students who are using Internet and how accessible they are to this medium of technology. TABLE 1

ACCESSIBILITY OF INTERNET
Accessibility of Internet

Frequency

Percentage
Very Accessible
25
58%
Accessible
13
30%
Fairly Accessible
5
12%
Inaccessible
0
0%
Total
43
100%

The question analyzed on Table 1 was intended to find out how accessible Internet is to the IV-Newton students. The table shows that the largest number of respondents’ disclosed that Internet is very accessible to them. 13 respondents, represented by (30%) stated that Internet is accessible to them while a total number of 5 students (12%) said that they have a fair accessibility of Internet. TABLE 2

PLACES TO ACCESS INTERNET
Places
Frequency
Percentage
Home
15
35%
School
33
77%
Municipal Library
3
7%
Barangay Municipality
1
2%
Internet Café
25
58%

Table 2 shows where the students usually access Internet. Base on the table presented, (77%) of the students usually access Internet on school followed by the Internet Café (58%), home (35%), Municipal Library (7%) and Barangay Municipality (2%). TABLE 3

USUAL TIME OF INTERNET USAGE
Time of Using Internet
Frequency
Percentage
Morning Hours
0
0%
Lunch Time
7
16%
Afternoon Hours
8
17%
Night Time
20
47%
Anytime
21
49%

The table presents the time preferred by the IV-Newton students in using Internet. Most of the students say that they use Internet anytime of the day. While no one use Internet during morning hours. TABLE 4

FREQUENCY OF INTERNET USAGE
Frequency of Internet Use
Frequency
Percentage
Very Often
7
16%
Often
25
58%
Fairly Often
6
14%
Seldom
5
12%

Table 4 shows the frequency of Internet usage done by the students. This shows that (58%) or 25 students often use Internet, (16%) or 7 students use Internet very often, (14%) said they used fairly often and (12%) said they seldom used Internet. TABLE 5

MOST RESEARCHED SUBJECTS ON INTERNET
Subjects
Frequency
Percentage
English
26
60%
Research
43
100%
Advance Chemistry
18
42%
Araling Panlipunan
4
9%
MAPEH
10
23%
Filipino
16
37%
T.L.E
10
23%
Advance Physics
6
14%
Calculus
3
7%

The table above illustrates the subjects most researched by the students. The first three subjects are Research; which has all the votes of the respondents, next is English with (60%) and Advance Chemistry with (42%) of the crowds choice. The subjects that where the researchers base the Academic Performance of the students are the ones mentioned. TABLE 6

HELPFULNESS OF INTERNET TO STUDENTS
Helpfulness of Internet
Frequency
Percentage
Very Helpful
36
84%
Helpful
7
16%
Slightly Helpful
0
0%
Not Helpful at All
0
0%

The table above shows the degree of helpfulness the Internet contributes to the respondents. (84%) or 36 students said that Internet is very helpful to them while the rest implied that Internet is helpful to them.

TABLE 7
WEBSITES USUALLY VISITED IN INTERNET
Websites
Frequency
Percentage
Google.com
42
98%
Wikipedia.com
18
42%
Answers.com
8
19%
Yahoo.com
7
16%
Others
5
12%

This table illustrates the different websites usually visited by the respondents. The majority of the group said that they often visit Google.com when accessing Internet. (42%) choose Wikipedia.com and (19%) preferred Answers.com. The rest pick Yahoo.com.

TABLE 8
REQUIREMENTS THAT USUALLY NEED INTERNET
Requirements
Frequency
Percentage
Assignments
36
84%
Research Study
29
67%
Reports
31
72%
Others
8
19%

This table contains the requirements that need the usage of Internet. There are 36 students or respondents or (84%) research assignments in the Internet, 29 students or (67%) search regarding their research study, 31 students or (72%) research for their reports and the rest search for other
things. TABLE 9

USUALLY DOING IN THE INTERNET OTHER THAN RESEARCHING
Things Usually Done
Frequency
Percentage
Visiting Facebook.com
42
98%
Playing online video games
11
26%
Surfing in Youtube.com
24
56%
Following showbiz personalities in Twitter
7
16%
Watching educational classes and blogs
10
23%

This table shows the things the respondents usually do other than researching when using Internet. Majority of the group or (98%) visits Facebook, (56%) surf in YouTube, while (26%) play online video games, (23%) watch educational classes and blogs and (16%) follow showbiz personalities in Twitter.

TABLE 10
EXPENSES WHEN USING INTERNET PER WEEK
Expenses per Week
Frequency
Percentage
15-30 pesos a week
34
79%
30-50 pesos a week
8
19%
50-100 pesos a week
1
2%
100 above
3
7%

The table above contains the expenses of the students per week in accessing Internet. TABLE 11
LONGEVITY OF USING INTERNET
Duration
Frequency
Percentage
½ hr.
4
17%
1 hr.
18
42%
2 hrs.
11
26%
3 hrs.
8
19%
4 hrs.
7
16%
5 hrs.
4
9%
Others
7
16%

The Table 11 is the duration of usage the students spend in using Internet. Benefits and Uses of Internet to IV-Newton
Here is another table representing how is Internet help or improve the Academic Performances of each Liloy National High School fourth year students in section Newton who are merely using Internet.

TABLE 12
BENEFITS AND USES OF INTERNET TO THE STUDENTS
Benefits and Uses
YES
Percentage
NO
Percentage
1. Uses Internet for Academic purposes.
41
95%
2
5%
2. Internet improves the quality and effectiveness of school work. 42
98%
1
2%
3. Internet helped increase the quantity of output.
40
93%
3
7%
4. Uses Internet for Academic research.
43
100%
0
0%
5. Internet makes learning more interesting.
41
95%
2
5%
6. Studying/working using Internet is fun.
35
81%
8
19%
7. Internet saves time and energy when doing research.
29
67%
14
33%
8. Internet helped in improving grades.
32
74%
11
26%
9. Internet helped in resolving problems through the use of online forums and blogs. 28
65%
15
35%
10. Internet wastes your time through the social networking sites, chat rooms and as a result, affects your study time. 27
63%
16
37%
11. All information online are very useful for you.
17
40%
26
60%
12. Internet helped in improving your school work by encouraging exploration and diversification to various fields.
35
81%
8
19%
13. Online information is more recent and more relevant compared to information on textbooks. 28
65%
15
35%
14. Internet use has an impact in your academic performance. 33
77%
10
23%
15. Spending more time in browsing for non-educational sites than in researching. 14
33%
29
67%

The table above shows the percentage of proportions of the 43 sample students of IV-Newton who agreed and disagreed about the benefits and uses of Internet. The first column states the advantages/uses and disadvantages of Internet while the second and fourth column represents the frequency of the response. Column 3 and 5 gives their corresponding percentage. The result revealed that Internet is much helpful and improved the academic performance of the fourth year students in section Newton.

In the table above, 41 respondents or 95% said that they use Internet for academic purposes are considered as the Internet users while 2 or 5% imply that they don’t use Internet for the said purpose thus considering them the non-users of Internet. 42 respondents or 98% said that Internet improves the quality and effectiveness of their school work; 93% agreed that Internet
helped increase the quantity of their output; while there is a major agreement that all the students use Internet for researching; about 95% of the respondents said that Internet makes learning more interesting for them; the 81% of the respondents agreed that studying using Internet is fun; 67% implied that Internet saves their time and energy when doing research; the 74% agreed that Internet helped them in improving their grades; 65% of the respondents said that Internet helped them in resolving problems through the use of online forums and blogs; 67% said that Internet wastes their time through the social networking sites, chat rooms and as a result, affects the student’s study time; the 40% agreed that all information online are very useful to the respondents; 81% said that Internet helped in improving their school work by encouraging exploration and diversification to various fields; 65% agreed that online information is more recent and more relevant compared to information on textbooks; 77% of the respondents said that Internet use has an impact in their academic performance; and the 33% of the respondents agreed that they’re spending more time in browsing for non-educational sites than in researching.

Significant Difference of the Academic Performance of the IV-Newton
Table 3, 4 and 5 represents the significant difference of the academic performance of those who uses Internet for Academic purposes with those who are not using Internet in their 3 subjects which are Advance Chemistry, English and Research.

In determining this, the researchers used the Chi-Square as the statistical treatment in solving the problem. Rating scale is used to determine the rate of the Grades or Academic Performance in the 3 subjects. TABLE 13

DETERMINING THE SIGNIFICANT DIFFERENCE OF THE ACADEMIC PERFORMANCE OF STUDENTS WHO USE INTERNET FOR ACADEMIC PURPOSES WITH
THOSE WHO ARE NOT USING INTERNET IN RESEARCH II

Fourth Year Students
Grades in Research II

Above Average
Average
Below Average
Poor
Total
Users
14
27
0
0
41
Non-Internet Users
0
2
0
0
2
Total
14
29
0
0
43

X2= 3.1103df=3
The table above shows the significant difference between the Academic Performance of the Internet users with those of non-Internet users in Research II.
Since the computed chi-square (X2 ) is 3.1103 and the degree of freedom (df) is 3, therefore there is no significant difference between the two variables in Research II subject which is based on the table of Critical Values of Chi-square. TABLE 14

DETERMINING THE SIGNIFICANT DIFFERENCE OF THE ACADEMIC PERFORMANCE OF STUDENTS WHO USE INTERNET FOR ACADEMIC PURPOSES WITH
THOSE WHO ARE NOT USING INTERNET IN ENGLISH

Fourth Year Students
Grades in English

Above Average
Average
Below Average
Poor
Total
Users
7
31
3
0
41
Non-Internet Users
0
2
0
0
2
Total
7
33
3
0
43

X2= 0.6359df =3
Table 4 above shows the significant difference between the Academic Performance of the Internet users with those of non-Internet users in English.
Since the computed chi-square (X2 ) is 0.6359 and the degree of freedom (df) is 3, therefore there is no significant difference between the two
variables or between the academic performance of students who used Internet for academic purposes with those who are not using Internet in English subject which is based on the table of Critical Values of Chi-square. TABLE 15

DETERMINING THE SIGNIFICANT DIFFERENCE OF THE ACADEMIC PERFORMANCE OF STUDENTS WHO USE INTERNET FOR ACADEMIC PURPOSES WITH THOSE WHO ARE NOT USING INTERNET IN ADVANCE CHEMISTRY

Fourth Year Students
Grades in Advance Chemistry

Above Average
Average
Below Average
Poor
Total
Users
19
22
0
0
41
Non-Internet Users
0
2
0
0
2
Total
19
24
0
0
43

X2= 1.6604df =3
Table 5 above shows the significant difference between the Academic Performance of the Internet users with those of non-Internet users in Advance Chemistry.
Since the computed chi-square (X2 ) is 1.6604 and the degree of freedom (df) is 3, therefore there is no significant difference between the two variables or between the academic performance of students who used Internet for academic purposes with those who are not using Internet in Advance Chemistry.

TABLE 16
SIGNIFICANT DIFFERENCE IN THE ACADEMIC PERFORMANCE OF THE
STUDENTS ON THEIR 3 SUBJECTS

Subjects
df

Computed X2 Value
Tabular X2 Value at 0.5 Level of Significant
Interpretation
Advanced Chemistry
3
1.6604
7.82
Insignificant
Research II
3
3.1103
7.82
Insignificant
English
3
0.6359
7.82
Insignificant

The table above represents the overall computed chi-square (X2), the degree of freedom (fd), the tabular Chi-square value at 0.5 level significant and the interpretation of the difference in their 3 subjects which are English, Advance Chemistry and Research II. The computed X2 value for the 3 key subjects are lesser than the tabular value, hence, the result is not significant accepting the null hypothesis which states that there is no significant difference between the Academic Performances of IV-Newton students who are using Internet (for academic purposes) with those who are not using Internet. This simply means that the Academic Performance of the Internet users (for academic purposes) did not significantly differ with the academic performance of the non-Internet users.

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
The purpose of this chapter is to summarize the study that was conducted. Included in this summary are a review of the purpose of the study, a restatement of the research questions, the research methodology used, a summary of the study results and conclusions. Recommendations for further research and possible studies conclude this chapter. This chapter brings together the results presented within the previous chapter. Moreover, the importance of the study is completely stressed out.

SUMMARY OF FINDINGS
This study aims to determine the Effects of Internet to the Academic Performance of IV-Newton (ESEP) students of Liloy National High School during the 1st Grading Period of S.Y. 2013-2014.
The research questions for this study were: (1) how accessible is Internet to the IV-Newton ESEP students?; (2) what are the benefits and uses of Internet?; and (3)Is there a significant difference between the Academic Performance of IV-Newton students who are using Internet for Academic purposes with those who are not using Internet? The researcher used descriptive research methodology and survey techniques or questionnaire to collect data from the selected respondents of the study which is the whole
43 IV-Newton students. Questionnaire is used to collect data needed for the researcher’s investigation to determine the effects and benefits of Internet to the academic achievements of the students.

The types of sampling the researchers use are Cluster and Purposive sampling. The first to use is the Cluster sampling. The primary sampling unit is the Liloy National High School students while the IV year students are selected to be the secondary sampling unit. In choosing the final respondents, purposive sampling is use.

The IV-Newton, which consists of 43 students, is selected to be the sample in this study based on the knowledge of the respondents to supply the needed data for the purpose of this study. They will be given a questionnaire to fill up and will be accompanied with the researchers.

The sample selected to participate or to be the subject in this study are all the 43 students of IV-Newton of Liloy National High School. SIGNIFICANT FINDINGS
The question analyzed on Table 1 was intended to find out how accessible Internet is to the IV-Newton students. The table shows that the largest number of respondents’ state that Internet is very accessible to them. 13 respondents, represented by (30%) stated that Internet is accessible to them while a total number of 5 students (12%) said that they have a fair accessibility of Internet. No respondents replied that Internet is inaccessible to them. All students has an access to the said medium.

In the table 2, which is all about the benefits and uses of Internet to the IV-Newton students, the respondents express their agreement and disagreement to the stated possible advantages or disadvantages of Internet to them. 41 respondents or 95% said that they use Internet for academic purposes are considered as the Internet users while 2 or 5% imply that they don’t use Internet for the said purpose thus considering them the non-users of Internet. 42 respondents or 98% said that Internet improves the quality and effectiveness of their school work; 93% agreed that Internet helped increase the quantity of their output; while there is a major agreement that
all the students use Internet for their Academic research; about 95% of the respondents said that Internet makes learning more interesting for them; the 81% of the respondents agreed that Internet makes learning more interesting; 67% implied that Internet saves their time and energy when doing research; the 74% agreed that Internet helped them in improving their grades; 65% of the respondents said that Internet helped them in resolving problems through the use of online forums and blogs; 67% said that Internet wastes their time through the social networking sites, chat rooms and as a result, affects the student’s study time; the 40% agreed that all information online are very useful to the respondents; 81% said that Internet helped in improving their school work by encouraging exploration and diversification to various fields; 65% agreed that online information is more recent and more relevant compared to information on textbooks; 77% of the respondents said that Internet use has an impact in their academic performance; and the 33% of the respondents agreed that they’re spending more time in browsing for non-educational sites than in researching.

Table 3, 4, and 5 uses chi-square to determine the significant difference between the two variables which are the Academic Performance in the 1st Grading period of the Internet Users and of the Non-Internet Users. The table shows that there is no significant difference between the Academic Performance of the IV-Newton students who used Internet for academic purposes with those who are not using Internet in their 3 subjects which are English, Advance Chemistry and Research II. Conclusion

After investigating, observing, computing and tabulating the data collected through the questionnaire given to the respondents, the researchers arrive in the final result that will answer the problem of this study. The following are: 1. Internet is very accessible to the IV-Newton students.

2. Majority of the respondents used Internet for Academic purposes. 3. The students usually access Internet on school.
4. Students often use Internet.
5. Students use Internet anytime of the day.
6. The subjects most researched by the students are Research II, English and
Advance Chemistry. 7. Students often visit Google.com when accessing Internet. 8. Respondents usually research assignments in the Internet. 9. Internet improves the quality and effectiveness of their school work. 10. Internet helped increase the quantity of their output; all the students use Internet for their Academic research. 11. Internet makes learning more interesting for them; it makes learning more interesting to them. 12. Internet saves their time and energy when doing research; Internet helped them in improving their grades. 13. Internet helped them in resolving problems through the use of online forums and blogs. 14. Internet helped in improving their school work by encouraging exploration and diversification to various fields. 15. Online information is more recent and more relevant compared to information on textbooks and Internet use has an impact in their academic performance. 16. There is no significant difference between the Academic Performance of the students who used Internet for academic purposes with those who are not using Internet in their 3 subject which are English, Advance Chemistry and Research. 17. Base on the results, the researchers conclude that Internet has no effect on the Academic Performance of the IV-Newton (ESEP) students of Liloy National High School during the 1st Grading Period of S.Y. 2013-2014.

Recommendation
After arriving in the results of this study, which is all about the Effects of Internet to the Academic Performance of the IV-Newton (ESEP) Students of Liloy National High School, the researchers recommend the following: 1. To the students, the adaptation of Internet as their basis and source of information for research purposes to obtain a good Academic Performance in class. 2. To the school principal, to obtain access to the Internet inside the school campus for the students to use. 3. To the future researchers, to conduct further studies with a larger population or respondents to determine a more accurate and valid results.

BIBLIOGRAPHY
Books
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Daramola, I.S. Knowledge and Skills Possessed by Technical College Graduate of Building Technology Trade in Taraba State. Journal League of Researchers. (Nigeria, 2004) Shitta, M.B.K. The Impact of Information Technology on Vocational and Technology Education for Self-reliance. Journal of Vocational and Technology 1(1). (2002) Newspaper

Ward, Annie, et. al. Achievements and Ability Test Definition of the Domain. Educational Measurement: Z. (University Press of America, 1996). pp. 2-5 Thesis
Adegboji, OB and Toyo O.D. The Impact of Internet on Research: The experience of Delta State University. (Abraka, Nigeria, 2006)
Adegoke,Sunday Paul. Effects of Internet Browsing on Student’s Achievement at the Senior’s Secondary School Level (2010).
Audu, C. Internet Availability and Use by Postgraduate Students of University of Nigeria, Nsukka. Global Review of Library and Information Science 2:34-43(2006) Awais, Bilal, et. al. Impact of Internet Usage on Student’s Academic Performance (2001) Ehrmann S.C. Asking the right question: What does research tell us about technology and higher learning in change. The Magazine of Higher Learning. XXVIII:2 (1995) p.20-27. Nwafor, F.A.et al. Exploiting the Potentials of the Internet Browsing on Women’s Empowerment. (The Nigerian Library Link II, 2004)

Nonis, Saratha and Gail Hudson. Academic Performance of College Students: Influence of Time Spent Studying and Working.(2006)
Oketunji, I. Computer Application to Libraries. (2001)
Temmel, Markus, et. al. The Impact of the Internet on our Daily Life. (1999) Online Reference
Khode, S., &Khode, A. Free Online Serials in the Area of Library and Information Science.Annals of library and Information Studies 50 (4): 146 -152. (2003) http://nopr.niscair.res.in/bitstream/123456789/4125/1/ALIS%2050(4)%20146-152.pdf Ogedebe, Peter M. Internet Usage and Students’ Academic Performance in Nigeria Tertiary Institutions: A Case Study of University of Maiduguri. (Nigeria, 2012) http://www.savap.org.pk/journals/ARInt./Vol.2(3)/2012(2.3-41).pdf von Stumm,
Sophie. Power of Curiosity. (2012)

www.thersa.org/_data/assets/pdf_file/0004/606829

APPENDIX A
QUESTIONNAIRE FOR THE IV-NEWTON (ESEP) STUDENTS
Name(optional):_______________________________ Section: IV-Newton Sex: Male____ Female____ Age:________ Address:_________________________________ Place: Rural____Urban_____

General Direction: Please accomplish this questionnaire very carefully and honestly. If possible please return this the day it will be given by the researcher. Rests assure that any information you supply will be treated with greatest confidentiality.

I. Accessibility of Internet to the IV- Newton.
Direction: Please select and encircle your answer/(s) in the following questions or fill up the blank if necessary.

1) How accessible is Internet to you?
I. Very accessible
II. Accessible
III. Fairly accessible
IV. Inaccessible
2) Where do you access Internet in your place?
I. Home
II. School
III. Municipal Library
IV. Barangay Municipality
V. Internet Café
3) When do you prefer to use Internet?
I. Morning hours
II. Lunch time
III. Afternoon hours
IV. Night time
V. Any time
4) How often do you use internet?
I. Very often
II. Often
III. Fairly often
IV. Seldom
5) What subject/(s) do you often search in the Internet?
I. English
II. Research
III. Advance Chemistry
IV. AralingPanlipunan
V. Mapeh
VI. Filipino
VII. T.L.E
VIII. Advance Physics
IX. Calculus
6) How helpful is internet to your school needs?
I. Very helpful
II. Helpful
III. Slightly helpful
IV. Not helpful at all.
7) What websites do you usually visit for your homework?
I. Google.com
II. Wikipedia.com
III. Answers.com
IV. Yahoo.com V. others: _______________________

8) What requirements does usually need internet?
I. Assignments
II. Research study
III. Reports
IV. Others: _______________________

9) What do you usually do in the internet other than research? I. Visiting Facebook.com
II. Playing online video games
III. Surfing in Youtube.com
IV. Following showbiz personalities in Twitter
V. Watching educational classes and blogs.

10) How much do you spend in using Internet per week?
I. 15-30 pesos a week
II. 30-50 pesos a week
III. 50-100 pesos a week
IV. 100 above.
11) How long do you surf in the internet?
I. 1/2 hr.
II. 1 hr.
III. 2 hrs.
IV. 3 hrs.
V. 4 hrs.
VI. 5 hrs.
VII. others: _________

Benefits of Internet to the IV-Newton

Direction: Kindly put a check mark in the column YES or NO in each number in the statements below.

QUESTIONS:
YES
NO
1. Do you use Internet for your academic purposes?

2. Had the use of Internet led to improvement in the quality and effectiveness of your school work?

3. Does the use of Internet help you increase the quantity of your output for
the same amount of effort?

4. Had the use of Internet help you in your academic research?

5. Does Internet make learning more interesting?

6. Does working/studying using the Internet is fun?

7. Does the Internet save time and energy for you when you have to do research?

8. Has the Internet helped in improving your grades?

9. Has the Internet helped you in resolving problems through the use of online forums and blogs?

10. Does the Internet waste your time through the social networking sites, chat rooms and as a result affect your study time?

11. Is all the information available online considered to be useful for you?

12. Has the use of the Internet helped in improving your school work by encouraging exploration and diversification to various fields?

13. Do you consider online information more recent and more relevant compared to information on text books?

14. Does the use of Internet have an impact on your academic performance?

15. Do you spend more time in browsing for non-educational sites than in researching?

APPENDIX B

DATA OF INTERNET USERS AND NON-USERS
OF IV-NEWTON STUDENTS

Students Classification
Gender

Male
Female
Total
User (for academic purposes)
8
33
41
Non-user (not for academic purposes)
2
0
2
Total
10
33
43

APPENDIX C

COMPUTATION OF THE X2 VALUE OF USERS AND NON-USER’S
ACADEMIC PERFOMANCE IN RESEARCH II

Fourth Year Students
Ratings of Grades in Research II

Above Average
Average
Below Average
Poor
Total
Users (using internet for academic purposes)
14
27
0
0
41
Non-Users(not using internet for academic purposes)
0
2
0
0
2
Total
14
29
0
0
43

fo
Fe
fo-fe
(fo-fe)2
(fo-fe)2/e
14
13.3488
0.6512
1.3024
0.0976
27
27.6512
-0.6512
1.3024
0.0471
2
1.3488
0.6512
1.3024
0.9656
0
0.6512
-0.6512
1.3024
2
X2=3.1103

APPENDIX D

COMPUTATION OF THE X2 VALUE OF USERS AND NON-USER’S
ACADEMIC PERFOMANCE IN ENGLISH

Fourth Year Students
Ratings of Grades in English

Above Average
Average
Below Average
Poor
Total
Users (using internet for academic purposes)
7
31
3
0
41
Non-Users(not using internet for academic purposes)
0
2
0
0
2
Total
7
33
3
0
43

fo
Fe
fo-fe
(fo-fe)2
(fo-fe)2/e
7
6.6744
0.3256
0.1060
0.0159
31
31.4651
-0.4651
0.2631
0.0069
3
2.8605
0.1395
0.0195
0.0068
0
0.3256
-0.3256
0.1060
0.3256
2
1.5349
0.4651
0.2153
0.1409
0
0.1395
-0.1395
0.0195
0.1398
X2=0.6359

APPENDIX E

COMPUTATION OF THE X2 VALUE OF USERS AND NON-USER’S
ACADEMIC PERFOMANCE IN ADVANCE CHEMISTRY

Fourth Year Students
Ratings of Grades in English

Above Average
Average
Below Average
Poor
Total
Users (using internet for academic purposes)
19
22
0
0
41
Non-Users(not using internet for academic purposes)
0
2
0
0
2
Total
19
24
0
0
43

fo
Fe
fo-fe
(fo-fe)2
(fo-fe)2/e
19
18.1163
0.8837
0.7809
0.0431
22
22.8837
-0.8837
0.7809
0.0314
0
0.8837
-0.8837
0.7809
0.8837
2
1.1163
0.8837
0.7809
0.6995
X2=1.6604

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