action res. body

8/20/2019 Action Res. Body

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CITY SCHOOLS DIVISION OF MALOLOS

Rationale

The need of students for data acquaintance binds them to the

internet. Internet is a system of interconnected data-exchanging

telecommunications network (computer networks) that follows a model

that encompasses communications protocols (Internet rotocol !uite)

to connect among billions of networks globally with an aim of

exchanging data. "y the #$th century% internet has been ad&ancements

in ways of impro&ing students' academic performance. "ut% some

students o&ersee it as a factor of entertainment% mostly through

&ideogames and social connections. This creates distractions and

lowers academic quality by means of time dilations among students.

The ndings of the #$$ *c+ann-,rickson Intergenerational

outh !tudy pro&ed the increased popularity among the youth of

acti&ities relating to &irtual connecti&ity. The study found that top

leisure acti&ities for teens after school remain to be traditional media

that is% watching T and listening to the radio. /owe&er% there is an

emergence of technology-related acti&ities like use of cell phones and

Internet% indicating greater interest and participation in the so-called

techno centric life (0sian Institute of 1ournalism and +ommunication%

#$$2)

Internet 0s ,ducational Tool3 0n ,xploratory !tudy

4


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The coming of the +yber 0ge in the hilippines has also brought

a 5digital di&ide.6 7nly se&en percent of households owned personal

computers% as of #$$8 (9:,**!). The ;0s *edia 9actbook (#$$;) cited

that computer ownership among households in *etro *anila was 4<

percent and only se&en percent in =rban hilippines. ersonal

computer penetration is estimated at 4.2 for e&ery 4$$ persons (0sian

Institute of 1ournalism and +ommunication% #$$2).

0ccording to an 0+>ielsen sur&ey in the hilippines on #$$#%

children among 4# to 42 years of age compromise ;? percent of the

countries' internet users. If these children users utili@e internet with an

o&erlook of social networking sites% unproducti&e &ideogames and

possibly pornographic content% it will be a great hindrance against

academic performance and may become unproducti&e in the following

years.

Two-thirds (AB) of students in the hilippines uses Cikipedia% an

online free encyclopedia% for school work and research purposes as it

complements textbooks and other printed references. Cith the help of

Cikipedia's broad-gauge content and easy manipulati&e access%

hilippine students facilely accomplish their assignment and nds

other information not related to schooling. Chile the use Cikipedia is

5academic accelerators6 is tolerable% a number of sites lacking


#


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accuracy and &alidity could be a source of false information. "ooks% on

the other hand% are more &alid and accurate as a source of information

than uncertain sites from the Internet. In addition% there are other risks

related to online content in general. These include age inappropriate

content% &iolent content% incorrect content% illegal content (e.g.%

pornography)% copyright infringement% etc.

!tatement of the roblem

In order to in&estigate the use of internet as educational tool%

the researchers seek to answer the following questions3

4. Do students and teachers preferably use internet than booksE

#. Is the use of internet a distracting factor to the students of

*arcelo /. Del ilar >ational /igh !chool in terms of their

studiesE

8. Is there a signicant eFect of the use of internet in academic

performance of *arcelo /. del ilar >ational /igh !chool

studentsE

/ypotheses

4. !tudents and teachers do not prefer to use internet than books.



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#. The use of internet is not a distracting factor to the students of

*arcelo /. Del ilar >ational /igh !chool in terms of their

studies.

8. There is no signicant eFect of the use of internet in academic

performance of *arcelo /. del ilar >ational /igh !chool

students.

!ignicance of the !tudy

The study's results will help students and teachers decide how to

use internet as an 5academic accelerator.6 7utcome from information

gathered will contribute to the academic consciousness and

performance of *arcelo /. Del ilar >ational high school. If found to

ha&e a negati&e impact on academic performance% this study might

notify students who pays 5computer shops6 to replace textbooks as

their references. If pro&en to ha&e a positi&e impact% this study might

encourage teachers and students to use internet as a mean of research

and reference.

Denition of Terms

DataGfacts or information that is produced or stored by a computer



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Demographic G relating to the dynamic balance of a population

especially with regard to density and capacity for expansion or

decline.

Implementer G one that ser&es as an instrument or tool (the

partnership agreement does not seem to be a &ery potent

implement G /.". /oFman).

Journalism -is about analy@ing and interpreting e&ents% knowing

how go&ernment% politics% business% industry and modern society

worksH and being able to make interesting stories out of all kinds of

e&ents.

SJ G !pecial rogram in 1ournalism

Type of !tudy

The treatments were randomly assigned to the

experimental subects without restriction. The experimental subects

were assumed homogeneous with respect to the factors that could

aFect the treatments being compared. Thus% completely randomi@ed

design was used in this study.The type of study was quantitati&e G

logical% systematic organi@ation of data with specic number of

description% measurement is in&ol&ed.



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articipants

0 total of 4$$ students from *arcelo /. del ilar >ational

/igh !chool from grades se&en% eight% nine and ten were gi&en the

questionnaires to answer. Jenders of the participants were not

considered.

Data +ollection lan

The table below indicates the specic acti&ity undertaken by the

researchers3

0cti&ities Dates ,xpected 7utputs9ormulation of the

problem to be sol&ed

1une #$4? /ypothesis was

formulated for the

statement of the

problem The research

proposal was

prepared.

1uly #$4? (third and

fourth week)

Research proposal

The questionnairewas de&eloped and

&alidated

0ugust #$4? (rstweek)

alidated sets ofquestionnaires

The research

proposal was

submitted

0ugust #$4? (third

week)

/ard copy of the

proposal

Data from the 0ugust #$4? (fourth 9illed-out questionnaire



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participants were

collected

week) from the participants

Initial analysis of

data was carried out

!eptember #$4?

(fourth week)

Data processing print

out0nalysis and

Interpretation of

Data

7ctober #$4? (rst

to second week)

Kuantitati&e and

qualitati&e data

analy@ed and

interpreted!ubmit the nal

research report

7ctober #$4? (third

week)

/ard copy of the

research report

Research Instruments

Data were acquired by means of questionnaire that

consists of a number of carefully prepared questions aimed at eliciting

answers from respondents who were selected randomly. The sur&ey

questionnaires were di&ided into three tests. Test II and I are both es-

>o questions. Test I entitled 5Internet as !ource of Information o&er

"ooks6 aims to know the internet usage of the students for their

studies. Test II named 5Internet as /indrance6 seek to nd out if the

association of internet usage to the students specically social

networking sites is a distraction for their study. Chile Test III is

composed of 4? matrix questions which identies how students'

attachment to internet aFect their studies.



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Data 0nalysis

The third statement of the problem% which has &ariables that

ha&e relationships between and within treatments% !!! 7ne-Cay

0nalysis of ariance (0>70) was used while the rst two were

analy@ed by getting the mean &alue.

9igure 4 presents the results from 4$$ student-respondents.

There are 824 yes answers and 4$2 no answers. 0&erage response of

5es6 is o6 answers are #4.AB.

es >o

$

#$

;$

$

A$

4$$

4#$

Data Anal!sis o" Test I

K4

K#

K8

K;

K?

Figure 1. Data Analysis of Test I



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!ince the computed &alue of yeses is greater than the mean

&alue which is ?$B% the null hypothesis is reected and the alternati&e

hypothesis is accepted.

In the second test% there are #A4 yeses and #42 of no responds

in the &e questions% yielding to the es-percentage of ?.#B and

;8.AB for the >o. !ince the es-percentage is greater than the mean

(?$B)% the null hypothesis is reected and the alternati&e hypothesis is

accepted.

es >o$

4$

#$

8$

;$

?$

$


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4AB

42B

8;B

#2B0lways

>e&er

!ometimes

7ften

Figure 3. Graph of Self-Assessment

In

Test III% !elf-0ssesment wherein there are 4? questions% it yielded the

following result3 >e&er- 42B% !ometimes-8;B% 7ften-#2B and 0lways-

4AB. These results show that students do not always depend on the

internet% they still ha&e awareness of the traditional way of teaching.

The 0nalysis of ariance- 0>70 further support the data ha&ing


ANOVA

Result

Sum of Squares df Mean Square F Sig.

Between

Groups1.847 4 4.617 -6.!" ."""

#it$in Groups -1.8! ! -7.%&

'otal -%."11 &


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calculated f of -.#?$ less than the tabulated f of 4.#A4% thus the null

hypothesis is reected and the alternati&e hypothesis is accepted.

!ummary

+onclusions

Internet is indeed a big help and this is pro&en by the students of

*arcelo /. del ilar >ational high school. 0ccording to them since the

rst time they ha&e learned using the internet% they benet from it

especially with the information and access it gi&es to them. It ser&es as

their instrument in understanding their lessons and their assignments

further. 0lso% it guides them to a more essential and signicant learning

that makes them interested in their studies. Thus% for them% it is much

comfortable to use internet since it is easier and more accessible to

utili@e. 0dditionally% this can encourage teachers to use internet as

their source of research and reference. It will be easier for them to

teach their students since they both understand and enoy how the

lesson goes. /owe&er% some students see internet more as a

hindrance. It distracts them in their studies and it eradicates their

concentration. It also entices them to spend more time in social



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networking sites and pages% which is a main reason why they become

la@y. 0nd since they are easily distracted by internet% their academic

performances are also aFected. They often do unnecessary things such

as playing games and checking social networking which refrain them

from nishing their tasks. *oreo&er% ti replaces the students'

awareness towards books and traditional way of learning. ,&en though

the results show the con&enience of internet use% it makes them rely to

it and forget usage of the book but the traditional teaching still is

present. To sum up% internet helps students in many ways but they

must also know how to use it properly. The use of internet must not

ser&e a hindrance in their academic performance rather an instrument

that will help them excel in their studies.

Recommendations

In order for students not to be distracted by internet% they must

know how to use internet wisely. 0s a responsible student% they must

not let their time be wasted by unnecessary things. +oncerning this%

teachers% parents together with the students must nd ways on how

they are going to use internet appropriately and how ti will not aFect

their academic performance. 9urther study should gi&e focus on the

time spent by the students to internet use. This will assess how they

are greatly aFected by internet. *oreo&er% they can also include the



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age of the students as one of the factors dependence on internet. They

may also compare the results between diFerent curriculums in *arcelo

/. del ilar >ational high school to see how students' curriculum aFects

their use of internet.

0ppendix 0

C#$TIFICAT# OF ACC#TANC#

This action research proposal entitled 5Internet As #%ucationalTool& An #'plorator! Stu%!6%prepared and submitted by#(F$OCINA T) AN*ANI+AN, $A(L C) $#Y#S, D(LC# +) D#LAC$(-, C#CILIA D)C) #VAN*#LISTA AND -#NAIDA *) MA$TIN#-was e&aluated by the +ommittee and recommended for acceptance.

DIVISION ACTION $#S#A$CH #VAL(ATION COMMITT##

0sst. !chools Di&ision !uperintendent+hairman



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ALLAN +) AL+A CYNTHIA +) +$ION#S+hief +hief

+urriculum and Implementation Di&ision !chool Jo&ernance and7peration*ember Di&ision *ember

0ccepted on 0ugust 4$% #$4?

D$) AMANCIO S) VILLAM#JO$, J$) C#SO IV!chools Di&ision !uperintendent

0,>DIL "

>ame3 MMMMMMMMMMMMMMMMMMMMMM !ection3 MMMMMMMMMMMMMM +urriculum3

MMMMMMMMMMMMM

0ge3 MMMMMMMMMMMMMM Jender3 MMMMMMMMMMMMMM +ontact >umber3

MMMMMMMMMMMMMMMMMMM

T,!T I3 Internet as !ource of Information o&er "ooks

Kuestions es >o

4. Do you use internet as a reference for yourassignmentsNlecturesE

#. Do you prefer studying in the internet rather than

in libraryE8. Do your teachers recommend you using learning

resources in internetE;. Do you nd more needed information in the



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internet rather than booksfor your assignments

or reportsE?. Do your teachers prefer gi&ing

acti&itiesNassignmentsNlectures onlineE

T,!T II3 Internet as /indrance

Kuestions es >o4. Does the use of internet in doing assignments

cause you to waste time in other sitesE#. Do you spend more time in social networking

sites when doing assignmentsE8. Do you nish assignments faster when using

books than using internetE

;. Does the use of internet cause you to becomela@y in doing assignmentsE

?. Do you get distracted in doing your homeworks

when using internetE

9or you is the use of internet in academic performances still helps or

more of a hindranceE ChyE

MMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMMM

Test III. !elf assessment3

Rate the following statements based on your personal experiences

whether it's 5ne&er6% 5sometimes6% 5often6 and 5always6.

!tatements >e&er !ometim

es

7ften 0lways

4.I get high scores when qui@@es

are gi&en online.#. I learn more things when

teachers gi&e assignments online.8. I prefer searching online that

searching in books.;. I get more ideas when acti&ities

are gi&en through internet.



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?. I gain more knowledge about

our lesson when studying online.. I learn faster when using

internet than reading books.


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Table 4.# Data 0nalysis of Test II

Table 4.8 Data 0nalysis of Test III

.(#STION N#V#$ SOM#TIM#

S

OFT#N AL/AYS

4 #; #8 8< ?

# #8 ?; #? ?

8 2 #8 82 8;

; 48 ;# #4 #$


.(#STION

S Y#S

#$C#NTA*

#

N

O

#$C#NTA*

#

4 ? ?B 8 8B

# 8 8B 8< 8


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? 4? ;# #A 4

4; 88 8$ ##

< 4# ;8 8 4?

A 48 8A 8; 4<

2 4 #< 8? ##

4$ 48 88 #2 #8

44 8? 84 #? 2

4# 4< 8< 8? 44

48 #4 #; 8? 4<

4; # 8# #8 48

4? 8? #4 4A 4

T7T0: #A ?$8 ;;$ #;?,R+,>T0

J,

42B 8;B #2B 4AB


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