CHAPTER I INTRODUCTION This chapter introduces the study by discussing its background, the statement of the problem and

the significance of this study. It also includes the scope and limitations along with the hypothesis of the research.

Background of the Study The Internet provides some of the most effective means of communication. Emails and instant messages have made social communication possible. Social network, blogging websites and social discussion forums have proved being popular platforms of expression. People in different parts of the world can collaborate over the internet. It was the development of the internet that made social education and distance learning possible. Professionals working in physically distant locations can collaborate with their efforts. (Oak, 2008) Socializing via the Internet has become an increasingly important part of young adult life (Gemmill & Peterson, 2006). Relative to the general population, adolescents and young adults are the heaviest computer and Internet users, primarily using it for completing school assignments (46%), e-mail and/or instant messaging (36%), and playing computer games (38%; DeBell & Chapman, 2006). Social-networking sites are the latest online communication tool that allows users to create a public or private profile to interact with people in their networks (Boyd & Ellison, 2008). Social networking sites can be defined as . . .web-based services that allow individuals to: (1) construct a public or semi-public profile within a

bounded system, (2) articulate a list of other users with whom they share a connection, and (3) view and traverse their list of connections and those made by others within the system (Boyd & Ellison, 2008, p. 211). Research has examined the general impact of technology on academic achievement and development of children and teens. Positive and negative effects of technology on achievement have been documented. Studies have also documented no relation between computer use and academic achievement. For example, no relationship was found between time spent on the computer at home and GPA in a sample of adolescents (Hunley et al., 2005). Other researchers have found that recreational Internet use is strongly correlated with impaired academic performance (Kubey, Lavin, & Barrows, 2001). Approximately 1015% of study participants reported feeling not being in complete control of their Internet use, and that it has hurt their schoolwork. A study from Ohio State University has found that college students who use Facebook generally spend less time studying for classes, which potentially contributes to those students earning lower grades. The data shows that college-aged Facebook users spend an average of one to five hours a week studying, whereas nonusers studied for 11 to 15 hours per week. This discrepancy between the hours spent studying may explain why the users generally have GPAs between 3.0 and 3.5, whereas nonusers have GPAs between 3.5 and 4.0. (Karpinski 2009). An ever increasing growth rate of social network sites not only calls for the parental and teacher monitoring of student users but also attracting the focus of academicians and researchers towards this phenomenon. This current study

specifically aims at exploring the relationship between Social Networking Sites usage and educational performance of the student users.

Statement of the Problem This study attempts to investigate whether exposure to Social Networking Sites may be related to the academic performance of 3rd Year College of Nursing Students in terms of their study habits. Specifically, this study sought to answer the following questions: 1. What are the social networking sites browsed by the students? 2. What is the frequency of students exposure to social networking sites? 3. What is the level of performance (in terms of General Weighted Average) of the students? 4. Is there any significant relationship between the frequency of exposure and the students academic performance?

Hypothesis There is no significant relationship between the exposure to Social Networking Sites and the Academic Performance of Third-Year College of Nursing Students.

Significance of the Study This research study will greatly benefit, in one way or another, the following people: 1. The Commission on Higher Education may use results of this study reference in the creation of acceptable guidelines in proper use of Social Networking Sites 2. The School Administration, who may formulate policies which will educate parents on the negative and positive effects of exposure to Social Networking Sites on students achievements. 3. Parents, who must be involved in their childs networking lifestyle, need to inform their children of the potential dangers of Social Networking Sites and how they can protect them 4. Students, who are the primary concern of this study, are made aware of the potential dangers relative to Social Networking Sites and gain knowledge to properly use these as tools in learning.

Scope and Limitations of the Study This study focuses on determining the relationship between the exposure to Social Networking Sites and the academic performance of the 3rd Year College of Nursing students from Pamantasan ng Lungsod ng Maynila.

CHAPTER II THEORETICAL FRAMEWORK This chapter presents the review of related literature and studies as key concepts which are the variables themselves being investigated. This includes the discussion of related literature and studies undertaken by both foreign and local researchers which have significant bearing on the variables included in the study. The conceptual framework and definition of terms are also included in this chapter.

Review of Related Literature Social Networking Sites We define social networking sites as web-based services that allow individuals to (1) construct a public or semi-public profile within a bounded system, (2) articulate a list of other users with whom they share a connection, and (3) view and traverse their list of connections and those made by others within the system. The nature and nomenclature of these connections may vary from site to site. Creation of social networking sites is a huge leap of technological evolution in the world of internet. These sites are widely used throughout the world connecting millions of people simultaneously. Classmates.com was founded in 1995 being the first official social networking site. Purpose of its creation was to provide the students a mean of connection during or after their degree completion (Classmates.com). After it, SixDegree.com was created in 1997 leading towards the chain of emergence of Cyworld(2001), Friendster (2002), Skyblog (2002), Orkut (2004), Myspace (2005), Yahoo 360 (2005), Twitter (2006) and Facebook (2006). There is

an availability of over 100 social networking online connecting millions of users, that is, 500 million members on Facebook; 130 million members on MySpace.com; 75 million members on Linkedin.com; 90 million members on Friendster.com; over 10 million users on Stumbleupon.com; Orkut.com with membership of 100 million users; 50 million members on Classmates.com; 2 million members on Meetup.com; Xanga.com with 27 million members; Care2.com with Over 9 million members; Ryze.com with 500, 000 members and so on. Internet users who visit social networking site or any blogging site comprise two-third of worlds internet users consuming about 10% of the whole time spent on internet (blog.nielsen.com) and accounts for 65% of internet usage

(www.socialadblog.com). The 20 most-visited social networking Web sites have more than 145 million users (www.scribd.com). A research was conducted on 1,200 students. It was found that 96% use SNSs (www.scribd.com). One of the most commonly and frequently used social site is Facebook. More than 500 million members had been found as active users of Facebook in July 2010. Academic performance Quality education produces productive students who lead to the prosperity of their respective educational institution and subsequently are proved as strong contributors to the national well-being. Tuckman (1975) defined performance as the apparent demonstration of understanding, concepts, skills, ideas and knowledge of a person and proposed that grades clearly depict the performance of a student. Hence, their academic performance must be managed efficiently keeping in view all the factors that can positively or negatively affect their educational performance. Use

of technology such as internet is one of the most important factors that can influence educational performance of students positively or adversely. Shah et al. (2001) proposed that student users are affected by the internet and this impact is determined by the type of internet usage. They are positively affected by the informative use of internet while having drastic impact of recreational use of internet on them. Also, Oskouei (2010) proposed that internet is advantageous to both students and teachers if used as a tool of knowledge creation and dissemination. Impact of Social Networking Sites Every technological innovation has been a topic of debate and center of researchers attention and same is the case with the development of SNSs. Various researchers have conducted studies to pinpoint the several impacts of these sites on their users and findings suggested both bright and dark aspects. It has been found that excessive usage causes many psychological, physical, interpersonal and educational problems to users (Suhail and Bargees, 2006). Numerous studies have also been conducted to delineate the impact of SNSs on young generation and students. Cassidy (2006) proposed that young people compete on the basis of their efficiency regarding using Social Networking Sites and the criteria of this competition are number of friends one can accumulate using these sites. Baroness Greenfield proclaimed that Internet-obsessed children find it hard to focus and correspond while being offline and this leads to lower performance in academics

(leaderswedeserve.wordpress.com). Similar idea was proposed by Dr Himanshu Tyagi that teen agers vigorously start spending their time online and they underestimate the worth of their real lives less including education

(www.telegraph.co.uk). He proposed that such users indulge so much to cope with the fast pace of online social networking that they start finding the real world around them un-stimulating. Tim Pychyl emphasized on more destructive dimensions of social networking sites argued that using Facebook can lead to distraction and procrastination and despite of using technology to get students working together, class management systems can be improved to for this purpose. Social Networking Sites and academic performance Students are paying more attention towards these social networking activities rather than utilizing this time for their studies and this surely affects their academic performance as Thomas et al (1987) stated that activities of students are associated with grade-related differences among them. Karpinski (2009) found that Facebook usage is negatively correlated with collegiate grade point averages (CGPAs) of its users. He observed that CGPAs range 3.5-4.0 for non users but lesser for users i.e. 3.0-3.5. But the most interesting finding was that 79% Facebook users denied having any adverse impact of this usage on their CGPAs. It means they are not even aware of the fact that their networking habits are affecting their academic performance. Grades of student users are adversely affected by Facebook usage as mentioned in report by MyFox Dallas/FortWorth (www. Myfoxdfw.com). Similarly, Miami CBS affiliate announced that Facebook usage yields lower grades among its users (CBS4, 2009). An academic research was conducted by Wilson (2009) through which he proposed that university results are harmfully affected by Facebook usage. Likewise, Khan (2009) found that Facebook users had poor performance in exams. Englander et al. (2010) proclaimed that internet usage

is negatively associated with academic performance of student users and destructive impact of internet usage is far more momentous than its advantages. Internet addiction has come forth as a result of striking boost in internet usage over the past few decades. Nalwa and Anand (2003) proposed that addicted users prefer using internet setting back their personal and professional responsibilities and this ultimately leads to poor academic performance.

Review of Related Studies Research has examined the general impact of technology on academic achievement and development of children and teens. Positive and negative effects of technology on achievement have been documented. Espinosa, Laffey, Whittaker, and Sheng (2006) investigated the role of technology in early childhood development using data from the Early Childhood Longitudinal Study. The results indicated that access contributed to the learning potential of the students, but the authors cautioned that parents should encourage the educational use of technology to improve academic achievement. Lei and Zhao (2005) researched the specifics of access, acknowledging that quantity is not as important as quality when it comes to technology use and student achievement. Specifically, when the quality of technology use is not closely monitored or ensured, computer use may do more harm than good to student achievement in school. In addition, technology that was found to have a positive impact on academic achievement, or technology with educational value, was not popular and used less frequently.

Many researchers found a positive association between use of internet and SNSs and academic performance of the student users. Students, using internet more, scored higher on reading skills test and had higher grades as well (Linda et al., 2006). Also it has been found that Facebook usage is helpful for cure in case of some psychological problems including low life-satisfaction and low self-esteem (Ellison et al., 2007). These sites also provide a rich mean of interaction between teachers and students as stated by Roblyer et al. (2010). Shah et al. (2001) proposed that informational use of internet is positively correlated with civic indicators of social capital such as civic engagement, interpersonal trust, and life contentment. Pasek et al. (2006) stated that a site-specific culture can both positive and negatively affect the building of social capital and found that Facebook usage is not positively associated with lower grades of the students rather found Facebook users scoring higher grades. No association was found between GPAs of student users and Facebook usage in a study conducted by Kolek and Saunders (2008). The sites promote interactivity among students and teachers. In a research Lovitts and Nelson (2000) found that strong integration of students into their professional and social life is sturdily correlated to the successful completion of their degree. Studies have also documented no relation between computer use and academic achievement. For example, no relationship was found between time spent on the computer at home and GPA in a sample of adolescents (Hunley, Evans, Delgado-Hachey, Krise, Rich, & Schell, 2005). Other researchers have found that recreational Internet use is strongly correlated with impaired academic performance

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(Kubey, Lavin, & Barrows, 2001). Approximately 10-15% of study participants reported feeling not being in complete control of their Internet use, and that it has hurt their schoolwork. Students who reported Internet-caused schoolwork problems were found to have spent five times more hours online than those who did not, and they were also significantly more likely to report that their Internet use caused them to stay up late, get less sleep, and miss classes. Although not specifically mentioning FB, the authors conclude that it is not so much the Internet that causes these problems as the new social opportunities of the Internet. Students who reported academic problems were more likely to use the Internet for real-time social activities such as IM and chat rooms. Kubey and colleagues note that these social uses are what hold students captive, especially late at night. Specific to FB use, Vanden Boogart (2006), in an unpublished Masters thesis, found that heavy FB use (i.e., more time spent on FB) is observed among students with lower GPAs, although no control variables were implemented in the analyses. Conversely, Kolek and Saunders (2008) found that there was no correlation between Facebook use and GPA in a sample of students from a public Northeast research university. More recently, an exploratory survey study reported a negative relationship between FB use and academic achievement as measured by self-reported GPA and hours spent studying per week (Karpinski & Duberstein, 2009). Again, this study only implemented one control variable (i.e., student status as either undergraduate or graduate), and failed to control for other confounding variables such as university major. However, the overall consensus is that more

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research needs to be done, and that the questioned relationship between SNS and academic performance remains largely unanswered. In lieu of the contrasting findings mentioned above, the current study specifically aims at exploring the relationship between social networking sites usage and educational performance of the students.

Synthesis: Mixed results regarding the review of related literature illustrate a need for further research in which the relationship between the exposure to Social Networking Sites and the academic performance will be acquired. Because there were no definite and conclusive findings regarding relationship of the networking sites and academic performance, these results showed that there was a need to replicate these studies. The similarity of this current study to the studies mentioned above is that they both determine the relationship between the exposure to the sites and the academic achievement of the students. However, most of the studies included in the related literature were conducted in the Western countries. On the other hand, this research study is unique because it is in line with the Filipino university setting, particularly the students from Pamantasan ng Lungsod ng Maynila; no other researchers have been conducted yet.

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Conceptual Framework:

Independent Variable

Dependent Variable

Frequency of Exposure to Social Networking Sites

Academic Performance in terms of General Weighted Average (GWA)

Figure 1: Conceptual Paradigm

The figure above shows the relationship of the exposure to the social networking sites to the academic performance of the students in terms of their GWA. This study will determine if the time spent in social networking sites may be related to the grades of the students.

Definition of Terms The following terms are defined operationally: Academic Achievement. It refers to how students acquire knowledge and skills, based on the General Weighted Average (GWA) Frequency of Exposures. In this study, it refers to length of time in terms of hours per day spent in browsing social networking sites. Internet. Refers to interconnection of computer networks that enables connected machines to communicate directly; popularly refers to a particular global

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interconnection of government, education and business computer networks that is available to the public. Internet Usage. The amount of time a person devotes on the internet. Social Networking Sites. Refers to social networking services which allow users to create a profile for themselves. It is open to public and available to all web users to communicate and is designed to attract advertisers. Members and users can upload pictures of them, create their profiles and make friends with others. Study Habits. As used in the study, this refer to the students accustomed method of approach to units of learning, his consistency of ignoring distractions, his attentiveness to the specific materials being studied and the efforts which he exerts through the process. Users. A term used to define the online audience. It is commonly associated with people who are online. Operationally, it is referred to as the respondents who are actually the internet users or those who access the internet

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CHAPTER III METHODOLOGY This chapter describes briefly the methodology that was employed in the conduct of the study. This includes the research design, research locale, sampling technique used, instrumentation and procedure.

Research Design This research study utilized the descriptive method as its research design, particularly the correlation type. The descriptive type of research involves the description, recording, analysis, and interpretation of the present nature, composition, or processes of phenomena. The research presents quantitative description of the results

Research Locale The respondents for this research are the selected 3rd year College of Nursing students from Pamantasan ng Lungsod ng Maynila. PLM is a state university located at General Luna St., Intramuros, Manila. As much as possible, these students must have internet access in the convenience of their own homes and/or regular customers of Internet cafs; it has been assumed that they have internet access in the school.

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Samples and Sampling Technique used To determine the ideal sample size for a population, Slovins formula was used, which is: ( Where: n Number of samples N Total population e Margin of error )

Using the Slovins Formula with 5% margin of error, 98 students out of a total of 130 were selected for the study. The random sampling technique was used to determine the course and the year level of the respondents. Respondents were selected via fishbowl technique

Procedure Permission to conduct the study was solicited from the Dean of College of Nursing. Once the researchers gained the approval of the dean, they distributed the questionnaires to the president of every block of the third year nursing students. The researchers collected the questionnaires after the students have accomplished them.

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Instrumentation The main data-gathering instrument used in this study was the questionnaire checklist which consisted of two parts. The first part consists of the profile of the respondents, such as sex, age, GWA, and kinds of social networking sites browsed by the respondents. The second part consists of the frequency of browsing by the students. The questionnaire was adapted from the thesis Effects of Social Networking Sites to ICT Achievement in terms of Study Habits by Mariel Baloncio. To determine the students academic performance, the following verbal interpretation regarding the General Weighted Average based on PLM guidelines were categorized as follows: 2.50 or better 2.51 2.75 2.76 and below Good Standing Probation Disqualified/Dismissed

Statistical Analysis The following statistical tools were employed in analyzing the data: 1. Frequency and percentage were used to find the distribution of Social Networking Sites 2. Frequency and percentage were employed to answer the extent of students exposure to Social Networking Sites 3. Means and standard deviations, frequency and percentage were used to measure level of respondents academic achievement.

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4. To determine the significant relationship between the exposure to social networking sites and academic performance of the students, Pearson r correlation is applied with the following formula:

( )

( )( ) ( )

In terms of verbal interpretation, the correlation coefficient may be interpreted as: + 1.00 perfect positive (negative) correlation + 0.91 - + 0.99 very high positive (negative) correlation + 0.71 + 0.90 high positive (negative) correlation + 0.51 + 0.70 moderate positive (negative) correlation + 0.31 + 0.50 low positive (negative) correlation + 0.01 + 0.30 negligible (negative) correlation 0.00 no correlation 5. The Hypothesis Testing for Pearson Correlation was also carried out by the researchers to test the assumptions given using the following formula:

Where: r Pearson r correlation n Number of students

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CHAPTER IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter presents the statistical analysis of data with the corresponding interpretation of their results based on the statement of the problem

1.

What are the Social Networking Sites browsed by the students? Table 1 Distribution of Respondents in terms of Social Networking Sites

Social Networking Sites Frequency Percentage Facebook Twitter Tumblr MySpace Plurk Others 98 66 47 12 11 21 100% 67.35% 47.96% 12.24% 11.22% 21.43%

Table 1 shows the most frequently used Social Networking Sites by the students. Most of the students use more than one site. As indicated in the table, Facebook received the most number of users (100%). It is followed by Twitter, with 66 users or 67.35% of the population. Next is the Tumblr with 47 users (47.96%) and other networking sites with 21 users (21.43%). The site with the least number of users is Plurk, with only 11 users, comprising 11.22% of the population.

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The high percentage of Facebook browsers is best supported by Gemmill and Peterson (2006). According to them, one of the most commonly and frequently used social site is Facebook. More than 500 million members had been found as active users of Facebook in July 2010.

2. What is the frequency of students exposure to Social Networking Sites? Table 2 Distribution of the Respondents in terms of the frequency of Exposures

Students Exposure 1-2 hours 3-4 hours Total

Frequency 39 59 98

Percentage 39.80% 60.20% 100%

Table 2 shows the frequency of exposures to the sites in terms of hours per day. According to the table, 59 students, which comprise 60.20% of the population allocate three to four hours a day to browsing social networking sites, while the rest of the population, which is 39 students or 39.80% allocate one to two hours for browsing of the sites. According to a study made by The Nielsen Company at the end of January 2010, Nielsen observed the online social activity around the world and discovered an 82% increase in time spent on social networking sites in December 2009. Still according to the report, on average, users spend at least four hours on popular networks such as Facebook and Twitter. This data can support the findings of the

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researchers that majority of the students spend three to four hours a day on social networking sites.

3. What is the level of achievement (in terms of General Weighted Average) of the students? Table 3 Highest, Lowest, Mean and Standard Deviation of Respondents General Weighted Average

Variable GWA

Highest 2.42

Lowest 1.50

Mean 1.88

SD 0.18

Interpretation Good Standing

Table 3 shows the highest and lowest GWA from the College of Nursing Third year students, along with the mean and standard deviation. As can be seen from the table, the highest grade achieved is 1.50, while the lowest grade is 2.42. The mean grade received by the students is 1.88, which may be interpreted as Good. This data can be proven by the Pamantasans high standards of learning and education that they impart to the students. The third year students of the College of Nursing shows an overall good academic performance, based on their GWA.

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4. Is there any significant relationship between the frequency of exposure and the students academic achievement?

Table 4 Relationship of Exposure to Social Networking Sites and Academic Performance of Nursing students Statistics Used n r t = 0.025 Value Ho Decision Verbal Interpretation Negligible negative correlation Not significant

-0.09 -0.878 df = 96 p=0 Accept Ho

The table above shows the correlation between the exposure to social networking sites and the academic performance of the students. From the analysis, there was a negligible negative correlation that existed between frequency of exposure and the academic performance of the students with r = -0.09. It can be inferred that browsing social networking sites do not pose any dangers to the students who are frequent browsers. These findings may be best supported by Kolek and Saunders (2008). According to their study, no association may be found between the academic performance of students and their social networking site usage. In fact, the sites promote interactivity among the students and the teachers.

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Chapter V Summary, Conclusion and Recommendation This chapter presents the summary of the findings, the conclusion obtained from the results of the investigation and the recommendations. Summary The study was conducted to determine whether a relationship exists between the frequency of exposure to social networking sites and academic performance of students. The The methodology used was descriptive method of research using random sampling technique in the selection of samples. The instrument used was an adopted questionnaire with revisions. Treatment employed frequencies, percentage and Pearson r Correlation. The research has arrived at the following findings: From the given list of most commonly used social networking sites in the Philippines, Facebook received the highest number of users, with 100% of the population using Facebook. Twitter was the second most popular site, with 66 users or 67.35% of the population. Next is Tumblr with 47 users (47.96%) and other networking sites with 21 users (21.43%). The site with the least number of users is Plurk, with only 11 users, which comprised of11.22% of the population The result of the investigation shows that out of 98 students, 60.20% of the population, or 59 students, spend three to four hours a day on social networking sites, while the remaining 39.80%, or 39 students spend one to two hours per day on the sites

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The mean grade of the students from the College of Nursing is 1.88, which may be interpreted as good. This means that the students have a good level of achievement in terms of their General Weighted Average. Based on the study, there is a negligible negative correlation that exists between the exposure to social networking sites and academic performance of the students, with r = -0.09 and t-value = -0.878. Conclusions Based on the findings of the study, the following conclusions were drawn: 1. The most frequently used social networking sites by the nursing students is Facebook. 2. Majority of the students spend three to four hours a day in browsing social networking sites. 3. The level of achievement of the Third-Year Nursing students is considered as Good Standing. 4. There is no significant relationship that exists between the frequency of exposure to social networking sites and the academic performance of the students.

Recommendations Based on the conclusions of this study, the following recommendations are presented:

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In as much as relationship exists between exposure to Social Networking Sites and Academic Performance of Nursing students, it is suggested: 1. That students give enough time for their studies by creating constructive study habits, and allot a limited time for browsing the sites. 2. That seminars be provided to both students and parents for the monitoring of the social networking sites that they browse, so that possible threats to their education may be prevented. 3. That guidance counselors and community workers may be informed of the possible effects of browsing social networking sites to their behavior that may affect their academic performance. 4. That school organizations may be involved in creating programs to make worthwhile activities for the productive endeavor of students in improving their academic performance.

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