Mataasnakahoy Senior High School
Bayorbor, Mataasnakahoy, Batangas
Effects of Lack of Internet Access in the Academic Performance of STEM
Students
A Research Paper Presented to the Faculty of:
Mataasnakahoy Senior High School
In Partial Fulfillment of the Requirements for the:
Grade 12 Senior High School In
Science, Technology, Engineering and Mathematics
By:
Umali, Rodolfo Jr. K.
Acar, Jerome
De Ocampo, Jayvee
Katigbak, Kent Jym
Lubi, John Lexter
Pigao, Ricardo
Salazar, Raineir
Sayas, Joice Ann
February 2018
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Background of the Study
Before the internet came into existence, it takes a long period of time to
communicate to someone else. Sending messages leaves with only two options
which are either through phone call or mailing. There were also times that people
need to physically go to various places just to keep track to their business. But
time changes so fast and internet has revolutionized everything. Nowadays,
millennial, as well as any average individual can enjoy the benefits of internet
connection without leaving their houses. As the humanity entered 21 st century,
these changes just came our way and continues to make things more possible. It
is therefore undeniable that the technological world has invaded the lifestyle of
every human being around the planet.
In the latest internet usage statistics, as of June 2017, the world’s total
number of internet users increased by 22% compared to the total number of
internet users in the year 2010. After seven years, half of the world’s population
is totally engaged with the subsisting internet access. This indicates that internet
has somehow become part of people’s wants and necessities. It is also related to
the study of Louge (2006) that computer access and use among adolescents and
other ages have grown considerably over the past decades.
At present, the internet has also been very essential for the students
specifically those who were under the K-12 curriculum as it serve as a way for
them most especially those in public school to easily acquire information they
need knowing the fact that many educational institutions are not yet able to
provide every teaching and facility that the student need.
However, despite of all the benefits of the internet, it is unfortunately not
affordable for many. This problem has been main focus of this study with an
objective of determining the effects of lack of internet access in the academic
performance of STEM students in their E-TECH subject. After conducting the
present research, it will provide solutions that may help the students to excel
academically.
Statement of the Problem
1. What are the teaching materials that can be used in learning
Empowerment Technology?
2. What are the effects of lack of internet access in the academic
performance of STEM students in MSHS?
3. How does the effects of lack of internet access affects the academic
performance of STEM students in their Empowerment Technology
subject?
4. Based on the study, what is the possible solution that may resolve the
problem?
Significance of the Study
The findings of the study may benefit the following:
STEM STUDENTS. This research may help them to find alternative
solutions in terms of lack of internet access that could improve their academic
performance in Empowerment Technology.
TEACHERS. It could help them understand fully the situation of the
students due to lack of internet access and find ways that can help the students
excel academically.
CURRICULUM PLANNER. They will be guided in the revision,
enrichment, and modification of the curriculum to meet the needs of the
students.
FUTURE RESEARCHERS. They may find this material a good source of
information. Thus, this study could serve as their basis.
Assumption of the Study
Over the large number of population in the Philippines, many families have
their own internet access at home. This serve as their link to have a faster
communication with their relatives far from them. but other than communicating
with family it also helps them to have more information about a certain topic.
Internet becomes their reliable source of information that may help to broad their
knowledge. This internet mostly benefits the students because it provides
information that may help and related to their studies. Due to this free wide
access, the number of source of facts around the world it is said that it increases
the learning of every student. Through internet access the students are more
knowledgeable and aware of what are the happening around them. also it is said
that this is the reason why the students excel academically.
On the contrary, this research focuses on lack of internet access which
affects the academic performance of the students. It assumed that having no
internet access personally is one of the reasons why some of the students have
lower performance at school compared to the students who their own internet
access at home. Also, it assumed that if the students or the respondents will
answer the questionnaire honestly, the number of students with internet access
will generate a lower number compared to the students who don’t have personal
internet access.
Scope, Limitation and Delimitation
This study will conducted at Mataasnakahoy Senior High School and
covers only the 66 enrolled students of Science, Technology, Engineering and
Mathematics strand for the school year 2017-2018 from grade 11 to grade 12
between the ages 16-19. The range of the study is from 2017-2018.
This study will be limited only to assess the effects of lack of internet
access in the academic performance of STEM students in their Empowerment
Technology subject for the first semester.
Definition of Terms
Internet access. The Internet is a massive, computer-linked network system
used globally to access and convey information, either by personal or business
computer users; it is also used for communication, research, entertainment,
education and business transactions (Schneider, et al. 2006). In this study it is
used as the wide global source of information of most of the STEM students who
have internet access at home.
Academic performance. Academic achievement among students generally
equates to the effort expended, and is related to intellectual and environmental
factors. Habits acquired at an early age such as an interest in reading, or a lack
of resources with which to develop elementary capabilities such as verbal
comprehension and production are also an influence (Lucas, 1998). In this study
the term academic performance refers to the reflection of all the activities and
results of exam of a specific student.
STEM Students. This term refers to the people or individual who spend most of
their time at school who choose to study Science, Technology, Engineering and
mathematics and doing their responsibilities as a student (Galang 2004).In this
study this term is used as the respondents of the study which are said to be the
students with and without personal internet access at home.
STEM. This term refers to the strand that is part of the K-12 curriculum which
deals with Science, Technology, engineering and mathematics.
Chapter II
Review of Related Literature
This chapter contains all the related literature of the study and the
conceptual framework.
Through the years, changes come along our ways which really affect
every one of us, different inventions and creations that brought advantages and
disadvantages in terms of living. But nowadays, the most usable creation that is
ever made and used by the most of the people around the world is internet
access. The existing of the said inventions makes more things possible.
Conceptual Literature
The Internet plays a profound role in the field of education. The
academic community has undergone profound transformation during these
years, assuming new dimensions influenced by technology-driven applications.
The Internet is a priceless source of information for students and a tool to
enhance their productivity (Metzger, Flanagin & Zwarun 2003). This has made
students to be heavy users of the Internet compared to the general public ( Ni,
Yan, Chen, & Liu, (2009).
According to Jones (2002), 86% of university students in America are
Internet users compared to only 59% of the general American population. The
internet provides an array of powerful tools that may help in transforming the
present isolated teacher-centered and text-book bound classrooms into rich,
students focused, interactive knowledge environment. The Internet was
described as a ‘sea of information’, containing texts which are not housed
between library and bookshop walls and subject areas span across all fields of
knowledge. Suhail and Bargees (2006) also reported some benefits of the
internet access for college students. They indicated that the internet usage
impacts education in a positive way by increasing communication with
classmates and professors, increasing access to libraries and educational
databases, and improving study hours and study habits. Despite the positive
impact of the internet on academic performance, research findings have shown
that excessive internet usage adversely affects one’s physical health, family life
and academic performance (Akhter, 2013). Academic related problems includes
decline in study habits, drastic drop in grades, missing classes and poor
integration in extracurricular activities.
Moreover, searchers and academicians have been debating about the
students’ academic performance being influenced both positively and negatively
with the increasing internet usage (Englander, Terregrossa & Wang, 2010).
Present scenario shows that the number of students accessing internet multiplies
every year. Hence if the students access the internet for academic purposes
student’s academic performance will be enhanced (Brown, Ellore & Niranjan,
2014).
In line with the previous literatures, several reasons might lead technology
to assist or impair human capital attainment by students. Youths may employ the
Internet in educational matters such as writing papers, searches for answers to
questions and communicating with classmates on homework. Within the past
decade, the Internet and WWW use have increased substantially – for example,
according to Pew Internet & American Life Project Surveys, the percentage of U.
S. online users has increased from 40-45% in March 2000 to nearly 80% in April
2009 (Pew Internet & American Life Project Surveys, 2009). Recent expansion of
adolescent use of the Internet is the result of an ongoing shift in adolescents’
daily behavior patterns. The majority of adolescents from a sample in one study
compared their online behaviors to the phenomenon of placing telephone calls,
which are typically mundane, the purposes for which are both social and
nonsocial (Gross, 2004).
In a conceptual context, we tacitly assume that students utilize the Internet
for both academic and non-academic purposes, with the most intense users
(which is described in the Data section) spending the most time in non-academic
pursuits (e.g. Facebook, downloading music). And our general modeling
framework is one of optimization, where there are both educational benefits and
costs to the Internet, and where the primary benefit of Internet use is increased
human capital accumulation as evidenced by higher grades. At a basic level,
Internet use denotes a certain amount of technical savvy which emanates from a
student actually learning a new skill – this alone can translate into higher grades.
Benefits derived from Internet use usually come about at significant costs,
including deployment of the required infrastructure for providing Internet access
to students (which this study does not directly address) as well as monetary and
time costs devoted to the Internet that detract from educational achievement
(Angrist and Lavy, 2002).
Most people agreed that the advantages of the Internet as healthy
productive activities such as students can catch up the opportunity by surfing
web-sites, engaging in chat-room, excellent tool for the research and watching
video related to their studies (Young, 2000). However, many students fall behind
in their studies due to excessive investments in online relationships, which are
called internet addiction (Hansen, 2002). According to the survey conducted in
2009 by American College Health Association-National College Health
Assessment (ACHA-NCHA), college students ranked the Internet use in the
“Health Impediments to Learning”. 19.7% of the college students reported that
their internet use had negative impacts on their previous-year academic results
(ACHA-NCHA, 2009). Consequently, students encountered obstacles in their
studies, sleep (Anderson, 2001; Nalwa and Anand, 2003), and completing their
assignments as well. This problem can also influence their academic
performance indirectly.
Many studies have claimed that people may use the Internet addictively
and that this can cause harmful effects on individuals, academic problems,
changing their social behavior, habits and abilities in a negative way (Young,
2000; Scherer, 2000; Kraut et al., 2002; Kubey et al., 2001; Nalwa & Anand,
2003). In spite of the fact that the Internet could contribute a lot to students’
learning, it is vital to scrutinize students’ internet use trend for early care taking.
Due to the mentioned consequences the effect of students’ internet usage on
their academic performance need to be addressed. Moreover, the controversy
over whether technology actually improves student learning is one that stirs
debate and motivates research. The articles reported in the economics literature
have been limited both in quantity and scope with methods and results varying
across studies. The literature has focused primarily on the impact of technologies
in general on student learning; few studies have examined the direct link
between educational outcomes such as GPA and Internet use.
The important effect that needs to be investigated in this study is whether
internet addiction will affect the academic performance of students. Previous
studies on internet use of teenagers have been inclined to concentrate on
Internet addiction (Son, 2003). Various studies have reported that internet usage
has a negative impact on students‟ academic performance. Jeong (2005)
examined the difference in academic performance of elementary school students
by Internet use. On the basis of the existing literature it was hypothesized that
internet addiction would have negative impact on academic performance of the
university students.
Research Literature
Students are the key assets of universities. The students’ performance
plays an important role in producing best quality graduates who will become
great leaders and manpower for the country thus responsible for the country’s
economic and social development. Academic achievement is one of the major
factors considered by employers in hiring workers especially for the fresh
graduates. Thus, students have to put the greatest effort in their study to obtain
good grades and to prepare themselves for future opportunities in their career at
the same time to fulfill the employer’s demand.
A non-profit organization- EDUCAUSE (located in Colorado, USA)
conducted a survey in 2011 gathering 3000 college undergraduate students from
1179 US colleges and universities Young (2006) conducted a research on the
‘Effect of the Internet and Social capital on Academic performance in Korea.’ The
result showed that only the students with better academic grades spent more
time on the Internet than others. Also more than a half of the survey respondents
considered the Internet the most important information source for widespread
knowledge, wisdom, and entertainment. Suhail and Bargees (2006) indicated
that academic oriented internet usage impacts education in a positive way by
increasing communication with classmates and professors, providing easy
access to libraries and educational databases, and improving study hours and
study habits. Also, the internet is an essential part of learning for almost every
college student in United States. They are benefited by internet specifically while
conducting research, seeking new ideas and communicating with their resource
guides and friends (Jones, Johnson-Yale, Perez & Schuler, 2007).
According to a survey conducted by Matthews and Schrum (2003) at a
large public university in southeast of United States, study showed a significant
positive correlation between grade performance and perception of the Internet as
a useful academic tool. Cheng and Huang (2005), conducted a survey at a major
University, they found that using the Internet significantly correlates with the
students insight of learning as well as their job prospects.
Base on the study of Cameroon researcher Mbah (2010) students from
the University of Buea are of the view that internet have a positive impact on their
study habits, although 90% of male students support this view with regard to 73%
of female students. Data reveals that University students daily use internet to
support their studies. As such study habits are basically improving because of
wide use of the internet, hypertext, and multimedia resources (Mbah, 2010). In
the context of developing countries, Okello-Obura and Magara (2008)
investigated electronic information access and utilization at the East African
School of Library and Information Science, Makerere University, Uganda. Out of
250 targeted students, 190 responded, giving a response rate of 76%. The study
revealed that users derived a lot of benefits from academic oriented internet
usage (electronic resources) gaining access to a wider range of information and
enhanced academic performance as a result of access to quality information.
Just as computers are about to replace books (some would argue this has
already happened) as our main source of information globally, computers will
come to occupy the central position in education once occupied by books. The
Internet was initially developed by the US Defense Department and was at one
time only popular within the research community. Its ability to share information
across organizations and to interact with people at low cost has gradually enticed
other sectors to explore its use. Today, the Internet has an impact on every facet
of
our
life
including
business
operation,
education,
communication,
entertainment, social activity, shopping, and so on. Many universities around the
world are expanding their investment in information technology (IT), and
specifically the Internet, and are actively promoting Internet use. From a
student’s perspective, learning using online tools is multidimensional. It may
entail a multitude of variables such as prior student knowledge of IT, experience
in its usage, perceptions of IT usage, computer competencies, and background
demographics.
The Internet is one of the greatest recent advancement in the world of
information technology and has become a useful instrument that has fostered the
process of making the world a global village. It provides several opportunities for
the academia. It is a mechanism for information dissemination and a medium for
collaborative interaction between individuals and their computers without regard
for geographic limitation of space. The word Internet is derived from two words:
“international” and “network”. It therefore can be defined as an international
computer network of information available to the public through modem links so
internet is a worldwide system of linked computers networks. It is the world’s
largest and most widely used network. It is an international network of networks
that is a collection of hundreds of thousands of private and public networks all
over the world. There are rich and varied learning experiences available on the
Internet that would have been inconceivable just a short while ago. It has a range
of capabilities that organizations are using to exchange information internally or
to communicate externally with other organizations. The primary infrastructure for
e-commerce, e-banking, e-business, e-learning and virtual library is provided by
the Internet technology. The Internet provides several opportunities for all
academia, business organizations, the employed and the unemployed, the young
and the old. The Internet is a ‘live’ constantly ‘moving’, theoretically borderless,
potentially infinite space for the production and circulation of information. The
Internet might thus be described as a ‘sea of information’, containing texts which
are not housed between library and bookshop walls and subject areas span
across all fields of knowledge. The Internet can be used for other things besides
email. One can listen to international radio station on research and education on
the Internet, read national dailies of other countries, and talks to friends around
the global, read books and other materials on the Internet. The list of things that
can be done on the Internet is a very long one. The Internet contains more
information than the world’s largest libraries with access to the Internet one can
retrieve information from the world’s largest information database.
Since the mid-1990s, the Internet has experienced unprecedented growth
in both its size and number of users around the world (Rotsztein,
2003).According to UN-APCICT (2009), in year 2008, 56.45% of the Malaysia
residents were internet users, whilst 23.41% of Malaysian had computers.
Following the expansion of internet services in the country and the growth of
internet users, there is a prominent trend on the change of the average hours of
internet use per week. The number of users using the Internet less than 4 hours
a week is declined to 34.9% from 2005 to 2008, while the number of user using
the Internet more than 28 hours a week gradually increased to 79.8% (Malaysian
Communications and Multimedia Commission (MCMC), 2005; 2008).
In line with this, Kuh and Hu (2001) suggested that using the internet has
a strong relationship with an overall measure of student’s engagement. In a study
of “best wired campuses” (institutions that have made large investments in
technology), students reported slightly more frequent contacts with faculty and
participated more in active learning activities compare with their counterparts
attending less wired campuses. The results pointed out to a positive link between
information technology and engagement in effective educational practices. Kuh
(2001) in their study of use of data of the National Survey of Students’
Engagement (NSSE) in Indiana University Bloomington to investigate the
relationship between students use of the internet and other forms of students
engagement, found a strong positive relationship between using the internet for
educational practices such as active and collaborative learning and student
faculty interaction. When students used the internet, their opportunities for other
types of engagement increased. Adegboji and Toyo (2006) in their study on the
impact of internet on research reported that internet contributed significantly to
the ease of research through downloading materials. It is commonly believed that
researchers and students in higher education institutions are battling the problem
of inadequate and out-of-date materials. One of the ways to pursue knowledge is
through research and the internet is having a profound impact on the research
process and dissemination of information. Aseni (2016) showed that all
respondents were using the internet frequently because all faculties were well
equipped with internet services. It was revealed that the researchers of the
university were getting quality information through the internet. Fifty-five percent
of respondents searched for scientific information through the internet because
the university library has provided access to various data bases and online
journals for all the students and staff.
Other studies show that the use of technology has a positive effect on
certain cognitive areas such as the development of spatial skills and memory,
and improved reading, writing and information processing skills, but this does not
necessarily lead to better academic achievement. Heyam (2014) carried out a
meta-analysis of the use of technology, in particular social networks, with regard
to student performance, and drew two conclusions: technology and social
networks facilitate communication, socialization, coordination, collaboration and
entertainment.
Other studies have found relations between the use of technology and
factors associated to academic achievement, one such being Gil-Flores (2009)
who saw a significant link between computer usage and educational success.
This study found that high school students who use a computer at home more
often scored higher marks in math and languages. Although Internet was not a
determining factor, it at least establishes a relation between the variables.
In line with this, close to 245 million people use Internet in United States,
ranking among top ten countries in the world with highest Internet usage. Studies
have shown that more than 90 percent of college students in United States use
Internet actively, this accounts for approximately 20 million college students
(National Center for Education Statistics). Internet has become an integral part of
almost every college student, while a large fraction of college students think that
the Internet is extremely beneficial to their education, specifically conducting
research and communicating with their peers and faculty (Jones et al., 2007), a
small proportion of college students seem to experience academic problems as a
result of excessive use of the Internet (Anderson, 2001). According to the
Internet World Stats 2012, the number of Facebook users in the United States
roughly equal to 166 million (53 percent of United States population). The
amount of Facebook usage in the United States clearly provides evidence that,
one of the most commonly used purposes of the Internet is social network
websites, like Facebook and a growing other social network websites including
Twitter, MySpace, and Linkedin etc. Educators and parents of college students
are often interested in knowing the effects of online social network on their
academic performance, student development, and success (Abramson, 2011).
Research shows that Facebook is the most popular social media website.
Approximately 85 percent to 99 percent of the college students use Facebook
(Hargittai, 2007). This raises an important question about the nature of influence
Facebook usage has on academic performance of college students. A recent
survey conducted by EDUCAUSE (a non-profit organization located in Colorado,
USA) in 2011 which included 3,000 college undergraduate students from 1, 179
colleges and universities has shown that students juggle between personal and
academic interactions and learn more in online class environment (Dahlstrom et
al., 2011). While we know that a high percentage of college students use
Facebook, its use may not be the only factor that influences student’s academic
performance. Other uses of the Internet like online streaming media usage will
potentially influence a student’s academic performance (Coyne et al. 2013). The
proportion of time a college student will spend on online media (like
entertainment, music, gaming etc.) for education compared to non-education
could significantly determine the success of a student.
Another study involving high school students (Ndege & al., 2015) indicates
the positive effects of technology in boosting the potential for communication and
interaction, as well as the downside, which is that time is often wasted, leading to
less time spent on academic activities. Mishra (2014) carried out a study of
university students that analyzed the relation between the average of student
scores and the time spent searching on Internet. The results revealed a
significant negative relation in that the more time spent online, the lower the
average mark. They also found a significant positive relation between the
perception of the time students thought they needed to spend on sites with
academic information and the average mark. Türel and Toraman (2015) found
that men tend to spend more time online than women. They also concluded that
as the average mark considered to be a good pass rose, so Internet addiction
declined. So, the control should center on students who use Internet more than
three hours a day. Lepp (2015) measured the impact of cell phone use on the
average marks scored by university students, and found that the greater the cell
phone use, the lower the average. Chen & Fu (2009) concluded that online
information searching improved exam results. Other studies in Pakistan found
that Internet use had a positive effect on marks, and improved reading, writing
and information processing skills (Suhail & Bargees, 2006). Computer resources
such as games had a positive effect on spatial skills and memory, as well as
developing visual and auditory capacities, thus stimulating overall student
development ( Subrahmanyam 2001). One recurring element in the studies is the
relation between academic achievement and home computer access. On the
other hand, no link has been established between academic achievement and
computer use at the educational center (Gil-Flores, 2009). Other studies show
that students who search out information online get better marks because they
have access to more data sources and are thus better informed on the subject
(Leung & Lee, 2012). This fits with Kupczynski (2011) who studied the behavior
of students in Internet courses, finding that the most active (higher number of
online sessions) had greater educational success. Castaño (2011) highlighted
the benefits of student interaction for academic achievement, with the benefits
accruing more too online students than to those who physically attended classes.
Many believe that internet use can have positive benefits on educational
achievement while others conclude that this outcome is not so obvious (Chen &
Fu, 2009; Gil-Flores, 2009; Hunley & et al., 2005; Luaran & al., 2011; Raines,
2012; Suhail & Bargees, 2006). The variables used to measure the influence of
Internet use on academic success include student online activity for task
completion, time spent on the Internet, and access to a computer and Internet
connection at home. However, no firm conclusions are drawn on the issue since
results from other studies performed under similar conditions have been
contradictory (Antonijevic, 2007; Azizi, 2014; Ellore & al., 2014; Junco, 2015).
On the contrary, with the easy access to the Internet for a vast majority of
students on campus, the Internet is not only used by students for visiting social
network websites, but students use it for a wide variety of purposes which can be
broadly categorized into media used for education and non-education purposes.
Online media used of education purposes include students utilizing their online
time to improve their knowledge relevant to the academic interests, for example,
online homework manager, watching news and videos related to the student’s
academic courses, watching online lectures etc. The online media used for noneducation purposes are usually related to entertainment, for example, watching
movies online, listening to music online, online gaming, and watching television
channels via the Internet etc (Jacobsen & Forste, 2011).
Recent and past studies have shown negative association between
academic outcomes and the use of electronic media (includes offline and online
media usage), students would perform poorly with increased use of the electronic
media (Fox et al., 2009). Not much research has been done specifically
addressing the online media for education and non-education usage, existing
studies focuses mainly on measuring the amount of time spent on the use of the
electronic media (Jacobsen & Forste, 2011). In this research, the focus is
specifically on the amount of Time College students spend on the online media
for education and non-education usage, and its influence on academic
performance.
Even though most people agreed that the advantages of the Internet as
healthy productive activities such as students can catch up the opportunity by
surfing web-sites, engaging in chat-room, excellent tool for the research and so
on. However, many students fall behind in their studies due to excessive
investments in online relationships, which are called internet addiction (Hardie
and Tee 2007). According to the survey conducted in 2009 by American
College Health Association-National College Health Assessment (ACHANCHA), college students ranked the Internet use in the “Health Impediments to
Learning”. 19.7% of the college students reported that their internet use had
negative impacts on their previous-year academic results (ACHA-NCHA, 2009).
Consequently, students encountered obstacles in their studies, sleep (Anderson,
2001; Nalwa and Anand, 2003), and completing their assignments as well. This
problem can also influence their academic performance indirectly. Many
studies have claimed that people may use the Internet addictively and that this
can cause harmful effects on individuals, academic problems, changing their
social behavior, habits and abilities in a negative way (Young, 1996; Scherer,
1997; Kraut et al., 2002; Kubey et al., 2001; Nalwa&Anand, 2003). In spite of
the fact that the Internet could contribute a lot to students’ learning, it is vital to
scrutinize students’ internet use trend for early care taking. Due to the
mentioned consequences the effect of students’ internet usage on their
academic performance need to be addressed. Hence, the purpose of this study
is to focus on the foreign undergraduate students’ internet use in UTM, and its
impacts on academic performance.
In line with this, Graetz (2005) conducted a study on socio-economic
status of the parents of students and concluded that the socio economic
background has a great impact on student’s academic performance. It has been
main source of educational imbalance among students and students’ academic
success. Considine and Zappala (2002) also having the same views as Graetz
(2005). In their study on the influence of social and economic disadvantage in the
academic performance of school students noticed, they have stated that parents
or guardians who have social, educational and economic advantage definitely
strengthen the level of their child’s success in future.
While we know that a high percentage of college students use Facebook,
its use may not be the only factor that influences student’s academic
performance. Other uses of the Internet like online streaming media usage will
potentially influence a student’s academic performance (Coyne et al., 2013). The
proportion of time a college student will spend on online media (like
entertainment, music, gaming etc.) for education compared to non-education
could significantly determine the success of a student. Ellore, Niranjan & Brown
165 Research has also found differences in the use of the Internet and adoption
of technology along gender, racial and socioeconomic lines, this is referred to as
digital divide (Salter, 2010). Several studies in psychology have found that
increased time spent on the Internet can lead to negative impact on a person’s
ability to communicate appropriately face-to-face with friends, peers, family
members including parents (Pierce, 2009). Although limited studies have focused
on college students, none have looked at specific details like the influence of
online media for education and non-education on face-to-face communication
skills.
In terms of the effects of internet use on academic achievement, several
issues have been highlighted. For example, the study have pointed out that
students were used the internet excessively were found to stay up late at night,
which led them to feel tired at class the next day, or missed classes.
Nonetheless, they found that this behavior does not necessarily impair the
students’ academic achievement, even though they may have detrimental effects
on the learning processes. Kubey, Lavin, and Barrows’ (2001) study was
corroborated by Anderson (2001), where the sample who used internet
excessively perceived their academic work, social behavior, and sleep patterns
as being negatively affected. These students who reported an excessive use of
internet typically spent three consecutive hours on the internet, with only four
hours spent on resting and sleeping. Students who excessively use the internet
to support social networking have also reported a negative on their academic
performance. Kirschner and Karpinski (2010) found that Facebook users and
Facebook nonusers who reported a similar amount of time for Internet use were
differentiated in terms of how often they logged into Facebook. Facebook users
were found to have a lower mean GPA, and fewer hours studying per week.
Some of the Facebook users were also found to report that Facebook activities
distract them from their educational endeavors, even though they realized that
their education is supposed to be their priority. Another detrimental effect of the
internet is the use of it while in class, studying, or doing homework. These
behaviors were found to negatively affect the learning experience (Jacobsen &
Forste, 2011). Controlled internet users, on the other hand, seemed to have
better relationships with others, better academic grades, and a higher level of
academic satisfaction. On the contrary, heavy internet users are found to be
more likely to get depressed, physically-ill, lonely, and introverted. Heavy internet
users, though, were found to have a difficult time in their learning, but not
necessarily in terms of their academic achievements (Chen & Peng, 2008).
Nonetheless, the internet is not necessarily bad for students. Internet tools such
as social media were found to enhance and facilitate offline social interaction
(Jacobsen & Forste, 2011). Moreover, students who used internet purposefully to
support and enhance their learning reported a higher academic achievement.
These students frequented websites which offered subject practice. Another
approach to learning on the Internet is the availability of constructive activities,
such as publishing or programming (Lei & Zhao, 2007).
Aside from considering internet use as a determining variable, there are
other variables that may glean other types of effects. Variables such as gender,
age, learning approaches and strategies are variables which may have a bearing
on use and perception (Hoskins & Hooff, 2005). For example, internet use may
differ according to gender and culture. It has been reported that British women
were more likely to view the Internet and online tools as a means for learning,
compared to their male counterparts, who perceived the Internet as a tool for
person l use. The study also highlighted the similar perceptions cross-culturally.
For instance, British and Chinese women underestimated their ability to use
computers and the Internet. The women sample was also found to be more
willing to disclose difficulties they had when using the computer or the Internet (Li
& Kirkup, 2007). Socio-economic status may be an important variable as well.
Jackson, et al. (2006) found that low-income students who were given internet
access improved in terms of their academic achievement. The reason being the
sample was more conscientious about using a privilege that they would not be
able to afford on their own.
Conceptual framework
Input
Process
Teaching materials
used in learning
Empowerment
Technology
Effects of lack of
internet access in
the academic
performance of
STEM
Students in
E-TECH Subject
Conducted a survey
and distribution of
questionnaires to be
answer by the
respondents
Results of how the
effects of lack of
internet access affects
the academic
performance of STEM
students
Figure 1
Paradigm of the Research Study
Output
A proposal of
educational wireless
connection for those
students in school
that do not have the
ability to connect to
internet for
educational purposes
.
The conceptual framework is done to discover the effects of lack of
internet access in the academic performance of STEM students in E-ETECH
subject. This paradigm shows the relationship between the input, process, and
output.
The input contains the teaching materials used in learning Empowerment
Technology. Also the effects of lack of internet access in the academic
performance of STEM students in their E-TECH subject and how the effects of
lack of internet access affects the academic performance of STEM students. The
process shows the way in which the researchers conducted a survey through
giving of questionnaire to the respondents. The output as a result will generalize
the main goal of the research study that the researchers aimed for.
Chapter III
METHODOLOGY
Under this section, this chapter presents description of the research
design, data collection, the respondents, research instruments, and data
gathering procedure.
Research Design
In order to have an overview of the Effects of lack of internet access in
academic performance of STEM students, a qualitative approach through giving
of questionnaire to the respondents was used.
As descriptive study, the researcher gathered information and data to give
emphasize to the issue of effects of lack of internet access in the academic
performance of students. It described the area of interest adequately. In line with
the qualitative method, a questionnaire is presented and serves as the
instrument of the study. The chosen respondents are given ample time to answer
the set of questions.
In this study, the researcher enables to formulate the generalizations of
the study through the guide of the answers of each participant.
Subject of the Study
This study have respondents directly from the chosen students of STEM 11
and STEM 12 students introduced to the use of internet access in teaching
Empowerment Technology connected with their academic performance. All of the
participants will the respondents of the study.
Herein, the respondents is given time to answer the survey questionnaire.
Total number of
students
Number of respondents
29
29
STEM 11
36
36
TOTAL
65
65
Section
STEM 12
Description of Research Instrument
In the collection of data, this study provided questionnaire with set of
questions that are answered by the respondents. The questionnaires consist of
set of specific questions that determined the effects of lack of internet access in
the academic performance of STEM students in their Empowerment Technology
subject.
Data Gathering Procedure
The researchers have a direct contact with the respondents and personally
administered the research instruments. Also the discussion of the importance of
the study and accomplished the distribution of the instruments properly.
The respondents have free time to answer the given form and to avoid them
to provide unnecessary answer. Before the researchers started the survey they
first oriented the students for the survey to be organized. The researcher
conducted a room to room survey on gathering the answered questionnaires.
The researcher assures that the time they consume is the free time of the
respondents.
All the collected results were being interpreted by the researcher. The data
will be the basis or the analysis of the stud for it to be successfully done.
Data Treatment
After all the data are being gathered, the researchers tally all the answers
of the respondents. All the information gathered after answering the
questionnaire was computed and interpreted using the following formulas:
1. Frequency and Percentage Distribution
All the data are interpreted after getting the number of students who
answers the given questionnaire by the researcher and getting the percentage of
the result.
FORMULA:
Wherein:
P = percentage
= total number of students who answer the question
N = total number of respondents
2. ( Weighted Mean)
This formula is used to determine the total numbers of answer per item
over the total the number of respondents.
Formula:
Wherein:
= Weighted mean
= summation of f and x; wherein f is frequency of the answers while
x is the equivalent of every answer which is based on the given legend.
N = total number of answer in every item.
3. Average weighted mean
This formula is used to show the total number of indication presented in
the study.
Formula:
Wherein:
AWM = Average Weighted Mean
= average number of the result
N = number of indication
Likert’s Scale
This scale is used to determine if there is a significant relationship
between the lack of internet access and the academic performance of the STEM
students. Likert items are used to measure respondent’s attitudes to a particular
question or statement. One must recall that Likert-type data is ordinal data, i.e.
we can only say that one score is higher than another, not the distance between
the points.
Range
Indication
3.50-4.00
Strongly Agree
2.50-3.49
Agree
1.50-2.49
Disagree
1.00-1.49
Strongly Disagree
The researchers used the following statistical tool to make the gathered
data more valid and accurate.
Range. It is used to show the rank of every item which tells the hierarchy of each
item.
Weighted Mean. It is used to know how the respondents agree with the factors
which affect the students’ academic performance in terms of lack of internet
access.
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the result of the study by answering all the
questions found in Chapter I, Statement of the Problem (SOP), left-side heading
is the heading in each problem and the presentation of answers is in textual,
tabular and/or graphical forms.
1. Teaching materials that used by the teachers in teaching the
students Empowerment Technology
In this study the researches know the educational materials that can be
used in learning Empowerment Technology that helps in effective teaching of
the said subject. It also shows how the teaching materials are frequently used
by the teachers in teaching the students Empowerment Technology.
Table 1
Teaching materials used by the teachers in teaching the students
Empowerment Technology
I.
Weighted
Item
Mean
Indicator
Rank
1. Internet Access
1.44
Never
10
2. Hand-outs/Books
2.86
Often
3
3. Computers
2.28
Sometimes
6
4. Non-electronic visuals
2.56
Often
4
5. Projectors/TV
3.05
Often
2
6. Curriculum Guide
3.53
Always
1
7. Software Applications
2.55
Often
5
8. Educational websites
1.55
Sometimes
9
9. Manila Paper visual aids
1.70
Sometimes
7
10. Flash cards
1.67
Sometimes
8
2.34
Sometimes
Composite Mean
This Table 1 shows the teaching materials used by the teachers in
teaching the students Empowerment Technology with its weighted mean,
indicator and rank.
Based on the tabulated findings of the survey, it is clear that curriculum
guide ranked as first and has an average weighted mean of 3.53, verbal
interpretation of always. This is an implication that curriculum guide are
always
used
teaching
and
learning
Mataasnakahoy Senior High School.
Empowerment
Technology
in
Next is the item that ranks in second which is the projectors/TV and have
an average weighted mean of 3.05 and verbal interpretation of often used.
This gives an implication that projectors/TV are often used by the teachers in
teaching the students Empowerment Technology.
Third is the item which is hand-outs/books that have an average weighted
mean of 2.86 and have verbal interpretation of often used. This gives an
implication that hand-outs/books are often used by the teachers in teaching
the students Empowerment Technology.
Then the item that ranks as fourth is the non-electronic visuals and have
an average weighted mean of 2.56 and verbal interpretation of often used.
This gives an implication that noon-electronic visual are often used by the
teachers in teaching the students Empowerment Technology.
Fifth is the item which is the software application and have an average
weighted mean of 2.55 and verbal interpretation of often used. This gives an
implication that software applications are often used by the teachers in
teaching the students Empowerment Technology.
Sixth is the item which is computers and have an average weighted mean
of 2.28 and verbal interpretation of sometimes used. This gives an implication
that computers are sometimes used by the teachers in teaching the students
Empowerment Technology.
Next is the item that ranks in seventh which is the manila paper visual aids
and have an average weighted mean of 1.70 and verbal interpretation of
sometimes used. This gives an implication that Manila paper visual aids are
sometimes used by the teachers in teaching the students Empowerment
Technology.
Then the item that ranks in eight is the flash cards and have an average
weighted mean of 1.67 and verbal interpretation of sometimes used. This
gives an implication that flashcards are sometimes used by the teachers in
teaching the students Empowerment Technology.
Ninth is item which is educational websites and have an average weighted
mean of 1.55 and verbal interpretation of sometimes used. This gives an
implication that educational websites are sometimes used by the teachers in
teaching the students Empowerment Technology.
For the item that ranks as the lowest is the internet access and have an
average weighted mean of 1.44 and verbal interpretation of never used. It is
an implication that internet access is never used by the teachers in teaching
the students Empowerment Technology.
Table 2
Effects of lack of Internet Access in the Academic Performance in STEM
Students in learning E-TECH
II.
If there is no internet access at
home
Weighted
Mean
Indicator
Rank
1. I cannot do my homework.
2.68
Agree
9
2. I do not have access in lessons sent
through messenger.
2.93
Agree
7
3.15
Agree
1
3.07
Agree
3
2.95
Agree
6
6. I cannot perform well in class during
discussions compared to those with
internet access.
2.50
Agree
10
7. I cannot do advance studying.
2.98
Agree
5
8. I can’t review the lessons that I did not
understand.
2.86
Agree
8
3.06
Agree
4
3.09
Agree
2
3. I can’t gather information easily about
Empowerment Technology.
4. I cannot search for relevant ideas when
making activities.
5. I cannot watch video tutorial
Empowerment Technology topics.
son
9. I am not updated with the topics on our
online group.
10. It lessens my inquisitive thinking to learn
something new.
Composite Mean
2.93
Agree
This Table 2 shows the effects of lack of internet access in the academic
performance of STEM students in their Empowerment Technology subject. It
contains the weighted mean, verbal interpretation and the rank per item.
As shown in the table, it is clear that the item that rank highest is the item
that states I can’t gather information easily about Empowerment Technology
which have an average weighted mean of 3.15 and verbal interpretation of agree.
According to the study, the academic community has undergone profound
transformation during these years, assuming new dimensions influenced by
technology-driven applications. The Internet is a priceless source of information
for students and a tool to enhance their productivity (Metzger, Flanagin & Zwarun
2003). It is an implication that without the use of internet it limits the resources of
reference of the students.
Likewise, the items it lessens my inquisitive thinking to learn something
new and I cannot search for relevant ideas when making activities are the items
ranked in second and third which have an average weighted mean of 3.09 and
3.07 and both have a verbal interpretation of agree. Based on the study of Jones
(2002), it is said that Internet was described as a ‘sea of information’, containing
texts which are not housed between library and bookshop walls and subject
areas span across all fields of knowledge. It is an implication that access to
internet plays a big role in studying and helps the students to excel in school.
Next is the item that rank in fourth which is the item that states I am not
updated with the topics on our online group and have an average weighted mean
of 3.06 and verbal interpretation of agree. Suhail and Bargees (2006) reported
some benefits of the internet access for college students. They indicated that the
internet usage impacts education in a positive way by increasing communication
with classmates and professors, increasing access to libraries and educational
databases, and improving study hours and study habits. This gives an implication
that internet access is beneficial to a student to help them in their studies.
Then the item ranked in fifth is the item that states I cannot do advance
studying and have an average weighted mean of 2.98 and verbal interpretation of
agree. According to Angrist and Lavy (2002), at a basic level, Internet use
denotes a certain amount of technical savvy which emanates from a student
actually learning a new skill – this alone can translate into higher grades. This is
an implication that internet access is a tool to increase the performance of
students in school.
The item that states I cannot watch video tutorial in Empowerment
Technology topics ranked in sixth that have an average weighted mean of 2.95
and verbal interpretation of agree. Based on a research, most people agreed that
the advantages of the Internet as healthy productive activities such as students
can catch up the opportunity by surfing web-sites, engaging in chat-room,
excellent tool for the research and watching video related to their studies (Young,
2000).
While the items I do not have access in lessons sent through messenger
and I can’t review the lessons that I did not understand ranked in seventh and
eighth and have an average weighted mean of 2.93 and 2.86 that have a verbal
interpretation of agree. The survey showed that students used the internet for
personal use and academic discourse while students also felt that cyber
classrooms empowered students to learn more compared to the conventional
classroom methods (Dahlstrom, Boor, Grunwald &Vockley, 2011). It gives an
implication that access to internet is one of the factors why students perform well
in class and the reason why they got high grades.
The item that states I cannot do my homework ranked in ninth and have
an average weighted mean of 2.68 and verbal interpretation of agree. Acoording
to the study, consequently, students encountered obstacles in their studies,
sleep and completing their assignments as well. This problem can also influence
their academic performance indirectly (Anderson, 2001).
Then the item that ranked as lowest is the item that states I cannot
perform well in class during discussions compared to those with internet access
which have an average weighted mean of 2.50 and verbal interpretation of agree.
Related to a study, another detrimental effect of the internet is the use of it while
in class, studying, or doing homework. These behaviors were found to negatively
affect the learning experience (Jacobsen & Forste, 2011). This gives an
implication that usage of internet should be limited because it might also become
the reason why students’ performance decline.
Table 3
Effects of lack of Internet Access that affects the Academic
Performance in STEM Students in learning E-TECH
Weighted
Mean
Indicator
Rank
1. I can’t relate to the discussions.
2.62
Agree
2
2. I got low performance in our recitation.
2.52
Agree
4
3. I gained low scores in our quizzes.
2.51
Agree
5
4. I passed my projects beyond the given
deadline.
2.69
Agree
1
2.55
Agree
3
III.
The effects of lack of internet
access that affects my academic
performance.
5. I got low performance during practical
activities.
Composite Mean
2.57
Agree
The Table 3 shows how the effects of lack of internet access affect the
academic performance of STEM students in their Empowerment Technology
subject.
It is clear on the results that item that states I passed my projects beyond
the given deadline have the highest average weighted mean of 2.69 and verbal
interpretation of agree. It is an implication that without internet access it affects
the tasks of the students and tends to pass late.
Next are the items ranked in second and third which are the items that
states I can’t relate to the discussions and I got low performance during practical
activities which have an average weighted mean of 2.62 and 2.55 and verbal
interpretation of agree. According to a survey conducted by Matthews and
Schrum (2003) at a large public university in southeast of United States, study
showed a significant positive correlation between grade performance and
perception of the Internet as a useful academic tool. It is an implication that
internet access is an effective tool in learning Empowerment Technology.
Then the item that states I got low performance in our recitation is ranked
in fourth and has an average weighted mean of 2.52 and verbal interpretation of
agree. In contrast to the study, academic related problems includes decline in
study habits, drastic drop in grades, missing classes and poor integration in
extracurricular activities (Akhter, 2013). It is an implication that internet access
should be wisely used to enhance their study habits for them to be able to got
high grades in school.
Last is the item that ranked as the lowest which is the item that states I
gained low scores in our quizzes and have an average weighted mean of 2.51
and verbal interpretation of agree. Controlled internet users, on the other hand,
seemed to have better relationships with others, better academic grades, and a
higher level of academic satisfaction. On the contrary, heavy internet users are
found to be more likely to get depressed, physically-ill, lonely, and introverted.
Heavy internet users, though, were found to have a difficult time in their learning,
but not necessarily in terms of their academic achievements (Chen & Peng,
2008). This gives an implication that internet helps in the academic performance
of students.
CHAPTER V
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This
chapter
presents
the
summary,
findings,
conclusions,
and
recommendations of the study.
Summary of Findings
This study aimed to identify the effects of lack of internet access in the
academic performance of STEM students in their Empowerment Technology
subject, with the end view of presenting the importance of internet access and
how did it helps to improve students’ academic performance.
Specifically, it sought answers for:
1. What are the teaching materials that can be used in learning Empowerment
Technology?
2. What are the effects of lack of internet access to the academic performance
of STEM students in their Empowerment Technology Subject?
3. how does the effects of lack of internet access affects the academic
performance of STEM students in their Empowerment Technology subject?
4. Based on the results of the study, what possible output may resolve the
problem in lack of internet access ?
This study made used of qualitative method to identify the effects of lack
of internet access to the academic performance of STEm students in their
Empowerment Technology subject. The researchers used the population of
Grade 12 STEM and Grade 11 STEM class with total of 65 as participants. The
data are gathered through the use of questionnaires.
Findings
The following were the findings of the study:
1. Teaching materials that are used by the teachers in teaching the
students Empowerment Technology.
Based on the results, 4 teaching are often used includes the handouts/books, non-electronic visuals, projectors/TV, and software application. Also
4 teaching materials are sometimes used consisting of computers, educational
websites, manila paper visual aids, and flash cards. While out of 10 teaching
materials, curriculum guide is the only one which is always used. Then internet
access is the only teaching materials that is never used by the teacher in
teaching Empowerment Technology..
2. Effects of lack of internet access to the academic performance of
STEM students in their Empowerment technology subject.
Based on the findings of the researchers, the item that rank as the highest
is the item that states I can’t gather information easily about Empowerment
Technology which have an average weighted mean of 3.15. Which give an
implication that internet access is really a sea of information. While the item
that ranked as the least is the item that states that I cannot perform well in
class during discussions compared to those with internet access which have
an average weighted mean of 2.50. in addition all the participants gives a
verbal interpretation of agree to all the statements.
3. Effects of lack of internet access that affects the academic performance
of TSEM students in their Empowerment Technology subject.
Out of the 5 statements given by the researchers to the participants, the
item that states I passed my projects beyond the given deadline have the highest
average weighted mean of 2.69. While the item that ranked as the least is the
item that states I gained low scores in our quizzes and have an average
weighted mean of 2.51. As a summary, all of the participants agree with the
statements on the questionnaire.
4. Proposed Project for the Students
The researchers proposed a project that will help them to have a free
access to internet at school. This project aims to have a free internet access at
school that will be used by the students with regards to their studies. The said
project proposal will benefit every student at MAtaasnakahoy Senior High School
and through this project it will help the students to excel academically.
Conclusions
Based on the results of the study, the researchers present the following
conclusion:
1. Out of 10 teaching materials, internet access is the only teaching
tool is never used by the teacher in teaching Empowerment
Technology. Since internet helps a lot specially in terms of wide
information.
2. The effects of lack of internet access to the academic performance
of STEM students in their Empowerment Technology are all
experienced by the STEM students in Mataasnakahoy Senior High
School.
3. For the effects of lack of internet access, based on the results it
really affects the academic performance of STEM students that
causes them to attain low grades and low performance at school.
4. The researchers proposed a project about electronic library which
will provide the students needs in terms of information and it will
help them to perform well in their Empowerment Technology
subject.
Recommendations
The researchers recommend to the students, teachers, parents,
curriculum planner and to the other researchers the following:
For the Department of Education, to raise a fund that will support the
proposed project of the researchers that will provide solution to the lack of
internet access that may use for educational purpose.
For the teachers, help in promoting the project for the students to be more
globally competitive. It is because internet is also a tool for communicating and
mostly used in studying.
For the students, used wisely the internet and used it only with regards to
your study. Because internet can be a tool to excel academically.
For the future researchers, it is recommendable to elaborate more the
effects of lack of internet access to the academic performance of STEM students
in their Empowerment Technology but as a respect to legal owner
current research put citation.
of
the