Quantitative research examples for students in the philippines
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www.theinternationaljournal.org> RJS S M : Volume: 0 7 , Number: 1 0 , February 2018 Page 78 Productivity Of The Senior High School Students Using The Internet Mathea M. Baguia Professor, Graduate School, University of the Visayas, Cebu, Philippines Jerald Cano-OG Moneva Professor, Graduate School, University of the Visayas, Cebu, Philippines Abstract The continuous development of technology corresponds to the constant of growth of body of scientificinventions and discovery including the internet. Using the quantitative survey research design and involving the extent of student learning in the senior high with complete enumeration, out of 212 students invited to participate, 183 senior high students who responded to the survey. Questions were formulated based on the facts gathered about the impact in terms of productivity of the senior high school learners using internet data knowing the limited computer hardware connected to the internet.The data collected from the questionnaire are reviewed and tabulated for analysis. Most of the students went to the Internet café to do internet browsing for some important information. Students’ productivity in using Internet for both academic and non-academic purposes is interesting survey to learn about for monitoring and evaluation of the performance of the students using the internet. Student productivity in school indicates a teacher concern for maximization of learning while teachers guide students the use of internet in relation to their lesson. Keywords: Internet mobile Data, Senior High Schools, Student Productivity, Rationale The evolution of technology corresponds to the development of growing body of scientificdiscoveries more particular with. Internet, a network that connects computer to any network plays a significant role specifically to students in terms of academic performance. It is necessary today as data and information are one click away and lessons are best learned through it.Polat, Khannanov, Morentin, Orbegozo and Moisseeva (2013) described internet as a worldwide telecommunication systems are unitedby thousands of different computer networks characterized by the numerous of organizational structure, communication paths, and protocols, rules and standards involving exchange of data by one or more computers.Selinger, Sepulveda and Buchan (2013) stated thatintelligent networks across education are very essential in connecting with the unconnected. To avail for internet connection, Sharma (2014) said that the wireless technology can provide the people with many advantages including portability, flexibility, improved productivity, lower installation cost and many more. Veena (2015) identified smartphones, laptops and tablets can be used for a wireless network advantage to access to a tremendous different of information. Kerry et al. (2000) in the Web-based Education Commission in the United States reported that internet can make more individuals access knowledge to learn in new and different ways. Lehr and McKnight (2002 noted that the explosion of both the internet and cellular phones have paralleled with the growth of telecommunications. Muniandy and Sains Malaysia (2010) pointed out that internet has grown exponentially over the years and became the foremost source of fat information dissemination to a massive audience, transcending the limitation of space and time.Dogruer, Eyyam and Menevis (2011) stated that majority of students believed that internet is an educational tool. Eventually, Russel (2009) mentioned that many have become dependents on computer, text messaging, e-mail, and immediate access to the ocean of information. Mehmood and Taswir (2013) stated social networking sites makes E-learning was an important tool for learners to engage students in an online social interaction leading to the formation of e-communities, chatting, blogging, etc.Dogruer,Eyyam andMenevis(2011) described it as easy and efficient in social websites for sharing knowledge and communication, sources of information, download important files and pictures, use electronic dictionaries and encyclopedias and translation tools to aid them in their academic tasksAccording to Jindal (2016), it is becoming an important aspect ofeducation. To the corporate world, Singson and Rajesh (2002) introduced a new challenge to traditionally manage corporate and networks.
www.theinternationaljournal.org> RJS S M : Volume: 0 7 , Number: 1 0 , February 2018 Page 79 Consequently, this study was created to determine the significance , if ever, of the association of Internet productivity and academic performance of the bonafide Senior High School students of the identified public school. Statement Of The Problem This study aims to assess the Internet Productivity of Senior High School Students of to the level of productivity and proper usage of the students in terms of level of internet usage skills, usage of internet for academic purposes, information search and quality-learning in association with average grade of the students. Review Related Literature Kerry et al (2000)considered the Internet not a panacea to the challenges in education thoughstudent empowerment and intellectual capacity and skills elevation each individual. The worldwide interaction has been paved by birth of wireless technologies (Veena, 2015). In particular, WIFI has a tremendously contributed to student connection and access to information (Singson and Rajesh, 2002) important tool for learners (Lehr and McKnight, 2002);with the identification of the main benefits of the internet namely communication and information which is believed to the improvement of the quality of education with introduction of the web browser, in the classroom.. Muniandy&Sains Malaysia (2010) but both positively and negatively influenced for education and non – education purposes like academic performance (Ellore, Niranjan and Brown, 2014); broaden academic knowledge of the students through accessing to the global information easily including social communication to their academic community, retrieval of information for research and assignments, inter-social – inter-racial interaction and entertainment (Siraj et al., 2015) On other hand, predictors likeInternet experience, knowledge, self – efficacy, perceived ease of use and usefulness, enjoyment and intention (Wei and Zhang, 2008), similarly students’ computer knowledge and perceived usefulness and flexibility of distance education predict student satisfaction in a classroom technology and success in an online learning settings (Sahin, and Shelley, 2008), are indicators of the continued use of internet but needed academic oriented interest utilization to confine to the specific use of the Internet for academic purposes like to do research, assignments, classroom tasks, home works and class presentations (Dorji, 2015) paralleled with teacher’s direction to ensure positive influence on student behaviors like to use the internet for leisure activity or doing their lessons or school assignments (YÕlmaza and Orhana, 2010), furthered that students use internet more likely for entertainment while teachers used for higher studies and academics(Jindal, 2016). On the contrary, Internet-based instruction did not alter the student learning outcomes though paradigm has to be shifted (Whattananarong, 2013) and learners’ program and training to the use of technology, installation of better equipment for higher signal and supplication of towering bandwidth to facilitate the learners(Veena, 2015) since there are students and even teachers who do not know blogging, browsing for educational journals and use of e-learning portals (Dogruer,Eyyam andMenevis, 2011). Nevertheless, issues like apprehension and utility in the adoption of technologies in public social settings are inevitable (Ylipulli, Suopajärvi, Timo, Ojala, Kostakos and Kukka,2014). Research Methodology Design, locale, respondents and sampling This research used quantitative approach descriptive survey which involves analyzing and interpreting the different data gathered to discover the extent of student productivity in their lessons with use of the internet.Questionnaire was used to gather data from, students on every grade level and strand of the senior high school. With complete enumeration, but out of 212, there were 183 senior high students who responded to the survey. Instrument The research adapted and modified the questionnaireof Muniandy and Sains Malaysia (2010). The questionnaire consists of five sections: (i)Level of internet usage data skills (ii)Usage of Internet Data for Academic Purposes (iii) Method of information data search and (iv) Quality of learning using
www.theinternationaljournal.org> RJS S M : Volume: 0 7 , Number: 1 0 , February 2018 Page 80 internet which can observed in the presentation of data in next pages Data gathering and analysis The researchers gave the questionnaire to the respondents and supervised while the respondents were answering the questionnaire for easy acquisition and ready to answer concerns and clarification of a certain question. In collecting the data, the researchers tallied the respondents’ rated on their levels, methods and activities in using Internet productivity. The researchers get the weighted mean of each category, tallied each weighted mean of each respondent against his/her average academic grade, treated statistically and interpreted each. Ethical considerations The ethical consideration is considered in order to protect respondents’ dignity, safety, respect and researchers’ credibility throughout the study. The research respondents’ privacies were highly protected and the data gathered from them were held with utmost level of confidentiality to avoid biases, privacy invasion, and misleading information. The use of offensive and cliché languages was totally avoided in the formulation of questionnaires. In similar way, researchers acknowledged completely the work of authors used in any part of the study with the use of APA citation and referencing system to ensure plagiarism is holistically avoided in the research work. Presentation, Analysis And Interpretation Of Data Table 1. : Level of Internet Usage Data Skills Level Weighted Mean Interpretation storage of information 2.90 Sometimes communication 3.11 Sometimes online interactive learning 3.16 Sometimes online research works 3.37 Sometimes new software application use 3.15 Sometimes improvement interest in learning 3.58 Often Overall Weighted Mean 3.21 Sometimes ` This table shows the level of internet usage skills. The top three highest weighted means shown on the table are improve interest in learning with 3.58, online research with 3.37, and online interactive learning with 3.16. General weighted mean “sometimes” indicated that internet actually has become a substitute for bulky printed materials but access has been too limited due to expensive subscription fee or daily prepaid load expenses. It is still important to students since it helps to develop their online interactive learning, breaks the communication barriers and innovates the new world among the students. Table 2 : Usage of Internet Data for Academic Purposes Activities Weighted Mean Interpretation finding books in the library 2.39 Rarely finding latest information about the university 2.42 Rarely finding information from websites 3.54 Often downloading software 2.97 Sometimes download notes 3.03 Sometimes find articles from journals 3.15 Sometimes communicate with lectures 3.25 Sometimes communicate with friends and other students 4.00 Often contribute ideas 3.43 Often upload file/documents 3.42 Often Overall Weighted Mean 3.16 Sometimes 16
www.theinternationaljournal.org> RJS S M : Volume: 0 7 , Number: 1 0 , February 2018 Page 81 The table above shows the usage of Internet for academic purposes of the senior high students. When the respondents were asked, in general, students considered cellular phones primarily used for communication with friends and other students. Using the internet as a tool for education has not been maximized. Most likely similar reason of daily finances of the students in subscribing internet through phone or using the mobile data, students access the internet “sometimes”. Evidently observable among the respondents of the study, students more likely use social media as a sort of fillers during student idle times or subtle moments. Some have made it even a pastime activity. Table 3. Method of Information Data Search Method Weighted Mean Interpretation search engines (google, yahoo) 4.03 Often search web pages (home page) 3.47 Often subject directory (ProQuest) 2.76 Sometimes university e-learning resources 2.57 Rarely university web resources (library) 2.58 Rarely university library publications 2.32 Rarely Overall Weighted Mean 2.96 Sometimes The table above shows the method of Information search of the senior high students. Undeniably, students are more familiar with search engines but not much with other information method search. Incline with the statement of Dogruer,Eyyam andMenevis (2011) students and even teachers who do not know blogging, browsing for educational journals and use of e-learning portals Table 4. Quality of Learning Through Internet Mobile Data Statements Weighted Mean Interpretation I learn on my own at anytime. 3.44 Often The quality of my work increases. 3.28 Sometimes My reading as always up to date. 3.17 Sometimes The quality of information increases. 3.35 Often I can obtain references from around the world. 3.06 Sometimes I am at par with students around the world. 3.02 Sometimes Overall Weighted Mean 3.22 Sometimes The table above shows Quality of Learning through Internet of the senior high students. Through internet, students learned to be independent and versatile on their own. In working on their own with Internet, they learn more things, the quality of the respondent’s work increases making them flexible to any condition and the quality of information increases which made respondents sensitive to any information in the Internet but students seemingly missed the global arena where sharing of ideas, information and knowledge has been there. This intends that the quality of learning through Internet of respondents. Senior high school department has limitations in terms of learning through reading updates, referencing from around the world. On the other hand, daily lessons are subjected to contextualization–localization approach so that learners can find theoretical–conceptual lessons for real in their locality and the need for internet becomes unnecessary.
www.theinternationaljournal.org> RJS S M : Volume: 0 7 , Number: 1 0 , February 2018 Page 82 Table 5. Level of Internet Usage Skills and Academic Performance Level of Internet Usage Skills F S VS A Total Never 0 0 0 0 0 Rarely 5 8 5 3 21 Sometimes 22 34 20 9 85 Often 11 20 18 10 59 Always 4 3 7 4 18 Total: 42 65 50 26 183 Legend: Fairly (F;80 and below) Satisfactory (S;81-85) Very Satisfactory (VS;86-90) Advanced (A;91and above) The table above shows the level of Internet data usage skills of the students. The frequency of the students saturates from satisfactory-sometimes to very satisfactory-often. This data reflects that most of students are in the average level of intellect and performance as well as in the skills of using the internet which entails a more room for improvement of the students. Table 6. Usage of Internet Mobile for Academic Purposes and Academic Performance Levels F S VS A Total Never 0 0 0 0 0 Rarely 12 8 10 4 34 Sometimes 27 41 19 15 102 Often 9 9 14 6 38 Always 1 5 1 2 9 Total: 49 63 44 27 183 Legend: Fairly (F;80 below) Satisfactory (S;81-85) Very Satisfactory (VS;86-90) Advanced (A;91 above) The table above shows the Usage of Internet Mobile for Academic Purposes and Academic Performance indicating that most of the students fall the usage of interne mobile data at “sometimes” for several students regardless of the level of academic performance. Anyways, normally, lessons require internet browsing sometimes. Evidently, a student(2017) said “tagsaramagamitang mobile data para pagresearchug assignment or leksiyon. (internet browsing for a lesson or assignment is done sometimes, translation)”. Table 7. Methods of Information Search and Academic Performance Methods of Information Search F S VS A Total Never 0 0 0 0 0 Rarely 14 18 16 2 50 Sometimes 18 37 21 17 93 Often 16 4 13 7 40 Always 0 0 0 0 0 Total: 48 59 50 26 183 Legend: Fairly (F;80 below) Satisfactory (S;81-85) Very Satisfactory (VS;86-90) Advanced (A;91 above) The table above shows method of internet information search of the Senior High School students.Hence, teachers use learning instructions conventional approach for literacy, methods of
www.theinternationaljournal.org> RJS S M : Volume: 0 7 , Number: 1 0 , February 2018 Page 83 information search saturates from “rarely” to “sometimes” and diminished to “often”. As one of the students (Student, personal interview, 2017) said that there is not much to choose of the methods in doing some internet browsing. Table 8. Level of Quality of Learning of the Learners and Academic Performance Level of Quality of Learning of the Learners F S VS A Total Never 0 0 0 0 0 Rarely 8 8 10 4 30 Sometimes 30 32 26 16 104 Often 8 20 13 8 49 Always 0 0 0 0 0 Total: 46 60 49 28 183 Legend: Fairly (F;80 below) Satisfactory (S;81-85) Very Satisfactory (VS;86-90) Advanced (A;91 above) The table above shows a little increasing trend of student quality of learning. Respondents use internet but are more on non–academically related activities and generally, the quality of learning of the students is tagged “sometimes”. It expresses that teachers as well as students have something more to do in order to increase quality of learning through the use of internet not only through mobile data of the cellular phones but most ideally using better hardware and steady internet connection in school. . Table 9. THE SUMMARY OF RESULTS: Association of Level of Academic Performance and Students Internet Productivity Categories X 2 Df X 2 (.05) Decision` Interpretation Level of internet usage data skills 4.33 9 16.919 Failed to reject Not significant Usage of Internet Mobile for Academic Purposes 7.93 9 16.919 Failed to reject Not significant Methods of information search 15.83 6 12.592 Reject Significant Level of quality of learning of through internet mobile data 17.48 6 12.592 Reject Significant The table shows the computed value X 2 (4.33) is less than the critical value X 2.05,9 (16.919) so not significant. This could have been due to limited hardware for student utilization so that maximization of computer hardware and software use was not completely achieved. Student who can afford advanced gadget or android phones for internet connectivity through mobile data is the prevalent circumstances in school. According to Laurillard (1992) postulated that computer-based learning can increase understanding of theoretical and critical concepts. Likewise,Muniandy (2010) noted that students often used Wi-Fi or laptop as a tool in searching information for educational purposes. The second row shows the value of the chi square which is X 2 (7.93). The X 2 (7.93) is less than the critical value X 2.05,9 (16.919) so not significant. They only use those activities whenever it is needed to. Wherefore, there is no significance association between the students’ activities in finding information in the library, websites etc. and to their academic performance because they rarely do those activities if needed to and most of the students’ activities are not internet or computer–based. In addition, Muniandyand SainaMalaysia(2010) reported that the students have never uploaded files to the Internet, thus students are play more as users of information, but not as sharer of ideas. The third row shows the computed value X 2 (15.83) in students’ methods of information is
www.theinternationaljournal.org> RJS S M : Volume: 0 7 , Number: 1 0 , February 2018 Page 84 greater than the critical value X 2.05 , 6 (12.592), thus, there is significant association between the students’ methods of information search and academic performance to aid studies and to do assignments in the Internet than to use their stock knowledge since there are preferable search engines for students to accomplish assignments or studies. In accordance toGeorge, Bright, Hurlbert, Linke, St. Clair, and Stein (2006) reported that information search at the university is basically through Internet and Intranet facilitiesin which students generally do Google search (73%), find web pages (68%), journals (50%), citation chaining (48%), and other general searching (47%). Likewise, Muniandyand Sains Malaysia(2010) said that there is a tendency for students to search from search engines such as Yahoo and Google, use certain web pages but rarely the use of academic databases and university’s e- learning resources, web resources and library publications.. Lastly, the fourth row shows the computed value, X 2 (17.48) is greater than the critical value X 2.05,6 (12.592), thus, there is a significant association between the students’ academic grades and to their level of quality in learning because they can learn on their own any time and obtain references for their research studies, assignments and so on through searching in the Internet. This suggests that students should be guided properly and they should channel their studies through the net. As stated in the study of Dorji (2015), there is significant relationship between dependent variable-academic performance and independent variable-academic oriented internet utilization such as searching for information, internet as a reliable academic source and most academic task and assignments. Conclusion The usage of internet does not usually improve interest in learning and the skills of finding information do not indicate association with the academic performances of students.Students perform only these activities if needed and find information through internet if necessary. However, it is high as associated with their academic performance and productivity.Taswir and Mehmood (2013) said that the students, in general gave a more scoring response to using online networks to write their class assignments and by that, students have started using social networks for academic purposes However, Internet productivity of the students is still in a dynamic phase knowing that the availability of internet in school is very limited so that students intent to use data of their cellular phone as the most accessible and the easiest to connect with internet than visiting the internet café and school computer laboratory. Supporting student learning activities requires complicated process and sophisticated protocol. Maximization of the use of the internet for academic and non- academic purposes requires teacher guidance and student subservience to teachers to be doing the proper and right utilization of the internet to ensure quality education. References: Dogruer, N.,Eyyam, R. & Menevis, E.I. (2011).The use of the internet for educational purposes. Procedia - Social and Behavioral Sciences28( 2011), 606-611. https://doi.org/10.1016/j.sbspro.2011.11.115 Dorji, L. (2015). The impact of internet on academic performance of the students at the tertiary level of education in bhutan. Royal Institute of Management, Bhutan.University Dissertation. http://202.144.157.211:8080/jspui/bitstream/1/189/1/Leki%20dorji.pdf Ellore, S., Niranjan, S., and Brown, U. (2014).The influence of internet usage on academic performance and face-to-face communication.Journal of Psychology and Behavioral Science, 2(2), 163-186. http://jpbsnet.com/journals/jpbs/Vol_2_No_2_June_2014/10.pdf George, C., Bright, A., Hurlbert, T., Linke, E.C., St. Clair, G. & Stein, J. (2006). Scholarly use of information: graduate students' information seeking behaviourInformation Research, 11(4) paper 272 [Available at http://InformationR.net/ir/11-4/paper272.html
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www.theinternationaljournal.org> RJS S M : Volume: 0 7 , Number: 1 0 , February 2018 Page 86 Siraj, H., Salam, A., Nurul A., Hasan, B., Tan, H.J, Raihanah, B., Roslan, M., Nazam, B. &Othman. (2015). Internet usage and academic performance: A study in a malaysian public university. International Medical Journal, 22(2). 83- 86.https://www.researchgate.net/publication/275833912_Internet_Usage_and_Academic_Performance _A_Study_in_a_Malaysian_Public_University Veena G (2015).Perception and Usage of Wi-Fi Infrastructure among Students Community.International Journal of Academic Library and Information Science , 3(11), 336-341. DOI: 10.14662/IJALIS2015.060 Whattananarong, K. (2013). The effects of internet-based teaching and learning systems on learners. King Mongkut’s Institute of Technology North Bangkok..http://www.seameo.org/vl/internet04/internet.pdf Wei, L & Zhang, M.(2008). The impact of Internet knowledge on college students' intention to continue to use the Internet.Information Research, 13(3), 348.http://www.informationr.net/ir/13- 3/paper348.html Ylipulli, J., Suopajärvi, T., Timo, Ojala, T., Kostakos, V. &Kukka , H. (2014). Municipal wifi and interactive displays: Appropriation of new technologies in public urban spaces. Technological Forecasting and Social Change, 89(2014), 145-160. ScienceDirect: Elsevier Inc. https://dx.doi.org/10.1016/j.techfore.2013.08.037 YÕlmaza, M.B. &Orhana, F.(2010). The use of Internet by high school students for educational purposes in respect to their learning approaches. Procedia Social and Behavioral Sciences 2, 2143– 2150. doi:10.1016/j.sbspro.2010.03.296 |
