PERCEIVED INFLUENCE OF SOCIAL NETWORKING
21
PERCEIVED INFLUENCE OF SOCIAL NETWORKING SITE ON THE
ACADEMIC PERFORMANCE OF THE GRADE 10 STUDENTS
OF EVSU SLS AY 2016-2017
An Undergraduate
Thesis Proposal Presented to
the Faculty of the College of Education
Eastern Visayas State University
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Science in Industrial Education
and BT- HELE
CLAUDELYN P. LACABA
AMIEL N. DUMPANG
ESEL O. LICARDO
March 2016
22
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
The profile of the respondents, their personal answer to each question and the
perception of the respondents about the impact of social networking are presented in this
chapterThe student-respondents participated as illustrated in Table 1, the personal profile;
Table 2 showed the data gathered as a result of respondents’ response confirming their
preferred choice of social network content; Table 3 are the data processed about the
Perceived Effect of Social Networking to their academic achievements; and Table 4
showed the ANOVA Coefficient f as a result of testing the overall MEANS which
suggested the significant difference between the academic achievements affected by
Social Networking activities.
Table 1
Personal Profile
PROFILE
FREQUENCY
PERCENTAGE
25
3
1
28
89.28
10.71
3.57
100
15
13
28
53.57
46.42
100
9
14
3
2
0
28
32.14
50.00
10.71
7.14
0.00
100
AGE
14-15 yrs old
16-17 yrs old
18-above
Total
SEX
Male
Female
Total
Academic
Performance/Achievements
Poor
Fair
Average
Above Average
Excellent
Total
23
Table 1 in the preceding page showed that out of twenty eight respondents, twenty
five (25) or
89.28% are 14-15 yrs old,16-17 yrs old respondents posted three (3)
participants or 10.71%; and 18-above one (1) or 3.57% respondent.
The twenty eight respondents are participated by fifteen (15) Males or 53.57% of
the total respondents; and thirteen (13) or 46.42% of the respondents are Females.
Academic Performance/Achievements of the respondents, nine (9) or
32.14%
students are Poor performer/achievers; fourteen (14) or 50% are Fair; three (3) or 10.71%
are Average; and two (2) or 7.14% are Above Average performer/achievers.
Table 2 showed the student-respondents’ Preferred Choice of Social Network
Contents and Interaction. Most of the students, thirteen (13) or 46.42% of the total twenty
eight (28) respondents spent at least or less than one hour in social networking; ten (10)
or 35.71% among them spent 3-4 hours of their free time in studying.
Nineteen (19) students or 67.85% preferred “Sports” content; three (3) or 10.71%
of the students spent hours in “Lifestyle” and two (2) each or 7.41% for “Celebrity,”
“Religious.” “Articles“ and “News”.
“Friends (personally knowns” are the most people whom the students interacted
with, followed by “Classmates” with fourteen (14) or 50% and ten (10) or 35.71%,
respectively.
There is only One (1) student or 3.57% of the total respondents who interacted
with “boyfriend/girlfriend.”
None is interacting with “Strangers”.
24
Table 2
Respondents’ Preferred Choice of Social Network Contents and Interaction
PROFILE
1. Time spent in using
social networking site per
day (accumulated hours)
FREQUENCY
PERCENTAGE
13
0.0
4
2
3
46.42
0.0
14.28
7.14
10.71
28
100
1 hour- below
1:01-2 hours
2:01- 3 hours
3:01- 4 hours
4:hours and above
8
1
7
10
2
28.57
3.57
25.0
35.71
7.14
Total
3. What are the pages
you added to your “like”,
“favorite” or “following”?
28
100
News
Sports
Campus Page
Lifestyle
Celebrity
Religious Page
Organizational Page
2
19
0
3
2
2
0
7.14
67.85
0.0
10.71
7.14
7.14
0.0
28
100
1 hour- below
1:01-2 hours
2:01- 3 hours
3:01- 4 hours
4:hours and above
Total
2. Time allotted for
studying
Total
25
Table 2 cont’d.
PROFILE
4. Who do you usually
interact with (chat,
comment, “like”/”favorite”,
reacted share/retweet,
etc)?
FREQUENCY
PERCENTAGE
friends (personally
known)
acquaintances
(personally met but not
friends)
classmates
online friends
strangers
boyfriend/girlfriend
page posts/tweets
family
Total
14
50.0
0.0
0.0
10
3
0.0
1
0.0
0.0
28
35.71
10.71
0.0
3.57
0.0
0.0
100
8
0.0
2
7
5
2
4
28.57
0,0
7.14
25.0
17.85
7.14
14.28
28
100
5. What do you usually
comment, “like”/”favorite”,
reacted share/retweet
about?
personal matters
current events
celebrity topics
sport topics
love/crush relationship
religious matters
academic/educational
matters
Total
26
The most “like”/”favorite” and or commented/replied by the students are
“personal matters“ and “sports topic” with eight (8) or 28.57% and seven (7) or 25%,
respectively.
The students’ level of performances/achievements in relation to social networking
activities can be analysed as with less significant effect as the “choice” of pages and
interaction are mostly non-academic related contents.
However, “Sports topic” topped over any other contents and discussions, and this
may affected the students in sports or P.E. knowledge. This further suggested that
interests of the students are less likely inclined to core and and academic tracks which is
reflected in their “poor” and “fair” performances which both are not satisfactory
outcome.
While interactions suggested that students spent more time with “friends” and
“classmates” talking with “personal matters” and followed by second highest “Sport
topic” which is a confirmation of truthfulness of students’ interests.
Why the students spent more time in social networking with “friends” and
“classmates” despite of their frequent and regular meeting and togetherness?
Students’ behaviors suggested their comfort zones, learning style and personality
are more effective in “private” group and comfortable company.
The comprehension and expressive thoughts and ideas of the students can be
attributed to “kind” of company, “kind” of environment and “kind” of topic which part of
their interests that can stimulate their cognitive brain functions.
27
These analyses are supported by the information provided by the studentrespondents who participated in this study. They learned “somethings” and accomplished
some academic tasks in social networking with “friends.”
Table 3
Perceived Effect of Social Networking to Student-Respondents’ Academic
Performances/Achievements
ITEMS
A. Academic Impact of Social Networking
1. I learned some academic matters from social
networking
2. I am aided in my assignments through friends in
social network
3. I learned about my academic concerns through
friends in social network
4. I learned things in social network which are not
discussed in school
5. I am challenged to study harder by what I see
and read about success stories in social network
Overall Mean
B. Academic Lags due to Social Networking
1. I am addicted to social networking and neglect
my school responsibilities
2. I prefer to read from friends posts/tweets than
my books
3. I am happy doing social networking (chat,
post/tweet, etc) than attending to my classes
4. I enjoy social networking much to the extent of
forgetting my school assignments
5. I am excited in following social networking
posts/tweets than following my class subject
topics
6. My time for study is spent in social networking
7. Social networking is more appealing for studying
due to graphics and animation than studying by
the book in the library
8. Social networking is helpful in my studies and
assignments
9. My topic assignments are mostly found in social
networking
10. I can effectively discuss with my
classmates/groupmates our class assignments
or projects in social networking than in
classroom interface
Overall Mean
Mean
Interpretation
3.29
Agree
3.04
Agree
3.14
Agree
3.25
Agree
3.5
Agree
3.24
Agree
2.75
Not Sure
2.86
Not Sure
2.29
Not Sure
1.68
Disagree
2.0
Disagree
2.14
2.39
Disagree
Not Sure
3.11
Disagree
3.14
Disagree
2.86
Agree
2.52
Not Sure
28
Table 3 further confirmed that “Somethings” are learned by the students in social
networking which are not discussed in classroom lecture and dynamics with a Mean of
3.25 which means “Agree”.
The question items in Part B of Table 3 confirmed that the students’ “Poor” and
“Fair” performances/achievements are not related to social networking, mostly with
“Disagree” responses.
Table 4
ANOVA Coefficient f Test Result of the MEANS which shows Significant
Difference between the Academic Performances/Achievements affected by
Social Networking Activities.
X
Social
Networking
Y
Variables
Positive
Impact
Negative
Impact
N
28
Mean
SD
u
F
3.24
0.1550
28
2.52
P
PERCEIVED INFLUENCE OF SOCIAL NETWORKING SITE ON THE
ACADEMIC PERFORMANCE OF THE GRADE 10 STUDENTS
OF EVSU SLS AY 2016-2017
An Undergraduate
Thesis Proposal Presented to
the Faculty of the College of Education
Eastern Visayas State University
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Science in Industrial Education
and BT- HELE
CLAUDELYN P. LACABA
AMIEL N. DUMPANG
ESEL O. LICARDO
March 2016
22
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
The profile of the respondents, their personal answer to each question and the
perception of the respondents about the impact of social networking are presented in this
chapterThe student-respondents participated as illustrated in Table 1, the personal profile;
Table 2 showed the data gathered as a result of respondents’ response confirming their
preferred choice of social network content; Table 3 are the data processed about the
Perceived Effect of Social Networking to their academic achievements; and Table 4
showed the ANOVA Coefficient f as a result of testing the overall MEANS which
suggested the significant difference between the academic achievements affected by
Social Networking activities.
Table 1
Personal Profile
PROFILE
FREQUENCY
PERCENTAGE
25
3
1
28
89.28
10.71
3.57
100
15
13
28
53.57
46.42
100
9
14
3
2
0
28
32.14
50.00
10.71
7.14
0.00
100
AGE
14-15 yrs old
16-17 yrs old
18-above
Total
SEX
Male
Female
Total
Academic
Performance/Achievements
Poor
Fair
Average
Above Average
Excellent
Total
23
Table 1 in the preceding page showed that out of twenty eight respondents, twenty
five (25) or
89.28% are 14-15 yrs old,16-17 yrs old respondents posted three (3)
participants or 10.71%; and 18-above one (1) or 3.57% respondent.
The twenty eight respondents are participated by fifteen (15) Males or 53.57% of
the total respondents; and thirteen (13) or 46.42% of the respondents are Females.
Academic Performance/Achievements of the respondents, nine (9) or
32.14%
students are Poor performer/achievers; fourteen (14) or 50% are Fair; three (3) or 10.71%
are Average; and two (2) or 7.14% are Above Average performer/achievers.
Table 2 showed the student-respondents’ Preferred Choice of Social Network
Contents and Interaction. Most of the students, thirteen (13) or 46.42% of the total twenty
eight (28) respondents spent at least or less than one hour in social networking; ten (10)
or 35.71% among them spent 3-4 hours of their free time in studying.
Nineteen (19) students or 67.85% preferred “Sports” content; three (3) or 10.71%
of the students spent hours in “Lifestyle” and two (2) each or 7.41% for “Celebrity,”
“Religious.” “Articles“ and “News”.
“Friends (personally knowns” are the most people whom the students interacted
with, followed by “Classmates” with fourteen (14) or 50% and ten (10) or 35.71%,
respectively.
There is only One (1) student or 3.57% of the total respondents who interacted
with “boyfriend/girlfriend.”
None is interacting with “Strangers”.
24
Table 2
Respondents’ Preferred Choice of Social Network Contents and Interaction
PROFILE
1. Time spent in using
social networking site per
day (accumulated hours)
FREQUENCY
PERCENTAGE
13
0.0
4
2
3
46.42
0.0
14.28
7.14
10.71
28
100
1 hour- below
1:01-2 hours
2:01- 3 hours
3:01- 4 hours
4:hours and above
8
1
7
10
2
28.57
3.57
25.0
35.71
7.14
Total
3. What are the pages
you added to your “like”,
“favorite” or “following”?
28
100
News
Sports
Campus Page
Lifestyle
Celebrity
Religious Page
Organizational Page
2
19
0
3
2
2
0
7.14
67.85
0.0
10.71
7.14
7.14
0.0
28
100
1 hour- below
1:01-2 hours
2:01- 3 hours
3:01- 4 hours
4:hours and above
Total
2. Time allotted for
studying
Total
25
Table 2 cont’d.
PROFILE
4. Who do you usually
interact with (chat,
comment, “like”/”favorite”,
reacted share/retweet,
etc)?
FREQUENCY
PERCENTAGE
friends (personally
known)
acquaintances
(personally met but not
friends)
classmates
online friends
strangers
boyfriend/girlfriend
page posts/tweets
family
Total
14
50.0
0.0
0.0
10
3
0.0
1
0.0
0.0
28
35.71
10.71
0.0
3.57
0.0
0.0
100
8
0.0
2
7
5
2
4
28.57
0,0
7.14
25.0
17.85
7.14
14.28
28
100
5. What do you usually
comment, “like”/”favorite”,
reacted share/retweet
about?
personal matters
current events
celebrity topics
sport topics
love/crush relationship
religious matters
academic/educational
matters
Total
26
The most “like”/”favorite” and or commented/replied by the students are
“personal matters“ and “sports topic” with eight (8) or 28.57% and seven (7) or 25%,
respectively.
The students’ level of performances/achievements in relation to social networking
activities can be analysed as with less significant effect as the “choice” of pages and
interaction are mostly non-academic related contents.
However, “Sports topic” topped over any other contents and discussions, and this
may affected the students in sports or P.E. knowledge. This further suggested that
interests of the students are less likely inclined to core and and academic tracks which is
reflected in their “poor” and “fair” performances which both are not satisfactory
outcome.
While interactions suggested that students spent more time with “friends” and
“classmates” talking with “personal matters” and followed by second highest “Sport
topic” which is a confirmation of truthfulness of students’ interests.
Why the students spent more time in social networking with “friends” and
“classmates” despite of their frequent and regular meeting and togetherness?
Students’ behaviors suggested their comfort zones, learning style and personality
are more effective in “private” group and comfortable company.
The comprehension and expressive thoughts and ideas of the students can be
attributed to “kind” of company, “kind” of environment and “kind” of topic which part of
their interests that can stimulate their cognitive brain functions.
27
These analyses are supported by the information provided by the studentrespondents who participated in this study. They learned “somethings” and accomplished
some academic tasks in social networking with “friends.”
Table 3
Perceived Effect of Social Networking to Student-Respondents’ Academic
Performances/Achievements
ITEMS
A. Academic Impact of Social Networking
1. I learned some academic matters from social
networking
2. I am aided in my assignments through friends in
social network
3. I learned about my academic concerns through
friends in social network
4. I learned things in social network which are not
discussed in school
5. I am challenged to study harder by what I see
and read about success stories in social network
Overall Mean
B. Academic Lags due to Social Networking
1. I am addicted to social networking and neglect
my school responsibilities
2. I prefer to read from friends posts/tweets than
my books
3. I am happy doing social networking (chat,
post/tweet, etc) than attending to my classes
4. I enjoy social networking much to the extent of
forgetting my school assignments
5. I am excited in following social networking
posts/tweets than following my class subject
topics
6. My time for study is spent in social networking
7. Social networking is more appealing for studying
due to graphics and animation than studying by
the book in the library
8. Social networking is helpful in my studies and
assignments
9. My topic assignments are mostly found in social
networking
10. I can effectively discuss with my
classmates/groupmates our class assignments
or projects in social networking than in
classroom interface
Overall Mean
Mean
Interpretation
3.29
Agree
3.04
Agree
3.14
Agree
3.25
Agree
3.5
Agree
3.24
Agree
2.75
Not Sure
2.86
Not Sure
2.29
Not Sure
1.68
Disagree
2.0
Disagree
2.14
2.39
Disagree
Not Sure
3.11
Disagree
3.14
Disagree
2.86
Agree
2.52
Not Sure
28
Table 3 further confirmed that “Somethings” are learned by the students in social
networking which are not discussed in classroom lecture and dynamics with a Mean of
3.25 which means “Agree”.
The question items in Part B of Table 3 confirmed that the students’ “Poor” and
“Fair” performances/achievements are not related to social networking, mostly with
“Disagree” responses.
Table 4
ANOVA Coefficient f Test Result of the MEANS which shows Significant
Difference between the Academic Performances/Achievements affected by
Social Networking Activities.
X
Social
Networking
Y
Variables
Positive
Impact
Negative
Impact
N
28
Mean
SD
u
F
3.24
0.1550
28
2.52
P