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PHP 9520 or Lower PHP 9521 To 19040 PHP 19041 To 38080 PHP 38081 To 66640 PHP 66641 To 114240

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Babes Gonz
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59 views

PHP 9520 or Lower PHP 9521 To 19040 PHP 19041 To 38080 PHP 38081 To 66640 PHP 66641 To 114240

Uploaded by

Babes Gonz
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Chapter IV

RESULTS AND DISCUSSION


This chapter discusses the findings based from the data analyzed for the data gathering
instrument.

Respondents’ Profile
Table 1 shows the sociodemographic characteristics of the student respondents of
SEPNAS.
As to sex, there are more female than male respondents with 13 out of 25 or 52%.
As to age, majority of the respondents are aged 18 with 60% of the total number of
respondents.
As to residence, there are more urban residence than rural residence with 20 out of 25.
Table 1. Frequency Distribution of Respondents as to sociodemographic Profile
Variables f % Mean
Sex
Male 12 48.0
1.4800
Female 13 52.0
Total 25 100
Age
17 9 36.0
18 15 60.0
17.7200
19 0 0
20 1 4.0
Total 25 100
Residence
Rural 5 20
1.2000
Urban 20 80
Total 25 100
Monthly Family Income
Php 9520 or lower 16 64.0
Php 9521 to 19040 6 24.0
Php 19041 to 38080 3 12.0
Php 38081 to 66640 0 0 1.4800
Php 66641 to 114240 0 0
Php 114420 to 190400 0 0
Php 190401 or higher 0 0
Total 25 100
Table 1 shows the frequency distribution of respondents as to gadget use and access to
the internet.
As to gadget use, all of the respondents have smartphones, while none of the 25
respondents do not have desktop computer, and tablet PC.
Majority of the respondents (76%) access the internet using mobile data, while six or
24% access the internet using an internet service provider at home.

Table 2. Frequency Distribution of Respondents as to Sociodemographic Profile


Variables f %
Gadget used to access the internet
Desktop computer 0 0
Laptop computer 8 32.0
Tablet PC/ iPad® 0 0
Smartphone 17 68.0
Total 25 100
Internet Source at Home
None 0 0
Internet Service Provider 6 24.0
Mobile Data 19 76.0
Total 50 100

Table 3 shows the degree to which the respondents of the study use the internet for
various purposes.
Most of the respondents (11 respondents or 44%) often access the internet for educational
purposes.
Additionally, majority of the respondents also use the internet for entertainment purposes
often (9 respondents or 36%).

Table 3. Student-Respondents’ Reasons and Frequency of Using Internet for Varied


Purposes
Dalas ng Paggamit ng Internet para sa mga layunin
ng paggamit nito (Frequency of Accessing the
Purpose of Accessing the internet Internet for the intended purpose)
Never Seldom Sometimes Often Always
f % f % f % f % f %
For educational purposes 0 0 3 12 7 28 4 16 11 44
For entertainment purposes 0 0 4 16 5 20 9 36 7 28
For socialization purposes 0 0 0 0 4 16 10 40 11 44
For Online purchase/online selling 2 8 8 32 10 40 5 20 0 0
Table 4. Impact of Internet Usage on Student Learning
RESPONSE
Impacts of Internet Usage on Student Learning Strongly Disagree Neutral Agree Strongly
Disagree Agree
f % f % f % f % f %
Enables ability to answer module activities more 0 0 0 0 4 16 12 48 9 36
efficiently (+)
More time is consumed in accessing the internet 2 8 9 36 9 36 5 20 0 0
than attending to module (-)
Internet use helps in finding additional information 0 0 0 0 0 0 11 44 14 56
about the lessons that I find difficult understanding
by just reading the module given (+)
Failure to finish answering the module activities on 0 0 9 36 12 48 4 16 0 0
time when hooked to using the internet (-)
The internet is effective in completing grouped 0 0 0 0 0 0 10 40 15 60
academic tasks (+)
Using the internet enriches English vocabulary to a 0 0 2 8 8 32 12 48 3 12
certain extent (+)
Internet usage often causes students to no longer 3 12 10 40 5 20 7 28 0 0
make an effort to understand and truly learn about
the information copied from the internet and submit
as their answers to the activities in the module (-)
The internet helps student relax and be entertained 0 0 0 0 0 0 12 48 13 52
when taking a break from attending to modules (+)
Students often no longer check on the accuracy and 0 0 7 28 3 12 6 24 9 36
the truthfulness of the information copied from the
internet and submit as their answers to the activities
in their module (-)
Internet use is a way of rewarding oneself for 0 0 0 0 0 0 9 36 16 64
completing the tasks in my learning modules (+)
Chapter V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter summarizes the activities and process involved in this research, and provides

a generalization of the findings and the recommendations to improve the situation of the

respondents in terms of the impact of internet usage for academic purposes.

Summary

This research aimed to determine the impact of using the internet for academic purposes.

This nonexperimental descriptive survey research identified the sociodemographic profile of the

respondents as well as their characteristics related to internet access and use along with their

agreement or disagreement with the impacts of internet in their learning via a researcher-made

questionnaire.

The 25 respondents are students enrolled in SEPNAS this school year 2020-2021 in

January 2021 from the junior and senior high school department using purposive sampling

technique.

Findings

1. A typical student user of internet at Speaker Eugenio Perez National Agricultural School

is an 18-year old female living in a rural barangay from a lower-middle income family.

2. Majority of the respondents use a smartphone in accessing the internet via mobile data.

3. Majority of the respondents agree to the positive impact of internet use for academic

purposes, while they disagree on the negative impact of internet use for academic

purposes.
Conclusion

The use of internet for academic purposes has an unfavorable impact on the learning

outcomes of students.

Recommendation

In the light of the conclusion, the researchers advance the following to be implemented:

1. That students may continue to use internet provided they use it for learning purposes

more often.

2. Students must make sure that they finish their modules first before using the internet for

other purposes.

3. Parents must monitor their children with regards to using the internet to make sure that

their children use it for academic purposes more often than for other purposes. They can

control their children’s use of internet by:

a. Checking on their children’s activities while attending to their lesson

b. Limiting the allowance they give their children for mobile data load

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