Title:

Relationship between Internet Dependency to the Academic

Performance of Grade 12 students

Abstract

The internet was designed to serve as a platform for

a number of experiences for individuals of all ages in
civilization. Using the internet makes it easier for
students to get the information they need immediately and
conveniently. Students will be more motivated to search
information more frequently as a result of this facility.
Therefore, students' being internet dependent will have
an impact on their academic performance. The study was
designed to assess the relationship between internet
dependency and the academic performance of the grade 12
students at the Poblacion Comprehensive national high
school. It looks at the respondents’ level of being
internet dependent and its significant effects when they
are classified according to their demographic profile.
The study was conducted in the Poblacion Comprehensive
national high school. The respondents were Grade 12
students, particularly the ABM, HUMMS, STEM, and TVL
strand, with a total average of 80. Stratified Random
Sampling was used to facilitate the study. The
researchers used a frequency distribution table, and
weighted arithmetic method for analysis, interpretation
of data was then gathered and presented. The study's
findings revealed that students were not overly reliant
on the internet, that they were aware of their bounds,
and that they knew how to discipline themselves.
Furthermore, it was shown that students still have
outstanding academic performance and yet are fairly
dependent on the internet.
 Chapter I
THE PROBLEM AND ITS BACKGROUND

Introduction

The internet is a technology that has grown embedded

in many people's everyday routines. The internet was
introduced to academic institutions as a tool to enhance
students' academic experience in the mid-1990s because of
its potential to operate as a support medium in many
purposes for which people utilize it. The internet is a
knowledge pool, and any country that does not allow
access to its youngsters to the internet is ousting
itself from its position of dignity among other
dignitaries. It was designed to serve as a platform for a
number of experiences for individuals of all ages in
civilization. Internet access has vastly increased over
the previous several decades and is now available in
places as diverse as homes, workplaces, travel, and
schools. Today, studies have shown evidence that
students' access to the internet has an impact on their
academic achievement. For academic research, the
utilization of trustworthy online resources is more
important, especially in high-level courses that demand
an academic assessment of literature. Kim (2011) believes
that using the internet for educational purposes is at
the heart of teenage academic achievements. The internet
is practically universally available, and most students
have internet access on their gadgets. This allows
students to increase their academic knowledge, do
research, and complete tasks by gaining access to
information from across the world, as well as improve
interaction with the academic world.
 The rise of Internet use over the last decade has
had a significant impact on the general community. The
world is now at one's fingertips, and finding knowledge
no longer requires hours of browsing through reference
books. Everything can be discovered with a single mouse
click. Senior highschool students today have more
opportunities to help them enhance their knowledge thanks
to technological improvements and increased access to
information. When it comes to online and hybrid learning
environments, students generally have good opinions of
the Internet and the use of technology. While some
students' grades may improve as a result of their use of
technology and the Internet(Kubey, Lavin, & Barows,
2001), other students' academics may suffer as a result
of their overuse or dependency on the Internet.

Everyone benefits from being exposed to new

technology. It also includes the advantages that students
can get as an outcome of the advancement of the internet
as a learning medium. Students may try to associate
themselves with the internet by using it, which can be
advantageous for those who prefer to take a chance. The
majority of students used digital media as a source of
knowledge, a primary source of current events, and a
platform for exchanging information with others, such as
through social networking sites. As a result, using the
internet makes it easier for students to get the
information they need immediately and conveniently.
Students will be more motivated to search information
more frequently as a result of this facility. Therefore,
students' usage of the internet will have an impact on
their academic performance. However, if Internet use is
not adequately regulated, it might have a strong influence
on students' academic performance. However, if a student
can better regulate his or her Internet usage, it will
have a favorable impact on his or her academic
performance. The internet's role in enhancing student
academic achievement will be significant since it allows
students to access, search information instantly, and
help them in accomplishing activities. The results of a
study to see how far a student, teacher, or institution
has achieved their educational objectives are based on
academic performance or achievements.

This goes to show the impact of internet dependency

on academic performance, which relates to how online
tools and services benefited or harmed students'
learning, task completion, and other activities.

Statement of the Problem

The main problem of this study is to determine the

relationship between internet dependency to the academic
performance of Grade 12 students at the (name of your
school).

Specifically, it sought to find the answers to the

following research questions:

1. What is the profile of the respondents in terms of:

a. sex
b. gadgets
c. internet connectivity
d. academic performance (Grade)

2. What is the level of internet dependency of the

students?
 3. What are the effects of internet dependency to
the academic performance of the
respondents?

Hypotheses

1. There is no significant relationship between internet

dependency and academic performance of Grade 12 students.

Conceptual Framework

Anyone can become dependent on the internet, thus

internet dependence has influenced the students’ academic
performance or the learners’ learning progress.

The figure below shows the specific variables and their

relationships:

Figure 1. shows that this study will make use of the

Input-Process-Output model. The given input variable
indicates the various indicators or bases to be
considered in order to determine the relationship between
internet dependency and the academic performance of the
grade 12 students of the (name of your school).

, such as a. sex, b. gadgets used, c. academic

performance (grades). Also, we use the internet addiction
test to determine the relationship and the impacts of the
internet dependency to the academic performance of the
respondents. In this study the researchers will focus on
the respondents’ profile and their narratives in
accessing their academic performance. Students have
different personalities, environment and resources
because they have different social standing.

The process variable introduces the method for

gathering data and information. It is the gathering,
collecting, tabulating, interpreting, and analyzing the
data. The narrative of the respondents or the gathered
data will strengthen, diminish, negate or otherwise alter
the association between independent and dependent
variables. This variable will determine the academic
performance of students.

The output variable presents the results and final

output of the relationship between internet dependency
and the academic performance of the grade 12 students of
the(name of your school). These variables will determine
if internet dependency increases and or decreases the
academic performance of students.

Significance of the Study

Engagement is the entirety of knowledge acquired by

one person, while being efficient helps a person grow
more and obtain skills. This study will be beneficial to
the following:
Teachers
The teachers play an important role in learning and
a students’ development. This will benefit the
teacher by knowing the problems and weaknesses of
students. This can increase their awareness of
students' needs and create new methods for engaging
activities.
Grade 12 students
This study will benefit the students by enhancing
and developing themselves to study more
independently which they will use in their future.
Students will be able to work at their own pace with
a flexible schedule that permits them to study at
their own convenience.
Researchers
Who continuously collected and interpreted
information about the relationship between internet
dependency to academic performance.

School Administrators
Who have tirelessly endeavored to the school. This
study might add information about the impact of
internet dependency to academic performance and
might apply it to their lives and will benefit them
by knowing the limitations in terms of internet
dependency.

Parents
The parents of the grade 12 students will have an
advantage in this study because they can understand
and motivate their children to pursue their studies
despite the challenges they experience. Also, they
will be able to provide what their child needs in
terms of mental, physical and materials.
Future researchers
This study will be a useful reference for all the
future researchers who would plan to make a related
study. This will serve as their cross-reference that
will give them information and background.

Scope and Limitation

This study will be conducted at the (name of your

school) and location of school being the Grade 12
students as their respondents.

The researchers will use a survey method by giving

out questionnaires through online google form for the
investigation and get the results for the evaluation of
the study. The Grade 12 students of the (name of your
school) are chosen, since it is the highest educational
attainment in high school and because their courses are
advanced. The researchers cannot change the location and
control the number of respondents.

The study was conducted over a three-month period,

February-May, 2022.

The study will be finalized at the (name of your

school)

Definition of Terms
Internet dependency: Internet dependency was measured
with the 20-item Young‟s Internet Addiction Test (IAT)
developed by Young (1998). IAT consisted of 20 questions
designed to identify people as mildly, moderately, and
severely addicted to the internet. It is scored on a 5
point rating scale from strongly agree to strongly
disagree. The total score range is from 20-100. Scores
≤49 are considered normal, 50-79 is considered
problematic, and 80-100 is considered as significantly
problematic. It is the independent variable of the study.

Academic Performance: Academic performance of the Grade

12 students was measured with the General Weighted
Average achieved in the first semester of the school year
2021-2022. It is the dependent variable of the study.

Gender differences: Gender differences between the

students in the study will be determined to measure the
difference in the levels of internet dependency between
males and females.

Gadgets: Gadgets refers to technologies used by students

to browse the internet and take their online learning
with them. The internet dependency of students who use
cell phones, laptops, etc. is determined.

Internet connectivity: Internet connectivity refers to

data and WiFi connections that are being used by students
for browsing the internet. The internet dependency of
students who use data and WiFi connections will be
measured.
 Chapter II
REVIEW OF RELATED LITERATURE

Local Literature/Studies

The Philippines, like the rest of the world, has

embraced the Internet. Two out of every three Filipinos
utilize Internet social networks, the highest penetration
rate in the world and a remarkable achievement given that
just 29% of Filipinos have access to the Internet at home
(Broadband Commission, 2012).

Some research has been conducted on how the Internet

is used in the Philippines. According to research
conducted by Pertierra (2006), 50% of Filipino
respondents aged 14 to 23 years old utilize the Internet
and mobile phones to broaden their circle of friends
through participation in online chat groups, forums, and
social networking sites.

Another study conducted by the Social Weather

Station (SWS) in 2011, surveyed 1,200 Filipinos and
classified Internet use into five categories: 1) social
networking (online social networking sites such as
Facebook and Twitter); 2) information seeking or learning
(news, health information); 3) creativity and production
(blogging, sharing own photos, videos, and stories); 4)
entertainment and leisure (online games); and 5)
commercial activity (online purchasing). According to the
findings, nine out of ten Filipinos utilize social
networking sites such as Facebook and Friendster. A
distant second reason for using the Internet (44 percent)
is to share images, movies, or artwork, and to obtain
news or information about current events (40percent). 37%
of Internet users seek general health information online,
and the same percentage play online games. Around 28% use
the internet to stay informed about sensitive health
issues.

A study on Internet monitoring in the Philippines

(Alampay and Hechanova, 2010) revealed that the findings
show that students of various grade levels, regardless of
their social and recreational interests, are academically
oriented. that the type of internet consumption, whether
for social or recreational purposes, had a direct impact
on the academic performance of Mapanas Agro-Industrial
High School pupils. That the majority of junior and
senior pupils are satisfied, and that both are excellent
and very good. It means that, in terms of internet usage,
not only junior students but also mature students are
affected. That pupils' social orientation has no bearing
on their academic achievement means that some academic
achievers may not have the appropriate social
orientation.

Foreign Literature/Studies

According to Chao and Hsiao (2000), internet

dependency is defined as "an individual's inability to
control his or her use of the internet, which eventually
causes psychological, social, school, and/or work
difficulties in a person's life". This sort of dependency
is defined by an inability to manage one's internet use
and being reliant on the internet. From a practical
standpoint, internet dependency has the potential to
influence one's profession and lifestyle (Kos and
Griffiths, 2015).

Previous research on teenagers' internet use has

tended to focus on Internet dependency (Na, 2004; Kim,
2004; Son, 2003). Several studies have indicated that the
Internet has a favorable impact on students' academic
lives as a tool for doing schoolwork more effectively and
efficiently (Borzekowski & Robinson, 2005; Jackson, et
al., 2006). Jeong (2005) investigated the effect of
Internet use on elementary school pupils' academic
performance. Based on previous research, it was thought
that internet dependency would have an effect on
students' academic work.

According to Shawn (2009), students generally have

favorable attitudes toward the Internet and technology
use when it comes to online and hybrid learning
environments. While some kids' grades may improve as a
result of their use of technology and the Internet, other
students' academics may suffer as a result of their
excessive usage or reliance on the Internet. According to
one study by Kubey, Lavin, and Barows (2001), 69% of
students and teachers said that students' grades went up
because they used the Internet more, but there were also
a lot of negative effects.

The study by Baker and Edwards (2011) demonstrated

how online blended learning helps students improve their
proper use of social media. Edwards established virtual
office hours in her classes, which included an instant
message system that allowed students to contact her
outside of her regular office hours if necessary.
However, the study by Kubey et al. (2001) shows that the
Internet may be misused and that many students have
developed an unhealthy reliance on it, resulting in poor
academic achievement. The Internet has an impact on
students' academic achievement. The study will be needed
to look at the link between Internet dependency and the
academic success of students, as measured by their grade
point average (GPA).

Baker and Edwards (2011) did a study on social

presence in online courses. They examined ways to
construct an online social environment for students and
teachers in an academic setting. Their study explores how
virtual office hours, weekly checklists, and grading
rubrics, as well as a live Twitter feed, were employed in
various online courses to boost students' sense of
closeness. According to Baker and Edwards' research, the
effectiveness and benefits of online learning rise when
the teacher is able to establish an online community for
the students. Students, particularly nontraditional
students, may struggle to engage effectively in an online
course due to a lack of grasp of modern technologies.
Baker and Edwards also claim that giving online services
such as a connection to the Help Desk enables students to
have a better grasp of the online course's technological
components. While establishing a dynamic community for
online students appears to be a critical component of
developing a healthy online environment, instructors who
understand how to create such an atmosphere might be
difficult to locate. The Internet and social media can be
very good for kids, but there are a lot of things that
could hurt them, like if they spend too much time on the
Internet.

Jacobsen and Forste (2011) did additional research

on how the media affects students' academic performance
in an effective way. Jacobsen and Forste required
participants to keep a "time diary" in which they noted
what they did each day and for how long, as well as the
things they would have completed if they had not been on
the computer. Using this data, Jacobsen and Forste were
able to determine how much time was spent effectively
online and how much time was wasted impeding students'
academic progress. It was discovered that for every hour
spent on social media, a student's average GPA declined
by 0.05 to 0.07 points; offline interactions showed a
negative correlation with GPA, decreasing by 0.02-grade
points for every hour spent on social media. However,
Jacobsen and Forste found that if a student spent an hour
on the Internet for academic purposes, his or her grade
point average went up a little bit.

In an article on Internet use and academic

achievement, Kubey et al. (2001) stated that "69% of
students and 69% of teachers had directly witnessed
students' grades increase as a result of their use of the
Internet." While this is an excellent illustration of how
the Internet can improve society, they determined that
excessive Internet use may have a detrimental effect on
pupils' academic performance. Kubey et al. conducted a
survey of college students' technology use, with an
emphasis on Internet use, television viewing, sleep,
online shopping, and site surfing.

An individual who is not dependent is said to spend

approximately 3.84 hours per week on the Internet. Kubey
et al. discovered that 9% of 576 college students
reported being psychologically dependent on the Internet.
In addition, they found that 20% of students who were
psychologically dependent on the Internet missed class
because they were using the Internet a lot. Additionally,
Kubey et al. showed that 50% of students who failed
academically claimed that their use of the Internet
played a significant role in their failure. In general,
Kubey et al. 's research lay a solid framework for the
study of college students' Internet reliance and how it
may impair their academic performance.

According to Asdaque, Khan, and Rizvi (2010), the

primary reasons teachers and students utilize the
Internet are for convenience (82.9 percent), utility
(80.05 percent), and education (80.05 percent), as well
as unrestricted access to information and software
(71.4%). The study discussed how students and professors
use books and the Internet to conduct academic research.
Additionally, teachers discovered that utilizing the
Internet enabled them to more precisely personalize their
instruction for each student. However, the researchers
discovered that higher Internet usage was associated with
a poorer GPA when it was used for non-scholarly
activities.

Numerous studies have revealed disparities in

gender-based internet usage. Weiser (2000) discovered a
sizable gender disparity in internet usage. He stated
that males are more familiar with computers and the
internet than girls. Intact gender differences have been
noted in the research on internet addiction. According to
Scherer (1997), dependent internet users were
significantly more likely to be men than women. Morahan-
Martin and Schumacher (2000) observed similar findings,
indicating that males were more likely to be pathological
Internet users than females. With these findings in mind,
it was expected that male students would be more likely
to be addicted to the

internet than female students.

 According to a study conducted by Englander,
Terregrossa, & Wang (2010) for the American College
Health Association, 15.1% of students claimed that their
academic performance was harmed by their use of the
Internet. Englander et al. conducted their own
investigation using an introductory microeconomics course
at the undergraduate level. The data was compiled using
three test scores generated by pupils and the number of
hours spent on the Internet per week. According to these
researchers' calculations, "a negative and statistically
significant association exists between a student's weekly
Internet usage and his or her exam performance."
Englander et al. found that, while the Internet has a
wealth of helpful information, it may also serve as a
forum for social interaction, which can divert students
and keep them off task. Englander concluded that higher
students’ Internet use resulted in worse grades.

In addition to a number of researches that have

been undertaken to investigate various elements of the
issue of internet dependence, (Bayraktar, 2001; Ceyhan,
2008; Ersoy ve Yaşar, 2003; Günüç & Kayri, 2010;
Kurtaran, 2008; Orhan ve Akkoyunlu, 2004; Tahiroğlu,
Çelik, Uzel, Özcan & Avcı, 2008); the current study will
help to better understand the phenomena of internet
dependency from the standpoint of academic achievement,
it will widen this frame of reference by looking into the
impact of internet dependency on both Grade point
averages and particular subject areas, allowing
researchers to dig further into their studies. As a
result, this research will provide useful information to
a wide range of beneficiaries, including teachers,
educational programmers, and parents, in order to raise
awareness of the impact of problematic internet
dependency on students' academic performance.

Chapter III
METHODOLOGY AND PROCEDURE

This chapter contained six parts of procedures

namely; research methodology, research design,
respondents of the study, research instrument, data
gathering procedure, and statistical treatment of data.
In this chapter, the procedures and instruments used in
this study will be further explained to ensure the
validity of the result of the study.

Research Methodology

Considering that face-face meet ups are not allowed

due to circumstances, this research will be carried out
through sending soft copies of questionnaires via
messenger, emails, and google forms. The researchers
selected the location of implementation because it will
provide the researchers with the information necessary
for people. The research will be undertaken in the second
half of the 2021-2022 academic year.

Research Design

The researchers have used the cross-sectional

research method in which the study focused on the
relationship between internet dependency and the academic
performance of the respondents. The cross-sectional
method was used to describe the emphasis of what exists
such as current condition, practices, phenomena and
situations. As well as explain, validate some of the
hypotheses in this study. Since, the present study was
concerned with the relationship between internet
dependency and the academic performance of grade 12
senior high school students of (name of your school), the
descriptive research was appropriate to be used. It
helped the researcher to understand the nature,
components and aspects of this study.

Respondents of the Study

Stratified Sampling was used by the researcher.

Wherein the researchers have 80 respondents with the
estimated population of 332 Senior High School. The
sample size was drawn proportionately. Moreover, the
respondents were informed of the study’s confidential
nature.

The researchers have 80 respondents which all came from

the grade XII Senior High School students: 33 from grade
XII STEM strand, 10 from grade XII ABM strand, 31 from
grade XII HUMSS strand, and 6 from grade XII TVL strand.

In getting the sample size, the researchers used this

formula

an/Total # of population= n% x wanted total of sample = # per

stratum

an = distribution of population

332 = total number of population

n% = percentage of the population

80 = wanted sample size

Solution in getting the # of samples per stratum

STEM

137/332 = 41.265% (0.41265) x 80 = 33.01 or 33

ABM

40/332 = 12.048% (0.12048) x 80 = 9.63 or 10

HUMSS

130/332 = 39.157% (0.39157) x 80 = 31. 3 or 31

TVL

25/332 = 7.530% (0.07530) x 80 = 6.02 or 6

A total of 80 samples were measured from a group of 332

individuals in a certain study. Based on their strands,
the population is divided into strata. We have the
following results using stratified sampling:

Table 1

Frequency Distribution of the Respondents

STRATA Distribution Percentage of Sample Units

of Population the per Stratum
Population
STEM 137 41.265% 33

ABM 40 12.048% 10

HUMSS 130 39.157% 31

TVL 25 7.530% 6

TOTAL 332 100% 80

Research Instrument

The researchers will be using a survey

questionnaire. Questionnaire is a type of data collection
tool that will be the main instrument in this study since
it is a survey-research. It is a series of structured
questions that follow a defined scheme in order to
collect individual data on one or more particular topics,
also called objects. It is essential for this research
because the researchers will gather the narratives of the
proponents as well as unravel things that were not clear.
The researchers will use a close-ended questionnaire in
this study. The researchers will administer the
questionnaire to know the relationship between internet
dependency and the academic performance of grade 12
senior high school students of (name of your school) .

Data Gathering Procedure

 This study formed by the following procedures; the
researchers formulated a proposed title. Upon the
approval, the researchers retrieved the proposed title to
formally start the study. Regarding the parts of this
research, researchers assured that the information
they’ve collected are reliable, accurate and consistent.
The researcher also prepared their questionnaires,
however, the questionnaires used are not ready-made
rather it is a self-made-questionnaires to ensure that
the questionnaires were appropriate to the study. The
researchers will input the questions on a Google Form and
will send the link to the respondents. The researchers
will use a close-ended questionnaire in this study. The
researcher will make use only of one set of
questionnaires to gather the needed data of the study.
The questionnaire will be used to determine the
respondents profile and their narratives regarding their
performance. The researchers will tabulate the responses
of the students to come up with the result. The
researchers will administer the questionnaire to know the
relationship between internet dependency and the academic
performance of the grade 12 senior high school students
of (name of your school). Before the conduct of the
study, the researchers will seek permission from the
research teacher and Administrative Office of the Senior
High School Department. Once granted, the researchers
will further seek permission from the office of the
Principal of (name of your school). After getting the
approval, the questionnaire will be floated to the
respondents. The questionnaire will also be retrieved
immediately for data analysis, tabulation and
interpretation.

Statistical Treatment of Data

 After gathering the data needed, the researchers
tabulated and analyzed the gathered data. Moreover,
researchers used descriptive statistics to describe the
basic features of the data in a study. It provides simple
summaries about the sample and the measures. The average
weighted mean is a type of mean that is calculated by
multiplying the probability associated with a particular
event or outcome with its. The percentage was also used
to determine the frequency counts and percentage of
distribution.

3. Standard Deviation

Formula: =STDEV( ) and the range of values

which contain the data. This calculated the sample
standard deviation (n-1).
 4. Internet Addiction Test (Level)

Formula: (SUM ( )/5) because according to

Young’s (1998) Internet Addiction Test, it consists
of 20 questions with 5-point rating scale from never
to always. The total score range is from 20-100.
Scores ≤49 are considered mildly dependent, 50-79 is
considered moderately dependent, and 80-100 is
considered severely dependent.

5. Frequency Distribution Table

To compute the distribution of the demographic

profile of the respondents, the frequency count
distribution was used. Weighted Arithmetic Method was
used in order to analyze the answer given by the
respondents on the level of internet dependency on Grade
12 students.

(Table 1)

Range and Verbal Interpretation of Average Weighted Mean

of Problem 2.

DESCRIPTIVE RANGE VERBAL

INTERPRETATION

5 4.50 -- 5.00 Always

4 3.50 -- 4.49 Often

3 2.50 -- 3.49 Sometimes

2 1.50 -- 2.49 Rarely

1 1.00 -- 1.49 Never

 (Table 2)

Score Variation and Verbal Interpretation that determines

people’s level of being Internet Dependent in Problem 2.

SCORE VERBAL INTERPRETATION

≤49 Mildly Dependent

50 – 79 Moderately Dependent

80 - 100 Severely Dependent

(Table 3)

Problem: The Effects of Internet Dependency to the

Academic Performance of Grade 12 students

ARBITRARY ASSIGNED DESCRIPTIVE INTERPRETATIO

VALUE RATING N

4.50 – 5.00 5 VERY VERY

EFFECTIVE SIGNIFICANT

3.50 – 4.49 4 EFFECTIVE SIGNIFICANT

2.50 – 3.49 3 MODERATELY MODERATELY

EFFECTIVE SIGNIFICANT

1.50 – 2.49 2 SLIGHTLY SLIGHTLY

EFFECTIVE SIGNIFICANT

1.00 – 1.49 1 NOT EFFECTIVE NOT

SIGNIFICANT
 Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF
DATA

Introduction

This chapter presents the analysis and discusses the

findings of the study obtained from the respondents,
which relate to the research questions that guided the
study. The findings are presented in accordance with the
main themes embraced in the research objectives. Such
objectives were: to profile the respondents in terms of
sex, gadgets used, internet connectivity, and academic
performance; to determine the significant difference
between the respondents’ profiles and internet
dependency; and to determine the effects of internet
dependency on the academic performance of the students.

The questionnaire comprised of three sections and

data generated will be presented as follows:

● The first section comprises of the profile of

students; sex, gadgets used, internet connectivity,
and academic performance.
● The second section compromises of the Internet
Addiction Test to determine the internet dependency
of the respondents.
 ● The third section compromises of the effects of
Internet Dependency to the academic performance of
the respondents.

Methods of Data Analysis and Presentation of Data

In this study, the researchers used the

descriptive-correlational method of research to find out
the relationship between Internet dependency to the
academic performance of Grade 12 students of (name of
your school). It will also determine the effects of
Internet dependency in students’ academic performance.

Descriptive statistical analysis was used to

identify frequencies and percentages to answer all of the
questions in the questionnaire. The 80 identified
respondents comprising 33 students from Science,
Technology, Mathematics, and Engineering; 10 students
from Accountancy, and Business Management; 31 students
from Humanities and Social Sciences; and 6 students from
Technical Vocational Livelihood.

Discussion of Findings

Part 1. Profile of the respondents in terms of:

a) Sex

b) Gadgets

c) Internet connectivity

d) Academic performance(grades)
Table 4.Results in the Profile of the Respondents in
terms of Sex.

Frequency Percentage R
a
n
k

47 58.75 1

33 41.25 2

80 100

Table 4 shows the results in the profile of the

respondents in terms of sex. Out of the 80 respondents,
33 with (41.25%) were male and 47 with (58.75%) were
female. This implied that the majority of the group of
respondents were female.

Table 5. Results in the Profile of the Respondents in

terms of Gadgets used for browsing the Internet.

Gadgets Frequency Percentage Rank

Smartphone 77 96.25 1

Laptop 2 2.5 2

Ipad/Tablet 1 1.25 3
 Total 80 100

Table 5 shows the profile of the respondents in

terms of gadgets used for browsing the Internet. Out of
the 80 respondents, 1 with (1.25%) were using an Ipad or
tablet, 2 with (2.5%) were using laptops, and 77 with
(96.25) were using smartphones. This implies that the
majority of the respondents were using smartphones for
browsing the Internet.

Table 6. Results in the Profile of the Respondents in

terms of Internet Connectivity they use for browsing the
Internet.

Internet Frequency Percentage Rank

Connectivity

Wi-Fi 58 72.5 1
Connection

Data 13 16.25 2
Connection

Both 9 11.25 3

Total 80 100

Table 6 shows the profile of the respondents in

terms of Internet connectivity. Out of the 80
respondents, 9 with (11.25%) used both Wi-Fi and data
connection, 13 with (16.25%) used data connection, and 58
with (72.5%) used Wi-Fi connection. This implies that the
majority of the group of respondents were using a Wi-Fi
connection.

Table 7.Results in the Profile of the Respondents in

terms of Academic Performance (General Weighted
Average)in the First Semester of School Year 2021-2022.

Academic Frequency Percentage Rank

Performance(g
rades)

90-95 43 53.75 1

86-89 28 35.00 2

81-85 7 8.75 3

75-80 2 2.5 4

Total 80 100

Table 7 shows the profile of the respondents in

terms of academic performance (General Weighted Average)
in the first semester of School Year 2021-2022. Out of 80
respondents, 2 with (2.5%) gained 75-80 GWA, 7 with
(8.75%) gained 81-85 GWA, 28 with (35%) gained 86-89 GWA,
and 43 with (53.75%) gained 90-95 GWA in the First
Semester of School Year 2021-2022. This implies that the
majority of the group of respondents gained a 90–95
General Weighted Average in the First Semester.

Part 2. (Table 8) The level of Internet Dependency among

the Respondents

2.
Wh
at
is A
th
FREQUENCY
W
e SD Le
M
le 1 2 3 4 5 vel
(Sta
ve (Av
nda
l era rd
of ge Dev

in We iati
on)
te igh
rn ted
et Me
de an)
pe
nd
N R S O A
en
cy
am
on
g
th
e
re
sp
on
de
nt
s?

1. 1 2 26 34 17 3. 0. 61
Ho 80 85
(M
w
(O od
of
FT er
te
EN at
n
) el
do
y
yo
De
u
pe
fi
nd
nd
en
th
t)
at
yo
u
st
ay
on
li
ne
lo
ng
er
th
an
yo
u
in
te
nd
ed
?

2. 4 12 39 21 4 3. 0. 50
Ho 11 90
(M
w
(S od
of
OM er
te
ET at
n
IM el
do
ES y
yo
) De
u
pe
ne
nd
gl
en
ec
t)
t
ho
us
eh
ol
d
ch
or
es
to
sp
en
d
mo
re
ti
me
on
li
ne
?

3. 28 10 20 15 7 2. 1. 41
Ho 54 37
(M
w
(S il
of
OM dl
te
ET y
n
IM De
do
ES pe
yo
) nd
u
en
pr
t)
ef
er
th
e
ex
ci
te
me
nt
of
th
e
In
te
rn
et
to
in
ti
ma
cy
wi
th
yo
ur
pa
rt
ne
r?

4. 8 14 39 17 2 2. 0. 46
Ho 89 94
(M
w
(S il
of
OM dl
te
ET y
n
IM De
do
ES pe
yo
) nd
u
en
fo
t)
rm
ne
w
re
la
ti
on
sh
ip
s
wi
th
fe
ll
ow
on
li
ne
us
er
s?

5. 2 12 37 23 6 3. 0. 52
Ho 24 89
(M
w
(S od
of
OM er
te
ET at
n
IM el
do
ES y
ot
) De
he
pe
rs
nd
in
en
yo
t)
ur
li
fe
co
mp
la
in
to
yo
u
ab
ou
t
th
e
am
ou
nt
of
ti
me
yo
u
sp
en
d
on
li
ne
?

6. 6 20 34 17 3 2. 0. 46
Ho 89 95
(M
w
(S il
of
OM dl
te
ET y
n
IM De
do
ES pe
yo
) nd
ur
en
gr
t)
ad
es
or
sc
ho
ol
wo
rk
su
ff
er
be
ca
us
e
of
th
e
am
ou
nt
of
ti
me
yo
u
sp
en
d
on
li
ne
?

7. 1 21 34 18 6 3. 0. 49
Ho 09 92 (M
w il
(S
of dl
OM
te y
ET
n De
IM
do pe
ES
yo nd
)
u en
ch t)
ec
k
yo
ur
em
ai
l
be
fo
re
so
me
th
in
g
el
se
th
at
yo
u
ne
ed
to
do
?

8. 6 14 35 18 7 3. 1. 49
Ho 08 03
(M
w
(S il
of
OM dl
te
ET y
n
IM De
do
ES pe
es
) nd
yo
en
ur
t)
ac
ad
em
ic
pe
rf
or
ma
nc
e
or
pr
od
uc
ti
vi
ty
su
ff
er
be
ca
us
e
of
th
e
In
te
rn
et
?

9. 8 21 30 19 2 2. 0. 45
Ho 83 99
(M
w
(S il
of
OM dl
te
ET y
n
IM De
do
ES pe
yo
) nd
u
en
be
t)
co
me
de
fe
ns
iv
e
or
se
cr
et
iv
e
wh
en
an
yo
ne
as
ks
yo
u
wh
at
yo
u
do
on
li
ne
?

10 3 14 41 15 7 3. 0. 50
. 11 93
(M
Ho
(S od
w
OM er
of
ET at
te
IM el
n
ES y
do
) De
yo
pe
u
nd
bl
en
oc t)
k
ou
t
di
st
ur
bi
ng
th
ou
gh
ts
ab
ou
t
yo
ur
li
fe
wi
th
so
ot
hi
ng
th
ou
gh
ts
of
th
e
In
te
rn
et
?

11 2 15 42 18 3 3. 0. 49
. 06 82
(M
Ho
(S il
w
OM dl
of
ET y
te
IM De
n
ES pe
do
) nd
yo
en
u
t)
fi
nd
yo
ur
se
lf
an
ti
ci
pa
ti
ng
wh
en
yo
u
wi
ll
go
on
li
ne
ag
ai
n?

12 8 11 36 16 9 3. 1. 49
. 09 09
(M
Ho
(S il
w
OM dl
of
ET y
te
IM De
n
ES pe
do
) nd
yo
en
u
t)
fe
ar
th
at
li
fe
wi
th
ou
t
th
e
In
te
rn
et
wo
ul
d
be
bo
ri
ng
,
em
pt
y,
an
d
jo
yl
es
s?

13 13 19 23 19 6 2. 1. 45
. 83 19
(M
Ho
(S il
w
OM dl
of
ET y
te
IM De
n
ES pe
do
) nd
yo
en
u
t)
sn
ap
,
ye
ll
,
or
ac
t
an
no
ye
d
if
so
me
on
e
bo
th
er
s
yo
u
wh
il
e
yo
u
ar
e
on
li
ne
?
14 2 12 28 27 11 3. 0. 55
. 41 99
(M
Ho
(S od
w
OM er
of
ET at
te
IM el
n
ES y
do
) De
yo
pe
u
nd
lo
en
se
t)
sl
ee
p
du
e
to
be
in
g
on
li
ne
?

15 9 18 28 22 3 2. 1. 46
. 90 05
(M
Ho
(S il
w
OM dl
of
ET y
te
IM De
n
ES pe
do ) nd
yo en
u t)
fe
el
pr
eo
cc
up
ie
d
wi
th
th
e
In
te
rn
et
wh
en
of
f-
li
ne
,
or
fa
nt
as
iz
e
ab
ou
t
be
in
g
on
li
ne
?

16 1 11 37 16 15 3. 0. 55
. 14 99
(M
Ho
(S od
w
OM er
of
ET at
te
IM el
n
ES y
do
) De
yo
pe
u
nd
fi
en
nd
t)
yo
ur
se
lf
sa
yi
ng
"j
us
t
a
fe
w
mo
re
mi
nu
te
s"
wh
en
on
li
ne
?

17 3 14 31 19 13 3. 1. 53
. 31 06
(M
Ho
(S od
w
OM er
of
ET at
te
IM el
n
ES y
do
) De
yo
pe
u
nd
tr
en
y
t)
to
cu
t
do
wn
th
e
am
ou
nt
of
ti
me
yo
u
sp
en
d
on
li
ne
an
d
fa
il
?

18 8 10 31 23 8 3. 1. 51
. 16 10
(M
Ho
(S od
w
OM er
of
ET at
te
IM el
n
ES y
do
) De
yo
pe
u
nd
tr
en
y
to t)
hi
de
ho
w
lo
ng
yo
u'
ve
be
en
on
li
ne
?

19 4 19 35 15 7 3. 0. 48
. 03 99
(M
Ho
(S il
w
OM dl
of
ET y
te
IM De
n
ES pe
do
) nd
yo
en
u
t)
ch
oo
se
to
sp
en
d
mo
re
ti
me
on
li
ne
ov
er
go
in
g
ou
t
wi
th
ot
he
rs
?

20 11 17 28 18 6 2. 1. 46
. 89 14
(M
Ho
(S il
w
OM dl
of
ET y
te
IM De
n
ES pe
do
) nd
yo
en
u
t)
fe
el
de
pr
es
se
d,
mo
od
y,
or
ne
rv
ou
s
wh
en
yo
u
ar
e
of
f-
li
ne
,
wh
ic
h
go
es
aw
ay
on
 ce
yo
u
ar
e
ba
ck
on
li
ne
?

OVERALL AVERAGE WEIGHTED MEAN 3.1 49

TOTA
(So L (Mil
meti SCO dly
mes RE
RAN
Dep
)
GE end
ent)

Table 8. presented the statistical scores of

students’ or respondents’ level of dependency on the
internet. As it is presented in the table, the highest
awm is 3.80 of question 1 which means they often find
themselves stay online longer than they intended. The
lowest awm is 2.54 of question 3 which means that
sometimes they prefer the excitement of the internet to
intimacy with their partner. And the rest of the
questions, which are question 2 to question 20 falls the
awm in the verbal interpretation of sometimes. The level
cell’s highest is 61 in which its verbal interpretation
is moderately dependent and the lowest is 41 which its
verbal interpretation is mildly dependent. Falling down
in moderately dependent category are questions 1, 2, 5,
10, 14, 16, 17, and 18 with the score of 61, 50, 52, 50,
55, 55, 53, and 51. And the rest of the questions which
are questions 3, 4, 6, 7, 8, 9, 11, 12, 13, 15, 19, and
20 with the score of 41, 46, 46, 49, 49, 45, 49, 49, 49,
46, 48, and 46 verbal interpretation is mildly dependent.
So, the overall awm is 3.1 which is verbally interpreted
as sometimes and the level of the internet dependency is
mildly dependent.

Generally, the data above showed that the majority

of the respondents are internet dependent sometimes and
their level of being internet dependent is mildly
dependent. Meaning to say that they are not really that
dependent on the internet and they know their limitations
and how to control themselves. This sometimes frequency
means infrequent or irregular intervals that they are
internet dependent now and then. And their total level of
internet dependence is mildly dependent or normal.

Part 3. The Effects of Internet Dependency to the Academic

Performance of Grade 12 students

FREQUENCY

The
Pos
Inte
Weig Stan Desc
iti rpre
hted dard ript
ve tati
5 4 3 2 1 Mean ive
Eff Devi on
Rati
ect atio ng
s n
of
Int
ern
et
Dep
end
enc
y
to
the
Aca
dem
ic
Per
for
man
ce

1. 32 30 12 4 2 4.0 0.9 Eff Sig

Com 5 9 ect nif
ple ive ica
te nt
gra
des

2. 16 38 17 8 1 3.7 0.9 Eff Sig

Hig 5 3 ect nif
h ive ica
aca nt
dem
ic
per
for
man
ce
(ge
ner
al
ave
rag
e/g
rad
es)

3. 13 33 23 8 3 3.5 1.0 Eff Sig

Sub 6 0 ect nif
mit ive ica
tin nt
g
Req
uir
eme
nts
on
tim
e

4. 19 33 21 5 2 3.7 0.9 Eff Sig

Com 8 7 ect nif
ple ive ica
te nt
ans
wer
ed
act
ivi
tie
s

5. 21 24 22 11 2 3.6 1.0 Eff Sig

Att 4 9 ect nif
end ive ica
ing nt
cla
sse
s

6. 13 35 23 8 1 3.6 0.9 Eff Sig

Hig 4 2 ect nif
h ive ica
sco nt
res
in
act
ivi
tie
s,
qui
zze
s,
exa
min
ati
ons
,
and
per
for
man
ce
tas
ks

TOT
AL
Grand Weighted Mean: 3.7 SCO Eff Sig
4 RE ect nif

RAN ive ica

GE nt

Table 9. The Positive Effects of Internet Dependency to

the Academic Performance of Grade 12 students.

Table 9 shows the positive effects of internet

dependency on the academic performance of students.

In the table, on the positive effects of Internet

dependency on the academic performance indicators, the
six statements: complete grades; high academic
performance (grade); submitting requirements on time;
complete answered activities; attending classes; and high
scores in activities, quizzes, examinations, and
performance tasks show the Significant positive effects
of Internet dependency on the academic performance of the
respondents.

With the 3.74 mean of the positive effects of

Internet dependency, it shows that the positive effects
of Internet dependency is Significant for students’
academic performance.
Table 10. The Negative Effects of Internet Dependency to
the Academic Performance of Grade 12 students.

The FREQUENCY
Neg
ati
ve Weig Stan Desc Inte
Eff hted dard ript rpre
ect 5 4 3 2 1 Mean ive tati
Devi Rati on
s
atio ng
of
n
Int
ern
et
Dep
end
enc
y
to
the
Aca
dem
ic
Per
for
man
ce

1. 6 5 17 16 36 2.1 1.2 Sli Sli

Inc 1 6 ght ght
omp ly ly
let Eff Sig
e ect nif
gra ive ica
des
 nt

2. 5 8 18 19 30 2.2 1.2 Sli Sli

Low 4 3 ght ght
aca ly ly
dem Eff Sig
ic ect nif
per ive ica
for nt
man
ce
(ge
ner
al
ave
rag
e/g
rad
es)

3. 3 9 21 16 31 2.2 1.1 Sli Sli

Not 1 9 ght ght
sub ly ly
mit Eff Sig
tin ect nif
g ive ica
Req nt
uir
eme
nts
on
tim
e

4. 4 11 13 17 35 2.1 1.2 Sli Sli

Inc 5 6 ght ght
omp ly ly
let Eff Sig
e ect nif
ans ive ica
wer nt
ed
act
ivi
tie
s

5. 4 10 20 20 26 2.3 1.2 Sli Sli

Not 3 0 ght ght
att ly ly
end Eff Sig
ing ect nif
cla ive ica
sse nt
s

6. 2 12 21 19 26 2.3 1.1 Sli Sli

Low 1 5 ght ght
sco ly ly
res Eff Sig
in ect nif
act ive ica
ivi nt
tie
s,
qui
zze
s,
exa
min
ati
ons
,
and
per
for
man
ce
tas
ks

Grand Weighted Mean 2.2 TOT Sli Sli

3 AL ght ght
SCO ly ly
RE Eff Sig
RAN ect nif
 GE ive ica
nt

Table 10 shows the negative effects of Internet

dependency on the academic performance of students.

The negative effects of the Internet dependency

indicators on the six statements: incomplete grades; low
academic performance (grade); not submitting requirements
on time; incomplete answered activities; not attending
classes; and low scores in activities, quizzes,
examinations, and performance tasks show the Slightly
Effective negative effects of Internet dependency on the
academic performance of the respondents.

With the 2.23 mean of the negative effects of

Internet dependency, it shows that the negative effects
of Internet dependency are Slightly Effective for
students’ academic performance.

Table 11. The Summary of the Positive and Negative

Effects of Internet Dependency to the Academic
Performance of the students.

Effects of
Internet
Dependency on
the Academic
Performance
 Mean Descriptive Interpretatio
Rating n

Positive 3.74 Effective Significant

Negative 2.23 Slightly Slightly

Effective Significant

Grand Mean: 2.99 Moderately Moderately

Effective Significant

Based on Table 11, the mean of 3.74 shows that the

positive effects of Internet dependency to students’
academic performance is significant; and the mean of 2.23
shows that the negative effects of Internet dependency to
students’ academic performance is slightly significant.

Moreover, the grand mean of 2.99 shows that the

positive and negative effects of Internet dependency is
moderately significant to students’ academic performance.

Chapter V
SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATIONS

This chapter features the highlights of the study.

The summary gives the major findings of the study, while
the conclusion concentrates on what is derived from the
study. The recommendation simply provides the expected
suggestion to be implemented. The chapter provided a
summary of the findings and concluding remarks based on
the analysis of the data collected.

Summary of Findings

The study was conducted to determine the

relationship between Internet dependency and the academic
performance of the Grade 12 students at the(name of your
school).

Specifically, it sought to find out the answers to

the following research questions:

1. What is the profile of the respondents in terms

of:

● Sex
● Gadgets
● Internet connectivity
● Academic performance (Grades)

2. What is the level of Internet dependency among

the respondents?

3. What are the effects of Internet dependency on

the academic performance of the respondents?

The respondents of the study were drawn

proportionately from the International School of Asia and
the Pacific from Grade 12 students in the school year
2021–2022.

The researcher used the students’ responses in the

questionnaire on the result of the relationship between
Internet dependency and academic performance and gathered
data on the effects of Internet dependency on students’
academic performance as the primary instruments in the
study.
 The statistical tools used by the researcher were
the Frequency Count, Average Weighted Mean, and Standard
Deviation.

The Frequency Count and Average Weighted Mean were

used to determine the profile of the respondents, their
level of Internet dependency, and the effects of Internet
dependency on their academic performance in the (name of
your school).

Findings revealed that the majority of the

respondents were female. It is also revealed that most of
the respondents are using smartphones and Wi-Fi
connections to browse the Internet. It is also revealed
that most of the respondents gained a 90–95 General
Weighted Average in the first semester of the school year
2021–2022.

Moreover, the respondents are mildly dependent or

normal. This shows that the respondents are not severely
Internet-dependent. With the data gained on the academic
performance of the students, it shows that they gained
high academic performance and that they are mildly
Internet dependent.

It was also revealed that the effects of Internet

dependency on the academic performance of respondents
were moderately significant. Moreover, it was shown by
the result of the study that the positive effects of
Internet dependency are significant for the academic
performance of the students. The positive effects of
Internet dependency on students’ academic performance are
having complete grades; high academic performance;
submitting requirements on time; completing answered
activities; attending classes; and having high scores in
activities, quizzes, examinations, and performance tasks.
 Furthermore, the negative effects of Internet
dependency on the academic performance of students are
slightly significant. The negative effects of Internet
dependency are having incomplete grades; low academic
performance; not submitting requirements on time;
incomplete answered activities; not attending classes;
and having low scores in activities, quizzes,
examinations, and performance tasks.

It was also revealed that there is no significant

relationship between Internet dependency and academic
performance.

Conclusions

Based on the significant findings of the study, the

following conclusions are formulated:

1. The level of internet dependency of the

respondents was mildly dependent or normal. These
results indicate that the respondents gained high
academic performance in the first semester of
school year 2021–2022.

2. Internet dependency has moderately significant

effects on the academic performance of students.
The effects of Internet dependency on the
academic performance of students are having
complete grades; high academic performance;
completing answered activities, submitting
requirements on time, attending classes, and high
scores in activities, quizzes, examinations, and
performance tasks.
 3. There is no significant relationship between
their Internet dependency and their academic
performance.

Recommendations

Based on the results of the study, the researcher

recommends the following:

1. The students must be aware of using the Internet.

Moreover, the students must be aware of their
schoolwork and accomplish it on time.

2. The students must stay mildly dependent or on the

normal level of using the Internet.

3. Students must use the Internet responsibly.

4. Similar study should also be conducted to other

municipalities and other schools with higher
number of respondents to find out whether they
conform to the findings of this study.

List of Tables
Table Page

1 Results on the
profile of the
respondents in
terms of
sex...............
..................
..........

2. Results on the
profile of the
respondents in
terms of gadgets
used to browse the
Internet..........
..................
..........

3. Results on the
profile of the
respondents in
terms of Internet
connectivity......
..................
..........

4. Results on the
profile of the
respondents in
terms of academic
 performance
(grades)..........
..................
..........

5 Results on the
Internet
dependency level
of the
respondents.......
..................
..........

6 Results on the
Positive Effects
of Internet
Dependency to the
Academic
Performance of
students..........
..................
...........

7 Results on the
Negative Effects
of Internet
Dependency to the
Academic
Performance of
students..........
..................
...........
 8 The Summary of the
Positive and
Negative Effects
of Internet
Dependency to the
Academic
Performance of the
students..........
..................
...........

REFERENCES

● Soohyun Kim (2011); Effects of Internet Use on

Academic Achievement and Behavioral Adjustment among
South Korean Adolescents: Mediating and Moderating
Roles of Parental Factors;
https://surface.syr.edu/cgi/viewcontent.cgi?
referer=&httpsredir=1&article=1061&context=cfs_etd
● Mohd Sazili Shahibi and Ku Nur Khafidhah Ku Rusli
(2017); Vol. 7, No. 8; The Influence of Internet
Usage on Student’s Academic Performance;
https://hrmars.com/papers_submitted/3301/The_Influen
ce_of_Internet_Usage_on_Student
%E2%80%99s_Academic_Performance.pd
● Azizi, Soroush, Khatony (2019); The relationship
between social networking addiction and academic
performance in Iranian students of medical sciences:
a cross-sectional study;
https://bmcpsychology.biomedcentral.com/articles/10.
1186/s40359-019-0305-0
● Yebowaah(2018); Internet Use and its Effect on
Senior High School Students in Wa Municipality of
Ghana;
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?
article=5094&context=libphilprac
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