ASIAN INSTITUTE OF TECHNOLOGY, SCIENCES AND THE ARTS, INC.

B.T. Librojo Building, P. Burgos St., Poblacion Uno, City of Cabuyao, Laguna

“THE EXPERIENCE OF G11 ICT SOFTWARE & HARDWARE STUDENTS IN

USING FACEBOOK-MESSENGER APPLICATION AS FACTOR TO THE
INCREASE OF THEIR ACADEMIC PERFORMANCE S.Y 2018-2019”

A Research Presented

to the Faculty of Senior High School

Asian Institute of Technology, Sciences and the Arts, Inc.

In Partial Fulfillment

of the Requirements for the Subject

Practical Research 1

By

Bariring, Sharabelle L.

Custodio, Jeremiah G.

De Luna, Maria Alexis B.

Dones, Carl Angelo B.

Obregon, Louise Miguel E.

March 2019

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 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Facebook Messenger (commonly known as Messenger) is a messaging app and

platform. Originally developed as Facebook Chat in 2008, the company revamped its
messaging service in 2010, and subsequently released standalone iOS and Android apps
in August 2011. Over the years, Facebook has released new apps on a variety of different
operating systems, launched a dedicated website interface, and separated the messaging
functionality from the main Facebook app, requiring users to use the web interface or
download one of the standalone apps. Facebook Messenger is a free mobile messaging
app used for instant messaging, sharing photos, videos, audio recordings and for group
chats. The app, which is free to download, can be used to communicate with your friends
on Facebook and with your phone contacts.

The Messenger app is a separate app to Facebook. However, users’ profiles can be set
using their Facebook account or telephone number. Users can send messages and
exchange photos, videos, stickers, audio, and files, as well as react to other users'
messages and interact with bots. The service also supports voice and video calling. The
standalone apps support using multiple accounts, conversations with optional end-to-
end encryption, and playing games. This application can also increase student's academic
performances.

Messenger isn't just a great way for you to find old friends or learn about what's
happening this weekend, it is also an incredible learning tool. Teachers can utilize
messenger for class projects, for enhancing communication, and for engaging students in
a manner that might not be entirely possible in traditional classroom settings. Student's
can easily share book reviews for their teacher or instructor to grade and their classmates
to read. With the ability to send photos, videos, files, and more, you can share multimedia
content easily with entire class. The following ideas are just a starting point for class
activity that can be used with.

It is also an excellent way to ensure students are more engaged in the learning
experience. It can also strengthened the communication between students and student-

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to-teacher. Student's and teacher can contact each other through messenger, providing
an opportunity for better sharing of information and promoting better relationships. Shy
students who may not want to approach their teacher after class or during class hours. In
short, it can allow shy students to communicate with others.

In this application you can create group chats for entire class or for study groups with
smaller subsets of student's that allow for easy sharing of information and
communication. They can also share interesting websites by sending links. It can also use
for making announcements. Teachers can send out reminders about upcoming test, due
dates, or any classroom news. It can also use for brainstorming. Even unexpected absence
to rescheduling exams, it's easy to send messages through messenger application.

CONCEPTUAL FRAMEWORK

The helps of Facebook-messenger

The experience of students in using
application on Students’ Academic
Facebook-messenger Application.
Performance.

The positive effects of Facebook-

messenger application on students’
academic performance.

The Results of the Study

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 STATEMENT OF THE PROBLEM

The main problem of this study is to determine the experience of Grade 11 ICT
Software and Hardware Students of Asian Institute of Technology, Sciences and the Arts
in using Facebook-Messenger App as factor to the increase of their Academic
Performance.

Specifically, it answers the questions below:

1. What is the experience of students in using facebook-messenger app?

1.Why do you use Facebook Messenger App?

2.How does chatting with your friends using Facebook-Messenger App different
from talking to them personally?

2. How does the facebook-messenger app help the students in terms of their academic
performance?

1.How does the Facebook-Messenger App influences you to perform your

activity in school?

2.How does the Facebook-Messenger App supports you on your studies?

3. What are the positive effects of Facebook-Messenger App on student’s academic

performance?

4. What are the results of the study?

SCOPE OF THE STUDY

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 This study focuses on the increase of academic performances of grade 11 students in
using facebook-messenger application. The data collection will be conducted to 5% of the
total population in grade 11 ICT students,school year 2018-2019 who will represent the
population. The other students which do not fall as part of grade 11 ICT students are not
within the scope of this research.

LIMITATION OF THE STUDY

The study would be done through the utilization of questionnaire to the students as
a survey and reference. By their strategy the researchers will be able to know how
facebook-messenger application help ICT students to increase their academic
performances.

SIGNIFICANCE OF THE STUDY

This research would be beneficial to the following:

1. Students - They will know how Facebook-messenger application help to increase

academic performances. In this study the students can be aware on how to use facebook-
messenger application to improve their studying.
2. Teachers or instructors - They will be able to understand how this application make
their life easier and convenient. They can easily start conversation with their students.
3. Parents - They can probably know that some applications like Facebook-messenger is
important to their child and this can also improve the communication between them.
4. Future researcher - They can get some information that might needed in their
research and some of their question may possibly be answered by this research.

DEFINITION OF TERMS

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Social Media - websites and applications that enable users to create and share content
or to participate in social networking.

Facebook Messenger - is a mobile app that enables chat, voice and video
communications between the social media site's web-based messaging and
smartphones. (Specific capabilities vary according to the user's device and geographic
location).

Academic achievement or Academic performance - is the extent to which a student,

teacher or institution has achieved their short or long-term educational goals.
Cumulative GPA and completion of educational benchmarks such as secondary school
diplomas and bachelor's degrees represent academic achievement.

ICT - refers to technologies that provide access to information through

telecommunications. It is similar to Information Technology (IT), but focuses primarily
on communication technologies. This includes the Internet, wireless networks, cell
phones, and other communication mediums.

Software - the programs and other operating information used by a computer.

Computer Hardware - is a collective term used to describe any of the physical

components of an analog or digital computer. The term hardware distinguishes the
tangible aspects of a computing device from software, which consists of
written instructions that tell physical components what to do.

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 Chapter 2

Review of Related Literature and Studies

The Experience of Grade 11 ICT Software and Hardware Students in using

Facebook Messenger Application as factor to the increase of their Academic
Performance

Facebook Messenger

According to (Constine, 2017) As Facebook’s designated chat application,

Facebook Messenger garnered 1.2 billion active users in April 2017, adding 200 million
users in a matter of eight months. As supported by (Chowdry, 2017) the popularity of
Messenger is undoubtedly tied to the popularity of Facebook, and its desire to
incorporate the features of other social media apps into its design. Messenger allows
users the ability to not only send text messages, but to make voice and video calls, and to
send money, files, stickers, edited photos, and GIFs via the platform. Users can create
groups that allow them to chat or play games with multiple people, and they can add
videos or photos to the “My Day” feature, which is similar to SnapChat Stories (Constine,
Lomas & Biggs, 2016). In short, there isn’t much that you can’t do on Facebook Messenger.

While Messenger is appropriate for having fun with friends, it’s viability as a
collaborative tool is undermined by the sheer number of things that can be done within
the app.

The bottom bar contains options for users to add extensions or extra features to
the app, take or send photos (which can then be edited within the app, similar to functions
found in SnapChat and Instagram) or videos, record a voice message, and send text
messages. Additionally, clicking on the “smiley” face to the right of the text box opens up
another set of options for sending stickers and emojis, and searching for and sending GIFs.
Additionally, at the top of the chat window, users can select the phone and video camera
icons to voice or video chat, or the “i” button to change a whole host of settings within the

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app and to access other features, including options to send money or start a “Secret
Conversation” in which messages expire after a selected amount of time (King, 2016).

Though the Messenger chat window interface does not show all of these options
at once and differs between Android and iOS versions, it’s safe to say that users may feel
overpowered just by encountering all of these different ways to communicate and
interact with others. In his analysis of Slack’s affordances as a Team Communication
Platform (TCP), Abram Anders (2016) discusses how certain platforms can induce
“cognitive overload” where users feel overwhelmed by information and distracted from
the tasks at hand.

Messenger has a different purpose and offers a completely different interface

than Slack, but the concept of cognitive overload is still a concern. Those using Messenger
for collaborative purposes may find some features to be distracting by nature—there may
not be a legitimate use for a collaborative team to play games or send stickers. As an
instant message or chat application, Messenger’s purpose is to facilitate private
conversations between users. These may also become overwhelming or distracting,
especially if members of a collaborative group choose to speak to one another in private
messages as well as in a group message. Anders reviews how instant messaging
applications support this type of “multicommunication” across many simultaneous
conversations. However, multicommunication can serve to derail collaborative processes
by presenting users with an overabundance of conversations that they must attend to.

Messenger’s capacity to distract users from collaborative work can be balanced

by the ways in which it might build social ties between those working in collaborative
groups.

According to Anders (2016) reviewed the significance of social cohesion and

engagement, or the development of a “sense of belonging and community” as one factor
influencing effective collaboration. With Slack, Anders discovered that users appreciated
the social elements of the platform, including being able to send emojis and GIFs. He also
found that some organizations created specific channels of communication dedicated to
social engagement, which helped to boost a team’s morale, foster personal relationships,

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and support a team’s commitment to goals. In the same way, Gardner and Mortenson
(2015) argue that collaborative teams make time to create a “virtual water cooler” that
promote feelings of a “shared we.” Because it contains features that are fundamentally
geared towards the social, Messenger can work to create stronger social cohesion among
groups and individuals working together.

Ultimately, using Facebook messenger as a tool for successful collaboration in the

classroom depends on the goal in using it.

In defining collaboration, Baker (2015) refers to Rochelle and Teasley’s

explanation: “Collaboration is a coordinated, synchronous activity that is the result of a
continued attempt to construct and maintain a shared conception of a problem.” Baker
writes that collaboration is more than just cooperation, or striving towards a common
goal, in that individuals work together “to gain a shared understanding of the task.”

If the goal is to collaborate on a writing project in the classroom, Messenger may

not be ideal in terms of writing together because it does not offer any writing tools, with
the exception of sending files. For example, students who have to work on a writing
assignment may simply use Messenger to send files back and forth—one student may
have been assigned one section to work on, another a separate section, and so on. This is
more like Baker’s definition of cooperation, which is akin to “dividing up the task into
subtasks and assigning individual (or subgroup) responsibilities for achieving each of
them.”

However, if the students use Messenger as a tool for sharing ideas, this might lead
to a legitimate collaboration—they can use text, audio, or visual messages to discuss the
goal of the assignment and bring other others into the conversation.

As Facebook Messenger continues to evolve, it’s important to keep an eye on its

affordances and limitations as a collaborative tool. Messenger’s design brings a multitude
of features to the forefront to distract users. Moving some of these features—with the
exception of the text bar and phone or video call options—off of the main interface may

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help keep users focused. Still, as a large, successful social media company, Facebook’s goal
is to keep people involved in Facebook platforms for as long as possible.

In October 2016, Facebook announced the launch of its Facebook Workplace

platform, a tool similar to Slack in its focus on communication within an organization
(Sather, 2017). Though the platform is still relatively new and may change, the interface
looks strikingly similar to Messenger. In the future, it may be helpful to see how much of
Messenger’s design is found in Workplace, and how organizations are incorporating the
social into their communicative practices.

Social Media and It’s Uses

According to (Kirschner and Karpinsk, 2010) Paul Kirschner and Aryn Karpinski
define Facebook and other social network sites as an online directory that allows people
to find their friends, family and colleagues through looking them up on social network
sites .

As supported by (Curtis, 2013). Curtis states that teens all over the world are
starting to lose interest in the use of Facebook and are using Snapchat, Twitter and
Instagram.

Victoria Rideout states that, among the younger generation, the time they spend
on social media, what she calls entertainment media’ is “more than twice the average
amount of time spent in school each year.” (Rideout, 2012, p. 5)

She also adds that an American child spends on average seven and a half hours a
day just for having fun on the media, not only that, but they multi-task, between all the
different media they use. For example, they can be listening to music, sending a tweet and
also posting on Facebook. Rideout says, that since social media is seven days a week,
unlike school or having a full-time job, over the years the amount of time one could spend
over the internet “has exploded” (Rideout, 2012, p. 5).

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 Abelardo Pardo believes that technology offers a platform for innovation, and
allows its users to express their opinions about how they feel towards the information
being published. He adds that, social media is also a platform that allows students to
interact with one another, with their teachers and communities that share their same
education. Pardo also states that these types of interaction are “an essential part of how
humans learn.” (Pardo, 2013, p. 45)

Kirschner and Karpinski, discuss Wim Veen’s new term, “Homo Zappiens”, which
refers to the learners of the new generation, and the new way they use to learn. This new
way is known as “meta-cognitive skills,” meaning they learn on their own without the
need for instructions, it is also called “discover-based learning.” They also add that, the
younger generation shares an unclear bond with technology since their birth, leading
them to multi-task. They note that 46% of the younger generation who access the internet
use it to help them with their school assignments (Kirschner and Karpinski, 2010).

June Ahn discusses in her research a theory called ‘Signalling Theory’, this theory
refers to how individuals on social network sites present themselves, and develop their
identities and build trust with others. She also adds that, by having many friends on the
different platforms, this causes the individual to lose the trust of their friends because
they start adding people they do not know, to show others how popular they are (Ahn,
2011).

Academic Performance

Student’s academic performance and graduation rates have been the area of
interest for higher education institutions. Investigation of factors related to the academic
performance of university students become a topic of growing interest in higher
educational circle. Many recent studies were carried out to explore factors that affecting
university student’s academic performance. Hanson (2000) reported that Student
performance is affected by different factors such as learning abilities, gender and race.

According to Simmons, et al. (2005) concluded that family income level,

attending full time, receiving grant aid and completing advanced level classes in high

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school having statistically significant effects on college persistence among first
generation college students.

As supported by Garton,et al. (2000) carried out a study with freshmen college
students to evaluate the efficiency of student learning style and other university
admission variable in predicting student academic performance and retention. Act
composite score, high school class rank, high school core GPA, and learning style were
used as predictors. Results showed that core GPA and Act score were best predictors for
predicting academic performance of first year of college.

In favor of Mckenzie and Schweitzer (2001) conducted a prospective study to

explore the psychosocial, cognitive, and demographic predictors of academic
performance of first year Australian university students. Results demonstrate that
previous academic performance was identified most significant predictors of university
performance. Integration into university, self efficacy, and employment responsibilities
were also predictors of university performance.

Hijazi and Naqvi (2006) conducted a study to find out the factors which affecting
college students’ performance. In this study researcher mainly focus to explore the
factors that associated with performance of students in intermediate examination. This
study conclude that attitude towards attendance in classes, time allocation for studies,
parents level of income, mother’s age and mother’s education were main factors that
affect performance of students of private colleges Reviewed literature indicated that
there is an awareness of the importance of the home environment or family on
pupil’s/students academic performance.

The home has a great influence on the students’ psychological, emotional, social
and economic state. In the view of Ajila and Olutola (2007), the state of the home affects
the individual since the parents are the first socializing agents in an individual’s life. This
is because the family background and context of a child affect his reaction to life situations
and his level of performance.

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 Ichado (1998) stated that parent’s constant disagreement affects children
emotionally and this could lead to poor academic performance. Taylor, et al. (1995)
showed that parenting style (nature and control) and parental involvement significantly
predicted academic outcomes. In Saudi Arabia, Kritam, et al. (2004), reported that the
family financial support, encouragement and following up have positive impact on
students' performance as measured by their GPA.

Study habits of students may be relevant to the prediction of grades because it

is possible that student’s grades may be related to their study habits. That is, students
with poor study habits may obtain lower grades than those students with better study
habits. The importance of the relationship between grades, instructor ratings and study
habits has not been determined [Middleton (1979)].

Study skills and learning approaches include, for example, time management,
using information resources, taking class notes, communicating with teachers, preparing
for and taking examination, and several other learning strategies. The research shows a
significant correlation between such learning behavior and approaches and academic
achievement in higher education [Soares, et al. (2009)]. Students who create their own
study aids are spending time making them, whereas those who use others’ study aids or
not. It may also be that the process of creating study aids helps the learner gain more
meaningful knowledge through the process of synthesizing disparate pieces of
information into new knowledge, as has been shown with note taking. We wondered if
students who used study aids made by others rather than making their own might be
missing out on the benefits of time-on-task and concept mapping [Sleight and Mavis
(2006)].

Estes and Richards (1985) developed a survey of study habits for use with high
school and college students. Their study skills index measured three factors for both
homework and test situations. Distractibility items assess the degree to which students
report being unable to maintain their attention or concentrate on their task.
Inquisitiveness items measure how well students try to make sense of the material they
are studying- do they look for essential concepts or deeper meaning? Compulsiveness
items assess the degree to which students attend to details and try to remember facts.

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 Recent research has considered student behavior and learning to be important
factors in student’s academic success and retention. Hattie, et al. (1996) conclude that if
we aim to increase student’s academic success in higher education institutions, we must
focus on interventions directed towards learning strategies, a fact which suggests the
need to develop programs of this kind [Soares, et al. (2009)].

The influence of learning strategies on academic achievement, on the other

hand, has been much less widely investigated, in spite of its theoretical importance and
prevalence in international reports [Martin, et al. (2008)].

In 1998, Jere Brophy demonstrated that increased time spent on learning

activities yields increased learning, provided that the teacher was competent and that the
learning activities were effectively designed and implemented. Another theory that
guided us was concept mapping. Concept mapping is a method in which the learner links
new knowledge to a framework of relevant concepts that the learner already knows.
Ausubel (1963) maintained that this linking of new with existing knowledge was a key
factor in successful learning and that it was the difference between meaningful learning
and rote learning [Sleight and Mavis (2006)].

Research on college students suggests that activities like advising could

increase students' involvement in their college experiences. Colleges and universities
could use strategic planning to design advising programs based on relationships of
shared responsibility and focused on students' success. Research on positive outcomes of
college and on the diverse needs of students making up today's student population
suggests that a new look at advising is needed. Findings link academic advising directly
and indirectly to contact between faculty and students and persistence in college. For
example, involvement influences learning and defines effective institutions as those
having the capacity to involve students [Astin (1984)].

Research also indicates that frequent and meaningful contact with faculty
members, especially contact focusing on intellectual or career-related issues, seems to
increase students' involvement and motivation [Astin (1984); Pascarella (1980, 1985);
Terenzini, Pascarella, and Lorang (1982); Tinto (1987)]. These results can be important

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to advisers, for they have the capacity to increasemeaningful contact with students and
to encourage them to persist in college.

When a broad base of the college community plans for, implements, and
evaluates advising services, advising can become a systematic enterprise of the
institution that enhances the educational outcomes of college. Another very important
factor in establishing high retention rates at a college is the degree to which students
establish close and supportive personal and professional relationships with faculty and
other significant people on campus [Tinto (1987)].

Class Attendance

An increasing number of individuals seek a high level of education to secure

their future and improve their economic possibilities [1]. Academic performance is an
essential factor in the success of the post-education period with respect to employment
[2]. For this reason, the ability to predict students’ academic success has been the subject
of increasing interest.

The knowledge regarding expected academic performance is also a valuable

input for educators and school administrators, as this information can be used to identify
and target vulnerable students at risk of dropping out or in need of additional attention.
However, gathering information about attendance levels using conventional methods
(surveys or self-reports) is subject to inherent biases [3] and moreover, can be costly to
gather at the scale of schools or universities.

Here we propose a new method for measuring attendance. This new

methodology overcomes important limitations of previous approaches. Specifically, our
method leverages data collected via smartphone sensors to identify class locations from
clusters of students following the same courses and estimate then the students’
attendance (see Methods for details).

We used the measured attendance levels of almost 1,000 university students to

investigate the relationship between students’ attendance and their grades, as well as the

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social aspects of academic performance. This is the first time a dataset of comparable
richness has been used to conduct analyses on attendance.

The theoretical literature on student achievement emphasizes that class

attendance is associated with better performance. One strand of theoretical literature are
the pedagogical models where class attendance can be seen as student involvement,
among other features which also highlights the resources of the school and the content
being taught [4]. Other theoretical approaches include economic models where rational
agents decide on optimal usage of time spent studying vs. leisure/other courses [5].

There is a large body of existing data-driven research on class attendance,

absenteeism and their impact on academic achievements [6–23] as well as on the
relationship between behavior of peers [24–28]. However, the methodology applied in
the large majority of previous work has limitations: results are based on analyzing
surveys, sign-in-sheets or other types of self-reports, which are known to be prone to
biases and errors [3].

Two exceptions that collected data from sensors are the StudentLife study [23]
and Zhou et al. [29]. The StudentLife study used location data recorded on students’
phones [23]. Students were considered to be at class when they spent at least 90% of the
scheduled period at the class location. Although there were variations observed in class
attendance, they found no relation between final grades and absence (either initial level
or the pace of absence over the term) which contradicts the findings of most related
studies.

A likely explanation of the observations in the StudentLife study is the small

sample size (< 50 students). Another approach is used by Zhou et al. [29] who employ
connectivity data from the WiFi network at Tsinghua University. The location of students
and consequently their class attendance was determined by studying how students’
phones connected to the nearly 2,800 WiFi access points with known locations
distributed over university campus.

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 Based on nine weeks of observations, Zhou et al. found that students with higher
GPAs attended classes at a higher rate. Moreover, compared to low performing students,
they were also found to be more likely to arrive late to class. Our approach shares some
similarities with [23, 29] but there are also some fundamental differences as we have also
investigated dynamic patterns (i.e. early and consistent attendance throughout the
semester) and considered the social environment.

Most existing studies have found that class attendance is a significant and
positive predictor of course grades [6–20, 22]. More specifically, the meta study by Crede
et al. [20] concludes that attendance is the most accurate known predictor of academic
performance, superior to scores on standardized admissions tests such as the SAT, high
school GPA, study habits, and study skills. Some studies report on experiments which
have quantified the importance of attendance on exam performance through mandatory
attendance [17] and intentionally omitting parts of the curriculum [19], and both found
a significant effect on the number of exam questions answered correctly.

In addition to general attendance throughout the semester, initial attendance has

been shown to be an important predictor of academic success [7]. Previous results also
indicate that average attendance drops over the course of the semester, irrespective of
performance [10, 21, 30].

The connection between attendance and peer behavior has been explored to a
lesser extent. Only a few preliminary observations exist in the literature based on co-
occurrence at class or workplace [24–28]. One example is the work of De Paola, where
individual absence behavior was found be related to peer group absenteeism [28]. Yet
these studies are limited by having no access to data regarding actual communication or
interactions.

Educational policies aimed at increasing attendance have a broad set of tools. The
standard approach is to enact mandatory attendance as experimented in [17]. Other tools
include tutoring [31] and nudging [32]. Moreover, for children and adolescents other
options are to involve partnerships from schools to parents and their communities [33,
34].

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Social Media Usage

Social networking sites (SNSs) usage is a common phenomenon nowadays.

Social Networking Sites are basically internet based tools that facilitate communication,
content exchange and collaborate in multiple ways. Beginning with sixdegrees.com (Boyd
& Ellison, 2007) SNSs have evolved with complex functionalities and grown to engulf the
globe particularly after the genesis of Facebook in early 2004 and it is now the largest
SNS in terms of user base (Staticbrain.com, January 2016) Social Networking Websites or
Social Networking Sites (SNSs) have become an everyday social activity for peoples
across the world (Boyd & Ellison, 2007).

Ever increasing penetration of the Social Networking sites have become a fad
amongst the young adults. Ofcom research data found that just over one fifth (22%) of
adult internet users aged 16+. According to Kuss& Griffiths (2011), Consumer researches
and empirical data on SNS usage reveals that overall regular usage of social media has
increased over the last few years and SNSs are mostly used for social purpose; for
maintaining the already established offline networks, relative to individual one.

Further they point out that teenagers and students are making most of SNSs as
compared to general population. Some latest researches are also pointing towards the
fact that young adults are making most of the Social Networking Sites. A report based on
the Pew Research surveys viz.; "Social Media Usage: 2005-2015" points out that 65 %
adults now use Social media up from 7% in 2005. And there is relation between social
media use and age. Those in the age group of 18-29 are the most likely user of social media.

Today as per the Pew research data, 90% of young adults use social media;
compared to 12% in 2005. There is no surprise that social Networking Sites usage and
their impact and social and cultural implication have now become hot topics of research.
Tham, J., &Ahmed, N. (2011) in their study examined the usage and implication of social
networking sites among college students. Results of the study revealed that female
college students spent more time on SNSs than male students. In general the time spent
on SNSs decreased as the age of the respondent increased. Kumar, A. & Kumar, R. (2013)
made an attempt to study the activities and reasons for using social networking sites by

18
post graduate students and research scholars Results of the study found that majority of
the respondents were aware of and making use of such application in their research work.

The study also revealed that Facebook is most popular SNSs among the all
categories of students and research scholars. Bhola, R. M., & Mahakud, G. C. (2014)
indicates that most youngsters begin social networking at 14.6 years; the average time
spent on Social Networking is 3.6 hours daily. Facebook is most preferred SNS for the
function of Chatting and making friends night chatting and interaction with the opposite
sex is common, have interest in electronic gadgets, ignore daily activities, hide their
online tasks from others, use SNS secretly and feel frustrated in its absence. Arumugam,
B., Nagalingam, S., &Ganesan, R. (2014)indicated that majority of teenagers were addicted
to Social Networking Sites and hence proper steps should be taken to create awareness
among teenagers and their parents regarding the addictive behavior and risk factors
associated with the usage of Social Networking Sites.

Sampasa-kanyinga, H., & Lewis, R. F. (2015) in their study investigated the

association between time spent on Social Networking Sites (SNSs) and unmet need for
mental health support. Among other things It was found that out of total samples 25.2%
of students reported using SNSs for more than 2 hours every day, 54.3% of students
reported using SNSs for 2 hours or less every day, and 20.5% reported infrequent or no
use of SNSs. The present study is limited to the Government /Aided degree colleges and
is limited to the undergraduate students (B.A/B.Sc/B.Com) students of Dehradun district
of Uttarakhand State of India. The descriptive survey method wasused for the present
investigation.

Relationship between Facebook and Academic Performance

The first appearance of the social networking site was in 1997 and the first site
appeared was SixDegrees.com to establish personal profiles, especially for users of the

19
site with commentary on the news on the site and the exchange of text messages between
users. This site was followed by the site MySpace.com in 2003, and then Facebook.com
appeared this site allows users to exchange news and information among themselves and
to allow friends to access their own files.

The latter site not only affects the scope of the virtual community, but also affects
the reality of the lives of social, political, cultural, and religious clients. These networking
sites used by most people to interact with old and new friends (Asemah & Edegoh,
2012).The world has changed rapidly with the development of technology; this has led to
use the technology as the best way to explore the vast area of knowledge. The “Journal of
Cases on information technology” has published study (Mensah & Nizam, 2016) based on
an objective analysis of the use of social media by college students and study the positive
and negative effects on students’ academic performance and behavior.

The most important findings of the study are that there is a positive and negative
impact on the social networking sites on the academic performance and the behavior of
the student, in that the university student is attracted to social networking sites for many
reasons, including the search for information that can be accessed easily and in an unsafe
and unreliable way.

This will reduce their ability to learn and research effectively. In addition,
students who are heavily involved in the activities of networking sites during study have
a lack of concentration and distraction. The study also found that these students lose an
important aspect of real human communication skills as they spend long periods of time
in the unfavorable and may even be affected negatively, physically and mentally.
Academic excellence or achievement plays an important role in individual placement,
both in academic institutions and in employment. Because of this, many people feel less
with ways that can enhance academic achievement. The emphasis on academic excellence
is also prevalent throughout the world and has encouraged many studies on the terms of
its promotion.

The role of academic achievement as one of the factors predicting and success in
life and also in the aspect of academic placement in schools for higher institutions as well

20
as the level of usability in their career is inevitable. Today, most young people and
students have Facebook accounts. The most important reason is the growing use of
Facebook in all aspects of working life, while many researchers blame the quality of
teachers bad, while attributed to the prevalence of the phenomenon of Facebook
madness and became a master of the minds and consciousness.

According to (Oche & Aminu, 2010), it is noted that students are very divided in
social media and spend about 24 hours online. Even in the classroom and lecture theaters,
it has been observed that some students are always busy in chatting and communicating,
during lectures and which should guide these times toward learning, scientific research
and innovation along the lines of students’ attitudes to meeting new online friends and
discussing issues of most importance.

Most students suffer from setbacks as a result of social media preoccupation. As

per the study of (Obi, Bulus, Adamu, & Sala’at, 2012), it was observed that the use of these
sites also affects students’ use of English and grammar. Students use short forms of
writing words in their chat rooms; they use the same thing in the classroom. On the other
hand, social networking sites can assist students in developing themselves, enhancing
their knowledge and creativity, leveraging their knowledge exchange, and increasing
their technical skills.

Through the optimal use of social networking sites, students can access as much
knowledge and information as possible that enhance their academic performance and
excellence learning (Kaplan & Haenlein, 2010).

The most important conclusions of Hadeel Al-Obaidi’s study at the University of

Bahrain The Relationship between Social Media and Academic Perfor mance: Facebook
Perspective 14(2016) (Harrath & Alobaidy, 2016) on the students of the Arabian Gulf that
there is a positive impact of this technology at their academic level through the useful and
optimal use of social networking sites. Analysis of the study showed that students are
aware of and have a good level of awareness of using social networks for academic
purposes.

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 A large proportion of students expressed satisfaction with its use as a useful
means of collecting data and searching for useful information. In addition, social
networks have helped students to join educational networks, interact with colleagues and
access e-learning resources. A study conducted by US researchers (Junco, Heiberger, &
Loken, 2011) found that adolescents writing SMS through mobile phone can negatively
affects their ability to speak properly, and that messages cause a delay in speech and
learning skills significantly.

The researchers explained that teenagers who use text messages to communicate
with their peers permanently commit many linguistic errors in addition to their reliance
on colloquial words, abbreviations and numbers instead of letters in most messages.
According to a study conducted by (‫ﺪﻤﺤﻣ‬, n.d.) of Mosa’d Al Sharari about students in the
Kingdom of Saudi Arabia, it has been concluded that there is a negative impact on
students from the use of Facebook and the most important effects watching unethical
images and video, meet new bad friends and the loss of study time. More than 78% of
male and female students were negatively affected by their use of social media sites in
the 16-20 age group, and 67% of students in Saudi Arabia did not use them for
educational purposes.

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 CHAPTER 3

RESEARCH METHODOLOGY

Introduction

This chapter presents the discussion on the research methodology of the study,
research locale, research design, method of research used, research instrument, method
of data collection, participants of the study, and statistical treatment that will be uses for
accurate data analysis and interpretation.

Research Design

This study used the descriptive method of research in order to determine the
experience of Grade 11 ICT Software and Hardware students in using facebook-
messenger application as factor to the increase of their academic performance. According
to Calderon (2008), as cited by Alberto et al (2011), descriptive method is also known as
statistical research, it describes data and characteristics about the population or
phenomenon being studied. This research method is used for frequencies, averages and
other statistical calculations. Often the best approach prior to writing descriptive
research, is conducting a survey investigation. The characteristics of this method were
used a tool to determine what is the experience in using facebook messenger application
as factor to increase of their academic performance. This method is used to gather
information in order to test hypothesis or to answer questions concerning the currents
status of the subject of the study.

Population and Sample Size

Table 1, given in the next page presents the population and sample size and
the venue of the study which covered the Asian Institute of Technology, Sciences and the
Arts. This school include the following sections: ICTS 2M2 which 5 respondents were
taken and ICTH 2M1 which 2 respondents took part of this study.

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 Table 1

Population and Sample Size

Sections Population Interviewed

ICTS - 2M1 35 0

ICTS - 2M2 28 3

ICTH - 2M1 30 2

TOTAL 93 5

Sampling Technique Used

The simple random sampling through a fish bowl technique was used in this
study to minimize the number of teacher-respondents to a manageable one. Hence, a total
of 5 respondents were selected: 3 from ICT Software and 2 from ICT Hardware.

Research Locale

The Asian Institute of Technology, Sciences and the Arts, Inc. is one of the fastest
growing educational Institution and is consistently ranked among others. AITSA is both
timeless, owing to its more than two years of quality education, and timely, as it
continuously responds to the needs of the present. Started with the vision of four friends.
A vision that detailed the need for compassion, service, and accountability. Everyone sees
the need for "better, quality education" for the "less fortunate", but few ever act on that
need. Some due to funding, while others, due to time and effort. We at AITSA, Inc. strive
to make the difference. With funding acquired from loans, the difference starts with
AITSA, Inc.The located at B.T.Librojo Building, P. Burgos Street, Publacion Uno, City of
Cabuyao, Province of Laguna, Philippines.

Description of Respondents

In this study, five grade 11 ICT Software and Hardware students who enrolled
in AITSA Cabuyao will be selected to participate on our research about Experience of
Grade 11 ICT Software and Hardware students in using facebook-messenger application
on student’s academic performance.

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Instrument

The main instrument that the researchers used was the questionnaire. The
devised questionnaires were based on different studies that are related to the current
studies. The instrument covers the experience of Grade 11 ICT Software and Hardware in
using facebook-messenger application as factor to the increase of their Acdemic
Performance in Asian Institute of Technology, Sciences and the Arts during the school
year 2018-2019.

Validation of the Instrument

The validation of the instrument was conducted after the researchers had finished
preparing the draft and the survey questionnaire. The instrument was already checked
by their adviser. Then the validation was held by three language experts and one ICT
Adviser in Asian Institute of Technology, Sciences and the Arts.

Data Gathering Procedure

All data pertinent to the topics of this study were gathered personally by the
researcher. Secondary data were gathered from news items, books, and from the Internet.
While the primary data were gathered from the filled-up questionnaire administered to
the respondents of the schools covered in this study.

Ethical Considerations

In this study, the researcher assured the privacy and security of their
participants. Their personal information stayed private. The researcher did not force
nor bribe the participants to participate in this study. The interview questions were
written in a way where the participants can easily understand it to can avoid any
misunderstandings. The participants answered the questions willingly and
comfortably. The researchers did not alternate nor change anything form the answer
of the participants. The participants were assured that they have the right to refuse in
participating in this study and that the researchers will keep the information that they
do not want to expose. These manners have been observed through the study to
stablish trust between the researchers and the participants.

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Treatment of Qualitative Data

The ensuring statements are the Qualitative Data Treatment pertaining to the
experience of Grade 11 ICT Software and Hardware students in using facebook-
messenger application as factor to the increase of their academic performance.

1. The researcher conducted interview in different sections to acquire more information

regarding this kind of issue. It was done through a textual and contextual framework
which will be the facet of the study in this chapter. The interviews were recorded with
the used of a recording camera and mobile phones as back up.

2. The outcome if this study helps the researcher to come up with a broader idea about
the experience of Grade 11 ICT Software and Hardware students in using facebook-
messenger application as factor to the increase of their academic performance. The
different lived experience shared by the participants contributed a lot understanding
about the positive experience of students using facebook-messenger application. The
participants who have similar lived experience have been summarized by the researcher
as a whole.

3. The researchers have created a re-elections and recommendations based on the

outcome of this study.

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