INTERNET USE AND STUDENTS’ BEHAVIOR A Research Presented to the FACULTY OF THE SENIOR HIGH SCHOOL DEPARTMENT BOHOL WISDOM SCHOOL Tagbilaran City In Partial Fulfillment Of the Requirements in Research 2 Acapulco, John Scotie P. Bagolor , Lou Dimple L. Chiu, Laeticia Marie A. Cuarto , Ria Kassandra D. Kumar , Sandip s. Lagura , John Vincent s. October 2017ABSTRACT The main thrust of this study is to determine the student's behavior towards using of internet in school. Specifically, the study aims to find how the internet affects the behavior and performance of the students in Bohol Wisdom School, Tagbilaran City, S.-Y. 2016-2017. The study is descriptive which utilized questionnaires were given to the respondents in order to gather primary data and also retrieve documents for secondary data. The data collected was subjected to the weighted mean which was transmuted into percentage based on the responses of the respondents to the questionnaire given. Meanwhile, to obtain the students’ profile, the researchers included the name, age, and gender in the questionnaire. The findings revealed that majority of the respondents are using the internet every night. Ages ranging from 12-13 are the students who use the internet the most. The primary reason for their use of internet is for entertainment. The researchers accepted the null hypothesis for there is no relation between the students’ internet use and their behavior in school. The researchers recommend that the parents must monitor their activities while using the internet. The researchers also recommend the teachers use these sites for the students to learn more. Further studies should be conducted in a wider scope and with different respondents.TABLE OF CONTENTS TITLE PAGE . APPROVAL SHEET . DEDICATION . ACKNOWLEDGMENTS. . . Chapter 1 THE PROBLEM AND ITS SCOPE INTRODUCTION Rationale. Literature Background. Theoretical and Conceptual Framework | THE PROBLEM Statement of the Problem . Statement of the Hypothesis. Significance of the Study. RESEARCH METHODOLOGY Design . 7 i Environment and Respondents. Instrument Ei : Data Gathering Procedure Statistical Treatment. DEFINITION OF TERMS. Page ii iti wiv 12 +12 +12 +13 13 14 +14 15 ma. 2. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA Profile of the students in Terms of Age. Fi Profile of the Students in Terms of Year Level Profile of the Students 19 +20in Terms of Gender . eet Students’ Weekly Internet Use. Students’ Daily Internet Use Most Visited Sites . Reasons for Visiting These Sites . Students’ Behavior in School . Relationship between the Students’ Daily Use of Internet and Their Behavior in School +21 +22 was +25 +26 28 3. SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary. Bone gs eto fa Pi Hot pint gis Hs Conclusion . Recommendations. ....... - PROPOSED MONITORING DEVELOPMENT PROGRAM Rationale. Objectives . a Mechanics of Implementation. Evaluation . REFERENCE LIST . APPENDICES Appendix A . Appendix B. Appendix C. curriculum vitae + +29 -30 32 233) Sets het tae) Ber ercare 3 335 242 +46 48APPROVAL SHEET This research entitled “INTERNET USE AND STUDENTS’ BEHAVIOR”, prepared by the researchers and submitted in partial fulfillment of the requirements for RESEARCH 2, SENIOR HIGH SCHOOL, has been examined and recommended for acceptance and approval for oral examination: THESIS GOMMITTEE PANEL OF EXAMINERS Approved by the Committee on Oral Execution with the grade of 4 : DELOSO, M.A.-E.M. DATE OF ORAL DEFENSE Head, Administrative TeamDEDICATION The completion of this research would not be possible without the guidance and encouragement of many people. That is why we, the researchers, humbly dedicate this humble piece to the following; To our parents, who extended their hands in supporting us financially and giving us love and inspiration. To our adviser, Del Mark A. Cagatin, M.A.Ed for being patient with us throughout the duration of the study. To our subject teacher, Billy 0. Cosares, M.A.Ed for motivating us and also helping us improve our study. To our statistician, Hermilio Arbuyez Jr., who willingly helped us with the statistical treatments needed for our study; To our friends, who also motivated us, and most of all, to our fellow researchers. Without your encouragement, support, guidance, patience, and cooperation, this work will not be complete. Above all, to our Almighty Father who guided us to the right path and provided us everything we need. The ResearchersACKNOWLEDGMENTS: The researchers would like to express their heartfelt gratitude to the people who had contributed to make this piece of work a reality. We, the researchers are thankful to the following: The Holy Triune God, for the indwelling presence to bring out the best in everything that we do and empowering us in all our humble academic endeavors; Raul H. Deloso, M.A.-E.M., Head of the Administrative Team, for giving us the opportunity to conduct this study; Del Mark A. Cagatin, M.A.Ed, our adviser, for spending his time to scrutinize the drafts and make corrections as well as suggestions for the improvement of our output; Hermilio Arbuyez Jr., our statistician, for helping us with the difficult computations and formulas in our study; Billy 0. Cosares, M.A.Ed., our subject teacher, for motivating us to work hard and guiding us with our study; The respondents for without their cooperation, this study would not be accomplished; The library staff, for being approachable and patient in assisting us in looking for materials for our study;Our parents who extended their hands in supporting us financially and giving us love and inspiration, and to our friends and classmates for helping and believing in us. The ResearchersChapter 1 THE PROBLEM AND ITS SCOPE Introduction Rationale One of the most significant changes in education over the past 50 years is the introduction of the ever-improving technology in school. As with all changes, this development has had positive and negative implications. Some people wonder if the increased use of technology has an overall negative effect on the education of students. Problems also evolved as the Internet continues its advancement. Psychological disorders began to affect some students as they lose control in using the internet. Their mentality was greatly affected leading to Behavioral changes. One report from Times of India stated that a 24-year- old graduate in Gorakhpur committed suicide after her Parents scolded her over her excessive use of a social networking site. In the suicide note, she wrote, "I cannot stay in a home with such restrictions as I can't live without Facebook."Students who were affected also lost focus over their education. They became passive towards learning, but became active in surfing sites. They also lost control with their time management which leads them to sleep late at night, causing them to perform less in school and sleep during classes. In this study, the researchers aim to find out the relation between internet usage and the students’ behavior in school so that the researchers can quantify the results and hopefully draw conclusions and recommendations regarding this issue. Literature Background The internet is powerful and influential, it connects people. If used properly, it could be a positive step towards better communication and education. The internet is a necessity in today’s generation as what Villaflor stated in Health & Home (2010). “They (computers) are a necessity for today's generation. Computer and the Internets are needed in the workplace, in school, and at home. Computers now are as popular as television.”E-learning theory, as what Mayer, Sweller, & Moreno in 1999 said, learning is more effective when visuals are accompanied by audio narration versus onscreen text. There are exceptions for when the learner is familiar with the content, is not a native speaker of the narration language, or when printed words are the only things presented on screen. From learning-theories.com, Bandura’s Social Learning Theory (1977) posits that people learn from one another, via observation, imitation, and modeling. The theory has often been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation. Elihu Katz's Uses and Gratification Theory (UGT) (1969), seeks to understand why people seek out the media that they do and what they use it for. UGT differs from other media effect theories in that it assumes that individuals have power over their media usage. UGT explores how individuals deliberately seek out media to fulfill certain needs or goals such as entertainment, relaxation, or socializing. Suler’s online disinhibition effect (2004), describes the loosening of social restrictions and inhibitions thatE-learning Theory (Meyer, et al, 1999) Republic Act No. 10173 Right to Information Social Learning Theory (Albert Bandura, 1977) Uses and Gratification Theory (Blihu Katz, 1969) Bill of Rights, Article III, Sec. 7 Right to Information OnlineDisinhibition Effect (John Suler, 2004) Junior High School Students’ Internet Use and Behavior Behavior Internet Use Proposed Monitoring Development Program to Improve Students’ Use of Internet Figure 1. Theoretical and Conceptual Frameworkare normally present in face-to-face interactions that takes place in interactions on the Internet. Republic Act No. 10173 “Data Privacy Act of 2012”.It is the policy of the State to protect the fundamental human right of privacy, of communication while ensuring free flow of information to promote innovation and growth. The State recognizes the vital role of information and communications technology in nation-building and its inherent obligation to ensure that personal information in information and communications systems in the government and in the private sector are secured and protected. The right of the people to information on matters of public concern shall be recognized. Access to official xecords, and to documents and papers pertaining to official acts, transactions, or decisions, as well as to government research data used as basis for policy development, shall be afforded the citizen, subject to such limitations as may be provided by law. Sec. 7, Article III Bill of Rights, Right to Information Constitution (1987). According to TNS' Digital Life and Mobile Life surveys for 2011, nine out of 10 Filipinos who surf the Internet on their phones have accessed social networking sites, a sharp 68 percent increase from 2010 figures (Tuazon, 2011).Majority of Filipinos accessing the Internet were teens and young adults, with 85 percent of Filipinos aged 16 to 20 accessing the Internet in the past four weeks, and 74 percent of Filipinos between 21 and 24 accessing the Internet in the same period (Santos, M., 2012). In the Philippines, various studies and surveys conducted in the country over the years have highlighted the benefits of technologies such as the Internet on the younger generation of Filipinos, from stronger long- distance ties to enhanced self-expression and creativity (Smart Communications, 2015). According to Morallo (2013), the use of Social Networking Sites (SNS) is a way of life and serves as a powerful tool for social interaction. Furthermore, the improvement in the student grade relies on all other factors within the teaching learning process and could not be attributed to the use of SNS alone. On the other hand, it is found out that the proper and reasonable use of SNSs could help the students in one way or another in their assignments, class discussions and interactions with their instructors. Furthermore, merely the idea that a person can develop an unhealthy dependence on the Net is a controversial one.There is even a name for it - Internet Addiction Disorder (IAD) - though the layperson’s understanding of Internet addiction is simple enough: It’s when people stay online so much that their health and real life begin to deteriorate (De Vera, 2011). +Scientific studies show that computer addiction affects the brain in pretty much the same way as drug addiction changes the brain chemistry by stimulating the reward circuit of the brain. As human beings, we are likely to repeat doing the things we find rewarding. The pleasure one experiences from this activity triggers the release of a brain chemical known as dopamine, which makes the person to want for more (Villaflor, 2010). Teens who get addicted to the internet often spend 5 to more than 10 hours a day in front of the computer screen, typing or gaming away until the wee hours of the morning. They get angry or agitated if not in front of the computer and will increasingly shun social interactions (Nolasco, 2017). Education is a matter of values and action and is a basic human process. The positive impact of Internet on education has only enhanced the educational process, bringing the classroom, students and the teacher on oneplatform. Regardless of gender, race, age, geographic location, language or any disability, internet gives an equal chance to all to progress in the field of education (BQWireless.com, 2010). Bush and Dawson (2013) also said that, the Internet is not just a powerful tool for communication. It is arguably the most potent force for learning and innovation since the printing press. And it’s at the center of what is possibly America’s mightiest struggle and greatest opportunity: How to re-imagine education for a transformative era. In 2010, the Census Bureau found that in middle school, 70 percent of students use the Internet. Middle- school students may go online to learn about careers, read about current events, and research reports. Many students this age will build a website for a school project or visit a school or class website to get information about assignments (Schoolfamily.com, 2010). Furthermore, in 2010, Neil Selwyn talked about the youth’s use of the internet, he said: “Younger generations are unable to talk about the Internet as a discrete entity. Instead, online practices have been part of young people's lives since birth and, much like oxygen, water, orelectricity, are assumed to be a basic condition of modern life.” We can clearly see what Thomas and Seely-Brown in 2011 meant by, “The internet is seen to support a new culture of learning-i.e., learning that is based around bottom-up principles of collective exploration, play, and innovation rather than top-down individualized instruction.” ‘Apart from the positive effects of internet use on education, the negative side must also be considered. Holden (2015) said that, the internet has also opened up several new methods of cheating. Students can pay anonymous websites to write a term paper and can search through databases of free papers to download and turn in. Cheating has become a problem in many distance education courses as well, where students can search the Internet for answers for "Online Assessments" without having to learn the material. ‘Therefore, Internet addiction distorts one's morality and self-control. It is also common knowledge that online gaming and social media sites destroy the concentration of students towards their studies. Too much time on the internet is likely to result in poor academic performance (Saison, 2016).10 The likes, comments and posts we share on social media can often seem inconsequential, but they matter. They tap into some of the very elements that make us human, our addictions, desires, anxieties and joys (Courtney Seiter, 2016). Actually, many reasons exist that explain why students love to spend time socializing. Firstly, social networks provide them the freedom to do whatever they want. They like to make new friends and comment on the lives of different people. students can create other online identities that the real world does not allow. The freedom it gives them to act just by sitting in front of a computer enthralls them, and they then demand for more freedom (Karadkar, A., 2015). It’s no wonder that everyone is getting hooked on the internet. It eases day-to-day life, and makes it fun. Given the emergence of various hand-held, internet-capable gadgets, the internet has become everybody's “personal buddy." Even those who are always on-the-go don't have to be out of the loop with family, friends and workmates (Saison, 2016).11 THE PROBLEM Statement of the Problem The main thrust of this study is to determine if there is a connection to the use of internet sites and the students’ behavior in school. Specifically, this study sought to answer the following: 1. What is the profile of the respondents in terms of: 1.1. age; 1.2. year level; and 1.3. gender? 2. What is the profile of the Internet usage in terms of: 1 use of the internet; +2. hours the respondents spend on using the internet: 3 sites frequently visited by the respondents; 4 the reasons for visiting these sites? 3. What are the perceptions of students’ behavior when they are at school? 4. Is there a significant relationship between the students’ behavior and the use of internet? 5.What program can be proposed to improve the students’ behavior in school in relation to their use of the internet?12 Statement of Hypothesis There is no significant relationship between the students’ use of internet sites and their behavior in school. Significance of the Study This study would be helpful to the following: Teachers. They will be informed about the reasons behind the behavior of the students. By being knowledgeable, they can guide the students to balance school and internet use. Students. They will be able to reflect on their actions, how internet use is affecting their school life. Parents. The parents will know their child's condition. Through this, they can be able to assess what course of action they can do to improve their children. Future Researchers. This could serve as a reference material as they do further research.13 RESEARCH METHODOLOGY Design The descriptive method of research was used for this study. The responses were gathered through a survey with the help of questionnaires. The instruments were used to determine and evaluate the students’ behavior in class if it has any significant relationship with the students’ use of internet sites. Environment and Respondents The study was conducted at Bohol Wisdom School, an institution that provides a transformative education that is geared towards academic excellence and a spirituality that promotes respect, love, integrity and stewardship. It directs its program to the education of the mind and heart in the formation of the total human person. It is located along CPG North Avenue, Booy District, Tagbilaran City, Bohol. The respondents of this study were the junior high school students. The respondents were selected through xandom sampling, specifically through random drawing of lots. There were two to three sections selected per year level from Grades 7-1014 Instrument The questionnaire was the main tool used by this study in gathering data. The questionnaire was made by the researchers through extensive reading of scholarly articles and related studies found online and in the library. To determine the validity of the questionnaire, the researchers pilot-tested the questionnaires to the non- respondents of the study, the senior high school students. The first part of the questionnaire was composed of the respondents’ profile which included their age, year level, and gender. The second part of the questionnaire was composed of four questions related to the respondents’ internet use. The third part of the questionnaire was composed of 1lquestions guided by the following scale: 3- always, 2-sometimes, and 1-never. The respondents were asked to put a check mark for each statement that corresponds to their answer. Data Gathering Procedure The researchers sent a letter to the Principal of the High School Department of Bohol Wisdom School to ask their permission to conduct a survey to the year levels. After15 gaining their approval, the researchers gave a letter to the subject teacher of the class to ask their permission and to inform them that the researchers will conduct a survey. Statistical Treatment To interpret the date effectively, the researcher will employ the following statistical treatment. The Percentage, Pearson R, and the weighted mean 1) Percentage. This was employed to determine the frequency counts and percentage distribution of personal related variables of the respondents. P = (£/n)*100 Where: P = percentage f = frequency n = total number of respondents 2) Pearson R. This was employed to measure to degree of the relationship between linearly related variables. te ny) — Gacy) Una? — (0?) Endy? - Gy]3) 16 Where: x = Pearson r correlation coefficient N = number of value in each data set Exy = sum of the products of paired scores © =x = sum of x scores Zy = sum of y scores Ex2= sum of squared x scores Zy2= sum of squared y scores Weighted mean. This was employed to determine the weight or the relative importance of an item. The result is summed and the total is divided by the sum of the weights. ow Mata + WyXy Ft Wnty z= eee ees Wy + Wy t ot Wy Where: x = the repeating value w = the number of occurrences of x (weight) x” = the weighted mean17 DEFINITION OF TERMS The following terms are defined operationally as used in the study to understand the ideas. Behavior. This is how the respondents behave in school in response to different learning strategies especially when dealing with the topic of the Internet. Impact. This is the effect of using the internet to the respondents’ performance in school. Internet. This is the worldwide connection of internet sites or websites. Internet Use The amount or length of time the respondents spend on using the internet. Students. These are the respondents of the study. Specifically, they are the junior high school students selected to participate in this study. Website. These are the specific places people visit online (e.g. Facebook, Twitter, Instagram).Chapter 2 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter deals with the presentation, analysis and interpretation of data with respect to the particular questions being asked in the study. The first part deals with the students’ profile in terms of age and gender. It shows the common ages of the students who are currently enrolled in Bohol Wisdom School. The second part shows the profile of the students in terms of the frequency of internet use on a weekly and daily basis, the sites they frequently visit, and the reasons why they visit these sites. The third part shows the relationship of the average hours spent by students on the internet per day and the weighted mean of the students’ behavior. This part deals with the test of the hypothesis.19 Table 1 300) Students’ Profile in terms of Age ne: Ages Frequency Percentage Rank it 16 5.718 3 12 143 51.078 i, 13 115 a1 .078 2 i 3 1.078 as 15 3 1.078 a5 This table shows the ages of the respondents in Bohol Wisdom School. The total number of the respondents of the study is 280, but for this item, only 277 students were able to disclose their age. Three students did not answer the item. As shown in the table, students who are 12 years old comprise the majority of the respondents. They take up 51.07% of the study, the actual number of which is 143. Meanwhile students who are 14 and 15 years old are the minority of the respondents. There are only three students who are 14 and 15 years old, respectively. They only comprise 1.0% of the study. It can be implied that most of20 the respondents are from Grade 7 and 8. This is reflected in Table 2. Table 2 Students’ Profile in Terms of Year Level N=280 Year Level Frequency Percentage (%) Rank Grade 7 67 (23.93% 3 Grade 6 8 31.438 1 Grade 9 69 (24.64% 2 Grade 10 56 208 7 Table 2 shows the year levels of the respondents of the study. As shown in the table, Grade 8 has the highest percentage of 31.43%. Meanwhile, the year level that had the lowest percentage is Grade 10 with 20%. Therefore, there are more Grade @ students in the study than any other year level Table 3 Students Profile in terms of Gender N=260 Gender Frequency Percentage (2) Rank Male 129 46.078 2 Female 1st 53.938 z21 This table shows the genders of the respondents of the study. As shown in the table, the male population has the Percentage of 46.07% while the female population has the percentage of 53.93%. Therefore, there are more female in the study than the males. Girls dominate social media; boys are more likely to play video games Teenage girls use social media sites and platforms — particularly visually-oriented ones -— for sharing more than their male counterparts do (Lenhart, A., 2015). Table 4 Frequency of Internet Use in a Weekly Basis e280 Times They Use | Frequency Percentage (%) Rank The Internet Per Week ‘Once a week - 30 10.718 Twice a week 31 1.078 3 Thrice a week 85 30.368 2 Others (nore 1st 46.798 Z than thrice a week) This table shows the students’ frequency of internet use in a weekly and a daily basis. The total respondents of the study is 280 but, for this item, only 277 identified22 the times they use the internet per week, and three did not, As shown in table three, the option “others” garnered the most response with a percentage of 46.79%. While, the option “once a week” garnered the least response with a Percentage of 10.718. It can be implied that the students use the internet more times in the week than the options given in the questionnaire. Table 5 Amount of Time Spent on the Internet in a Day N=260 Time spent Frequency Percentage (%) Rank per day 1-2 hours 68 24.29% 2 2-3 hours 7 20.368 3 34 hours 38 358 T Others (more cr 16.078 a than 4 hours) This table shows the amount of time students spend on using the internet on a daily basis. The total number of the respondents in the study is 280, but for this item, only 268 out of 280 of the respondents disclosed the time23 they spent on the internet daily. Twelve respondents failed to answer this item. As shown in the table, 35% of the students use the internet for 3-4 hours. This is the option that garnered the most response. On the other hand, 16.07% of the students chose the option “others”. This is the option which garnered the least response. This figure means that most of the students use the internet for 3-4 hours a day. Table 6 Most Visited Sites N=280 Sites frequency Percentage (%) Rank Google 166 59.298 3 YouTube 228 81.43 T Facebook 2ii 75.368 2 Twitter a7 16.79% 5 Tnstagram 38 358 a Yahoo 5 1.79% é Lazada 3 3.218 7 ‘Others a3 15.368 é This table shows the sites frequently visited by the students. As shown in the table, YouTube is the most visited site with the percentage of 81.43%. Meanwhile, Yahoo is the least visited site from the choices with a percentage of 1.79%. Most students frequently visit YouTube24 while only a few students frequently visit Yahoo. This can be reflected in table 2.4 where students have chosen “entertainment” as their main reason for using the internet. With YouTube being a popular site for viewing videos, it can be concluded that the students visit YouTube for entertainment reasons. The National Cyber Security Alliance and Microsoft polled 804 US teen internet users ages 13 to 17 about their digital activities. By far, YouTube was the most popular site on the list-more than nine in 10 teens surveyed said they used the video-sharing site. Other research confirms YouTube’s popularity among younger internet users: YouTube stars have a much bigger influence on purchase intent among teens than TV or movie stars (eMarkter, 2016).25 Table 7 Reasons for Visiting These Sites N=280 Reasons Frequency Percentage (%) Rank Communication 117 41.79% 2 Socialization 79 28.218 4 Entertainment 187 66.79% 1 ‘Studies 106 37. 86% 3 Others 18 6.438 5 This table shows the reasons why students visit the sites listed in the previous table. There are five choices to be chosen from namely: ‘communication’, ‘socialization’, ‘entertainment’, ‘studies’, and ‘others’. As shown in the table above, 66.79% of the students use the internet for Entertainment purposes, while 6.43% of the students chose the ‘others’ option.26 Table 8 Students’ Behavior in School N=280 Stadents’ behavior in School Mean Descriptive Value Rating 1. T use the internet during class | 1-44 Never 2.) I easily get distracted in 1.25 Never class because I keep looking at my phone for updates on twitter or Facebook or other social networking sites 3.) I feel tired while in the 1.56 Sometimes classroom because I stayed up late because of using the internet. 4.) I get high scores in tests 2.09 ‘Sometimes because of the information I got online 5.) 1 am closer to people in T.88 Sometimes school because of internet 6.) 1 am able to study better for 1.95 ‘Sometime: quizzes because I use the internet 7.) I listen attentively to class 2.11 Sometimes discussions especially topics related to the internet. @.) 1 participate actively in class | 2.14 Sometimes discussion because of my stock knowledge I got off the web. 9.) 1 include in my essay answers 2.06 Sometimes my experiences in surfing the net. I0.) 1 feel excited to participate | 2.03 Sometimes in class discussion when the topic is related to social media Ii.)I come to school prepared 2.09 ‘Sometimes because of the information I got from the internet WEIGHTED MEAN | 1.87 ‘Sometimes27 Behavior reflects the action of students, in this case, the actions of the students in connection to their internet use. Behavior is also important because it describes the students’ performance in school, whether or not they are performing well. Knowing the behavior of students in their use of internet aids to gauge whether or not their use of the internet affects their studies or their performance in school. Table 8 reveals the behavior of the students in school with connection to their use of internet. The highest mean rating is given to item 8 “I participate actively in class discussion because of my stock knowledge I got off the web.” The obtained mean rating is 2.19 which means that it is sometimes observed by the students. On the other hand, the item with the lowest mean rating is item 2 “I easily get distracted in class because I keep looking at my phone for updates on twitter or Facebook or other social networking sites.” The mean rating of this item is 1.25 with the descriptive value of “Never”. This means that the students never get distracted in class because they were looking at the updates on their social networking sites.28 Tt can be implied that students are not likely to continue using the internet if they are no _ longer entertained, thus explaining the neutral descriptive value for most of the items in tale 3. Table 9 Correlation between Average Hours vs. Weighted Mean of Students’ Behavior N=260 Variables R= P= Interpretation | Deci value | value Weighted Mean vs. 0.0168 | 0.006195 | Not significant | accept null hypothesis Average Hours This table indicates the correlation between the weighted mean of the students’ behavior and the average hours students spend on the internet per day. From the table, it can be seen that the correlation coefficient (r) equals 0.0168 with a confidence level of .05 and the p - value is 0.006195. Thus, the students’ use of internet has no bearing on students’ behavior in school.Chapter 3 SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS This chapter shows the summary of finding, conclusions and recommendations. The data gathered which were analyzed and interpreted in the previous chapter are summarized here. Conclusions were drawn based on the findings of the study. Summary The main purpose of this study was to determine if there is a connection between the students’ internet use and their behavior in school. This research investigation was descriptive in nature. The respondents of this study were the 280 students of the junior high school. The said respondents were determined through cluster sampling. To determine the students’ profile, the researchers got the percentage who answered the questionnaire. To determine the relative importance of the behavior of the students regarding their internet use, the researchers used weighted mean.30 To determine if there is a relationship between the students’ profile and their behavior in school with regard to their use of the internet, the researchers used the Pearson r correlation coefficient. Findings Based on the analysis of the data, the following findings emerged which serve as bases for conclusions and the corresponding recommendations: on age The result shows that the most number of respondents in the study are 12 years old. They comprise the majority of the total number of respondents. On year level The result shows that the Grade 8 students got the highest number of respondents which has the total of 88 respondents which is equivalent to 31.43% while the Grade got the lowest number of respondents which has the total of 56 respondents which is equivalent to 20%. On gender The results show that there are more females rather than males in the study.31 On weekly basis of internet use Results show that 46.79% of the respondents use the internet more than thrice a week. Meanwhile, 10.71% of the respondents use the internet once a week. On daily internet use Results show that most of the students use the internet for 3-4 hours a day. 35% of the respondents said that they use the internet for 3-4 hours a day. On the other hand, only 16.07% of the total number of respondents said that they use the internet once a week. On the most visited sites Results show that YouTube is the most visited site by the respondents; meanwhile, yahoo is the least visited site. On reasons for visiting the sites Results show that the respondents visit the sites mentioned above for entertainment purposes. On the other hand, the minority of the respondents said that they use the internet for other purposes not mentioned in the choices.On students’ Results 32 behavior in school show that the respondents sometimes observe that they participate actively in class discussion because of the stock knowledge they got off the web. Meanwhile, the respondents rarely observe that they easily get distracted in class because of always looking at their phones and waiting for updates on their social media accounts. Conclusions drawn: Based on the findings, the following conclusions were The students’ behavior is not affected by the number of hours they spend on using the internet. 2. The students were using Internet in a controlled manner thus inducing their behaviors to be less affected. 3. The personal profile shows that females dominate the use of social media. 4, There is no significant dependence between the xespondents’ internet use and their behavior in school.33 Recommendations Based on the findings, the researchers recommend that; 1.The teachers can make use of Google and YouTube as @ medium for the students to learn more about the lesson. 2. Further studies should be conducted but with a bigger number of respondents in a wide scope.A PROPOSED DEVELOPMENT PROGRAM TO IMPROVE STUDENTS’ USE OF THE INTERNET Rationale The internet has introduced improvements in technology, communication and online entertainment, but it is also incredibly useful for education purposes as well. Teachers use the internet to supplement their lessons, and anumber of prestigious universities have opened up free online lectures and courses to everyone. It has even allowed retired teachers to read to and educate children in poorer countries. Widespread use of the internet has opened up a substantial amount of knowledge to a much broader range of people than ever before. Even in the Philippines, the importance of the internet as a tool that can provide accessible and comprehensive education for the students has been recognized. In this connection, the researchers believe that there is a need to improve the monitoring of the students’ use of the internet to guide them and to encourage them to use the internet productively that is, using the internet for studies and not just for entertainment and recreational35 purposes. This is to ensure that they are using the internet, a powerful tool in education, the right way. Objectives This program seeks to: 1.Monitor the students in their use of the internet, 2. Maintain balance between the students’ internet use for recreation and the students’ internet use for education, and 3. Encourage students to use the internet productively. Mechanics of Implementation The said proposed program shall be implemented upon the approval of the members of the examining tribunal. The researchers will present the copy to the school involved in the study. Furthermore, the approved proposal will be passed to the head of Bohol Wisdom School for further inspection. Evaluation System To ensure the implementation of the program, regular evaluation should be done monthly to determine its36 improvem ents or corrections on ar ea that mi eed more attention to attail n the objectives of the program.37 PROPOSED MONITORING DEVELOPMENT PROGRAM TO IMPROVE STUDENTS’ USE OF INTERNET Areas of | Objectives | Strategies | Persons | Time Frame Budget Success Concern Involved Indicators Students | Monitor the Conduct Parents At home The students in | monitoring during night students Internet | their use of of the time, are able to the internet | students’ weekdays, ad do use internet use days without assignments at home classes and projects quicker Maintain Allocate a | Parents | Daily, when Strike balance number of the students balance between the | hours to do are at home between students’ only school work and internet use related play for activities recreation and and the assignments students’ | without the internet use | distractions for of social education media and othersEncourage Introduce Teachers Whole School wider students to | new internet Year information use the sites that sources for internet are useful the productively | for learning students Use frequently visited sites as lesson references or sources of information for lessonsREFERENCE LIST Blumler, J., Megui, (1969) https: /seew lses and gratification theory. heories.com/uses-and: Bqwireless. ; 2010. shee The impact of internet on education. Posted: esac //www.bqawireless.com/impact-of-internet-on- education html Bush J., Dawson R learning. + Internet brings historic shift in Posted: 2013.http: //www.miamiherald.com/2013/06/25/3470108/int ernet-brings“historic-shift.html/ De Vera, R.S., Screen Life. Posted: May 28, 2011. http: //lifestyle. inquirer.net/2111/screen-life/ eMarketer.com. Teens Use YouTube, Gmail More than Social Networks. Posted: September 22, 2016, https: //www. emarketer .com/Article/Teens-Use-YouTube- Gmail-More-than-Social-Networks/1014510 Gov.ph, The 1987 constitution of the republic of the philippines - article iii.http: //www.gov.ph/constitutions/the-1987- constitution-of-the-republic-of-the-philippines/the- 1987-constitution-of-the-republic-of-the-philippines— article-iii/ Gov.ph.com, Republic Act No. 10173.Posted: August 15, 2012 http: //www.gov.ph/2012/08/15/republic-act-no-10173/ Holden, A., Positive & negative impact of the internet on education. Poster March Bl; 2015 https: //www. techwalla.com/articles/positive-negative- impact -of -the~internet-on-education , Social learning theory (Bandura). In Learning ‘Theories. Posted: June 19, 2015, https: //www.learning- theories .com/social-learning-theory-bandura. html J. L., Uses and Gratification Theory. In Learning Theories. Posted: January 26, 2016. https: //www.learning- theories.com/uses-and-gratification-theory html. Karadkar, A., The impact of social media on student life. Posted: September 13, 201540 http: a To page. technicianonline. com/opinion/article d1142b ile5-86b4-cb7c98a6e45£. html Lenhart, * : ¥ ae 7 Teen, Social Media and Technology Overview + Pew Research Center. April, 2015. Mayer, R.E., Sweller,J., Moreno, R., R.E-learning theory. (2003). https: //www.learnin: j-theories.com/e-learning- theory-mayer-sweller-moreno.html Morallo, I. Me The Effects of Social Networking Sites On Students’ Academic Performance In Lyceum Of The Philippines ~ LAGUNA. (2013). http://research. lpubatangas.edu.ph/wp- content /uploads/20 14/08 /GSRJ-EFFECTS-OF-SOCIAL- ETWORKING-SITES. pdf Nolasco, L., Internet overuse among teens, a growing problem. (2017). http: //filipinojournal.com/internet-overuse- among-teensa-growing-problem/ Saison, D., Internet Addiction. Posted: April 13,2016. http: //www.philstar.com:8080/cebu- lifestyle/2016/04/13/1572423/internet-addiction Saison, D., Internet Addiction. Posted: April 13,2016. http: //www.philstar.com:8080/cebu- lifestyle/2016/04/13/1572423/internet-addiction Santos, M., More Filipinos now using Internet for news, information-study. Posted: January 31,2012. https: //technology. inquirer. net /8013/more- f£ilipinos-now-using-internet-for-news-information- study SchoolFamily.com, School and the Internet: What You Should Know. Posted: October 13,2010. https: //www.schoolfamily.com/school-family- articles/article/732-school-and-the-internet-what-you- should-know Seiter, C.,The Psychology of Social Media: The Deep Impulses That Drive Us Online. Posted: August 10, 2015 https://blog.bufferapp.com/psychology-of-social- media Seiter, S. The Psychology of Social Media: Why We Like, Comment, and Share Online. Posted: Aug 10, 2016. https: //blog. buf ferapp. com/psychology-of-social-media41 Selwyn, N., 7 https! //wwn bp enternet and Education. Posted: 2015. Vacpenmind. com/en/article/the-internet- and-education/?fullscreen=true Smart | Communications, 6 ways Internet has helped unite bn cuth-Posted: March 3, 2015. http: //news.abs- gbn. com/advertorial/1ifestyle/03/03/15/6-ways- Anternet“has“helped-unite-pinoy-youth Suler, Tay Online disinhibition effect. (2004). https: //www.learning-theories.com/online- disinhibition-effect-suler.html Tuazon, J.M., Social networking driving up Pinoys’ Internet usage - study. Posted: May 23, 2011. http: //www.gmanetwork.com/news/story/221358/scitech/so cial-networking-driving-up-pinoys-internet-usage- study#sthash. EwrmHDCd. dpuf Villaflor, E., Are You an Internet Addict. In Health & Home (Volume July-August p. 39). 2010. Manila. Villaflor, E., Are You an Internet Addict. In Health & Home (Volume July-August p. 42). 2010. Manila. Villaflor, E.Are You an Internet Addict.InHealth& Home (Volume July-August p.41).2010. Manila.APPENDICES43 APPENDIX A CORRESPONDENCE January 29, 2017 Mr. Del Mark A. Cagatin SAO Head of the Grade School pe Bohol wisdom School epartment Dear Mr. Cagatin: Good Day! We, the researchers of Bohol Wisdom School are presently doing a research on “Internet Use and Students’ Behavior.” In line with this, we would like to appoint you as our thesis advisor. We are hoping for your positive response to this request. Thank you and God bless. Respectfully Yours, JOHN SCOTIE ACAPULCO LOU DIMPLE BAGOLOR LAETICIA MARIE CHIU RIA KASSANDRA CUARTO SANDIP KUMAR JOHN VINCENT LAGURA Reseach TeacheR44 July 24, 2017 Mr. Hermilio Arbuyez gr, Teacher Bohol wisdom School Dear Mr. Arbuyez: Good Day! We, the researchers of Bohol Wisdom School are presently doing a research on “Internet Use and Students’ Behavior.” In line with this, we would like to appoint you as our statistician. We are hoping for your positive response to this request. Thank you and God bless. Respectfully Yours, JOHN SCOTIE ACAPULCO LOU DIMPLE BAGOLOR LAETICIA MARIE CHIU RIA KASSANDRA CUARTO SANDIP KUMAR JOHN VINCENT LAGURA Noted: BILLY 0. COSARES, M.A.Ed Research Teacheray : duly 4, 2017 . RAUL H. DELoso Es MA. Head, Administrative tem Bohol Wisdom Schoo)" Tagbilaran City, Bohor Dear Mr. Deloso; Good day! In partial fulfil i 3 lment of the requirements of Grade 12 students (sy, 2017-2018) in Research 2 at Bohol Wisdom School, we are conducti ; luctin “Internet Use d sti nts’ va a research entitled, ‘Int We are in the survey that will be matter, process of gathering data through used in our study. Regarding th we would like to ask your permission to distribute our survey questionnaires to the selected sections of the Junior High School Department. We would greatly appreciate your consent at our request. Thank you for your time and positive action. Respectfully yours, ACAPULCO ,SCOTIE BAGOLOR , DIMPLE CHIU , LAETICIA CUARTO ,KASSANDRA KUMAR , SANDIP LAGURA , VINCENT Noted: DEL MARK A. Cagatin, M.A.Ed Thesis AdviserTs 46 APPENDIX B Internet Use Questionnaire Students’ Profile Directions: Please put a checkmark on the space provided. Year Level: Age: Gender: II. Students’ Internet Use Le 2. a, 4. How often do you use the internet in a weekly basis? once a week thrice a week twice a week others (please specify) How much time do you spend using the internet per day? 3-4 hours 1-2 hours 2-3 hours others (please specify) Which sites do you frequently visit? (Choose 3) Google Facebook Instagram Lazada YouTube Twitter Yahoo Others Why do you visit these sites? to socialize Communication Studies Others (please specify) EntertainmentIII. Students’ Behavior in school 47 General Practices 9 Always | Sometimes | Never 3 2 1 A. Negative effects of internet use 1) I use the internet during class 2.) I easily get distracted in class because I keep looking at my phone for updates on twitter or Facebook or other social networking sites 3.) I feel tired while in the classroom because I stayed up late because of using the internet. B. Positive effects of internet use 4.) I get high scores in tests because of the information I got online. 3.) 1 am closer to people in school because of internet 6.) 1 am able to study better for quizzes because I use the internet C. Students’ behavior 7.) I listen attentively to class discussions especially topics related to the internet. 8.) I participate actively in class discussion because of my stock knowledge I got off the web. 9.) I include in my essay answers my experiences in surfing the net~ 10.) I feel excited to participate in class discussion when the topic is related to social media. 1i.)1 come to school prepared because of the information I got from the internet48 APPENDIX C COMPUTATION AND TALLYING Table 1 Students’ profile in Terms of Age Frequency Percentage Rank u 16 5.718 3 % aa 51.078 z 8 215 41.078 2 “ 3 1.07% a5 8 3 1.07% as Table 2 Students’ Profile in Terms of Year Level N=280 Year Level Frequency Percentage (%) Rank Grade 7 67 23.938 3 Grade 8 a8 31.438 I Grade 9 69 24. 648 z Grade 10 56 208 7 Table 3 Students’ Profile in Terms of Gender N=280 Gender Frequency Percentage (%) Rank Male 129 46.078 z Female rsa 53.938 7Table 4 Frequency of Internet Use in a Weekly Basis N=280 49 Times They Use| Frequency Percentage (%) Rank The Internet Per Week Once a week 30 10.71% 4 Twice a week 31 11.07% a Thrice a week 85 30.36% 2 Others (more Tar 46.79% I than thrice a week) Table 5 Amount of Time spent on the Internet in a Day N=280 Time spent Frequency Percentage (%) Rank per day 1-2 hours 68 = 2-3 hours 37 20.368 3 3-4 hours 38 358 T Others (more 45 16.078 a than 4 hours)Table 6 Most Visited sites 50 n=280 Sites a auency: Percentage (%) Google youTubs mee 59.29% uTube 228 @1.43 Facebook 2iT 75.36% Twit — or 16.79% Tnstagram ae at Yahoo = am Tazada s sais ee a3 15.36% Table 7 Reasons for Visiting These Sites n=280 Reasons Frequency Percentage (#) Communication ii7 41758 Socialization 73 26.218 | Entertainment 187 36.79% studies T06 37.868 others 18 3.43%Table @ Students’ Behavior in School 51 N=280 Students’ behavior in School Mean Descriptive value Rating T. I use the internet during class | 1-44 Never 2.) I easily get distracted in 1.25 Never class because I keep looking at my phone for updates on twitter or Facebook or other social networking sites 3.) I feel tired while in the 1.56 Sometimes classroom because I stayed up late because of using the internet. 4.) I get high scores in tests 7.08 Sometimes because of the information I got online. 5.) I am closer to people in 1.88 Sometimes school because of internet 6.) 1 am able to study better for 1.95 Sometines quizzes because I use the internet 7.) I listen attentively to class 2il Sometimes discussions especially topics related to the internet. 3.) I participate actively in class | 2.14 Sometimes discussion because of my stock knowledge I got off the web. 3.) I include in my essay answers 2.06 Sometimes my experiences in surfing the net. Io.) feel excited to participate | 2.03 Sometimes in class discussion when the topic is related to social media. T1-)}1 come to school prepared 2.08 Sometimes because of the information I got from the internet WEIGHTED MEAN [1.87 Sonetines52 Table 9 Corre: lation between Average Hours vs. Weighted Mean of Students’ Behavior * = =f XM YM, | (XM)? | (e-M)7 | OM) values values (my) oe 15 0.019 “L671 0 2792 0.032 nae S 0.011 1.829 0 3.346 0.02 = 35. 0.011 0.329 0 0.108 0.004 0.15 15 0.001 0 2.792 0.001 0.13 15 0.019 0 2.792 0.032 0.13 15 0.019 “1.671 0 2.792 0.032 0.18 25 0.031 0.001 0.45 “0.021 0.18 5 0.031 1.829) 0.001 3.346 0.056 0.15 35 0.001 0.329 0 0.108 ° 0.16 15 0.011 0 2.792 0.018 0.12 25 -0.029 “0.671 (0.001 0.45 0.02 0.13 18 0.019 o 2.792 0.032 0.12 35 0.029 0.329) (0.001 0.108 -0.01 0.22 1s 0.071 “1.671 0.005 2.792 “0.118 0.18 5 0.031 1.829 0.001 3.346 0.056 0.16 25 0.011 "0.671 oO 0.45 | __-0.007 0.16 3.5| 0.011 0.329 0 0.108 0.004 0.12 25 -0.029 “0.671 0.001 0.45 0.02 0.15 3S 0.001 0.329 ° 0.108 ° 0.16 15 0.011 “1671 0 2.792 -0.018 0.15 35 0.001 0.329 0 0.108 Oo 012 35 “0.029 0.329 0.001 0.108 0.01 O21 35 0.049 0.329 0.002 0.108 0.016 0.19 15 0.041 671 0.002 2.792, 0.068 a 5 0.061 1.829) 0.004 3.346) 0.111 0.13 5 0.019 1.829 ° 3.346 0.035 7a 5 (0.001 1.829 0 3.346) 0.001 0.22 25 (0.071 “0.671 0.005 0.45; 0.047 0.15 5 0.001 1.829 0 3.346 0.001 0.15 35 0.001 (0.329 0 0.108 0 0.15 35 0.001, 0.329 0 0.108 0 0.21 35 0.061 (0.329 (0.004 0.108 0.02 0.15 25 (0.001 “0.671 ° 0.45 0.001, 0.15 25 0.001 “0.671 ° 0.45 0.001 0.15 35, 0.001 0.329 0 0.108 O a 35 0.031 0.329 ‘0.001 0.108 O01 0: 12 3 0.029 1.829. 0.001 3.346 0.05353 oid 0.071 0.329 0.005 0.108 0.023 3.5 -0.059 0.329 0.004 0.108 3.5 -0.029 0.329 0.001 0.108 -0.01 3.5 0.001 0.329 0 0,108 0, >. 0.031 1.829 0.001 3.346 0.056 35 -0.019 0.329 0 0.108 -0.006 3s 0.011 1.829 o 3.346 0.02 35 0.061 0.329 0.004 0.108 0.02 35 -0.029 0.329 0,001 0.108 -0.01 Ss 0.071 1.829 0.005 3.346 0.129 3.5 0.031 0.329 0,001 0.108 0.01 5 0.001 1.829 oO 3.346 0.001 35 0.011 0.329 0 (0.108 (0.004 3.5 -0.029 0.329 0.001 0.108 -0.01 3.5 0.011 0.329 o 0.108 0.004 3.5, 0.061 0.329, 0.004 0.108 0.02 35 0.061 0.329 0.004 0.108 0.02 25 0.041 0.671 0.002 0.45 -0.027 As 0.061 1.671 0.004 2.792 0.102 3.5 0.001 0.329 oO 0.108 o 2.5 0.011 0.671 0 0.45, -0.007, 25 0.019 -0.671 o 0.45 0.013 15 -0.019 -1.671 o 2.792 0.032 3.5 0.011 0.329 o 0.108 0.004 s 0.031 1.829 0.001 3.346 0.056 5 0.011 1.829 ce) 3.346 0.02 Bs 0.041 1,829 0.002 3.346 0.075 25 0.041 -0.671 0,002 0.45 -0.027 3.5 0.031 0.329 0.001 0.108 0.01 5 0.001 1.829 0 3.346 0.001 2.5 -0.029 0.671 0.001 0.45 0.02 35 -0.089 0.329 0.008 0.108 -0.029 35 -0.019 0.329 o 0.108 -0.006 25 0.059 0.671 0.004 0.45 0.04 25 -0.049 -0.671 0.002 0.45, (0.033 35 -0.059 0.329 0.004 0.108 -0.019 1.5 0.029 21.671 0.001 2.792 0.049 35 -0.029 0.329 0.001 0.108 A 35 0.029 0.329 0.001 0.108 -0.01 5 -0.029 1.829 0.001, 3.346 0.053 15 -0.019 71.671 o 2.792 0.032 15 0.059 =1.671 0,004 2.792 0.099 15 0.029 =1.671 0.001 2.792 0.049 15 -0.049 “1.671 0.002 2.792 0.082 25 70.019 “0.671 0 0.45 0.013 5 0.021 1.829 oO 3.346 0.03854 0.09 35 0.12 35 0.004 0.108 -0.019 35 0.001 0.108 0.01 5 0.004 (0.108 -0.019 . 35 0.001 3.346 0.053 0.12 35 ° 0.108 0.004 0.12 is 0.001, 0.108 -0.01 0.13 =e 0.001 2.792 0.049 oa2 =: 0 0.108 -0.006 01 ce 0.001 0.45 0.02 a = 0.002 (0.108 -0.016 aay 5 0.001 (0.108 -0.01 O12 2 ° 3.346 0.038 a 22 0.001 0.45, 0.02 aa z 0.001 0.108 -0.01 2 : : ° 0.108 -0.006 7 . 0 2.792 0.032 0.12 25 0.001 0.45 (0.02 0.09 15 0.004 2.792 0.099 O14 5 0.002 3.346 -0.09 O41 5 0.002 3.346 -0.09 0.1 15 0.002 2792 0.082 0.09 15 0.004 2.792 (0.099 0.12 25 (0.001 0.45 0.02 0.12 15 0.001 2.792 0.049 0.12 15 0.001 2.792 0.049 0.12 35 0.001 0.108 -0.01 0.12 35 0.001 0.108 -0.01 0.12 15 0.001 2.792 0.049 O24 5 0.002 3.346 -0.09) 0.09 5 0.004 3.346 -0.108 0.14 25 0 0.45 0.006 0.14 15 o 2.792 0.015 012 3.5 0.001 0.108 0.01 01 5 0.002 3.346 “0.09 0.06 5 0.008 3.346 -0.163 0.17 5 0 3.346 0.038 0.12 25 0.001 0.45 0.02, uaz 5 0.001 3.346 0.053 O12 35 0.001 0.108 -0.01 oT 15 0.002 2.792 0.082 0.09 25 0.004 0.45, 0.04 0.14 15 ° 2.792 0.015 0.14 3.5 0 0.108 -0.003 0.17 15 oO 2.792 -0.035, rrr is 0.001 2.792 0.049 crn 75 0.001 0.45, 0.0255 0: ais 38 0.001 0.329 0 0.108 o Ss -0.029 0.329 (0.001 0.108 -0.01 ote S| -0.069 3.346 0.127 0.12 35 A 1.829 0.005, 3 Fa aa a 3 -0.029 0.329 0.001 0.108 . cas 7 -0.029 0.329 0.001 0.108 -0.01 5 a5 009) “1.671 0 2.792 0.015 et a 049) “0.671 0.002 0.45, 0.033 | = 0.049 “1.671 0.002 2.792 0.082 0.15 | 5 0.001 1.829 0 3.346 (0.001 on. 25 0.049 | -0.671 0.002 0.45 0.033 0.12 15 -0.029 “1.671 0.001 2.792 0.049 0.15 25 0.001 -0.671 0 0.45, -0.001 0.09 25 -0.059 0.671 0.004 0.45 0.04 0.08 5 -0.069 1.829 (0.005 3.346 “0.127 0.12 is 0.029 -1.671 0.001 2.792 0.049 0.14 15 0.009 “1.671 0 2.792 0.015 0.09 1s 0.059 -1.671 0,004 2.792 0.099 0.12 5 1.029 1.829 0.001 3.346 -0.053 0.13 35 019 0.329 0 0.108 0.006 0.15 1s 0.001 -1.671 oO 2.792 ~—0.001 0.12 is -0.029 -1.671 0.001 2.792 0.049 0.12 as 0.029 0.671 0.001 0.45, 0.02 0.12 5 -0.029 1,829 0,001 3.346 0.053 0.15 15 0,001 -1.671 o 2.792 -0.001 0.16 25 0.011 0.671 o 0.45 -0.007 0.13 25 0.019 0.671 o 0.45 0.013 0.12 35 0.029 0.329 0.001 0.108 -0.01 0.17 85 0.021 5.329 o 28.4 0.111, 0.2 15 0.051 -1.671 0.003 2.792 0.085, 0.12 35 -0.029 0,329 0.001 0.108 0.01 0.12 25 -0.029 -0.671 0.001 0.45 0.02 0.14 a5 ).009 0.329 oO 0.108 -0.003 0.16 35 0.011, 0.329, 0 0.108. 0.004 0.17 35 0.021 0.329 0 0.108) 0.007 0.13 35 0.019 0.329, 0 0.108 -0.006 0.13, 35 0.019 0.329 0 0.108 -0.006 0.14 5 0,009 1,829 0 3.346 “0.017 0.13 15 -0.019 -1.671 0 2.792 0.032 0.16 3.5 0.011 0.329 o 0.108 0.004 01 15 -0.049 “1.671 0.002 2.792 (0.082 0.13 5 0.019 1.829, 0 3.346 70.035 0.14 35 0.009 0.329 0 0.108 “0.003 016 35 0.011 0.329 0 0.108 0.004 0.14 25 0.009 -0.671 0 0.45 aos 044 5 0.009 1.829 0 3.346 “0.017 0.14 15 =0,009 “1.671 o 2.792 0.01556 See 0.14 35 0.003 0325 0 0.08 | __-0.003 | 0.16 45 0.011 1.329 0 a767 [0.034 | 0.19 15) 0.041 “1.671 0.002 2.792 |___-0.968 | oe 35 0.011 0.329 oO 0.108 0.004 on 25 -0.049 0.671 0.002 0.45 0.033 0.16 15 0.011 “1.671 0 2.792 -0.018 O17 15 0.021 -1.671 0 2.792 -0.035 0.19 25 0.041 -0.671 0.002. 0.45 -0.027 [0.14 35 -0.009 0.329 oO 0.108 -0.003 0.12 3.5 -0.029 0.329 0.001, 0.108 -0.01 0.14 3S -0.009 0.329 0 0.108 -0.003 0.14 3.5 -0.009 0.329 0 0.108 0.003 0.22 25 0.071 -0.671 (0.005, 0.45 0.047 0.14 15 0.009 71.671 0 2.792 0.015 0.14 25 0.009 0.671 oO 0.45 0.006, [oa 35 0.049 0.329 0.002 (0.108 -0.016 0.14 25 0.009 -0.671, 0 0.45 0.006 0.16 75 0.011 4.329 oO 18.741 0.047 0.14 15 0.009 1.671 0 2.792 0.015, 0.22 15 0.071 “1.671 0.005 2.792 0.118 0.14 as 0.009 1.671 o 2.792 0.015, 0.14 15 0.009 1.671 oO 2.792 0.015, 0.16 25 0.011 0.671 oO 0.45 -0.007 0.17 as 0.021 0.329 oO 0.108, 0.007 0.14 15 0.009 “1.671 ° 2.792 0.015 0.14 35 ~0.009 0.329 0 0.108 -0.003 0.14 35 0.009 0.329 o 0.108 -0.003 0.14 25 =0.009 “0.671 0 0.45 0.006 0.14 as -0.009 0.329 oO 0.108 ~0.003 i 0.12 25 -0.029 -0.671, 0.001 0.45 0.02 0.16 5 0.011 1.829 0 3.346 0.02 (“ora 15 -0.009 -1.671 o 2.792 0.015 ( 0.14 15 -0.009 -1.671 0 2.792 0.015 0.14 15 -0.009 “1.671 0 2.792 0.015 0.17 15 0.021 “1.671 0 2.792 Zonas 0.13 15 0.019 “1.671 0 2792 0.032 0.16 35 0.011 0.329 0 0.108 aon 02 35 0.051 0.329 0.003 0.108 0.017 0.13 25 -0.019 “0.671 0 ro aos 0.16 25 0.011 -0.671 0 0.45 = On007 0.16 2 0.011 =1.171 0 1371 aois 4 5 -0.049 1.829 0.002 3.346 0.09 0.14 is -0.009 “1.671 0 2702 aot 0.12 25 -0.029 -0.671 0.001 0.45 a Oo pas zs tH “0.671 0 045 ape 1.19) .041. -0.671 0.002 0.45 0.02757 0.13 2s 0.27 35 “0.019 -0.671 0 0.45 0.013 0.05 a 0.121 0.329 0.015 0.108 0.04 0.2 35 0.671 0.01 0.45 0.067 014 a 0.051 2.329 0.003 5.425, 0.118 nay 33 -0.009 0.329 oO 0.108 -0.003 ne 3 0.121 “1.671 o.015 2.792 -0.202 02 ae 0.051 0.329 0.003 0.108 0.017 0.18 0 0.051 0.329 0.003 0.108 0.017, = - 0.031 0.329 0.001 0.108 0.01 os: 15 0.031 “1.671 (0.001 2.792 0.051 a 35 0.031 0.329 (0.001 0.108 0.01 0.13 5 0.019 1.829 oO 3.346, -0.035 0.18 2.5 0.031 0.671 0.001 0.45 -0.021 ozs 35 0.101 0.329 0.01 0.108 0.033 0.16 is 0.011 -0.671 o 0.45 -0.007 02 3.5 0.051 0.329 0.003 0.108 0.017 0.25 7 0.101 3.829 0.01 14.662 0.386 0.18 15 0.031 0.001 2.792 1.051 0.18 1s 0.031 71.671 0.001 2.792 0.051 0.21 7 0.061 3.829 0.004 14.662 0.233 0.21 1s 0.061 71.671 0.004 2.792 0.102 0.09 25 -0.059 0.004 0.45 0.04 0.21 15 0.061, 0.004 2.792 0.102 0.18 15 0.031 -1.671 0.001 2.792 -0.051 0.27 5 0.121 1.829 0.015 3.346 0.221 0.23 35 0.081 0.329 0.007 0.108 0.027 0.13 25 -0.019 0.671 o 0.45, 0.013 0.18 15 0.031 71.671 0.001 2.792 0.051 0.13 5 -0.019 1.829 o 3.346 0.21, 35, 0.061 0.329 0.004 0.108 0.02 0.18 35 0.031 0.329 0.001 0.108 0.01 0.27 235 0.121 10.329 0.015 106.691 1.248 0.41 35 -0.039 0.329 0.002 0.108) 0.013 0.11 5 -0.039 1.829 0.002, 3.346 0.072 0.18 3.5 0.031 0.329 0.001 0.108 0.01 0.18 35 0.031, 0.329 0.001 0.108 0.01 0.18 8 0.031 4.829 0.001 23.321 0.149 02 35 0.051 0.329 0.003, 0.108 0.017 0.16 35 0.011 0.329 0 0.108 0.004 0.21 35, 0.061 0.329 0.004 0.108 0.02 0.16 5 0.011 1.829 0 3.346 0.02 02 35 0.051 0.329 0.003 0.108 0.017 0.16 35 0.011 0.329 0 0.108 0.004 0.18 25 0.031 -0.671 0.001 0.45 -0.021 0.25 3.5 0.101, 0.329 0.01 0.108 0.033 0.18 25 0.031 0.671 0.001, 0.45 0.02158 3S 15. 0.031 “1.671 0.001 2.792 70.051 023 23, 0.081 0.329 0.007 0.108 0.027 . 25 0.081 0.671 0.007 0.45 -0.054 a8 35 0.031, 0.329 0.001 0.108 0.01 ez 3.5 0.101 0.329 0.01, 0.108 0.033 a2 aS 0.051 0.329 0.003 0.108 0.017 oa 15 0.061 “1.671 0.004 2.792 -0.102 om 55 0.061 2.329 0.004 5.425 0.142 — oO -0.019 “3.171 o| 10.054 0.061 o2 35 0.051 0.329, 0.003 0.108 0.017 a3 5 -0.019 1.829 0 3.346 “0.03559 CURRICULUM VITAE PERSONAL BACKGROUNI SL, BACKGROUND: Name: John Scotie P. Acapulco Address: Tabuang Garcia Hernandez Bohol Contact no: 09507940099 / a Email address: scotieacapulco@yahoo.com 4 t Parents: Marilisa and Stephen Acapulco Organizations joined: Math Club Elementary Education: Bohol Wisdom School Secondary Education: Bohol Wisdom School Senior High: Bohol Wisdom School Strand: STEM60 PERSONAL BACKGRouni ST AGROUND: Name: Lou Dimple u. pagolor Address: Pinayagan sur, Tubigon, Bohol Contact no.: 09770910059 Email address: bws.dimple.bagolor@gmail.com Parents: Dario J. Bagolorsé Ma. Lolita L. Bagolor Organizations joined: Dance troupe Elementary Education: God's Little Flock Learning Center Christian Baptist School Secondary Education: Bohol Wisdom School Senior High: Bohol Wisdom School Strand: STEM61 PERSONAL BACKGROUND: Name: Laeticia Marie Chiu Address: Anislag, Maribojoc, Bohol Contact no.: 09776234092 Email address: i Qi laeticia.chiu@yahoo.com Parents: Dalhia A. Chiu and Warren U. Chiu Organizations joined: English Club Elementary Education: St. Therese School Secondary Education: Bohol Wisdom School Senior High: Bohol Wisdom School Strand: STEM62 PERSONAL BACKGROUND: Name: Ria Kassandra D. Cuarto Address: Lindaville Subdivision PH.1, Tagbilaran City Contact no: 09101722060 Email address: riakassandracuarto@gmail.com parents: Ariel Cuarto and Rhodora Sol cuarto organizations joined: English club Elementary Education: Bohol wisdom school secondary Education: Bohol wisdom school senior High: Bohol wisdom school Strand: STEM63 PERSONAL BACKGROUND. Name: Sandip s. kumar Address: Poblacion sur, Clarin, Bohol. Contact no: 09093494911 Email addres: Sandkumar1799@gmail.com Parents: Mandip Kumar and Aster Kumar Organizations joined: Math Club Elementary Education: Holy Family of Nazareth School Secondary Education: Holy Family of Nazareth School Senior High: Bohol Wisdom School Strand: STEM