Internet Use and Its Effect On Cognitive

INTERNET USE AND ITS EFFECT ON COGNITIVE GAIN
AMONG INDIGENOUS SECONDARY STUDENTS
PRECIOUS JEM G. CARCILLAR
Faculty of Information and Communication Studies

University of the Philippines
OPEN University
College, Laguna
Philippines
2017
i
This thesis entitled Internet Use and Its Effect on Cognitive Gain among Indigenous
Secondary Students is hereby accepted by the Faculty of Information and
Communication Studies, U.P. Open University, in partial fulfilment of the requirements
for the degree Master of Development Communication.
Members of the Academic Advisory Committee:
________________________, Chair, Advisory Committee _________

(Signature over printed name) (Date)
________________________, Member, Advisory Committee _________

________________________, Member, Advisory Committee _________

________________________, Dean, _________

(Signature over printed name) Faculty of Information and (Date)
Communication Studies
ii
BIOGRAPHICAL SKETCH
Precious Jem Carcillar was born and raised in General Santos City. She obtained her
Bachelor’s degree in Mass Communication from Ateneo de Davao University in 2009.
She has worked in various industries including real estate, food manufacturing,
academe, tech, events management and language teaching.
iii
ACKNOWLEDGEMENTS
The author could not have completed this thesis without the help, inspiration,
expertise, patience and support of these remarkable people:
Rolando and Marieta Carcillar

Mr. Gilbert Y. Tan
Ms. Eden Suriaga
Dr. Benjamina G. Flor
Marivi Lim
Rechelyn Ocho
Jay Ian Capungan
Kristelle Marie Velayo
John Boholst
Atty. Angieli Kim Taguibao
Franilyn Sendiong-Dacono
Mr. Gildo O. Mosqueda
Mrs. Flora Espina
Mr. Michael Adam
The Inspiring Students of Datu B. Balunto National High School
iv
Dedicated to:
My parents, teachers and students involved in this study,

and myself who almost gave up but did not
v
TABLE OF CONTENTS
ACKNOWLEDGEMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
CHAPTER I. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
CHAPTER II. REVIEW OF RELATED LITERATURE AND

THEORETICAL FRAMEWORK . . . . . . . . . . . . . . . . . . . . . . . . 4
CHAPTER III. METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
CHAPTER IV. RESULTS AND DISCUSSION . . . . . . . . . . . . . . . . . . . . . . . . . 19
CHAPTER VI. SUMMARY, CONCLUSION AND

RECOMMENDATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
vi
LIST OF TABLES
Page
Table 1. Paired Samples T-Test between the means of experimental vs.

control groups 21
LIST OF FIGURES
Page
Figure 1. Internet Usage and Cognitive Development Theory by

Genevieve Johnson 13
Figure 2. Conceptualized relationships between variables 14
Figure 3. Comparison of the mean of scores of experimental

group and control group 20
vii
Chapter I
INTRODUCTION
Rationale and Background of the Study
Mobile learning is one of the emerging trends in education particularly in North
America over the past decade (Fritschi and Wolf, 2011). With countries across the
globe that have easy access to the World Wide Web and mobile technologies,
students and teachers have taken advantage of exploring this new learning and
pedagogical strategy. In turn, the demand to push mobile learning in education is
driven by high demands for scholastic achievement. Consequently, this is to ensure
that students acquire the right skill sets they need to be competitive in the demanding
global economy.
In the Philippines, information and communications technology (ICT) is a sector
that is still evolving. While we are a country dubbed as the ‘Social Media Capital’, we
are still lagging behind our counterparts in the Association of Southeast Asian Nation
(ASEAN) region in terms of Internet connectivity and broadband speed. In 2014, the
Department of Transportation and Communications (DoTC) reported that weak
infrastructure, limited broadband access, and insufficient regulatory powers from the
government all impede full, comprehensive growth of ICT development in the country
(Garcia, 2016).
Despite this challenge, the Department of Education (DepEd) believes that ICT
can help improve the way students learn and teachers teach. In 2009, DepEd required
all secondary schools to have access to Internet communications technology (ICT). In
2014, spearheaded by then Secretary of Education Armin Luistro, the department
launched a collection of online teaching and learning materials called the Learning
Internet Use and Its Effect on Cognitive Gain | 1

Resources Management and Development System (LRMDS). It is an online library
developed by local and international education partners and teachers. These learning
materials are available through its website at http://lrmds.deped.gov.ph/. The materials
are tied into the curriculum to ensure that they are relevant and appropriate. It is also
a database that aims to create an open platform wherein teachers can share their
teaching materials to any fellow educator across the country.
Albeit all these efforts have been put together, there are still many classrooms
in the Philippines that do not have the right ICT facilities to help learners learn. Truth
be told, there are still Filipino students across the country that do not have proper
access to basic learning facilities.
Statement of the Problem and Research Questions
1. What is the relationship between Internet use as an educational communication
tool and cognitive gain?
2. How do indigenous students use the Internet as an educational communication
tool for learning?
3. What is the response of the indigenous students when using the Internet as an
educational communication tool for learning?
Objectives of the Study
1. To determine the relationship between Internet use as an educational
communication tool and cognitive gain
2. To discover how indigenous students use the Internet as an educational
communication tool for learning

3. To find out the response of indigenous students when using the Internet as an
educational communication tool for learning
Significance of the Study
This research study could provide information on the effects of Internet when
used as an educational communication tool. It could also provide information on the
importance of mobile technologies when used in the classroom.
In addition, it also gave emphasis on indigenous students as research
participants. According to Indigenous Peoples’ International Center for Policy
Research and Education, the indigenous people is a sector in the community which is
usually the least served in terms of access to education. This is mainly due to the
remoteness of their ancestral domains. Social issues such as poverty and
discrimination are also contributing factors (Tebtebba, 2016). This study can also be
used as baseline information for future research on studies involving indigenous
students particularly those living in Mindanao.
Finally, the Department of Education can use this study as a reference in
pushing for the development and access of ICT especially in remote areas. Future
researchers and practitioners may benefit from the results of this study to improve
teaching strategies using ICT-aided techniques and encourage students to participate
more in class discussions and activities.

Chapter II
REVIEW OF RELATED LITERATURE

AND THEORETICAL FRAMEWORK
The Internet has changed the way we communicate, learn, meet people,
exchange goods, play, travel, etc. In just one click, all the information we need is right
there at our fingertips. Over the years, the Internet has evolved into many facets. What
started as a project to connect a group of computer networks, to being able to send
messages in an instant, now has become an important tool in shaping a well-informed
society. It has practically changed the way we lived!
Internet Use in Education
In recent years, the Internet has become a significant feature in the learning
environment of students around the world. In a research done by Pew Internet &
American Life Project, they found that 94% of American teens from ages 12 to 17 say
that they use the Internet to help them in research and 78% believe that it helps them
in various school works (Simon, Graziano, & Lenhart, 2001). The results of this study
do not come as a surprise especially if you live in developed countries such as the
United States and United Kingdom.
In 2012, the United Nations Educational, Scientific and Cultural Organization
(UNESCO) sponsored a working paper series on mobile learning. According to said
research, mobile technologies are on a record high among North American
consumers. This signifies a great opportunity for educators to take advantage of the
connectivity and content that mobile learning presents (Fritschi and Wolf, 2012).
The same study revealed that mobile learning has the potential to increase
student success and is becoming feasible in terms of pedagogical strategies. It also

noted that as technology advances, opportunities for mobile learning advance as well.
It also believed that the increase in the quality and quantity of mobile technologies will
continue to expand their potential impact on education.
Digital Divide
It is important to remember that about half of the world’s population belongs in
under-developed and developing countries. There may be communities of these
societies that may have never heard of the word internet or have not even encountered
a personal computer at all. In a report in 2014 by the International Telecommunications
Union (ITU), a United Nations (UN) specialized agency that handles concerns on
information and communication technologies or ICTs, there is still 60% of the world’s
population that doesn’t have access to the Internet. Sociologists call this phenomenon
Digital Divide, which takes place when there is a gap in the accessibility of ICTs within
societies or communities.
Many experts say that Digital Divide is simply a contrast of social classes, a
battle between the rich and the poor. Those who can afford to pay monthly subscription
fees and individuals who are more educated are more likely to have better access to
the Internet than those who are lower household income earners.
The Reality of Internet in the Philippines
In a UN report in 2014, the Philippines ranked 106th in the 191 countries that
were evaluated according to Internet accessibility. This translates to only 37% of
Filipinos having access to ICTs. Unlike its Association of Southeast Asian Nations
(ASEAN) colleagues, the country dubbed as the “social media capital of the world”, is

lagging way behind Malaysia (rank 45), Brunei Darussalam (rank 51) and Vietnam
(rank 89).
The Philippine Digital Strategy (PDS), formulated in 2011 by the Aquino
administration, served as the blueprint and road map of the country to achieving ICT
development. The goal of PDS is to set targets for the provision of basic broadband
access and Internet opportunities to all Filipinos by 2016. One of the major targets of
the project is that 100% of secondary schools in the country and 80% of elementary
schools should have Internet access by 2016.
A couple of years prior to the implementation of PDS, DepEd launched the
Department of Education Internet Connectivity Project or DICP. This project, in line
with its Computerization Program aims to provide all public secondary schools an
Internet access starting in the school year 2009 to 2010.
While these projects are impeccable, several challenges are inevitably present.
The high cost of telecommunications services and equipment remains to be the first
hindrance in achieving ICT accessibility in the Philippines. Secondly, the availability of
personal computers and other gadgets for connectivity especially in rural and low-
income schools and communities is limited. Thirdly, many of these schools are located
in far-flung and disaster-prone areas where presence of electricity remains to be
scarce.
Being aware of all these challenges, the Department of Information and
Communications Technology (DICT) under the Duterte administration pushed to find
ways to make Internet accessible to many Filipinos. The DICT has activated the free
use WIFI along EDSA on just in time for Philippines' Independence Day celebrations.
According to the department, this is the first phase of the free public Wi-Fi project
under the new administration (Manabat, 2017).

Internet Use in Filipino Classrooms
In 2009, a group in the private sector spearheaded by the Ayala Foundation
launched the project called Gearing up Internet Literacy Access for Students or GILAS,
It is a project, which aims to bridge the digital divide in the public schools in the
Philippines. The project believes that Internet literacy will equip students to become
globally competitive in this fast-becoming technology-driven world once they go to
college and even right after they finish their studies.
Gultiano et al. (2010) examined the qualitative and quantitative data from the
evaluation study of GILAS. The study aims to know the extent and consequences of
Internet use among the youth and less affluent communities; find out the accessibility
of Internet; and the pros and cons of Internet use among Filipino adolescents. Four
GILAS-recipient high schools located in different locations in the country were chosen
as respondents for the Focus Group Discussions or FGDs to complete the qualitative
data. About 70 students, ages 14 to 15 participated in the eight FGDs conducted.
Quantitative data were taken from questionnaires distributed to over 11,000
third year secondary students in about 120 GILAS-participating schools in the
archipelago. The questionnaires contained information on demographics, socio-
economic characteristics as well as personal aspirations, lifestyles and known skills of
the respondent. A descriptive statistics was also used to get the profile of Internet
users and non-users and a multi-variate analysis was used to discover the link of
Internet use and the respondent’s pertinent life transitions.
The results of the qualitative data showed that the Internet has become a major
source of information, helping them in their homework and research. Ironically, many
students were not familiar with Internet ethics and the issue on plagiarism.

The researchers found that the limited computers and time spent (available only
during school hours) on Internet usage in school libraries was a challenge. Therefore,
students go to Internet cafés that are present outside the school campuses even if it
means not spending allowances on food.
Internet usage is not purely for academic purposes. When using the Internet in
cafés where they can access various websites without restrictions, the male
respondents were found to play online games and the females were more interested
in using social networking sites. Other practices were also found such as watching
pornography for boys and girls being friendly with foreign males they met online.
Excessive use also resulted in some health issues such as eye strain and bad posture.
Some also reported having rift with their parents since they needed to lie so they can
get money to spend on Internet access instead of using it for school projects.
The quantitative analysis presented some interesting results. Eighty percent of
the total respondents have used a computer, but only two-thirds of them have tried
access to the Internet. Only 12% owned a computer, but less than half has Internet
connectivity at home. The study found that there was definitely a digital gap in terms
of geographical locations. Respondents in Luzon (particularly in the National Capital
Region, much nearer in Manila) have easier access to Internet than those living farther
such as in Mindanao.
The study also found that respondents who have better Internet access were
more intent in seeking higher education and are likely to postpone entering the work
force and marriage after completion of their studies. However, results have also shown
that there is a link between Internet usage and students resorting to other behaviors
such as smoking and drinking.

Importance of Mobile Devices
The use of mobile devices such as Android smartphones and tablets, iPhones
and iPads that have messaging, texting, voice-recording and other multimedia
capabilities is considered an important innovation in today’s time. Many education
experts believe that these small yet powerful computers can help in motivating
students to study, provide constant and instant access to the vast knowledge and tools
found on the Web, and are much affordable and more plentiful than laptops or desktop
workstations (Allen, 2011).
These devices are portable, easy to use, physically less obtrusive and ideal to
use during collaborative work inside the classroom. The mobility of mobile devices
with Internet access make them a great tool for learning.
Mobile Learning and Its Impact on Education
In 2011, University of California Irvine School of Medicine students scored an
average 23 percent during their national exams. This is in comparison with the
previous group of medical students who had similar incoming Grade Point Averages
(GPAs) and Medical College Admissions Test (MCAT) scores.
According to UCI News (2011), these medical students were part of the
university-initiated iMEdEd program; a move that built a completely digital, interactive
learning environment that included a tablet-based learning and portable ultrasound
clinical training. The program was also geared towards adapting emerging
technologies and pedagogies in the classroom.
Learning with the aid of ICT has become a trend in the US especially with
medical schools that have seen the importance in incorporating mobile devices such
as iPads and smartphones into their curriculum (Dolan, 2011). In fact, as of 2011,

there are nine medical schools including Warren Alpert Medical School of Brown
University that has adopted ICT-aided pedagogy.
In a similar US study in 2012 in Auburn, Maine, half of the 16 kindergarten
classes were randomly assigned to use iPads for nine weeks. A total of 129 students
used this mobile device while 137 children did otherwise. A pre-test and post-test were
conducted. After nine weeks, the literacy test results suggest that the classes which
used iPads performed better than those which did not use the devices (Dalrymple,
2012).
Smart Communications, one of the largest telecommunications companies in
the Philippines commissioned a study through its mEducation program that explored
the effectiveness of mobile devices as an alternative tool for learning among
kindergarten pupils of Culiat Elementary School, an urban poor community in Quezon
City (The Philippine Star, 2013). These pupils have not been exposed to devices like
computer tablets. After a two-month study, the telco found that mobile devices like
computer tablets have enhanced the learning experience of the pupils and led to
higher level of interest and comprehension.
There are private schools in the Philippines that employ the use of mobile
devices like tablets in classroom learning. Schools such as the La Salle Green Hills in
partnership with tech-giant Samsung Electronics Philippines Corporation which they
called the ‘Pearl Project’ (Padilla, 2011). Textbooks were converted to e-books,
assignment notebooks and other school communications were saved into the tablets,
as well as presentations and other schoolwork. The students didn’t need to carry loads
of heavy books to and from school.
However, the reality of the public school systems in the country is far from this.
Mobile devices are not commonly used as an educational tool in Philippine public

schools because the cost of devices is prohibitive despite the rise of many affordable
brands in the market, particularly for underprivileged and far-flung communities.
Indigenous People and Education
Considered as one of the most marginalized groups in the Philippines, our
indigenous people (IP) comprises 14 percent of the country’s 100 million population.
Many of them live in geographically isolated areas that usually lack access to basic
social services and very little opportunities for mainstream economic activities,
education and political participation (IWGIA).
In 1997, Republic Act 8371 also known as the “Indigenous Peoples Rights Act”
or IPRA was promulgated, which calls for the recognition of their diversity and
mandates state recognition, protection, promotion, and fulfilment of the rights of IPs.
With the passage of IPRA, the law recognizes the rights of indigenous peoples over
their ancestral domains and provided for a process of titling of lands. The law gives
jurisdiction of all ancestral domain claims to the National Commission on Indigenous
Peoples (NCIP) including those previously awarded by the DENR and all future claims
that shall be filed. But despite this law, the IP communities still claim for discrimination
that constrains their basic rights and development (De Vera, 2007).
According to the European Union Delegation to the Philippines, the indigenous
peoples in the country face many challenges in the context of development, peace
and security, and human rights. This is particularly true in Mindanao, where there has
been long-standing armed conflict and prevailing threats of settlement to their
ancestral domains.
In 2010, there are over 2.5 million IP children that live in remote areas where
public schools are limited and offer inadequate services. These children have lack of

access or unable to get education that is relevant or responsive to their own culture.
Due to poverty and distance from public schools, IP students were often at-risk of
dropping-out (Jocson, 2010).
In order to solve this crisis, the Department of Education launched the
Indigenous Peoples Education (IPEd) Curriculum Framework to recognize the right of
indigenous peoples to be culturally rooted and responsive basic education. This
framework was formulated in consultation with community elders, leaders, and
implementers of community-based IPEd initiatives. It also aims to give guidance to
local schools and other education programs as they engage with indigenous
communities in contextualizing the K to 12 Curriculum based on their respective
educational and social contexts (DepEd, 2015).
While DepEd is trying its best to provide quality education to IP communities,
there are still plenty of work to be done. Libraries in IP schools still lack resources to
help students with their studies. ICT tools such as computers and laptops are lacking
and usually don’t have Internet access (mainly due to remoteness of the area). If the
resources are available, they are often shared by many students at once, making them
counter-productive to the learning process.
For these reasons, mobile gadgets are the most ideal devices for schools
located in far-flung areas. Their mobility has the potential to fill the gap in education,
bringing in educational apps and Internet access to schools that lack resources.
In 2015, Samsung Electronics Philippines donated tablets, laptops and other
computer tools to three IP schools in Regions II and III. The recipients of the project
were Pureg Elementary School in Sanchez Mira Cagayan, Flora Elementary School
in Capas, Tarlac, and Tamale Elementary School in Bongabon, Nueva Ecija. A total
of 250 IP students from the mentioned schools benefited from the project. Former

Education Secretary Armin Luistro believed that IP communities must preserve their
culture. The Department of Education strives to make sure that technology becomes
a partner for the local community in preserving this (DepEd, 2015).
Theoretical Framework
The theoretical framework used in this study is the Internet Usage and
Cognitive Development developed by Genevieve Johnson (2006). In this theory,
Johnson argues that Internet use such as playing video games, visiting various
websites and interacting with others online, which requires a number of meta-cognitive
activities, help in the neurological improvement and learning processes of a person.
Figure 1. Internet Usage and Cognitive Development Theory by Genevieve Johnson

Conceptual Framework
INDEPENDENT VARIABLE DEPENDENT VARIABLE
Internet Use Cognitive Gain
Figure 2. Conceptualized relationships between variables
This study claims that the use of Internet as educational communication tool
help in increasing the knowledge or cognitive gain of Grade 9 indigenous students of
Araling Panlipunan.
Hypothesis
The hypothesis of this research is that the use of Internet has a significant effect
in cognitive gain among indigenous secondary students.
Definition of Variables
Internet Use – the use of World Wide Web or Internet Search Engines such as
Google, Bing and Yahoo! to gather information and data. These search engines
contain various web pages, e-books, images, and other types of files that are
accessible through an Internet connectivity.
Cognitive Gain – increase in knowledge after the treatment or intervention. In
this study, it is measured as the post-test score minus the pre-test score.
Mobile device – a computer tablet or smartphone that contains various
applications software. In this study, it was used as an aid to connect to the Internet via
a WiFi connection during the treatment.

Educational Communication Tools – These tools refer to Internet Search
Engines and mobile devices that are used to communicate intended information to the
target respondents
Indigenous students – In this study, these refer to the Grade 9 students of Datu
B. Balunto National High School who are the research participants of this study. The
students have various ethnic backgrounds that include the Moro, B’laan and
Tagakaulo Tribe
Mobile learning – This refers to education or training conducted using mobile
devices such as tablet computers and smart phones

Chapter III
METHODOLOGY
This chapter provides the outline of the research methodology used to answer
the research questions—the research design, locale of the study, research
participants, research instrument, the data gathering and processing procedures and
the statistical treatment of data used in the study.
Research Design
This quantitative study employed an experimental research design. This
research design fits the aim of what this study would like to answer. An experimental
design usually consists of two groups of subjects: an experimental group and a control
group. In this study, the experimental group underwent a treatment or intervention of
interest which is the indigenous students’ use of mobile devices with Internet access
during a class discussion.
Locale of the Study
This study was conducted in Datu B. Balunto National High School located in
Barangay San Jose, an indigenous community in General Santos City, Philippines.
Research Participants
A class consisting of 42 Grade 9 students coming from an indigenous
background, was selected. Three of the students were from the Moro Tribe, 38
students were from the B’laan Tribe and one student came from the Tagakaulo Tribe.

The class was then divided into two groups. Group A was the experimental group,
while Group B became the control group.
Research Instrument
The research instrument used was a 15-item questionnaire on Araling
Panlipunan designed by Mr. Michael Adam, the Araling Panlipunan instructor (see
Appendix A). The questionnaires were used for the pre-test session for group A and
group B. The same items in the questionnaire were used for the post-test for both
group A and group B.
Data Gathering Procedure
The researcher sought the permission from the Schools Division
Superintendent, Mr. Gildo G. Mosqueda, CEO XI of the Division of General Santos
City, Department of Education (DepEd), to conduct the study in a high school
institution that belonged to an indigenous community (see Appendix B). Upon
approval, DepEd recommended Datu B. Balunto National High School located in San
Jose, General Santos City to be the locale of the study.
The researcher sought clearance from the school head, Mrs. Flora Espina, to
conduct the research in her institution (see Appendix C). The researcher was able to
meet Mr. Michael Adam, a teacher of Araling Panlipunan and he agreed to do the test
on his Grade 9 students.
Mr. Adam divided his students into two groups randomly and conducted a pre-
intervention or pre-test separately through a 15-item questionnaire. After the pre-test,
Mr. Adam the lessons to the two groups separately. The lesson was about the Basic
Economics for Grade 9 level taught in Filipino.

Group A (experimental group) was given mobile devices (tablets and
smartphones) with Internet connectivity during the conduct of the lesson. The students
were free to browse through Internet search engines such as Google, Bing and Yahoo!
during their lesson. The teacher also employed the use of a computer, PowerPoint
Presentation and an overhead projector during the lesson.
In Group B (control group), Mr. Adam employed the traditional way of teaching
through the use of chalkboard with drawings on Manila papers as visual aids.
Mr. Adam conducted a post-intervention or post-test separately through the
given research instrument or questionnaires to his students.
Data Processing Procedure
The researcher gathered and checked the pre-test and post-test answer
sheets. The scores were recorded on a spreadsheet and arranged by group (see
Appendix D).
Statistical Treatment of Data
A Paired Samples T-test was conducted to validate the difference between the
results of pre-tests and post-tests for the experimental and control group. The formula
for t is as follows:

Chapter IV
RESULTS AND DISCUSSION
In this chapter, the results of the data gathering are presented. The data were
collected and then processed in response to the problems posed in Chapter 1 of this
study. The goal of processing these data is to find out if the cognitive gains of the
experimental and control groups are statistically different.
Experimental Group vs. Control Group
The results of the post-test minus the pre-test stand as the cognitive gain of the
experimental and control groups. Figure 3 shows the comparison of the mean of
scores obtained from the two groups.
The mean of scores showed that the experimental group, the group which had
Internet access through mobile devices during the class discussion, had a higher test
result during its post-test. It can be noted that the group had a higher cognitive gain
compared to the control group.

14
12
10
Mean of Scores
0
Experimental Experimental Control Group Pre- Control Group
Group Pre-Test Group Post-Test Test Post-Test
Figure 3. The results of the mean of scores of experimental group and control group
Paired Samples T-Test Result
To test whether the means of two groups were statistically different from each
other, the means were subjected to Paired Samples T-Test (significant level is 0.05
and using two-tailed hypothesis).
This test is used to determine whether the mean difference between two sets
of observations is zero. In a paired sample T-test, each subject or entity is measured
twice, resulting in pairs of observations. Thus, in this study, the indigenous students
were divided into two groups. Each group were given a pre-test and a post-test
resulting to a paired observation.

In Table 1, the first and second columns show the difference in scores between
the pre-test and post-test or the cognitive gain of the student for the experimental and
control groups. The third column shows the difference between the cognitive gain
scores of the two groups. The fourth column shows their squared differences. The
differences were then added up (see Table 1).
Table 1. Paired Samples T-Test between the means of experimental vs. control groups
Experimental Control
Group Group
(T1) (T2) Diff (T2-T1) (T2-T1)2
6 1 5 25
5 7 -2 4
4 2 2 4
8 7 1 1
6 4 2 4
6 7 1 1
6 2 4 16
7 0 7 49
5 4 1 1
9 1 8 64
8 3 5 25
8 5 3 9
6 -2 8 64
4 5 -1 1
7 2 5 25
8 1 7 49
4 3 1 1
4 2 2 4
6 3 3 9
7 1 6 36
4 1 3 9
∑D= 69 ∑D2= 401
Using the formula for T-test below:
Where; ∑D= 69
∑D2= 401

N (sample size) = 21
t = 5.1006262425 or 5.100627 (See Appendix E for calculation)
Looking this up on the p-table, the value of t is 2.086 using the alpha level 0.05
using the degrees of freedom (df) 20 (N-1). The calculated t-value (5.100627) is
greater than the table value at an alpha level of 0.05. The results of the two means are
statistically different from each other.
Findings of the Study
After processing the data collected, this study found that Internet use has an
effect in increasing the knowledge or cognitive gain of the indigenous students who
participated in this study. The findings suggest that the results of the pre-test and post-
tests between the experimental and control groups are statistically different.
The results confirmed the claims of Psychologist Genevieve Johnson in her
theoretical framework on Internet Use and Cognitive Development. She discussed that
while Internet technology changes rapidly, the usage is still associated with visual input
and tactile-kinaesthetic output through the use of manual manipulation of devices.
When using the Internet (particularly in online communication), learner’s language
centers of the brain are active. There are also activities that require meta-cognition,
defined as knowledge about cognition and control of cognition or higher level of
cognition. These are described in her study as variety of online activities which include
playing video games and accessing websites.
Johnson also argued that while playing video games require highest demands
on visual and meta-cognition skills, accessing websites can build a knowledge base
and contributes to concept development of a learner. When these skills are achieved,
they can contribute to patterns of neurological activity which, when developed at an
early stage of life, can influence neurological architecture and cognitive processes.

The result also confirmed the claims of previous experiments conducted on the
impact of mobile learning in education such as the adoption University of California
Irvine of the university-initiated iMEdEd program, which a completely digital, interactive
learning environment that included a tablet-based learning.
This is also true with a similar US study in 2012 in Auburn, Maine, where half
of the 16 kindergarten classes randomly assigned to use iPads for nine weeks
performed better in their literacy test (Dalrymple, 2012).
To bring it closer to home, the research findings also attest the study done by
Smart Communications in 2013 through its mEducation program that explored the
effectiveness of mobile devices as an alternative tool for learning among kindergarten
pupils of Culiat Elementary School who have not been exposed to devices like
computer tablets. After a two-month study, they found that mobile devices have
enhanced the learning experience of the pupils and led to higher level of interest and
comprehension among these young learners (The Philippine Star, 2013).
In addition, the IP students involved in the experimental group appeared to be
more collaborative during the class discussion. As they were able to access the
Internet in their mobile devices, they can easily participate in the conduct of lesson
through recitations. They are easily motivated to follow the teacher’s instructions due
to the ease and mobility of the devices. This supports the claim of Allen (2011) that
mobile devices with Internet access help in motivating students to study, provide
constant and instant access to the vast knowledge and tools found on the Web. Aside
from it being portable, students can easily share information and cooperate with each
other during the lessons.
Moreover, the researcher observed some notable circumstances during the
conduct of the lessons. The scenario in the other class painted a different picture.

During the conduct of the lesson with the control group, there were students that did
not participate in class. There were some that appeared to be bored and there was
even one student that dozed off while the teacher conducted the lesson.
Finally, the T-test result gives us t equal to 2.086) using the alpha level 0.05
using the degrees of freedom (df) 20 (N-1). Basing from this result, the two means are
statistically different from each other. Due to this outcome, there is a reason to reject
the null hypothesis which is there is no significant difference between the means of
the experimental and control group. It is safe to say that there is indeed an effect on
cognitive gain to students using Internet in class.

Chapter V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the research work, the conclusions
drawn and the recommendations of the author for further investigation by future
researchers.
Summary
This study was conducted to determine the relationship between Internet use
as an educational communication tool and cognitive gain, to discover how indigenous
students use the Internet as an educational communication tool for learning and to find
out the response of indigenous students when using the Internet as an educational
communication tool for learning.
The study was a quantitative research, which employed the use of
questionnaires as research instrument. It was conducted in Datu B. Balunto National
High School on November 8, 2016.
Forty-two Grade 9 students with indigenous backgrounds were selected by the
subject teacher, Mr. Michael Adam. The class was divided into two groups, the
experimental and control groups.
Using the questionnaires as research instruments, a pre-test was conducted
separately before the class sessions were conducted. Afterwards, a class session with
the aid of mobile devices with Internet access were provided to the experimental
group. A post-test was conducted after the class. On the other hand, the control group
had the pre-test and a class session without the aid of mobile devices. A post-test was
also conducted after the class.

A paired sample T-test was used to determine the significance of the results.
The results showed that there is indeed a significant difference in the test results
obtained by the experimental and control groups. The results showed that the use of
Internet helped in increasing cognitive gain of the IP students.
Conclusions
The following are the answers to the research questions forwarded by the study:
1. What is the relationship between Internet use as an educational
communication tool and cognitive gain?
The results of this research showed that the use of Internet as educational
communication tools helped in increasing the cognitive gain among the Grade 9
indigenous students of Datu B. Balunto National High School. The group of students
that were given mobile devices with Internet access during a class discussion showed
better post-test scores than those students with no access.
2. How do indigenous students use the Internet as an educational
communication tool for learning?
During the conduct of the intervention, the students used the Internet and
mobile devices as educational communication tools. They were able to use Internet
search engines such as Google, Bing and Yahoo! where they accessed various
webpages that helped them in researching facts and information in the World Wide
Web while the class was on-going.
Mobile devices have proven to be effective educational communication tools.
The ease of using them allowed students to actively participate while the class is going

on. Students can actively make choices about how to generate, obtain, manipulate or
display information. This mobile learning strategy allows students to actively think of
and process information, make choices and execute skills than in a traditional teacher-
led lesson setting.
The teacher’s role also changes. From being the only dispenser of knowledge,
they may now play the role of facilitator, setting project goals and providing guidelines
and resources, moving from student to student or group to group, providing
suggestions and support during student activity.
3. What is the response of the indigenous students when using the Internet
as an educational communication tool for learning?
In this study, the results showed that the students who used mobile devices
with Internet access had better results in their post-test scores compared to those who
did not receive classroom intervention. There was an improved interaction,
collaboration and performance between the students in the classroom. With good
Internet access, it was easy to visit websites and access of information was
instantaneous.
In addition, this study had noted that indigenous people are embracing new
technologies despite some pre-conceived notion that they may be lagging behind
because of the remoteness of their homes. It was interesting to find out that many of
these IP students were tech-savvy and in touch with current pop culture trends of their
age such as Korean pop and use of social media particularly, Facebook.

Bill Gates, one of the most powerful ICT leaders in the world, once said that
“Technology is just a tool. In terms of getting the kids working together and motivating
them, the teacher is most important”. The researcher concludes that while
incorporating technology in the classroom is important in today’s changing times, the
teacher is still the most important element across the room. Therefore, teachers must
be equipped with the right knowledge and tools to become an effective facilitator of
education, communication and information in the 21st century.
The demand on better Internet access has been on a record high. Telco ads on
better and faster Internet connection bombard the modern Filipino nowadays. New
smartphones and gadgets come out each season and many scramble to get their
hands on these fresh picks. Although it’s true that the Philippines has still a lot to
improve when it comes to ICT development, there are students and teachers like those
in Datu B. Balunto High School who continue to work on their dreams while being
connected or otherwise.
Recommendations
Based on the findings and conclusions presented, the following recommendations
are suggested:
1. The Department of Education should consider implementing mobile learning
and teaching inside the classroom.
2. The Department of Education with the help of other government and non-
government agencies (telcos, private institutions, etc.), should prioritize
expanding broadband connectivity to ensure access to Internet and availability
of mobile devices.

3. The Department of Education may consider prioritizing schools that are located
in far-flung barangays since they usually the schools that lack basic resources.
4. Teachers must be equipped with incorporating mobile learning into their
classrooms. Sustainable professional development programs must be
established for teachers as they incorporate mobile learning into their
curriculum and instruction. These programs should not only focus on learning
how to use the devices but more importantly, on improving teaching strategies.
5. Schools must revise policies on teaching students on how to use mobile
technologies safely and responsibly, both in and outside of campus.
6. Future researchers may consider employing the same study using a different
set of groups (e.g. urban based groups) and include other sub-groups (e.g.
different year levels).
7. Future researchers may also consider additional trials and conduct focused-
group discussions with teachers and students involved in the study.

REFERENCES
Allen, R. (2011, February). Can Mobile Devices Transform Education? Education

Update by ASCD, 53.
De Vera, D. (2017, July 31). Indigenous Peoples in the Philippines: A Country Case
Study. Lecture presented at RNIP Regional Assembly in Vietnam,
Hanoi.
Dolan, Brian. (2011). Nine medical schools that support mobile

learning. MobiHealthNews. Retrieved from
http://www.mobihealthnews.com/12346/nine-medical-schools-that-
support-mobile-learning/page/0/2.
Fritschi, Jennifer and Wolf, Mary Ann. (2012). Turning on Mobile Learning in North
America: Illustrative Initiatives and Policy Implications. Paris France:
UNESCO
http://unesdoc.unesco.org/images/0021/002160/216083E.pdf.
Garcia, Krista. (2016). Rappler. Education and the Internet for a sustainable PH.
Retrieved from http://www.rappler.com/brandrap/tech-and-
innovation/126587-education-internet-sustainable-ph
Garcia, Krista. (2016). Rappler. The Philippines needs an ICT revolution, now.
Retrieved from http://www.rappler.com/brandrap/tech-and-
innovation/117508-ph-needs-ict-revolution-now
Gultiano, Socorro; King, Elizabeth; Orbeta, Aniceto; and Gordoncillo, Prudenciano.

(2010) Internet Use among Filipino Public High School Students.
Princeton University. Retrieved from
http://paa2010.princeton.edu/papers/101023.
Jocson, S. (2010). Indigenous Peoples' Core Curriculum in the Philippines. Lecture

presented at International Conference on Language, Education and the
Millennium Development Goals in Thailand, Bangkok.
Johnson, Genevieve M. (2006). Internet Use and Cognitive Development: A

Theoretical Framework. E-learning and Digital Media. N.p., Dec. 2006.
Web. http://ldm.sagepub.com/content/3/4/565.full.pdf+html.
Manabat, Jacque. (2017). Yes, it's free! Get Wi-Fi along EDSA, MRT stations. ABS-
CBN News. Retrieved from http://news.abs-
cbn.com/business/06/12/17/yes-its-free-get-wi-fi-along-edsa-mrt-
stations
Padilla, Stephen Norries. A. (2011). La Salle Green Hills classrooms go high-

tech. Inquirer.net. Retrieved from http://newsinfo.inquirer.net/101439/la-
salle-green-hills-classrooms-go-high-tech.

Simon, Maya; Graziano, Mike; and Lenhard, Amanda. (2001). The Internet and
Education. Retrieved from http://www.pewinternet.org/2001/09/01/the-
internet-and-education/.
Department of Education. (2015, August 11). DepEd issues IPEd Curriculum

Framework [Press release]. Retrieved July 31, 2017, from
http://deped.gov.ph/press-releases/deped-issues-iped-curriculum-
framework
University of California Irvine, UCI Medical School. (2013). UCI’s iMedEd Initiative
named a 2012-13 Apple Distinguished Program [Press release].
Retrieved from https://news.uci.edu/press-releases/ucis-imeded-
initiative-named-a-2012-13-apple-distinguished-program/.
Indigenous peoples in Philippines decry continuing discrimination. (2015). ABS-CBN

News Online. Retrieved from http://news.abs-
cbn.com/focus/12/25/15/indigenous-peoples-in-philippines-decry-
continuing-discrimination.
Mobile devices enhance learning among pre-schoolers, study shows. (2013). The
Philippine Star. Retrieved from
http://www.philstar.com/telecoms/2013/12/28/1272546/mobile-devices-
enhance-learning-among-pre-schoolers-study-shows.
Situation of Indigenous Peoples in the Philippines (2016). Submission to the 59th

Session of CESCR. Retrieved from
http://tebtebba.org/index.php/content/383-situation-of-indigenous-
peoples-in-the-philippines-submission-to-the-59th-session-of-cescr

APPENDICES

Appendix A: Research Instrument
Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XII
Division of City Schools
DATU B. BALUNTO NATIONAL HIGH SCHOOL
San Jose, General Santos City
Araling Panlipunan 9/10
Pre/Post-Assessment
I. Basahin at unawain ang mga sumusunod na pahayag at piliin mula sa kahon

ang tamang sagot.
1. Ano ang paglalarawan ng isang ekonomiya sa simpleng paraan?

a. Circular Flow c. Macro Economics
b. Salik ng Produksiyon d. Sambahayan
2. Ano ang bagay na isinu-supp/y ng bahay kalakal sa sambahayan?
b. Produksiyon d. Sambahayan
3. Ano ang mga bagay na nagmumula sa sambahayan na ginagamit sa paggawa
ng produkto at serbisyo?
4. Ano ang pagsusuri ng ekonomiya sa malawak na pamamaraan o dimensiyon?
5. Ano ang lugar na pagdadalhan ng mga isu-supp/y ng sambahayan at bahay
kalakal?
a. Sambahayan c. Pamilihan
b. Produksiyon d. Bahay Kalakal
6. Ano ang sector na nagsu-supply ng mga yaring produkto?
7. Ano ang sector na pinagmumulan ng salik ng produksiyon?
8. Ito ay may tungkulin na maningii ng buwis sa sambahayan at bahay kalakal
upang magkaroon ng pondo na gagamitin sa pagbibigay ng serbisyong
panlipunan.
a. Parnahalaan c. Pamilihan
b. Buwis d. Bahay Kalakal
9. Kontribusyong sinisingil ng pamahalaan sa tao at negosyo na gagamitin sa
pagbibigay ng serbisyong panlipunan.
a. Pamahalaan c. Pamilihan
b. Buwis d. Bahay Kalakal

10. Sino ang Ekonomistang Pranses na kilalang lider ng mga Physiocrats?
a. Adams Smith c. Francois Quesnay
b. Albert Einstein d. Thomas Malthus
11. Grupo ng mga ekonomista na naniniwala sa kahalagahan ng kalikasan.
a. Economists c. Physiocrats
b. Philosophers d. Bureaucrats
12. Ito ang pagtatabi ng ilang bahagi ng kita upang gamitin sa hinaharap.
a. Paggasto c. Pag-iimpok
b. Paghiram ng pera d. Pagtataho
13. Saan nakapaloob ang ideya ng payak na paglalarawan ng buong ekonomiya?
a. Tableau Economique c. Table of Demand and Supply
b. Macro Economics Manifesto d. Tableau Entreprenyur
14. Sitwasyon na kung saan nagkakaroon ng balanse sa pamproduksiyon at
distribusyon sa ekonomiya
a. Implasyon c. Demplasyon
b. Ekilibriyo d.Hoarding
15. Ito ay isang hakbang na isinasagawa ng pamahalaan upang pasiglahin at
gawing aktibo ang mga sector ng ekonomiya upang bigyang buhay ang mga
gawaing pangkabuhayan.
a. Subsidy c. Pump priming
b. Transfer payments d. Demand at supply
Answer Key:
1. a 6. d 11. c
2. b 7. a 12. c
3. b 8. a 13. a
4. c 9. b 14. b
5. c 10. c 15. a

Appendix B: Letter of Permission – DepEd General Santos

Appendix C: Letter of Permission – School Head

Appendix D: Raw Scores of Experimental Group and Control Group
Experimental
Group 15/15 15/15 Control Group 15/15 15/15
Pre- Name of Post-
Name of Student test Post-Test Student Pre-test Test
Ambon 7 13 Bay, D. 4 5
Bacsa 7 12 Bay, F. 4 11
Bantilan 8 12 Cabo 3 5
Bascompte 3 11 Catog 7 14
Gilo 5 11 Domingo 4 8
Malig-on 7 13 Donde 7 14
Manib 5 11 Empal 7 9
Midtembang 7 14 Kabu 11 11
Oczon 9 14 Khan 2 6
Papasin 4 13 Malangkay 9 10
Paus, V. 4 12 Maling 8 11
Paus, M. 4 12 Meleng, C. 9 14
Paus, N. 6 12 Meleng, M. 8 6
Suapan 9 13 Ricardo 8 13
Sulanting, A. 6 13 Salawa 5 7
Sulanting, M. 4 12 Sang 8 9
Taludsok, A. 6 10 Siling 4 7
Taludsok, S. 8 12 Taluno 1 3
Teofilo 7 13 Tandi 7 10
Ula 7 14 Telan 8 9
Villegas 7 11 Tuan 9 10

Appendix E – Calculation of Paired Sample T-Test
Null Hypothesis
H0: UD = U1 - U2 = 0
There is no difference between two means.
Raw Data Used
Experimental Control
Group Group
(T1) (T2) Diff (T2-T1) (T2-T1)2
6 1 5 25
5 7 -2 4
4 2 2 4
8 7 1 1
6 4 2 4
6 7 1 1
6 2 4 16
7 0 7 49
5 4 1 1
9 1 8 64
8 3 5 25
8 5 3 9
6 -2 8 64
4 5 -1 1
7 2 5 25
8 1 7 49
4 3 1 1
4 2 2 4
6 3 3 9
7 1 6 36
4 1 3 9
∑D= 69 ∑D2= 401
Equation Used
Where; ∑D= 69
∑D2= 401
N = 21

Calculation
t=
t=
t=
t=
t=
t=
t = 5.1006262425 or 5.100627
Looking this up on the p-table, the value of t is 2.086 using the alpha level 0.05
and the degrees of freedom (df) 20 (N-1). The calculated t-value (5.100627) is greater
than the table value. We can reject the null hypothesis that there is no difference
between two means.

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INTERNET USE AND ITS EFFECT ON COGNITIVE GAIN

AMONG INDIGENOUS SECONDARY STUDENTS

PRECIOUS JEM G. CARCILLAR

Faculty of Information and Communication Studies

Members of the Academic Advisory Committee:

________________________, Chair, Advisory Committee _________

________________________, Member, Advisory Committee _________

________________________, Member, Advisory Committee _________

________________________, Dean, _________

Rolando and Marieta Carcillar

My parents, teachers and students involved in this study,

LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

CHAPTER II. REVIEW OF RELATED LITERATURE AND

CHAPTER III. METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

CHAPTER IV. RESULTS AND DISCUSSION . . . . . . . . . . . . . . . . . . . . . . . . . 19

CHAPTER VI. SUMMARY, CONCLUSION AND

Table 1. Paired Samples T-Test between the means of experimental vs.

Figure 1. Internet Usage and Cognitive Development Theory by

Figure 2. Conceptualized relationships between variables 14

Figure 3. Comparison of the mean of scores of experimental

Rationale and Background of the Study

Mobile learning is one of the emerging trends in education particularly in North

pedagogical strategy. In turn, the demand to push mobile learning in education is

driven by high demands for scholastic achievement. Consequently, this is to ensure

In the Philippines, information and communications technology (ICT) is a sector

Department of Transportation and Communications (DoTC) reported that weak

all secondary schools to have access to Internet communications technology (ICT). In

2014, spearheaded by then Secretary of Education Armin Luistro, the department

Internet Use and Its Effect on Cognitive Gain | 1

materials are available through its website at http://lrmds.deped.gov.ph/. The materials

teaching materials to any fellow educator across the country.

access to basic learning facilities.

Statement of the Problem and Research Questions

1. What is the relationship between Internet use as an educational communication

tool and cognitive gain?

2. How do indigenous students use the Internet as an educational communication

tool for learning?

educational communication tool for learning?

Objectives of the Study

1. To determine the relationship between Internet use as an educational

communication tool and cognitive gain

2. To discover how indigenous students use the Internet as an educational

communication tool for learning

Internet Use and Its Effect on Cognitive Gain | 2

educational communication tool for learning

Significance of the Study

used as an educational communication tool. It could also provide information on the

importance of mobile technologies when used in the classroom.

In addition, it also gave emphasis on indigenous students as research

participants. According to Indigenous Peoples’ International Center for Policy

remoteness of their ancestral domains. Social issues such as poverty and

used as baseline information for future research on studies involving indigenous

students particularly those living in Mindanao.

Finally, the Department of Education can use this study as a reference in

teaching strategies using ICT-aided techniques and encourage students to participate

more in class discussions and activities.

Internet Use and Its Effect on Cognitive Gain | 3

REVIEW OF RELATED LITERATURE

started as a project to connect a group of computer networks, to being able to send

messages in an instant, now has become an important tool in shaping a well-informed

society. It has practically changed the way we lived!

Internet Use in Education

________________, Chair, Advisory Committee _

________________, Member, Advisory Committee _

________________, Member, Advisory Committee _

________________, Dean, _