Cashless Transaction

NOTRE DAME-SIENA SCHOOL OF MARBEL, INC.
(Formerly Notre Dame of Marbel for Girls)

Alunan Ave, City of Koronadal, 9506 South Cotabato
Tel. No. (083)-228-2589 Mobile Nos. 0951-811-9113  0953-210-0445
www.ndssm.com  email: nd_ssm@yahoo.com; ndsiena@gmail.com “A Woman of Great Faith, Resolute Hope and
Steadfast Love; A woman for our Times”
The Effectiveness Using Communication Technologies and Social

Applications on the Academic Performance of NDSSM Gr 12 Students
A Quantitative Research
Submitted to:
Ms.Rangela Daniella L. Cosico
Notre Dame - Siena School of Marbel City of Koronadal, South Cotabato
In Partial Fulfilment For the Requirements in RDL
Research in Daily Life
Francis Mariel I. Dimagiba
Miles Andre A. Singsing
Marinella C. Davala
Bernice Ruth Teope
Jhezarie Sarmento
2022
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TABLE OF CONTENTS
Title Page………………………………………………………………….…………i
INTRODUCTION
Background of the Study……………………………………………………...……1
Theoretical Framework……………………………………………………………..4
Statement of the Problem………………………………………………….……….4
Scope and Delimitation……………………………………………………………..5
Significance of the Study……………………………………………….…….…….6
REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature…………………………………………………….…………......7
Related Studies…………………………………………………………………...…12
Definition of Terms……………………………………………………………...…..20
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METHODOLOGY
Research Design………………………………………………………………..…21
Locale of the Study…………………………………………………………..……23
Respondents of the Study…………………………………………………………24
Research Instruments…………………………………………………………...…24
Data Gathering Procedures………………………………………………………24
Data Analysis………………………………………………………………………25
Ethical Considerations………………………………………………………….…22
REFERENCES………………………………………………………………...….27
APPENDICES…………………………………………………...……………..….29
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Chapter I
Introduction
In the context of academic induction courses, exploring conceptions of teaching
and learning with new staff members confirms the notion that many academic
staff want to teach as they have been taught. To encourage the adoption of new
instructional strategies requires raising awareness of how students learn and
supporting efforts to teach differently. With the widespread adoption of social
networking sites among college students, discerning the relationship between
social networking sites use and college students’ academic performance has
become a major research endeavour.
As employees are required to employ new technology, the process of
controlling teaching for successful learning becomes even more challenging.
When the potential of communications and information technology (C&IT) is
mentioned, some staff members exhibit an increased level of unwillingness to
engage in constructive discourse regarding changes in frameworks for learning
and teaching. Notably, a large portion of the research on social networking sites
uses student self-reports to gauge usage. Students are asked to self-report how
frequently or how long they use social networking sites (Tafesse, 2022).
ntly or how long they use social networking sites (Tafesse, 2022).
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Students have been shown to substantially underestimate their social
networking sites, use, however, self-report data is prone to measurement error,
thereby potentially biasing the magnitude and direction of reported findings. To
overcome these limitations, researchers have begun to employ software
programs and mobile applications that can automatically track the frequency and
duration of social networking sites use, which enables precise measurement
(Alice, 2022)
The twenty-first century is known as the information revolution era or the
social revolution age. Information technology underwent advancements that led
to the name remote learning Distance education, which is instruction that is
provided without an instructor and a classroom setting, came into being. It should
be mentioned that excellent communication plays a key part in maintaining all
students at the same location (Bert, 2019).
Therefore, the purpose of this study was to determine the negative and
positive effect) It also helps to both parents and teacher to enhance the use of
social technologies. The purposed of this study aimed to find out the
effectiveness of social application and communication technologies during this
new normal education as perceived by students of Notre Dame Siena School of
Marbel.
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Theoretical Framework
The rapid advancement of media technology has had a great impact on the
way people communicate on a daily basis. The growing dimension of the use of
the social media among the youth of today cannot be over emphasized. Over the
years, social networking among students has become more and more popular. It
is a way to make connections, not only on campus but with friends outside of
school. Social networking is a way that helps people feel they belong to a
community. Due to the increased popularly of it, economists and professors are
questioning whether grades of students will not be affected by how much time is
spent on these sites (Choney, 2019).
Statement of the problem
1.What is the profile of the respondents in terms of:
1.1 Age
1.2 Gender
2. To what extent of is the effectiveness Using Communication Technologies and
Social Applications in terms of;
2.1 Provides students with countless online resources;
2.2 easy to access information
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2.3 Provides Accelerated learning
2.4 Equips students for their learning careers;
2.5 Personalizes learning and teaching approaches;
3. How do they manage their social and personal lives?
4. How does these technologies and application affects their academic
performances?
Hypothesis
I. There is a relationship between time spent on social media and
academic performance
II. . There is relationship between the use of social media and excellent
academic performance
Scope and Delimitation
The study was conducted to assess the impact of social media on
students’ academic performance. Sixty (60) students who are actively using
social media are the respondents of the study. It was conducted during the
summer semester of academic year 2022-2023. The study limited only on
variables of the effectiveness using communication technologies and social
applications on the academic performances of NDSSM gr 12 Students.
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Conceptual Framework
Figure 1 shows the conceptual framework of the study where the effectiveness
using communication technologies and social application on the academic
performance of NDSSM Gr 12 students were determined. Hence, it will serve as
a basis in designing a communication technologies that will help students
improve their academic performance in school.
INPUT PROCESS OUTPUT
Effectiveness using The Researchers decides Social applications on

communication on their research goal. the academic
technologies They will create a list of performances of
questions, invite the NDSSM gr 12 Students
participants, gather the
responses and analyze the
reports.
SIGNIFICANCE OF THE STUDY
The researcher envisioned that the findings of this study are useful, and
beneficial to the following individuals:
Students: This study give them awareness on how social application affects
their academic performances and their study habits because they spend time
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chatting online and making friends on social media sites instead of reading
books.
Parents: this study will gives them a lesson on how they will discipline their child
in term of social media applications and technologies and to keep check and
balance on their children and provide a guiding mechanism for their academic
matters.
Teachers: This study will gives teachers an idea how communication
technologies and social application affects to the academic performances of their
students. and to inspire students and assist them in recognizing their own talents
and flaws Teachers serve as key role models for students, and they have a
significant impact on creating, supporting, and establishing students' abilities,
aspirations, and knowledge.
Future researchers: They can benefit from the study as mean as a guide , a tool
and reference when conducting research which is relevance to the
study.Research improves services and treatments not just for you but also for
future generations.
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Chapter II
Review of Related Literature and Studies
Foreign Literature
Technology
ICT’s have significantly improved the teaching-learning process in schools
and higher educational institutions. It should be noted that distance education
today involves using ICT. Distance education involves using internet as a
medium for communication. It enables students to overcome the spatial and
temporal limitations hindering them from learning. It enables students to learn in
virtual classrooms and create their own websites and pages (Kayode, 2018)
The teachers and faculty members delivering distance education must be
provided with training courses for improving their communication skills. They
must be provided with courses about the way of using technology effectively in a
manner that promotes much interaction between students (Kelsey, 2022).
Using technologies has many benefits. For instance, it facilitates the way of
communicating with others. It enables people to hold global forum online. It
enables people to share global news. It enables organizations to make internal
networks. It enables people to exchange expertise with each other. It improves
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the organizational performance and improve the quality of education (Al-Ash’hab,
2015).
It has been proved that technology plays a significant role in delivering
education. For instance, it enables students to communicate easily with their
colleagues. It enables students to communicate easily with their teachers through
using email and chat rooms. It enables teachers to communicate easily with their
parents. It enables people to exchange views and opinions which contribute to
expanding knowledge, and feel equality. It enables people to express their
opinions (Alyan, 2014).
During the end of the 20th century and the beginning of the 21st century,
major technological developments were achieved to ICTs. Such developments
were achieved for meeting various goals. For instance, they were achieved for
achieving social and economic development. They were achieved for improving
education. Hence, schools and universities today must employ modern
technologies (Kareem, 2015).
Social networks are an important source of social support and a critical
conduit for communication in educational settings. Many social media platforms,
including Edmodo, are created with education in mind. Social networks have
many benefits for learning, including wide access to information and information
resources, lowered communication and group interaction barriers, support for
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collaborative learning activities, encouragement of self-learning, increased
motivation and engagement of learners, improved relationships between
students and teachers, and support for active and social learning. In general, the
introduction of new technologies like the internet and social networks has led to
certain risks in addition to opportunities for enabling and increasing the quality of
international interactions (Azizi, 2019).
The addiction to the internet and social networks is the subject of a wide
variety of hypotheses. The social control hypothesis, behavioral explanation,
biological explanation, and cognitive explanation are some of the most significant
hypotheses. According to the dynamic psychology theory, personality features,
psychosocial status, and childhood psychological shocks or emotional deficits
are the underlying causes of social networking addiction. According to the social
control hypothesis, as addiction differs based on factors such as age, sex,
nationality, and economic standing, some forms of addiction are more prevalent
in some social groups than others. According to the behavioral explanation
hypothesis, people use social media to get benefits like amusement and an
escape from reality. According to the hypothesis of biological explanation, certain
chromosomes (Soroush, 2019).
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Local Literature
SOCIAL MEDIA
Social networking has a negative impact on physical and psychological
health and causes behavioral disorders in Philippines , depression, anxiety and
mania. In this regard, results of a study on German students showed a positive
relationship between addiction to Facebook, with narcissism character,
depression, anxiety and stress . It is believed that addiction to social networking
is higher in people with anxiety, stress, depression and low self-esteem suggests
that addictive behaviour is a behaviour that has certain characteristics such as
salience, mood modification, tolerance, withdrawal symptoms, conflict, and
relapse. Addictive behaviour refers to repeated habits that increase the risk of a
disease or social problems in a person (Casim, 2017).
Over the past decade, addictive behaviours Filipino student, such as
overuse of internet or social networks, have become a part of everyday life of
students. Social networking addiction includes the characteristics such as
ignoring the real problems of life, neglecting oneself, mood swing, concealing
addictive behaviours, and having mental concerns (Celso, 2020).
In this regard, signs and symptoms of addiction to social networking can
include experiencing disturbances in day-to-day work and activities, spending
more than one hour a day on social networks, being curios to see the old friends’
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profiles, ignoring work and daily activities due to the use of social networks, and
feeling anxious and stressed due to the lack of access to social networks (Lebek,
2016).
Evidence suggests that many factors are associated with addiction to
internet and social networks in Philippines. Among these factors are online
shopping, dating, gaming and entertainment, using mobile phones for access to
internet, searching for pornographic images, user personality trails, and low self-
esteem (Du, 2014).
Social media has exploded as a category of online discourse where people
create content, share it, bookmark it and network at a prodigious rate. Because
of its ease of use, speed and reach, social media is fast changing the public
discourse in society and setting trends and agenda in topics that range from the
environment and politics to technology and the entertainment industry in
Philippines. In the last ten years, the online world has changed dramatically,
thanks to the invention of social media, young men and women now exchange
ideas, feelings, personal information, pictures and videos at a truly astonishing
rate. Seventy-three percent of wired American teens now use social media
websites (Oberst, 2018).
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Time Management (easy to access information)
Gerald (2002) has defined time management as the art of arranging,
organizing, scheduling and budgeting one’s time for the purpose of generating
more effectiveness in both work and productivity. It is also perceived as set of
principles, practices, skills, tools and systems that should work together to
achieve and improve the quality of life (Argarwal, 2008; Kelly, 2004). When one
is conscious of time then it is imperative that, he sets plans before doing things
and sets his priorities in many of his tasks on daily basis. Time management
deals with the adequate allocation of time on every activities to be performed in
order to effectively manage the tasks and be completed within the time
previously set. Prioritizing the works to be done are attributed to how individuals
make use of the time effectively by managing the urgency of the needs and the
time to be used on each tasks such that time is maximized.
Importance of Time Management (Equips students for their learning careers)
Time management is very important for many reasons. The fact that
everyone use time in their daily lives would mean that, time is part of daily life
and needed to be managed to end up the day with accomplishment since the
passage of time cannot be restored. According to Brigitte, et. al. (2005), time
management plays a significant role in improving students’ performance and
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achievements. They added that, every student should possess time management
to effectively organize their activities, set goals, and prioritize those activities that
requires immediate attention and others. It is also through time management that
the students’ ability to make decisions can be enhanced thereby using time more
effectively (Noftle, Robins & Richard, 2007). While there is no universally
accepted way to manage time, it is still important for individuals like students to
value time management and apply it in different contexts.
Time Management and Students’ Academic Performance
Provides Students with countless resources
There are various studies that link time management to students’
academic performance. For instance, proper time management positively
correlates to better academic performance (Sevari and Kandy, 2011; Adebayo,
2015; Kearns and Gardiner; 2007; Kaushar, 2013). There are several factors that
can be considered to demonstrate time management. The study of Nashrullah
and and Khan (2015) identified time management variables to include planning
(Short-range and long-range), time attitude as independent variables linking to
the students’ academic performance. Findings showed that time management
variables such as short-range, long-range and time attitude are significantly
correlated to students’ academic achievement. Another study also posits the time
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management variables to include independent variables such as prioritization,
procrastination, socialization and students’ academic performance
(Adebayo, 2015). Specifically, his study claimed that there is positive relationship
between time management factors such as prioritization, procrastination,
socialization and the students academic performance. Further implications of the
results suggest that students should prioritize their tasks, less procrastination in
responding to deadlines and in taking examinations and moderate socialization
activities. Karim, et. al, (2015) also links time management factors to include
students attitudes and behavior on time and management. Their findings suggest
that, both student attitudes and behavior impacts students’ academic
performance. King (2002) had also emphasized the different external forces that
challenges time management and these can be comprised of challenge to one’s
ability or expertise, which imposes an unwelcome demand on time, abilities and
emotional reserves.
Another study conducted by Indreica et al. (2011) examined the influence
of effective management to students’ academic performance in terms of Grade
Point Average (GPA). Findings revealed that, effective management programs
elevate the GPA and concluded that successful students are good time
managers. Specifically, factors such as time management behaviors, time
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attitudes and control of time are significant predictors of students’ academic
performance. Students’ academic performance is usually measured on the
students’ GPA. The latest study conducted by Jalagat (2016) strongly suggests
the use of GPA as a measure of student academic performance which also
agrees with several studies (Adebayo, 2015; Kaushar, 2013). This study is
primarily anchored on Adebayo’s
Foreign Studies
Provides accelerated learning
Many researchers such as Choney (2010), San Miguel (2009) and
Enriquez (2010) studies on students’ use of the social media sites revealed a
negative effect of the use of social media sites on students’ academic
performance. Nielsen Media Research study conducted in June 2010 stated that
almost 25% of students’ time on the internet is spent on social networking sites
(Jacobsen & Forste 2011).
The American Educational Research Association conducted a research
and declared at its annual conference in San Diego California (2009), that social
media users study less and generate lower grade (Abaleta et al, 2014). San
Miguel (2009), focused on the relationship between time spent on Facebook and
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the academic performance of students. The overall findings indicated “more time
on Facebook equals slightly lower grades.
In his study, the average facebook user had a GPA of 3.0 to 3.5, while
the non Facebook user had a GPA of 3.5 - 4.0. Also, the average facebook user
study for 1 – 5 hours per week, while the non facebook user would study 11 – 15
hours per week Enriquez (2010), revealed that students who multi-task between
social networking sites and home work are likely to have 20% lower grades than
a student who does not have a social networking site.
He believes that even running a social networking site on the
background on a student’s PC while studying or doing homework could lower a
student’s grade.
He believes that “the problem is that most people have Facebook or
other social networking sites, their e-mails and may be instant messaging
constantly running in the background while they are carrying out their tasks”
Choney (2010), in looking at the time spend on facebook and its effect on
academic performance said a user of Facebook has an average “GPA of 3.06,
while non users have an average GPA of 3.82”.
Furthermore, a study conducted by Karpinski and Duberstein (2009), of
Ohio Dominican university on college students who use social network have
significantly lower grade point averages (GPAs) than those who do not. They
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also mentioned that among various unique distractions of every single
generation, Facebook remains a major distraction of current generation.
According to Khan (2009), facebook users often time experience poor
performance academically. Similarly, Englander et al., (2010), posit that social
media is negatively associated with academic performance of student and is a lot
more momentous than its advantages. Internet addiction consequently gave rise
to internet usage within the last couple decades.
Nalwa and Anand (2008), recommended that addicted users prefer using
internet setting back their personal and responsibilities which ultimately leads to
poor academic performance. According to Kubey et al., (2010), impairment of
educational performance and internet dependency are correlated by utilizing
synchronous communication programme including internet sites and forums.
Jocabsen and Forste (2011), found a negative relationship between the use of
various media, including mobile phones, and self-reported GPA among first year
university students in the United States.
In Taiwan, Yen at el. (2009), identified an association between mobile
phone use and respondents and report that respondents have allowed phone
use to interfere with their academic activities. Similarly, Hong et al. (2012),
reported that daily use of mobile phones is correlated with self-reported measure
of academic difficulty among a sample of Taiwanese university students. In a
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survey of Spanish high school students Sanchez-Martinz and Otero (2009),
found a correlation between “intensive” mobile phone use and school failure.
However, other studies like Ahmed and Qazi (2011), Hanqittai and Hsich (2010),
Pasek and Hanqittai (2009), conducted on the same topic revealed no correlation
between social media and students’ academic performance.
A study conducted at Whittemore school of Business and Economic on
one thousand, one hundred and twenty seven students revealed that there is no
correlation between how much time is spent on social networking sites and
grades (Martin, 2009). Again, University of New Hampshire (2010) study also
revealed that students’ use of social media sites do not affect grades. A recent
survey showed that approximately ninety percent of teens in the United States
have Internet access, and about seventy-five percent of these teens use the
Internet more than once per day (Kist, 2008).
This study also showed that approximately half of all teens who have
Internet access are also members of social networking sites, and use the Internet
to make plans and socialize with friends (Kist, 2008). In September 2005, out of
the total adult internet users (18-29 years) 16% were using social networking site
but this percentage increased to 86% in May, 2010 (www.marketingcharts.com).
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Local Studies
Personalizes Learning and teaching appro1achers
instructors to plan and prepare lessons and design materials such as
course content (Ali, Haolader & Muhammad, 2013).The rapid development of this
system has prompted a revolution in learning as new technological advancement
in education has involved the re-examination of new techniques and instruments
in instructional process.
Computers and the Internet have been touted as potentially capable
means to empower the users for educational changes and improvement, by
utilizing various information and resources and reviewing information from
different points of view; hence, cultivating the authenticity and actuality of
learning situations (Tinio, 2020).
According to Rejie D. Astodello (December 11, 2016) Tabuk City, Kalinga
People all over the worldhave been enjoying the benefits of using technology
nowadays. In the past, communicating and free sharing ofthought between
people are restricted by long distance, race, and even religion. But now these
barriers can nolonger stop the flow of information and knowledge because now
the new world of social networking allows freesharing of thoughts through online
social networking sites such as Facebook, Instagram, Twitter, and the like.Since
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students are highly motivated to using social media sites the majority of
them use these to satisfytheir social needs more than their academic needs.
They have the freedom to do whatever they want they can upload or download
data, they can make new friends and comment on other people’s lives, and they
can evencreate other online identities the real world does not allow. It has been
observed too that the majority of thestudents nowadays, particularly those in the
secondary level, spend most of their time chatting with theiracquaintances,
playing online games, and watching videos instead of reading their lessons,
making theirassignments, and other academic requirements.
The main reason is when they work or search their materialsonline they
get attracted to social networking sites to kill boredom during study time, diverting
their attentionfrom their work. The darker side of this that has gained the
attention of many parents is that some studentsaregetting lazier and are no
longer interested in going to school. This is probably due to being
extensivelyindulged to get global access and therefore leading them to perform
less academically.
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Definition of Terms
The following terms are defined. These are key terms for comprehending
the context of this study.
Academic - It is concerned with studying from books as opposed by a
practical work
Communication technology - is the transfer of messages (information)
among people and/or machines through the use of technology. This processing
of information can help people make decisions, solve problems, and control
machines.
Senior High School - refers to the respondents of the study. These are
the students whom the study is intended to.
Social applications - are driven by the connections embodied in the
individual social graphs of participants, and as such act as efficient conduits for
the spread of information within the network.
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Chapter III
Methodology
Research Design
This study utilized quantitative research design to determine the
effectiveness using communication technologies and social applications on the
academic performances of NDSSM grade 12 Students.
Quantitative research design is aimed at discovering how many people think, act
or feel in a specific way.
A correlational study is a type of research design that looks at the
relationships between two or more variables. Correlational studies are non-
experimental, which means that the experimenter does not manipulate or control
any of the variables.
The researchers used a questionnaire method for their primary data
gathering tool. It is a standardized questionnaire used on determining the
effectiveness using communication technologies and social applications on the
academic performance of NDSSM Gr 12 students
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The Effectiveness Using Communication Technologies and Social

Applications on the Academic Performance of NDSSM Gr 12 Students
Profile of Grade 12 Senior High Locale of the Study

School Students
Notre Dame Siena School of
 Age
 Gender Marbel, Alunan Avenue
Poblacion, City of Koronadal,
Respondents of the Study

Grade 12 Senior High School
Students of NDSSM
Academic Behaviours
 poor academic
achievement
 low level of
concentration Research Instruments
Survey Questionnaires
How does these technologies Data Gathering Procedure

and application affects their
academic performances? This study underwent several steps in
coming up with the results. The
researcher first asked the permission of
the principal of NDSSM to conduct the
study.
Profile
Profileof ofObese
ObeseSenior
SeniorHigh
High
School
SchoolStudents
Students Data Analysis
  AgeAge Mean
  Gender
Gender
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  Height
Height
  Weight
Weight
  BMIBMI
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Figure II. Research Design
Locale of the Study
The place where the researchers choose to conduct their study is in Notre
Dame Siena School of Marbel, Alunan Avenue Poblacion, City of Koronadal,
Province of South Cotabato, Philippines.
The researchers decide to conduct their study in this school because it is
a good place where there are enough respondents that will be qualified to
participate in the study, and will give access for the researchers to collect their
date.
Legen
d:
outh
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Cotab
ato
orona
dal
City
otre
Dame
Siena
Schoo
l Of
Marbe
l,
Aluna
Avenu
e, City
of
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Koron
adal,
South
Cotab
ato
Fig, 2 Map of Locale of the study source. Google Map
Respondents of the study
The respondents of the study were Complete Random Sampling. There
are sixty (60) Students of Notre Dame Siena School of Marbel for the academic
year 2022-2023. 111111
The sampling technique used was . Purposive sampling (also known as
judgment, selective or subjective sampling) is a sampling technique in which
researcher relies on his or her own judgment when choosing members of
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population to participate in the study. The researcher chose this type of sampling
technique due to time constraint and pandemic concerns.
Research Instrument
The research used descriptive form of research design. This was
quantitative in nature. In this case, two types of data were gathered. This
included the primary and secondary data. The primary data were derived from
the answer of the respondents in the survey questions.
The data were obtained from two types of source; the primary source were
accumulated from the responses of the community of the students and the
secondary was derived from the teachers.
Data Gathering Procedure
The researcher utilized the survey questionnaire As the main instrument of
gathering the needed data to meet the objectives of the study. This was likert
scale format structure wherein the questionnaire has two parts. The first part was
to answer the demographic profile of the respondents which includes the age and
gender. Meanwhile, the second part was the survey questions that related to the
research problem. In case of irregularities, follow up questions and assessment
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were employed. Structure of questions used in the questionnaire instrument
focused on answering the sub- problems stated in chapter 1. Questions were
structed in English language.
Respondents choose the option that best corresponds with how they feel
about the statement or question.
Rating Description
5 Always
4 Oftentimes
3 Sometimes
2 Seldom
1 Never
Data Analysis
This study underwent several steps in coming up with the results. The
researcher first asked the permission of the principal of NDSSM to conduct the
study. Then, a permission letter was given to the respondents and their parents
to permit the students to participate in the study. After their permission, the
researcher then conducted using google forms to ask some Grade 12 students .
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Once the responses were gathered, the results were collated, tallied, and
interpreted.
Statistical Tool
To interpret and analyze the data, the mean, percentage and weighted mean
were computed.
The results of the survey questionnaire were analyzed using Likert Scale
Mean as the statistical tool to determine the effectiveness using communication
technologies and social applications on the academic performances of NDSSM
grade 12 Students.
Scale Interpretation
4.20- 5.00 to a very great extent
3.40- 4.19 to a great extent
2.60- 3.39 Moderate extent
1.80- 2.59 less extent
1.00- 1.79 least extent
Ethical Consideration
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Prior to the conduct of the interview, the researcher will be getting full consent
from the research respondents.
The researcher will take good care of the security of the research respondents,
will make sure that they will not be subjected to any harm.
The research participants’ protection will be ensured by the researcher.
The researcher will prioritize and respect the research repondents’s dignity.
The researcher will ensure the research respondents the adequate level of
confidentiality of the gathered data.
The researcher will practice honesty and transparency in communicating with the
research respondents with relation to the study.
The researcher will be avoiding any type of misleading information, as well as
biased findings of the representation of the primary data.
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the brief summary of the findings, the formulation of
conclusions and recommendations based on the result of the analysis and
interpretation of the data.
Summary of the Findings
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Conclusion
RECOMMENDATIONS
Reference
Adebayo, F. (2015). Time Management and Students’ Academic Performance in
Higher Institution, Nigeria: A Case Study of Ekiti State. International Research in
Education, 3(2): p. 1-11.
Alice, A. (2022). Effectiveness of Communication Techniques in Distance
Education . https://files.eric.ed.gov/fulltext/EJ1286088.pdf
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Azizi, S. M. (2019, May 3). The relationship between social networking addiction
and academic performance in Iranian students of medical sciences: a cross-
sectional study - BMC Psychology. BioMed Central.
https://bmcpsychology.biomedcentral.com/articles/10.1186/s40359-019-0305-0
Bert, G. (2019). Effectiveness of Communication Techniques in Distance
Education . https://files.eric.ed.gov/fulltext/EJ1286088.pdf
Casim, N. (2017, May 3). The relationship between social networking addiction
Celso, S. M. (2020, May 3). The relationship between social networking addiction
sectional study - BMC Psychology. BioMed
Central.https://bmcpsychology.biomedcentral.com/articles/10.1186/s40359-019-
0305-0
Soroush, A. (2019, May 3). The relationship between social networking addiction
Lebek. (2016, May 3). The relationship between social networking addiction and
academic performance in Iranian students of medical sciences: a cross-sectional
study - BMC Psychology. BioMed
Central.https://bmcpsychology.biomedcentral.com/articles/10.1186/s40359-019-
0305-0
Du. (2014, May 3). The relationship between social networking addiction and
academic performance in Iranian students of medical sciences: a cross-sectional
study - BMC Psychology. BioMed Central.
Tafesse, W. (2022, March 28). Social networking sites use and college students’
academic performance: testing for an inverted U-shaped relationship using
automated mobile app usage data - International Journal of Educational
Technology in Higher Education. SpringerOpen.
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https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-
022-00322-0
Davis, N.E et al (1999). A core curriculum for telematics in teacher training.
Evey, C. K., Emmanuel, O. O., Joseph, A., Denis, U.,& Asinde, F. A. (2010). The
need for ICT in secondary schools’ curriculum in Nigeria. Nigerian Journal of
Teacher Education and Teaching, 8(2), 183- 192. Gayeski, D. M. (1993).
Multimedia for learning: Development, application, evaluation. New Jersey:
Education Technology Publications.
Hull, D. 1995. The revolution that’s changing education: Who are you calling
stupid? Texas: CORD. James, M. (2011). Cloud network architecture and ICT -
Modern network architecture. Mbaeze, I. C., Ukwandu, E., & Anudu, C. (2010).
The influence of information and communication technologies on students’
academic performance. Journal of Information Technology Impact, 10(3), 129-
136. Available from https://www.researchgate.
net/publication/272179181_The_Influence_of_Information_
and_Communication_Technologies_on_Students’_Academic_ Performance
Moore, M., & Kearsley, G. (1996). Distance education: A systems view. Belmont:
Wadsworth. Oginni, O. I., & Popoola, A. A. (2013). Effects of mathematics
innovation and technology on students’ academic performance in Open and
Distance Learning (ODL). Okoro, C. O., & Ekpo, E. E. (2016). Effects of
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Information and Communication Technology (ICT) application on academic
achievement of students in Christian religious studies in Cross River State.
International Journal of Interdisciplinary Research Method, 3(2),14-24.
Appendix A
PERMISSION LETTER TO THE PRINCIPAL
THE EFFECTIVENESS USING COMMUNICATION TEACHNOLOGIES AND
SOCIAL APPLICATION ON THE ACADEMIC PERFORMANCE OF NDSSM
GR12 STUDENTS
Part I. RESPONDENT’S PROFILE
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Name (Optional): __________________________
Age: _______________________
Gender:_____________________
General Directions: Check (/) the box that describes the effectiveness using
communication technologies and social application on the academic performance
of the NDSSM student. Please read the provided explanations carefully for your
guidance. Kindly take note that the effectiveness of communication technologies
and social application on the academic performance is what is highlighted as the
new language that the learners must identify. Rate how the needs are being
assessed to the students in the classroom through their learning applied as
mentioned below. Please see the provided Likert scales below as your guide.
PART II: To what extent is the effectiveness Using Communication
Technologies and Social Applications
5- Always 4- Oftentimes 3- Sometimes 2- Seldom 1- Never
2.1 Provides students with 5 4 3 2 1

countless online resources
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1. Help students to broaden their

knowledge and studies to a
certain discussion
2. Students have the chance to
acquire key skills to complete the
task
3. It will help them improve their
performance in a class
discussion
4. Help them to easily access the
given problems during a
classroom participation
5. It bring limitless possibilities of
learning to fully equip them in the
futuire
2.2 Easy to access information 5 4 3 2 1
1. Students can easily

communicate using social media
2. Student can share ideas easily
by using technologies
3. This is accessible for both
teachers and students to
communicate
4. Not a Time consuming to
generate and gather relevant
data to share with other students
for their learning
5. Technologies enhance learning
environment that benefits all
users
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2.3 Provides Accelerated Learning 5 4 3 2 1
1.Increasing interaction between

students and instructor.
2. creating personalized digital
resources for instruction
3. Fostering self- regulated learning
strategies
4. Providing targeted feedback
5.Engaging students through

simulated technology
2.4 Equip students for their learning 5 4 3 2 1

career
1. It can help students prepare their
future careers by using it right
2. Through this advanced tools ,
technical can be exercise
3.technology can be used to engage
students to embrace learning new
things
4.It can help them explore things
that interest them
5. It help them Learn new things
2.5 Personalizes learning and 5 4 3 2 1

teaching approaches
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1. It ca1n customize learning for

students
2. It enables them to improve their
instruction methods and
personalize learning.
3. Increasing their productivity and
efficiency as a students
4. Technologies can be a helpful
tools that can provide exciting
activities.
5. It is also great content that helps
boost the learning of the
students
39

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NOTRE DAME-SIENA SCHOOL OF MARBEL, INC.

(Formerly Notre Dame of Marbel for Girls)

The Effectiveness Using Communication Technologies and Social

Ms.Rangela Daniella L. Cosico

Notre Dame - Siena School of Marbel City of Koronadal, South Cotabato

In Partial Fulfilment For the Requirements in RDL

Research in Daily Life

Francis Mariel I. Dimagiba

Miles Andre A. Singsing

Bernice Ruth Teope

Background of the Study……………………………………………………...……1

Statement of the Problem………………………………………………….……….4

Scope and Delimitation……………………………………………………………..5

Significance of the Study……………………………………………….…….…….6

REVIEW OF RELATED LITERATURE AND STUDIES

Locale of the Study…………………………………………………………..……23

Respondents of the Study…………………………………………………………24

Data Gathering Procedures………………………………………………………24

In the context of academic induction courses, exploring conceptions of teaching

instructional strategies requires raising awareness of how students learn and

supporting efforts to teach differently. With the widespread adoption of social

networking sites among college students, discerning the relationship between

become a major research endeavour.

As employees are required to employ new technology, the process of

controlling teaching for successful learning becomes even more challenging.

When the potential of communications and information technology (C&IT) is

mentioned, some staff members exhibit an increased level of unwillingness to

engage in constructive discourse regarding changes in frameworks for learning

Students have been shown to substantially underestimate their social

networking sites, use, however, self-report data is prone to measurement error,

thereby potentially biasing the magnitude and direction of reported findings. To

overcome these limitations, researchers have begun to employ software

duration of social networking sites use, which enables precise measurement

The twenty-first century is known as the information revolution era or the

social revolution age. Information technology underwent advancements that led

to the name remote learning Distance education, which is instruction that is

be mentioned that excellent communication plays a key part in maintaining all

students at the same location (Bert, 2019).

effectiveness of social application and communication technologies during this

new normal education as perceived by students of Notre Dame Siena School of

spent on these sites (Choney, 2019).

Statement of the problem

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

2. To what extent of is the effectiveness Using Communication Technologies and

Social Applications in terms of;

2.1 Provides students with countless online resources;

2.2 easy to access information

2.3 Provides Accelerated learning

2.4 Equips students for their learning careers;

2.5 Personalizes learning and teaching approaches;

3. How do they manage their social and personal lives?

4. How does these technologies and application affects their academic

I. There is a relationship between time spent on social media and

Scope and Delimitation

The study was conducted to assess the impact of social media on

summer semester of academic year 2022-2023. The study limited only on

variables of the effectiveness using communication technologies and social

applications on the academic performances of NDSSM gr 12 Students.

using communication technologies and social application on the academic

performance of NDSSM Gr 12 students were determined. Hence, it will serve as

a basis in designing a communication technologies that will help students

improve their academic performance in school.