The effects of Internet access on senior high school student's academic

performance in Tagaytay City National High School-Integrated Senior

High School

The purpose of this study is to investigate the effects of Internet access on the

academic performance of Grade 12 students. The review of international and local

studies will be followed by an examination of relevant studies that have already been

conducted on the use of the internet and its impacts.

Since its inception in the 1990s, the Internet has grown in importance as a

public resource for information in a variety of fields, including business, politics,

and general news. Expectedly, this has led to the formation of a natural and essential

academic research stream centered on a comprehensive knowledge of the different

elements that aid or hinder people's adoption of the Internet (Talukdar, D., & Gauri,

D. K. 2011 as cited in Dewan and Riggins, 2005; Ratchford et al., 2003). Eventually,

as the technology evolves it also did the use of the internet which when it comes to

the field of education, many things happened. Based on the research of Bulman &

Fairlie (2016) computers, software, Internet connections, and other technology for

educational reasons cost a lot of money in schools and households all around the

world in which most industrialized countries, technology is used extensively in the

educational system and every year, families spend a significant amount of money on

computers, software, and internet connections where they example, in the United

States, 86% of pupils have access to a computer at home. Additionally, in principle,

internet-based seminars may even outnumber live-lecture sessions because they

provide students with greater freedom in terms of attendance and the ability to replay

lectures to clarify any areas that are unclear (Figlio, Rush, & Yin, 2013).

According to Almasi, Machumu, and Zhu (2017), students were positively

stated to have benefited from the internet in terms of learning and receiving learning

materials, as well as receiving and sending information and papers. Where during

the interview, students mentioned the following as indicators of the internet's

usefulness in their studies: saving time for long hours on discussions issues, a casual

way to share ideas online, and they can get materials in a variety of formats, such as

video via YouTube and answers to the most difficult questions.

Also, in the study of O'Brien (2011), it was stated that remarkably, 94% of

students said they utilize the Internet as a primary source of information when

conducting research for a college course, moreover, 72% of students say that the

Internet has improved their academic performance in general.

Teachers can also provide projects or assignments to their students to encourage

them to utilize the internet for educational purposes, which can have a good impact

on student's attitudes toward the internet (Muralidharan, Gaur, & Menon, 2018). As

well as in the study of Yates, Starkey, Egerton, and Flueggen, (2021) it can be said

that having this kind of teacher, on their study, the participants were able to

participate in well-controlled online class discussions, which appeared to some

participants to be more orderly than in-class conversations since they were not

talking over each other and teachers managed student engagement.

Furthermore, there are more beneficial effects that have been proven in the

past and recent studies that have been able to benefit when it comes to the field of

education, as well as its use in student academic performance and other areas which

changed by the internet, for instance; the spread of the internet, has aided economic

progress (Lin, Yu, Wei, & Wang, 2017); Firms' labor productivity is favorably and

significantly connected to mobile internet use (Bertschek & Niebel, 2016); interact

with individuals from all across the world (Gralla, 1998); had a crucial role in the

development and widespread adoption of network technologies (Abbate,

2000); Internet as the new media, offer far more diverse content and unprecedented

levels of user control (Wei & Hindman, 2011); According to the research, the

Internet and the World Wide Web provide a solution to the long-standing problem

of a severe dearth of educational materials that had plagued educational institutions

in Sub-Saharan Africa for many years prior to the Internet era. Also, the Internet has

aided in the resolution of communication issues between students and academic

personnel (Akpan & Akpan, 2017); when it comes to the literacy, having the use of

technology and the internet it also paved the way based on the study of Lee, Yeung,

and Cheung (2019), while the teenagers' attitudes, self-efficacy (technology

familiarity), and perceptions of technology use were all favorable, the attitude was
linked to the use of technology for customized learning, and self-efficacy was linked

to the perceived utility of technology for English learning as well as in the study of

Leung and Lee (2012), according to the hypothesis, the higher a subject's Internet

literacy score, the better their academic performance. Adolescents who can locate,

browse, and access various information resources, as well as those who understand

the context in which information is created, did better in terms of overall grades and

academic competence.

Likewise in the other study; Malamud, Cueto, Cristia, and Beuermann (2018)

stated in their findings, it was shown that giving children access to computers and

the internet at home (together with some training) effectively bridges the digital

skills gap between those who have and those who do not have access to computers

and the internet. As a result, if enhancing children's digital skills is a relevant

educational goal, offering access to computers and the internet at home could be one

approach to do this. Moreover, in the business world, the internet has its own which

based on the research of Talukdar and Gauri (2011) as cited in Baker and Hempel

2006; Chatterjee, et al. 2003; Ghose and Yang 2009, on their findings provide

strategic insights to make target marketing more effective as companies increasingly

use the Internet not only as an alternate communication medium to reach their target

consumers but also as an alternative transaction channel to sell goods.

 The other methods but still under the use of the internet were introduced, as

per the study of Yusuf and Afolabi (2010), CAI activities seem to be more than as

cost-effective as, if not more cost-effective than, other learning strategies such as

teacher-directed instruction and tutoring. Students learn instructional content faster

with CAI than with conventional instruction alone, they maintain what they have

learned better with CAI than with conventional instruction alone, and CAI activities

appear to be at least as cost-effective as, if not more cost-effective than, conventional

instruction alone, where the results of their analysis of covariance on the

performance of students taught biology using computer-assisted instructional

packages in cooperative and individualized learning settings versus those taught with

traditional classroom instruction revealed a significant difference in favor of the

experimental students.

As the pandemic drives in, it seems many changes wherein education, it

became more difficult. In the study conducted by Fulgencio et.al., (2021), COVID-

19 has resulted in the tragic loss of life and poses threats to public health, the global

economy, and education. Among the areas affected by the pandemic is education,

which has shifted radically from faculty lecturing in a classroom setting, which has

been the backbone of traditional academic education, to distance learning, in which

students continue their education from the comfort of their own homes. Also,

COVID-19 has an impact on not just teachers, but also on students, parents, and
anyone who is involved in the teaching and learning process (Castroverde, & Acala,

2021).

This resulted in the change of mode of learning, as per the study by De (2020),

educational institutions must implement internet-based lecture delivery via

synchronous (live) and/or asynchronous (recorded) sessions, supplemented with

virtual labs, to shift basic assumptions, likewise to Lederer et., al, (2021) study in

which commonplace collegiate activities like as class trips and service-learning,

involvement in extracurricular clubs, and attending social events, all of which help

students form friendships and feel connected to the university, have been

discontinued or must be done online.

It can be seen the impact or effects of having the Internet access in other fields,

especially in the mode of education, where we can conclude that in the recent studies

like in the study of Akpan & Akpan (2017) that the Internet and the World Wide

Web provide a solution to the long-standing problem of a severe dearth of

educational materials that had plagued educational institutions in Sub-Saharan

Africa for many years before the Internet era wherein also the Internet has aided in

the resolution of communication issues between students and academic personnel.

It can seem that the Internet has been widely effective based on the findings.
REFERENCES
Abbate, J. (2000). Inventing the internet. MIT press.
Akpan, I. J., & Akpan, A. A. (2017). THE IMPACT OF INTERNET USE ON
STUDENTS'LEARNING OUTCOMES IN HIGHER EDUCATION IN DEVELOPING
COUNTRIES. International journal of education research, 12(1).
Almasi, M., Machumu, H., & Zhu, C. (2017, March). Internet use among secondary schools
students and its effects on their learning. In Proceedings of INTED2017 Conference 6th-
8th March.
Bertschek, I., & Niebel, T. (2016). Mobile and more productive? Firm-level evidence on
the productivity effects of mobile internet use. Telecommunications Policy, 40(9), 888-
898.
Bulman, G., & Fairlie, R. W. (2016). Technology and education: Computers, software, and the
internet. In Handbook of the Economics of Education (Vol. 5, pp. 239-280). Elsevier.
Castroverde, F., & Acala, M. (2021). Modular distance learning modality: Challenges of teachers
in teaching amid the Covid-19 pandemic. International Journal of Research Studies in
Education, 10(8), 7-15.
De, S. (2020). Impacts of the Covid-19 pandemic on global education.
Figlio, D., Rush, M., & Yin, L. (2013). Is it live or is it internet? Experimental estimates of the
effects of online instruction on student learning. Journal of Labor Economics, 31(4), 763-
784.
Fulgencio, L., Baldado, K., Enriquez, C., Delos Santos, A., Plaza, R., & Tus, J. (2021). Amidst
the Online Learning in the Philippines: The Self-Efficacy and Academic Motivation of
the Senior High School Students from Private Schools. International Journal Of Advance
Research And Innovative Ideas In Education.
Gralla, P. (1998). How the Internet works. Que Publishing.
Lin, J., Yu, Z., Wei, Y. D., & Wang, M. (2017). Internet Access, Spillover and Regional
Development in China. Sustainability, 9(6), 946. https://doi.org/10.3390/su9060946
Lee, C., Yeung, A. S., & Cheung, K. W. (2019). Learner perceptions versus technology usage: A
study of adolescent English learners in Hong Kong secondary schools. Computers &
Education, 133, 13-26.
Leung, L., & Lee, P. S. (2012). Impact of internet literacy, internet addiction symptoms, and
internet activities on academic performance. Social Science Computer Review, 30(4),
403-418.
Lederer, A. M., Hoban, M. T., Lipson, S. K., Zhou, S., & Eisenberg, D. (2021). More than
inconvenienced: The unique needs of US college students during the COVID-19
pandemic. Health Education & Behavior, 48(1), 14-19.
Malamud, O., Cueto, S., Cristia, J., & Beuermann, D. W. (2018). Do children benefit from
internet access? Experimental evidence from a developing country.
Muralidharan, L., Gaur, S., & Menon, V. (2018). A study on internet use by students and their
academic achievements in the present education system. International Journal of
Innovative Research and Advanced Studies (IJIRAS), 5(4), 175-178.
O'Brien, S. J. (2011). Facebook and other Internet use and the academic performance of college
students (Doctoral dissertation, Temple University).
Talukdar, D., & Gauri, D. K. (2011). Home Internet access and usage in the USA: Trends in the
socio-economic digital divide. Communications of the Association for Information
Systems, 28(1), 7.

Wei, L., & Hindman, D. B. (2011). Does the digital divide matter more? Comparing the effects
of new media and old media use on the education-based knowledge gap. Mass
Communication and Society, 14(2), 216-235.

Yates, A., Starkey, L., Egerton, B., & Flueggen, F. (2021). High school students’ experience of
online learning during Covid-19: the influence of technology and pedagogy. Technology,
Pedagogy and Education, 30(1), 59-73.
Yusuf, M. O., & Afolabi, A. O. (2010). Effects of Computer Assisted Instruction (CAI) on
Secondary School Students' Performance in Biology. Turkish Online Journal of
Educational Technology-TOJET, 9(1), 62-69.