CHAPTER I

INTRODUCTION

Background of the Study

“There is no permanent thing in this world except for change”, cliché as it may sound,

but this statement is a fact. Apparently, the reality of this statement applies well in the

education method as well as in the mode of learning of the students. The traditional books,

obsolete libraries and manual searches has now drastically transform into high-end gadgets,

modern technology and the instantaneous internet. Simultaneous to these changes goes with

the human behavior and attitude of the people.

According to Scardamalia & Bereiter (1994), “In the last decade, especially in an era

of rapid development of mobile communication technologies and devices, the characteristics

of the people required by the societies have evolved; in order to adapt to the rapidly changing

and developing world, communities require individuals who know how to access knowledge,

who can use their knowledge when necessary and who are able to produce new information.

Therefore, countries are more careful about their education systems and make investments

accordingly”. The increasing use of information technologies both in teaching and everyday

life has brought different problems needing to be solved along with it. Contrary to the

expectations, different tendencies and attitudes in student behaviors during the teaching

process have emerged. These problematic attitudes depending on the intended use of

information technologies that affect the individuals’ lives in addition to the lives of students

have been categorized in relevant literature as "addictions" in the form of "virtual

environment, game, internet, etc." (Young, 1998).

Undeniably, the evolution of the digital era had a great impact in our today’s lives,

and thus, internet had played a vital role in every aspect of our existence, be it socially,

1
economically, intellectually and even physically. According to Kakkar, et al (2014), internet

provides a constant, ever-changing source of information and entertainment, however, it

created its own problems and internet habits is one of them. A study by San and Johnson

(2020) have mentioned that internet addiction has become an increasing problem with young

people these days. They correlated how anxiety, gender and internet attitude have become the

significant positive predictors of academic performance.

The cognitive processing of students are honestly affected by internet addiction. It

impairs range of abilities and thus, students tend to have difficulty in impulse control, in

planning and in studying I general. As a consequence of poor academic performance is the

lapses in adolescent development as these cognitive abilities shape the career path of these

students.

Indeed, “too much of anything is bad”. Internet, social media and gadgets are all

invented to make almost everything in the world instant. It answers the necessity of the rapid

changing environment, both social and economic. It seeks to provide solutions to the fast-

evolving academic transitions. However, human by innate are abusive. They forgot the

essence of these innovations, and instead, they form it into a pattern of burden in the society.

This paper does not seek to condemn the usage of internet, rather it seeks to enlighten the

readers regarding the wrong use of it, specifically its excessive use, or what they have coined

as “internet addiction”.

2
SIGNIFICANCE OF THE STUDY

Being able to study the relationship of the students’ academic achievement and their

internet addiction will provide valuable information about factors concerning student’s

attitude towards their learning.

It would help the school administrator to execute programs and activities that would help

the students mitigate the negative effects of internet addiction.

It would likewise help the teachers formulate strategies to lessen the excessive use of

internet in the classroom and in even in the students’ homes.

Moreover, it would benefit the students’ parents in monitoring the screen time of their

children and thus, prevent the over-usage of gadgets by them.

Furthermore, this study provides the students ideas on how to control their unnecessary

use of gadgets and internet that oftentimes leads to their addiction.

Lastly, this study will provide satisfactory data for the future researchers who might

choose to study about similar and/or related topic.

OBJECTIVES OF THE STUDY

This generally aims to study the academic achievement of students and their internet

addiction in relation to their attitude towards learning.

This also specifically seeks:

1. to determine what causes the students’ internet addiction;

2. to identify the effects in their behavior brought about by the excessive use of the

gadgets and the internet; and

3. to know how these attitudes affect the students’ performance in school.

3
SCOPE AND LIMITATIONS OF THE STUDY

This will be conducted with 50 respondents who are all Grade 11 and Grade 12

students of Tunggol National High School. The questions on this study will be answered by

merely rating it from one (1) to four (4), as stated in the Likert Scale, formulated by the

American social scientist Rensis Likert.

4
 OPERATIONAL DEFINITION OF TERMS

1. Attitude - the positive or negative emotions and thoughts related to a specific social

object such as humans, objects, facts or events;

2. Internet - system of interconnection of computer networks that link several billions of

devices; and

3. Internet addiction- an individual’s excessive use of computer that may lead to

interfere or change in one’s regular daily life.

5
 CHAPTER II

REVIEW OF RELATED LITERATURE

According to Agir (2014), “Teaching supported by information technologies is very

different to traditional education”. Technology is the product of the reflection of learning

competence, which is one of the basic characteristics of human beings, on the problem

solving process. Technology, which has gradually transformed human beings into an

information society, and perhaps will transform them into a society beyond their current

imaginations, has become the precursors of change and development with its equivalent in

the information society. Therefore, rapidly generation and dissemination of information

necessitated the differentiation of the human model that the societies needed. It is necessary

for this new human being to be aware of what information is meaningful to him in order to

define his needs and produce behaviour change in this direction and to be self-directed to

achieve his goals.

The last century have introduced us to innovations modeled through technology. This

inventive step have made almost everything instant, easy and possible. The advent of

computers, mobile phones and other gadgets have greatly impacted our modern lives. It is

noted that it facilitates access to rich and diverse sources of information, enables the mental

energy to be actively used in the most proper way possible as a result of feeling less physical

fatigue for the teacher and the students (Baltacı & Akpınar, 2011). Moreover, according to

Isik (2010), it provides a cost-effective way for testing of a case or an event of which

accessibility, applicability and trialability is difficult, dangerous or impossible in life.

Anderson, et al (2017) have stated in his study that, use of the Internet has grown

exponentially and has become an integral part of daily life; providing global communication,

access to information, and provision of entertainment. It has become especially central within

6
the adolescent and emergent adult population for whom technological literacy is pivotal to

both work and play. However, the line between Internet Use (IU) and Problematic Internet

Use (PIU) is noticeably being overstepped.

In the publication of Griffiths (2009), he have mentioned the rise and popularity of the

internet as a communication medium which has become an ever-increasing part of many

people's day-to-day lives. There have been a growing number of reports in the popular press

about excessive use of the internet under the guys Internet Addiction (IA), Internet Addiction

Disorder (IAD) and the Internet Addiction Syndrome (IAS).

According to Kuss, et al (2013), internet addiction appears as a potential problem in

adolescents. From the reported negative consequences, it appears that Internet addiction can

have a variety of detrimental outcomes for young people that may require professional

intervention. A similar study was conducted by Johnson (2009) to which he claimed that

overuse of the internet is characterized as problematic, disruptive, or addictive, with stories

frequently believing that online use interferes with relationships, or that 'excessive' time in

front of computer screens is unhealthy.

In the research done by Badri, et al (2017), he stated that a number of researchers

have found a negative impact that social network participation has on students’ academic

performance. In fact, Malaney (2005) found that some students in multiple studies in 2000

and 2003 reported that their grades had suffered as a result of too much time spent on social

media. In addition with that, Banquil, et al (2009) found evidence of a continuing drop of

grades among students because of using social networking. His study observed a drop in

students’ grades and lack of time as consequences of social networking participation.

7
 CONCEPTUAL FRAMEWORK

INDEPENDENT VARIABLE

Internet
Addiction

Causes ————— Effects

DEPENDENT VARIABLES

Attitude Academic
Towards Performance
Learning

Figure 1. This figure shows the dependent and independent variables of this research

8
 CHAPTER III

METHODOLOGY

Research Design

The researcher used the Descriptive-Quantitative Research. This design was used to

determine the respondents’ socio-demographic profile as well as the scale of the relationship

between achievement of students and their internet addiction in relation to their attitude

towards learni, the causes the students’ internet addiction, the effects in their behavior

brought about by the excessive use of the gadgets and the internet, and the effects of these

attitudes in their performance in school.

Locale and Respondent of the Study

The respondents of this study are fifty (50) Grade 11 students that are officially

enrolled in Tunggol National High School located at National Highway, Tunggol, Datu

Montawal, Maguindanao del Sur.

Research Sampling Procedure

The study used the Convenient Sampling Procedure in determining the respondents of

the study. This means that the sample was drawn from that part of the population which is

close to hand, that is, the population which readily available and convenient.

Data Gathering Procedure

The gathering of the data was done through visiting the Tunggol National High

School Grade 11 classrooms to identify respondents. The researchers then approached

qualified respondents and asked for their permission and personally distributed the survey

9
questionnaires to each of them. The researchers then explained to them the guidelines and the

method of answering the questions.

Research Instrument

A self-made questionnaire was used in gathering the data needed for the conduct of

the study where much of the information was generated. The first part of the questionnaire

contains the socio-demographic profile of the respondents. The second part of the

questionnaire contains the scale measuring the effectiveness, convenience, and favorability to

the students’ parents of face-to-face classes as compared to online/modular learning.

Statistical Analysis

In analyzing the data, the descriptive statistic was employed to which it

summarized the mean to determine the scale of the relationship between the academic

achievement of students and their internet addiction in relation to their attitude towards

learning, the causes of the students’ internet addiction, the effects in their behavior brought

about by the excessive use of the gadgets and the internet and how these attitudes affect the

students’ performance in school.

10
 CHAPTER IV

RESULT AND DISCUSSION

TABLE 1. SOCIO-DEMOGRAPHIC PROFILE

TABLE 1A. AGE

Table 1A shows the age of the respondents. It reflects that eleven (11) students or

twenty-two percent (22%) of their total number is sixteen (16) years old and twenty (20) of

them or forty (40%) percent is seventeen (17) years old. The seventeen (17) respondents or

the thirty-four percent (34%) is eighteen (18) years old and the remaining four percent (4%)

or of the respondents aged nineteen (19) years old.

AGE FREQUENCY (n =50) PERCENTAGE (100%)

16 11 22%

17 20 40%

18 17 34%

19 2 4%

TABLE 1B. SEX

Table 1B illustrates the sex of the respondents. Twenty (20) out of the fifty (50)

respondents or forty percent (40%) are male and the remaining thirty (30) or the sixty percent

(60%) are female.

SEX FREQUENCY (n=50) PERCENTAGE (100%)

Male 20 40%

Female 30 60%

TABLE 1C. STRAND

11
 Table 1C shows the academic strands of the respondents. It is shown that fifteen (15)

respondents or thirty (30%) of the total number of respondents belong to HUMSS, and

thirteen (13) students or twenty-six percent (26%) are enrolled in the GAS strand. There are

ten (10) respondents or twenty percent (20%) of the total number of the respondents are

coming from the TVL, while the STEM strand comprises the twenty-four (24%) of the

respondents or the twelve (12) out of the fifty (50).

STRAND FREQUENCY (n=50) PERCENTAGE

(100%)

HUMSS 15 30%

GAS 13 26%

TVL 10 20%

STEM 12 24%

12
 TABLE 2. COMPUTATION OF THE WEIGHTED MEAN

NUMERICAL INTERVAL VERBAL

VALUE INTERPRETATION

1 1.00 – 1.75 Strongly Disagree

2 1.76 – 2.50 Disagree

3 2.51 – 3.25 Agree

4 3.26 – 4.00 Strongly Agree

SCALE:

1 – Strongly Disagree

2 – Disagree

3 – Agree

4 – Strongly Agree

Table 3. CAUSES OF THE STUDENTS’ INTERNET ADDICTION

FREQUENCY WEIGHTED VERBAL
STATEMENT 1 2 3 4 MEAN INTERPRETATION
My internet addiction is caused 0 1 11 38 3.74 Strongly Agree
by the online games I constantly
play in my gadgets
I am addicted to the internet 0 3 8 39 3.72 Strongly Agree
because of the numerous social
networking sites (e.g. Facebook,
Instagram, Tiktok, etc.)
My depression, stress and 1 5 9 36 3.64 Strongly Agree
anxiety caused me to develop
internet addiction as my reliever
I become addicted to internet 2 2 9 37 3.62 Strongly Agree
because I am an introvert and

13
 this is my way of socializing
Everyone around me is so much 1 2 12 35 3.62 Strongly Agree
attached to the internet which
makes me an internet addict also
GRAND MEAN 3.66 Strongly Agree

Table 3 presents the causes of the students’ internet addiction. Item 1 shows that the

respondents strongly agree, with 3.74 mean, that their internet addiction is caused by the

online games they constantly play in their gadgets. Item 2 gained 3.72 mean, which describes

that the respondents strongly agree that they are addicted to the internet because of the

numerous social networking sites, like Facebook, Instagram, and Tiktok, etc.). In Item 3, it is

shown that the respondents strongly agree that their depression, stress and anxiety caused

them to develop internet addiction as their reliever. Item 4, with 3.62 mean, shows that they

strongly agree, that they become addicted to internet because they are introvert and that is

their way to socialize. On the last item, it gained 3.62 mean which describes that

they strongly agree that everyone around them is so much attached to the internet which

makes them an internet addict als.

14
Table 4. EFFECTS OF INTERNET ADDICTION IN THE BEHAVIOR OF THE
STUDENTS
FREQUENCY WEIGHTED VERBAL
STATEMENT 1 2 3 4 MEAN INTERPRETA
TION
My sleep pattern is being disrupted 1 4 25 20 3.28 Strongly Agree
because of my internet addiction
which makes me stay up until late at
night
I tend to have vision problems and 1 3 25 21 3.32 Strongly Agree
headaches because of too much
staring at the gadgets screen
I am having psychological 2 5 20 23 3.28 Strongly Agree
withdrawal symptoms I am too
attached to the internet that I forget
how to socialize in person
There is a decrease in my work or 1 5 11 37 3.84 Strongly Agree
academic performance because
almost all my time is being spent in
the internet
I develop poor eating habits because I 1 1 27 21 3.36 Strongly Agree
used to skip my meals just to use the
internet
GRAND MEAN 3.41 Strongly Agree

The effects of internet addiction to the behavior of the students is shown in Table 4.
Item 1 in gained a mean of 3.28, which describes that the respondents strongly agree that
their sleeping pattern is being disrupted because of their internet addiction that makes them
stay up until late at night. Item 2, with 3.32 mean, shows that they strongly agree that they
tend to have vision problems and headaches because of too much staring at the gadgets
screen. In Item 3, it has 3.28 mean which shows that they strongly agree that they are having
psychological withdrawal symptoms because they are too attached to the internet that they
forget how to socialize. The respondents also strongly agree in Item 4, giving off the mean of
3.84, that there is a decrease in their work or academic performance because almost all of
15
their time is being spent in the internet. In the last item, it garnered 3.36 mean which shows
that the respondents strongly agree that they develop poor eating habits because they used to
skip their meals just to use the internet.

Table 5. THE EFFECT OF THE SAID BEHAVIOR IN THE SCHOOL PERFORMANCE

OF THE STUDENTS
FREQUENCY WEIGHTED VERBL
STATEMENT 1 2 3 4 MEAN INTERPRETATION
I am always sleepy and drowsy 2 5 16 27 3.36 Strongly Agree
at my classes because I haven/t
had enough sleep due to my
excessive use of the internet
I can’t read my notes properly 0 3 17 30 3.54 Strongly Agree
because I can’t see it clearly due
to their visual problems brought
by the overused of gadgets
I am losing my school friends 0 3 23 24 3.42 Strongly Agree
because I can’t hang out with
them anymore as most of my
time is spent in front of the
internet
I am failing in most of my 2 2 25 22 3.38 Strongly Agree
subjects because I have no time
to study
I am always hungry at my 0 1 19 30 3.58 Strongly Agree
classes, as a result, I lose my
focus
GRAND MEAN Strongly Agree

Table 5 shows the effects of the said changed behavior of the students in their academic

performance. In Item 1, it has 3.36 mean which describes that the respondents strongly agree

that they are always sleepy and drowsy in their classes because they haven’t had enough

sleep for the night due to their excessive use of the internet. Item 2 garnered 3.54 mean that
16
describes how they strongly agree that they can’t read their notes properly because they can’t

see it clearly due to their visual problems brought by the overused of gadgets. Item 3 shows

that respondents strongly agree, with 3.42 mean, that they are losing school friends because

they can’t hangout anymore as most of their time is spent in front of the internet. In Item 4, it

has 3.38 mean to which the students strongly agree that they are failing in most of their

subjects because they have no time to study. 3.58 mean was garnered in the last item which

shows that the respondents strongly agree that they are always hungry in their classes because

they skip meals and as a consequence, they are also losing their focus.

17
 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

SUMMARY

This study was conducted in Tunggol National High School in the Academic Year

2022-2023. It sought to answer the following questions: (1) what are the causes of the

students’ internet addiction; (2) what are the effects in their behavior brought about by the

excessive use of the gadgets and the internet; and (3) how these attitudes affect the students’

performance in school.

Convenient Sampling Procedure is used in determining the respondents of the study.

This means that those that are close at hand or that are readily available are the ones chosen.

The researchers used self-made survey questionnaires and the weighted mean was calculated

from the results in the scale answered by the respondents.

The results revealed that, generally; the main cause of their internet addiction is the

online games they played, the most dominant effect of their internet addiction is the decrease

in their academic performance, and that the biggest effect of their changed behavior because

of internet addiction is that they lose focus in school.

CONCLUSION

Based on the findings of the study, the following are concluded:

1. That there are numerous reasons why do students develop internet addiction and these

reasons may include psychological impulses and social influence;

2. That this internet addiction greatly affects the health, social and the academic aspects of

the students as they tend to ignore other important tasks just to browse the internet;

18
3. That the internet posed a drastic threat in the future of the students as it may cease or slow

down the intellectual and social development of these students; and

4. That these students are unaware that the internet, instead of being beneficial, is now

becoming too detrimental in their lives.

RECOMMENDATION

Based on the findings of the study, the following actions are being recommended by

the researchers:

1. The administration of Tunggol National High School (TNHS) shall conduct series of

seminars to educate the students of the detrimental effects of the excessive use of the

internet;

2. The TNHS administrator and teachers shall formulate programs and activities that

could divert the attention of the students like sports activities, creation of academic

clubs and skills/talents organizations; and

3. The TNHS administrator, teachers and the parents of the students shall strategize in

order to limit the screen time of the students.

5.

19
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communities. The journal of the learning sciences, 3(3), 265-283.
https://doi.org/10.1207/s15327809jls0303_3

Young, K. S. (1998). Internet addiction: The emergence of a new clinical disorder.

Cyberpsychology & behavior, 1(3), 237-244. https://doi.org/10.1089/cpb.1998.1.237

Kakkar, N., Ahuja, J., and Dahiya, P. (2014). Influence of Internet Addiction on the
Academic Performance and Mental Health of College Students. Scholarly Research Journal
for Interdisciplinary Studies. 3 (21), 1151-1161

San, H. & Johnson, DA (2020). A Path Model of the Effects of Attitudes to the Interet,
Depression, Anxiety, Stress, Gender, And Study Time on Internet Addiction and Academic
Performance of Undergraduate Students in Kachin Region of Myanmar.
https://www.proquest.com/openview/63b460ba590c84e794454b877f6d4e4b/1?pq-
origsite=gscholar&cbl=4531122

Baltacı, M., & Akpınar, B. (2011). Web tabanlı öğretimin öğrenenlerin üstbiliş farkındalık
düzeyine etkisi/the effect of web based instruction on the metacognition awareness levels of
learners. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(16), 319-333.

Ağır, Ahmet. (2014). What Are The Usage Conditions of Web 2 0 Tools Faculty of Education
Students. Turkish Online Journal of Distance Education, 15(3), 171-196.
https://doi.org/10.17718/tojde.91465

Işık, A. D. (2010). Bilişim teknolojileri dersi için oluşturmacı yaklaşım doğrultusunda

hazırlanan öğrenme paketinin etkileri (Doctoral dissertation), DEÜ Eğitim Bilimleri
Enstitüsü. Retrieved from https://dspace.deu.edu.tr/xmlui/handle/12345/6807

Anderson, E. L., Steen, E., & Stavropoulos, V. (2017). Internet use and Problematic
Internet Use: A systematic review of longitudinal research trends in adolescence and
emergent adulthood. International Journal of Adolescence and Youth, 22(4), 430-454.
https://doi.org/10.1080/02673843.2016.1227716

Griffiths, M. (2000). Internet addiction-time to be taken seriously? Addiction research, 8(5),

413-418.

Kuss, D. J., van Rooij, A. J., Shorter, G. W., Griffiths, M. D., & van de Mheen, D. (2013).
Internet addiction in adolescents: Prevalence and risk factors. Computers in Human Behavior,
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Badri, M., Al Nuaimi, A., Guang, Y., & Al Rashedi, A. (2017). School performance, social
networking effects, and learning of school children: Evidence of reciprocal relationships in
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Malaney, GD (2005). Student Use of the Internet. J. Educ. Technol. Syst., 33 (1) (2005),
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Banquil, K., Chuna, N.A., Leano, G.A., Rivero, M.A., Bruce, C.A., Dianalan, S.N.,
Matienzo, A.R., Timog, N.U., (2009). Social networking sites affect one’s academic
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and learning. Routledge. https://doi.org/10.4324/9781315555430

21
 STUDENTS’ ATTITUDES TOWARDS LEARNING, A STUDY ON THEIR
ACADEMIC ACHIEVEMENT AND INTERNET ADDICTION

SURVEY QUESTIONNAIRE

PART 1. Socio-demographic Profile

NAME: ________________________________________________________ (OPTIONAL)

SEX: ( ) Male AGE: ( ) 16 STRAND: ( ) HUMSS
( ) Female ( ) 17 ( ) GAS
( ) 18 ( ) TVL
( ) 19 ( ) STEM

PART II. INSTRUCTION: Check the sentences below that corresponds to your answer
using the scale.
4 – Strongly Agree
3 – Agree
2 – Disagree
1 – Strongly Disagree

2. CAUSES OF THE STUDENTS’ INTERNET ADDICTION

STATEMENT 4 3 2 1
My internet addiction is caused by the online games I
constantly play in my gadgets
I am addicted to the internet because of the numerous
social networking sites (e.g. Facebook, Instagram, Tiktok,
etc.)
My depression, stress and anxiety caused me to develop
internet addiction as my reliever
I become addicted to internet because I am an introvert
and this is my way of socializing
Everyone around me is so much attached to the internet
which makes me an internet addict also

22
23
3. EFFECTS OF INTERNET ADDICTION IN THE BEHAVIOR OF THE STUDENTS
STATEMENT 4 3 2 1
My sleep pattern is being disrupted because of my internet
addiction which makes me stay up until late at night
I tend to have vision problems and headaches because of
too much staring at the gadgets screen
I am having psychological withdrawal symptoms I am too
attached to the internet that I forget how to socialize in
person
There is a decrease in my work or academic performance
because almost all my time is being spent in the internet
I develop poor eating habits because I used to skip my
meals just to use the internet

4. THE EFFECT OF THE SAID BEHAVIOR IN THE SCHOOL PERFORMANCE OF THE

STUDENTS
STATEMENT 4 3 2 1
I am always sleepy and drowsy at my classes because I
haven/t had enough sleep due to my excessive use of the
internet
I can’t read my notes properly because I can’t see it
clearly due to their visual problems brought by the
overused of gadgets
I am losing my school friends because I can’t hang out
with them anymore as most of my time is spent in front of
the internet
I am failing in most of my subjects because I have no time
to study
I am always hungry at my classes, as a result, I lose my
focus

THANK YOU VERY MUCH!

24