i-TECH COMPUTER EDUCATION BAGO CITY, INC.

SENIOR HIGH SCHOOL

Ramon Gonzaga Compound, 1084 Araneta St., Brgy. Poblacion, Bago City

RESEARCH TITLE PRESENTATION FORM

Group leader: Jessa Mae O. Elarmo

Members: Lj- Mae J. Cansiano
Ritchelle Joy Alacapa
Jomelyn Miravalles
Ana Maria Labajo
Noejen Castañeda
Althea Murillio
Charltone Mendoza
Dayatan, Ramon
12
Program: Section: Mendele Research Instructor:
ABM
ev

GUIDELINES

Research title:
 Maximum of 12 substantive words
 Do not include "study of," "analysis of" or similar constructions
 Use words that create a positive impression and stimulate reader interest
 Identify and include key concepts in your research title
 Apply title case (capitalize the first letter of each word, except articles and short
prepositions)
 Don’t use abbreviations or contractions

Rationale: To write your rationale, write a background on what all research has been done
on your study topic. Cite at least two (2) related studies to support and validate the concepts
in the title.

Research Title 1 The Relationship Between Usage of Social Media on Students'

Attention Span
Rationale Social networking sites play a very important role in education.

Indeed, students are afforded multiple opportunities to improve learning

and access the latest information by connecting with learning groups

and other educational systems (Greenhow and Robelia, 2009). Students

can also exchange information by connecting with different individuals.

This can have a positive impact on student learning outcomes (Yu et al.,

2010).

Howenver, social media has more adverse effects than positive ones
(Woods and Scott, 2016). Since students tend to spend more time on
social media other than educational purposes; this tends to cause
distraction from the learning environment, affecting their academic
 i-TECH COMPUTER EDUCATION BAGO CITY, INC.
SENIOR HIGH SCHOOL
Ramon Gonzaga Compound, 1084 Araneta St., Brgy. Poblacion, Bago City

progress (Bekalu et al., 2019, Hettiarachchi, 2014). Furthermore,

spending a lot of time on social networking sites can lead to a sedentary
lifestyle and a decrease in daily physical activity levels, which in turn
can render them vulnerable to noncommunicable diseases such as
obesity, diabetes, and hypertension (Melkevik et al., 2015, Zou et al.,
2019, Hu et al., 2001). Additionally, social media use has negative
effects on mental health and can lead to depression and anxiety.
References One study has shown that over-reliance on technology has

shortened our attention span from twelve minutes to five minutes.

Students have spent more time online this year than ever before, from

online lectures and seminars to online society socials and catching up

with friends over lockdown (Cundiff, 2021).

The abundance of bite-sized content is one notable development

brought about by social media. Users are encouraged by platforms to

publish succinct, snappy updates, images, videos, and even ephemeral

stories. This change has changed how we absorb information,

promoting concision and immediate pleasure. Our ability to maintain

concentrate for extended periods of time has decreased as a result of our

continual exposure to short and easily consumable content, which has

conditioned our brains to desire instant stimulation (Sharma, 2023)

Research Title 2 The Relationship Between Social and Academic Stress to Students'
Academic Performance
Rationale Students holding an incremental theory have been demonstrated to
achieve higher grades (Romero, Paunesku, Dweck & Gross, 2014).
Yeager and Dweck (2012) concluded that, in an academic context,
different beliefs about the malleability of intelligence made students
either more resilient, or more vulnerable to academic challenges. When
handling setbacks in school, entity theorists seemed to be more
exposed, more likely to develop a pattern of helpless responses
involving negative emotions, self-doubt, lowered expectations,
 i-TECH COMPUTER EDUCATION BAGO CITY, INC.
SENIOR HIGH SCHOOL
Ramon Gonzaga Compound, 1084 Araneta St., Brgy. Poblacion, Bago City

decreasing expectations and under-achievement (Dweck, 2000).

References According to Khan and Kausar (2013), stressful life events have

been linked to lower academic performance among college students as

well as a correlation between stress and health-related quality of life

(Dusselier, Dunn, Wang, Shelley & Whalen, 2005; Misra & McKean,

2000). Stress negatively impacts both physical and psychological

health, and undergraduate students reported that it is the most frequent

component among all health problems that affect their academic

performance (Dwyer & Cummings, 2001). According to Wintre and

Yaffe (2000), high levels of stress in the first year of college predict a

poorer level of overall adjustment and can increase the risk of social

and psychological issues, which can lower grade point averages

(GPAs) in the subsequent years. Numerous studies have looked into

this matter and discovered that a variety of psychological issues,

including stress, anxiety, and depression, have an effect on students'

academic ability. According to Williamson, Birmaher, Ryan, and

Dahl's (2005) research, stressful life events are significantly more

common in anxious and depressed young people, and this leads to poor

academic performance.

A contribution of great relevance when it comes to the practical

applications of these findings was provided by Blackwell,

Trzesniewski and Dweck (2007), who demonstrated that incremental

theory can very well be educated in school. In their study, an

intervention was conducted to change junior high students' mindset

 i-TECH COMPUTER EDUCATION BAGO CITY, INC.
SENIOR HIGH SCHOOL
Ramon Gonzaga Compound, 1084 Araneta St., Brgy. Poblacion, Bago City

regarding intelligence. This intervention involved eight "workshops" of

25 minutes each, where students were educated in study skills, brain

functions, and how to change their way of thinking. The outcome

showed that students who were taught incremental theory became

significantly more motivated in the classroom, and their trajectory in

grades was more optimistic, compared to the students who did not take

part in the intervention.

Only one study has been conducted directly focusing on theory of

intelligence and stress, namely the one by Ollfors and Andersson

(2007). In an extensive survey of 918 participants, students aged 16-19

in an upper secondary school, were asked to assess their experience of

stress and their beliefs about intelligence. Three other self-theories

were also examined: Academic selfefficacy, internal attribution of

failure and confidence in intelligence (the latter referring to the positive

beliefs in one's intellectual abilities).

Research Title 3 The Influence of Seating Arrangement to Students' Academic Performance

Rationale According to studies, how people are seated affects how they learn. The
majority of students in the front rows pay greater attention than those in the
rear. The pupils that are in front usually respond to queries raised in class.
From the perspective of the kids, the design of the classroom represents their
personalities. Often, the attentive, focused students sit in the front rows so
they won't miss any important information, while the relaxed, more casual
students sit in the rear benches so they won't draw attention from the teacher
(Paxton 2023).
References

Since the beginning of educational classrooms, rows have been employed in a

typical pattern that has been found to promote levels of on-task behavior and
autonomous job completion. (Hastings & Schweiso, 1995; McCorskey &
i-TECH COMPUTER EDUCATION BAGO CITY, INC.
SENIOR HIGH SCHOOL
Ramon Gonzaga Compound, 1084 Araneta St., Brgy. Poblacion, Bago City

McVetta, 1978) activities. However, this typical seating arrangement changed

in 2001, switching from rows to compact groups or clusters (Paton, Snel,
Knight, & Gerken, 2001). Students are given greater responsibilities and
opportunities to learn with and from their classmates rather than having all of
their attention on the teacher as it would be in a row arrangement. Gremmen
and colleagues (2016) discovered that many teachers choose not to employ this
format because of the numerous distractions that come with being sitting so
closely to others, despite the fact that small groups allow for more peer
interaction.

Another layout that encourages peer interaction is pairs of two, which also has
some features in common with the small group arrangement. The chance for
distraction decreases when working with just one peer. The U-
shape/horseshoe layout still allows the teacher to take the lead in the
classroom, but because desks are turned inward rather than solely toward the
teacher, it fosters a sense of community and allows for peer collaboration
(Kaya & Burgess, 2007). In order to facilitate whole class discussion,
semicircles or circles of desks are frequently used. In a semicircle format,
students expanded on the study's questions. Marx et al. (2000) thus showing
increased interest in the subject.process are taking part in the learning.
Depending on how people are seated, the process can be changed.