THE INFLUENCE OF SOCIAL NETWORKING SITES ON THE INTERPERSONAL

RELATIONSHIPS OF ROGATIONIST COLLEGE STUDENTS

A Research Proposal
Presented to
Mrs. Pilita C. Belardo
Mr. Reynaldo C. Dinampo
Mr. Louie Sonny D. Rivera
Rogationist College

In Partial Fulfillment of the Requirements in

Basic Research, Mathematics IV and Christian Living Education IV

By
Asilo, John Manuel C.
Manlapig, Justine Angeli P.
Rementilla, Jerremiah Josh R.
IV – St. Hannibal

February 23, 2010

 Table of Contents

Approval Sheet……………………………………………………………………………….i

Abstract……………………………………………………………………………………….ii

Acknowledgement…………………………………………………………………………..iii

List of Tables………………………………………………………………………………..vii

List of Figures………………………………………………………………………………viii

Chapter 1: THE PROBLEM AND BACKGROUND OF THE STUDY

Introduction………………………………………………………………………...1

Conceptual Framework..………………………………………………………….3

Statement of the Problem………………………………………………………...5

Scope and Delimitation……………………………………………………………6

Significance of the Study………………………………………………………….7

Definition of Terms…………………………………………………………………8

Chapter 2: REVIEW OF RELATED LITERATURE

Conceptual Literature……….……………………………………………………11

Research Literature………..……………………....…………..………………..14

Justification of the Study…….……....…………………………………………..16

Chapter3: METHODOLOGY

Research Design…………………………………………………………………17

Sampling Technique……………………………………………………………..17

Research Instruments…………………………………………………………...18

Data Gathering……………………………………………………………………19

Statistical Treatment…………….….....………………………………………...20
Chapter 4: PRESENTATION ANALYSIS AND INTERPRETATION OF DATA

Problem1…………………………………………………………………………..13

Problem2…………………………………………………………………………..16

Problem3…………………………………………………………………………..23

Chapter 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary ………………………………………………………………………….25

Conclusions……………..…………………………………………………………28

Recommendations………………………………………………………………..29

Bibliography

Appendices

Curriculum Vitae
 APPROVAL SHEET

This research entitled “The Influence of Social Networking Sites to the

Interpersonal Relationship of the Students in Rogationist College” prepared and

submitted by John Manuel C. Asilo, Justine Angeli P. Manlapig, and Jerremiah Josh R.

Rementilla in partial fulfillment of the requirements in Mathemathics IV, Christian Living

Education IV, and Basic Research has been examined for acceptance and approval for

oral examination.

Mr. Cesar M. Lago

Approved by the Committee on Oral Examination with a Grade of

Mr. Reynaldo F. Dinampo Mr. Louie Sonny D. Rivera

CLE IV Mathematics IV

Mrs. Pilita C. Belardo

Basic Research

Accepted and approve in partial fulfillment of the requirement in Basic Research,

Mathematics IV, and Christian Living Education IV.

Mrs. Nerissa Calimag

Principal
 ABSTRACT

Social Networking Sites are increasingly popular nowadays. Many SNS

developers like Facebook, MySpace, Twitter and others are competing to give the best

features in terms of socialization, interaction, privacy and even entertainment. It is not

surprising that many people are hooked on with these sites since it is free and easily

accessible with the use of a computer connected to the internet and even with the use

of a mobile phone that enables SNS applications or internet browsing. However, does

SNS usage affect interpersonal relationships? Do people rely too much on the fastest

way communicating on the internet despite the lack of face-to-face interaction?

This research aims to determine the effects of SNS to the interpersonal

relationships. It also focuses on analyzing the level of interpersonal relationship after

using SNS. The thesis will then consider how social networking sites impact

interpersonal relationship in the real world. This research is based on a survey of 239

purposively selected respondents that use social networking sites everyday with the

status of their interpersonal relationship with family, friends, teachers and others as they

use social networking sites.

 Acknowledgements

We, John Manuel Asilo, Justine Angeli Manlapig and Jerremiah Josh Rementilla,

would like to express their deepest gratitude and appreciation for the following

individuals who contributed valuable assistance and knowledge to accomplish this

research.

First of all, we thank God, for giving us the strength, courage, guidance and faith

that this research would be successful.

To our parents, for the guidance, support and understanding they have given to

us, giving us inspiration to do our best.

To the panels, Mr. Louie Sonny D. Rivera and Mrs. Pilita C. Belardo, for helping

us all throughout the process of making our research paper.

To Mr. Cesar M. Lago, our editor, for providing us with the necessary information

to make this research successful, for being approachable and patient during the

development of our research.

To our respondents, for the cooperation they have given us, answering honestly

the questions we have provided for them to aid us in gathering information that we

needed to finish our research.

 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

A. Introduction

Social Networking Sites (SNS) are one of the most popular topics being talked

about by the students in Rogationist College. Examples of social networking sites are

Friendster, Facebook, Twitter and Plurk. Social Networking Sites help us to

communicate with our friends, classmates, and relatives but they also allow us to

communicate with other people who share common interests with us. For instance a

person added another person as a friend on Facebook since both of them is addicted

on playing Restaurant City. Through these SNS, we develop virtual interpersonal

relationships.

An interpersonal relationship is a relatively long-term association between two or

more people. This association may be based on emotions like love and liking, regular

business interactions, or some other type of social commitments. Interpersonal

relationships take place in a great variety of contexts, such as family, friends, marriage,

acquaintances, work, clubs, neighborhoods, and churches. They may be regulated by

law, custom, or mutual agreement, and are the basis of social groups and society as a

whole.

Social networking sites influence the interpersonal relationship of students in

many ways. Through social networking sites, users come to meet other people

worldwide. These people can affect the user’s interpersonal relationship with other

people close to him/her. This influence can either be good or bad for the user.
 The researchers chose the topic about the influence of social networking sites to

be studied because it is shown evidently that most of the students in Rogationist

College use Social Networking Sites as part of their activities done in the internet.

Many students always log in to their account on Facebook, Friendster, etc. as a

part of their everyday routine. Could you imagine the number of all the students logging

in to these social networking sites, everyday? That would be millions of students logging

in social networking sites. Why students are interested on these sites?

Social networking sites typically offer many features and those features are

positively the reason why many students are interested in checking out these sites. One

of the general features of SNS is profiles. A profile contains all the information about the

person plus their photos, videos, applications that they use and comments/messages

posted by other persons. Well, SNS also offers special features like for example,

Facebook has social games like Restaurant City and Pet Society.

It is evident that many students greatly rely on these sites in order to interact with

their friends and other people whether they know them or not. Being dependent to these

sites promotes online friendships which are not good since they might encounter people

that are suspicious in behavior. These sites hinder face-to-face friendship but many

students reason out that they use SNS in order to communicate conveniently with their

faraway friends. What do these SNS possess to make the students keep on using

them?

Why do students upload photos, videos, post comments/messages on other

profiles and play social games? What are the benefits and purpose of doing these

activities? Why are social networking sites frequently used by students nowadays?
 The researchers’ goal is to address these questions and have an in-depth study

with regards to those questions stated above. Students’ usage of social networking sites

provides long-lasting insights to identity construction, social behavior and peer-to-peer

interaction therefore studies such as this arises that found out the real perspective of

students about social life.

B. Conceptual Framework

In general, online relationships contain much weaker ties than face-to-face

relationships (Vitak, 2008). Social networking sites such as Facebook offer users a

convenient method for maintaining a large number of weak ties. While maintenance of

strong ties typically requires significant commitments of time and energy, weak ties may

be managed solely through the connections that link Facebook “friends.” Facebook

allows users to stay up-to-date on their weak ties’ lives simply by viewing the

information available in those friends’ profiles and by connecting through actions such

as pokes, private messages, wall postings and photo comments. By offering multiple

methods of interaction, Facebook saves users significant time, thus enabling them to

create and maintain a massive social network, although one predominantly composed

of weak connections between users. For example, a recent survey found that the

average user had 180 friends on the website, which is far more “friends” than the

average person would say they have in the real world (Golder et al., 2006).

In cases where factors such as distance change a face-to-face relationship into a

primarily online relationship, strong ties are maintained and even strengthened further.
Social networking sites is a tool for person to keep in touch with his distant friends by

following their updates, sending a message or posting comments—users have a quick

and easy way to stay connected thus keep the relationship healthy when they are too

busy to commit more time to face-to-face interaction (Vitak, 2008).

For more vivid picture of the study, Figure 1 served as the research paradigm.

Paradigm of the Study

Interpersonal
Th Social
Relationships
Networking Sites

Figure 1. The influence of social networking sites on the interpersonal

relationships of the students

The paradigm above shows the influence of social networking sites to the

interpersonal relationship of students. There are two possible types of interpersonal

relationship that students tend to develop. These are the following: Stronger

interpersonal relationship of students with their friends, teachers, and parents. This

happens if a student or a person knows well how to use a social networking site.

Students are always updated with the status of their close friends, teachers, or even

their parents that are added in their friends list in the social networking sites that they
are using. It will also be easier for the user to know when will be the birthday of his/her

friends and so he/she can greet them easily, even if they are apart and also, with less

time and effort. Students, aside from developing a stronger interpersonal relationship, in

contrast, tend to develop a weaker interpersonal relationship with their friends, teachers,

and parents. This is due to too much dependency of students to the internet and

computer as a medium of communication with their friends, teachers, and parents.

Sometimes, students can only tell what they want to other people whenever they are

chatting, or when they post comments on the wall of a person’s account or profile. If

they do this over and over again, this develops into a habit and be used to it until the

time comes that they just depend on the internet and computer on telling what they

want. Through this, a person can’t express his emotions that results to an unhealthy

relationship with other people. There are also times that social networking sites don’t

have any effect on the interpersonal relationship of a student or a person with other

people. This is why researchers identified the influence of social networking sites to the

students of Rogationist College.

C. Statement of the Problem

This study aimed on determining the Influence of Social Networking Sites to the

interpersonal relationship of the students. Particularly, the researchers seeked for the

answers in the following questions:

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

1.1 Age?

1.2 Gender?
 1.3 Year Level?

2. What is the profile of the students in terms of using Social Networking Sites?

2.1 Frequency of Using

2.2 Purpose of Using

2.3 Number of close friends. Online friends

3. What is the influence of SNS to interpersonal relationship of students toward

their:

3.1 Family

3.2 Friends

3.3 Teachers

3.4 Others

D. Scope and Delimitations of the Study

The researchers conducted a study about the influence of social networking sites

on the students of Rogationist College. This study considered every aspect of students

including the age, gender and year level in terms of social networking sites and their

social interaction at home, with classmates, teachers and friends. They also studied the

interpersonal relationship of students toward their friends, teachers, and parents as well

as the influences of social networking sites to their interpersonal relationship. This study

focused on the influences of social networking sites to the interpersonal relationship of

students. This research involved 239 current high school students of Rogationist

College within the school year 2009 to 2010 who use social networking sites every day.
This study used purposive sampling to determine the respondents since everyday users

of SNS are only considered.

E. Significance of the Study

The researchers determined the role of social networking sites on the social

aspects of students.

Guidance Counselors. This study will help the guidance counselors to be aware of the

influences of social networking sites to the students in Rogationist College. By

informing them of this matter, they will be able to relate more with students and to

give accurate advices to students that have problems involving SNS’s.

School Administrators. This study will help the school administrators, like the

guidance counselors, to be aware of the influences of social networking sites to

the students in Rogationist College. With enough information about SNS’s and

their influence to the students, school administrators can help in solving problems

of the students regarding this topic and give advices that are appropriate to the

situation when SNS’s affect the interpersonal relationship of students.

Social Networking Sites Developers. The result of this study will make the developers

of different SNS’s aware of the influences of the SNS’s that they are maintaining

and making. Because of this, they will be trying their best to develop a social

networking site that will only have good effects to the user and will help them to

develop a strong interpersonal relationship of the user to other people.

Students. The result of this study will make the students aware of how does social

networking sites influence them and how does it affect their interpersonal
 relationships. This will educate the students regarding the proper usage of social

networking sites. This will help the students to improve their social life with the

use of social networking sites.

Teachers. This study can help the teachers by suggesting some ways in order for them

to relate with student’s social activities especially with regards of using social

networking sites. In line with this, teachers, as student’s second parents, will

know a way how to help the students if they will be encountering a problem

regarding the relationship of their students with other people.

Parents. This study will help parents to understand their child’s purpose of using social

networking sites and for them to be aware of the influence from social networking

sites that might affect their children. With enough knowledge, parents can think

of possible preventive ways if their child is prone to develop a weak interpersonal

relationship with other people because of too much usage and dependence from

social networking sites.

Future Researchers. This study can help the further studies of future researchers

regarding the influence of social networking sites on the interpersonal

relationship of students. This can serve as a reference for further improvements

to be done in their study.

F. Definition of Terms

This study, which is about the influence of social networking sites to the

interpersonal relationship of the students, used the following terms defined conceptually

and operationally. These terms are used within the context of the study.
Face – to – face friendship. It is a type of friendship wherein you can actually be with

them and see them more often and you know about them well enough.

Offline Friend. It is a term used to call a person who is your friend in real life.

Online Friend. It is a term used to call a person added on your Social Networking Site

account.

Privacy. It is the ability of an individual or group to secure their personal information

and activities apart from others.

Profile. This is offered by social networking sites that contains all the personal

information about the person and their activities.

Social behaviour. It is behaviour directed towards society, or taking place between,

members of the same species.

Social Games. They are defined as games found in social networking sites which allow

social interaction with friends during the gameplay. (e.g. Pet Society)

Social Networking. It refers to making a social structure made of nodes that are tied by

one or more specific types of interdependency, such as friendship, kinship,

financial exchange, dislike, sexual relationships, or relationships of beliefs,

knowledge or prestige.

Social Networking Sites. It focuses on building online communities of people who

share interests and/or activities, or who are interested in exploring the interests

and activities of others. Social networking sites are web based and provide a

variety of ways for users to interact.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter contains the review of related literature of the study and the

justification of the conceptual and research literature gathered from books, journals,

researches and online sources.

A. Conceptual Literature

Social networking sites have added entirely new meanings to interpersonal

interaction and community. It is the interplay between internet and real life

communication and its subsequent effect on interpersonal relationships. Popular social

networking websites such as Facebook have bundled many of the internet

communication standards such as e-mail, forums, and instant messaging into one

resource. However, its usage has become a staple activity in a young adult’s life. While

it varies slightly among gender and race groups, overall, young adults (college aged)

who have internet access use Facebook regularly for some type of social contact. With

this mass assimilation into daily life, it has already begun to change the way in which

interpersonal relationships are defined. It is one of the, if not the top medium for young

adults to “scope out” and “research” potential partners. With Facebook playing a large

role in many romantic relationships, it’s important to see how this will continue to shape

interpersonal communication in the future. The importance of this research proposal is

to look at how Facebook is an extension of real life.

This aims to discover how far Facebook is used to define, cultivate, and maintain

real life interpersonal romantic relationships. Through looking at previous research on

Facebook, online romantic relationships, and disclosure through internet

communication, we will see what direction research needs to go to find valid

conclusions on the interplay of real life and Facebook in the development of

interpersonal romantic relationships. Internet based communication has been

incorporated into the development of interpersonal relationships. Likewise, as popular

social networking sites MySpace and Facebook have cropped up over the years,

affecting the way in which people communication, so has limited research on the social

mediums. It was found that 28% of the students in the study had been deceptive in their

internet communication. The students were found to do this through both direct

communication using the wall post and private message features as well as indirectly by

the viewing of others profiles. While Facebook is used to cultivate old and new

relationships, it is also used by students in romantic relationships to display and check

the status and commitment of their relationship. When people write and develop their

profile, choose their profile picture, and publicly write on other user’s Facebook “walls,”

Research has shown that when college aged males posted information about culturally

negative moral behaviors (partying, sexism, etc.) that they were participating in on other

users “walls.” their perceived attractiveness went up. However, when females did it,

their attractiveness went down.

In the area of romantic relationships, no Facebook research has looked at how

much real life interaction is required before a potential romantic partner is not seen as a

“stalker” or in any kind of negative light. Since internet usage is directly related to

psychological well-being, relationships, and the identity of self, it is of interest to note

that there is a positive relationship between measures of internet usage and loneliness.
No research has looked into how lonely or desperate a Facebook user is when trying to

find a potential romantic partner. Matsuba’s research has shown that real life

relationships are looked at as more “real” in the negative and positive dimensions of

personal qualities, while internet only relationships were less extreme. If real life

relationships are seen as more “real” and Facebook is an online medium of

communication for those real life relationships, then research needs to look at how far

Facebook defines the romantic relationships. Research has found that those who use

the internet to create and maintain a secondary romantic relationship in addiction to a

real life one showed higher levels of relational certainty and high expectations of future

interaction with their online partners. It’s also been found that time spent online and

positive views of the internet lead to a more favorable view of online romantic

relationships. Therefore, there’s a possibility that personal romantic beliefs are used

more for a conventional relationship than an online-only relationship. While these

studies have little relevance to the cultivation of a real life romantic relationship through

Facebook, it is important to see the connections and disconnects between real life and

internet life. This needs to be developed further to see how much Facebook is used in

the initial stages of romantic relational development compared to usage when the

partners have a highly developed real life relationship. Some study found individuals

who reported high levels of social and/or dating anxiety were not more likely to use the

internet to make online relationships than those who reported lower levels of social or

dating anxiety. However, the research did show that certain online media (particularly

webcams) are more likely to be used by people with social and dating anxiety

symptoms, than those with less. This could play into new research about whether
certain features of Facebook are used more so in romantic relational development by

social and dating anxious than other features.

According to WebCredible social networks provide encouragement and support;

establish identity with others and fulfil the need to feel included; provide the outlet for

some people to establish their need for recognition, social status, control or leadership;

provide the necessary control over aspects of lives for those who don't want to be

leaders; help establish friends, relationships and the opportunity to interact with others.

Conversely, introverted adolescents used online communication to compensate

for their lacking of certain social skills. However, along with these characteristics came a

stronger motivation to talk online, resulting in more online based friendships. It is

interesting to note that the introverts use the internet to compensate for their lack of

social skills. The studies show how important a user’s perception of internet

communication affects their levels of self disclosure. Interpersonal trust is found online

through how much the users perceive the other person to be telling the truth. However,

with Facebook interaction, things could be different. Research needs to look into how

knowing someone directly could directly affect the way in which disclosure, empathy,

and trust is built through Facebook. We also see an entirely new set of internet based

non-verbal forming. While there have been numerous studies on internet based

communication concerning romantic relationships, self disclosure, and social

networking, this research proposal takes it a step further to look at the social utility of

Facebook and the subsequent interplay of real life and on-line life in defining

interpersonal romantic relationships.

B. Research Literature

According to Vitak (2008), there are some reasons why an individual uses a

social networking site. The first reason is for them to meet strangers and become

friends with them. This type of relationship is what we call a weak interpersonal

relationship. The majority of respondents of her research paper (57%) said they were

initially introduced to those “friends” through mutual friends, which increases the

likelihood of such relationships developing into strong ties. On the other hand,

responses to a separate question overwhelmingly support the hypothesis. While a

significant portion or respondents said they have at least a few online-online friends,

85% said they do not communicate with the majority of their online-only friends, and just

one respondent said that he/she considered those friends as a strong tie. Through

social networking sites like facebook, the user tends to maintain his weak interpersonal

relationship with his online friends because of an easy communication. He can use

private messaging, chat rooms, and other method of communicating provided by the

website. On the otherhand, a strong interpersonal relationship with his offline friends

needs time and effort to be maintained.

Distance between two users that can change an offline relationship into online

relationship is also a reason why an individual uses SNSs. Nearly two-thirds (65%) of

respondents said the majority of their friends have a Facebook account, which suggests

that many students use the site to stay in touch with their offline friends. Keeping in

touch with friends remains the primary reason for site usage across both years in school

and gender. Furthermore, approximately one-third (31%) of respondents with friends

who do not have a Facebook account say they would be closer to those friends if they
were on the site, and 87% of respondents said they had never experienced negative

consequences in their offline relationships due to content in their Facebook profiles,

which suggests that most respondents benefit from using the site. With the use of

private messaging and chat rooms of this site, students can communicate and maintain

a healthy relationship with their friends from far places with ease that takes only a few

seconds to complete it.

Social Networking Sites also have negative effects in offline relationships. Some

things found in the site can lead to misinterpretation for some people. Because of online

messaging or comments that are visible to everyone in the friends list of a user, an

offline relationship can be affected or destroyed due to fights that will happen. For

example, a jealous boyfriend saw a comment from a mysterious boy posted on the wall

of his girlfriend that says intimate words, because of this, the relationship between the

girl and his boyfriend can be broken. Another negative effect is, because of posting

comments on the wall of a user became much easier, it will also be effortless for other

people to spread rumors and gossips that can destroy a life of an individual.

As a larger percentage of communication moves into the digital arena, we will

see a general weakening of ties between people. This weakening will be less pervasive

among a person’s closest circle of friends and more obvious among lesser friends, as

digital communication will become the primary mode of communication in these

relationships.
C. Justification of the Study

This related studies and concepts helped in determining the influence of social

networking sites on the interpersonal relationship of students in Rogationist College of

the school year 2009-2010. This supported and validated or reversed the ideas of

Matsuba and Golder (2006), and Vitak (2008). There were some studies conducted that

dealt with social networking and its effects towards teenagers in different aspects.

Interpersonal relationship, particularly that of high school students in Rogationist

College, isn't one of those aspects, although some of the aforementioned studies have

tackled somewhat similar aspects to that of the one being studied on by the

researchers.
 CHAPTER 3

METHODOLOGY

This chapter contains Research Design, Sampling Technique, Research

Instrument, Data Gathering Procedure and Statistical Treatment of Data.

A. Research Design

This study used descriptive research design. It involves the description,

recording, analysis, and interpretation of the present nature, composition, or processes

of phenomena. It focuses on prevailing conditions or how a person, group, or thing

behaves or functions in the present. It often involves some type of comparison or

contrast.

The researchers used the survey technique which is under descriptive research

design. Survey technique, requires gathering of facts that requires sufficient and

accurate interpretation. This technique is used to collect demographic data about

respondent’s behavior, beliefs, opinions, interests and the like and then the gathered

data are analyzed, organized, and interpreted.

B. Sampling Technique

The researchers used purposive sampling. This sampling method included

respondents that fall under the purpose of the study and others that are not useful for

the study are positively excluded. The study focused on the effects of SNS to the

interpersonal relationship thus a survey is conducted to the high school students of

Rogationist College that are using social networking sites every day.
C. Research Instrument

The researchers used questionnaires and survey forms as research instruments.

The survey form asked if the respondents are using social networking sites and their

frequency of using the sites. After determining those who use social networking sites

everyday, the questionnaire asked for the profile of the respondents and the status of

their interpersonal relationship with their family, friends, teachers, classmates and

others.

D. Data Gathering Procedure

The researchers will distribute a survey form to each section in order to

determine the users of social networking sites and must be accomplished within two to

three days. After the researchers collected the survey forms, a list of the respondents

which are SNS users will be organized then copies of the main questionnaire will be

produced. The copies of the main questionnaire will depend on the number of the

respondents. However, extra copies will be reproduced if some respondents loss their

questionnaires. The respondents will be given two to three days allowance to answer

the main questionnaire. An officer of each section will be selected to distribute and

collect the questionnaires. Once the deadline of the questionnaires arrived, the

researchers will coordinate with the officers to retrieve all the questionnaires completely.

The questionnaires gathered will contain all the needed data for the study and it will be

organized, summarized, analyzed, and interpreted.

E. Statistical Treatment of Data

The researchers used the following formulas to analyze the results of the survey:

Frequency is the number, proportion, or percentage of items in a particular

category in a set of data, while percentage is the proportion or share in relation to a

whole. This technique is used to determine the percentage of our respondents out of

total population in terms of frequency of using Social Networking Sites. Through this,

the researchers also determined the percentage of the respondents who are affected by

the influence of social networking sites. The formula for frequency and percentage is:

P = ------- x 100 %

Where: P is percentage

f is number of respondents falling under a particular category

N is total number of population

The mean, or average, is the sum of the values divided by the total number of

values. This determined the average result of the data gathered from different

respondents.
 x
x
n

Where:

X represents the sample mean

n represents the total number of respondents

x represents the frequency

 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

In this chapter, the data gathered by the researchers has been tabulated,

analyzed and interpreted to get a meaningful conclusion about the data.

PROBLEM 1: What is the profile of the students in terms of year level, age,

gender?

Table 1.1 Year Level of the Respondents

Year Level Frequency Percentage

First Year 61 25.52
Second Year 75 31.38
Third Year 43 17.99
Fourth Year 60 25.10
TOTAL 239 100.00

Using frequency and percentage, the results in Table 1.1 showed that out of 239

respondents, 75 or 31.38 percent are sophomores, 61 or 25.52 percent are freshmen,

60 or 25.10 percent are seniors, and 43 or 17.99 percent are juniors.

Table 1.2 Age of the Respondents

Age Frequency Percentage

12 25 10.46
13 70 29.29
14 54 22.59
15 49 20.50
16 41 17.15
TOTAL 239 100.00
 Using frequency and percentage, the results in Table 1.2 showed that out of 239

respondents, 70 or 21.29 percent are 13 years old, 54 or 22.59 percent are 14 years

old, 49 or 20.50 percent are 15 years old, and 41 or 17.15 percent are 16 years old, and

25 or 10.46 percent are 12 years old.

Table 1.3 Gender of the Respondents

Gender Frequency Percentage

Male 112 46.86
Female 127 53.14
TOTAL 239 100.00

Using frequency and percentage, the results in Table 1.3 showed that out of 239

respondents, 127 or 53.14 percent are females while 112 or 46.86 percent are males.

PROBLEM 2: What is the profile of the students in terms of preferred SNS,

frequency of SNS usage, purpose of using SNS and number of SNS friends?

Table 2.1 Preferred SNS of the Respondents

SNS Frequency Percentage

Facebook 220 92.05
Friendster 10 4.18
Twitter 3 1.26
Multiply 1 0.42
Others 5 2.09
TOTAL 239 100.00

Using frequency and percentage, the results in Table 1.4 showed that out of 239

respondents, 200 or 92.05 percent preferred Facebook, 10 or 4.18 percent preferred

Friendster, 5 or 2.09 percent preferred other SNS, 3 or 1.26 percent preferred Twitter,

and 1 or 0.42 percent preferred Multiply.

Table 2.2 Respondents’ Frequency of SNS Usage

Hours Frequency Percentage

Less than 1 hour 21 8.79
1-2 Hours 80 33.47
3-4 Hours 76 31.80
5-6 Hours 27 11.30
More than 6 Hours 35 14.64
TOTAL 239 100.00

Using frequency and percentage, the results in Table 1.5 showed that out of 239

respondents, 80 or 33.47 percent use SNS for 1-2 hours, 76 or 31.80 percent use SNS

for 3-4 hours, 35 or 14.64 percent use SNS for more than 6 hours, 27 or 11.30 percent

use SNS for 5-6 hours, and 21 or 8.79 percent use SNS for less than an hour.

Table 2.3 Respondent’s Purpose of Using SNS

Purpose Frequency Percentage

Keeping in Touch with 25 10.46
family
Keeping in Touch with 76 31.80
friends
To meet new people 18 7.53

Just for fun and 117 48.95

entertainment
To be ‘in’ because it's 2 0.84
popular nowadays
Others 1 0.42
TOTAL 239 100.00

Using frequency and percentage, the results in Table 1.6 showed that out of 239

respondents, 117 or 48.95 percent agreed that their puspose of using SNS is “Just for

fun and entertainment; 76 or 31.80 percent agreed on “Keeping in touch with friends”;
25 or 10.46 percent agreed on “Keeping in touch with family”; 2 or 0.84 percent agreed

on “To be ‘in’ because it's popular nowadays”; and 1 or 0.42 percent agreed on other

purpose.

Table 2.4 Respondents’ Number of SNS Friends

Number of Friends Frequency Percentage

Less than 100 18 7.53
100+ 45 18.83
200+ 39 16.32
300+ 38 15.90
400+ 28 11.72
500+ 21 8.79
600+ 15 6.28
700+ 7 2.93
800+ 8 3.35
900+ 6 2.51
1000+ 14 5.86
TOTAL 239 100.00

Using frequency and percentage, the results in Table 1.7 showed that out of 239

respondents, 45 or 18.83 percent has 100+ friends, 39 or 16.32 percent has 200+

friends, 38 or 15.90 percent has 300+ friends, 28 or 11.72 percent has 400+ friends, 21

or 8.79 percent has 500+ friends, 18 or 7.53 percent has less than 100 friends, 15 or

6.28 percent has 600+ friends, 14 or 5.86 percent has 1000+ friends, 8 or 3.35 percent

has 800+ friends, 7 or 2.93 percent has 700+ friends, and 6 or 2.51 percent has 900+

friends.

PROBLEM 3: What is the interpersonal relationship of students toward their

Family, Friends, Teachers, and Others?

Table 3.1 Respondents’ Interpersonal Relationship with their Family

QUESTIONS:         MEAN INTERPRETATION

1. You want to interact more with your
family because of SNS.   2.75 Often
2. You prioritize on having quality time with
your family.   3 Often
3. You always want to keep in touch with
your family.   3 Often
4. You have better communication
with your family.     3 Often
5. You can express yourself more
with your family.     3 Often
6. You can balance your time with
your family.     3 Often
7. Your relationship with your family is much better
after using SNS. 2.5 Sometimes
8. You obey the rules of
your parents.       3 Often
9. You’re ready to help when your
family needs you     3 Often
10. You enjoy having time with
your family.     3 Often
      MEAN SCORE 2.93 Often

Legend: 3.51 – 4.00 = Always

2.51 – 3.50 = Often

1.51 – 2.50 = Sometimes

0.51 – 1.50 = Seldom

0. 00 – 0.50 = Never

Table 3.1 shows the respondents’ interpersonal relationship with their family. The

mean score of Table 3.1 is 2.9 or often. As a result of using social networking sites, the

respondents prioritize on having quality time with their family (3); want to keep in touch

with their family (3); have better communication with their family (3); express

themselves more with their family (3); balance their time with their family (3); obey the
rules of their parents (3); are ready to help when their family needs them (3); enjoy

having time with their family (3); want to interact more with their family (2.75); have

better relationship with their family (2.5).

Table 3.2 Respondents’ Interpersonal Relationship with their Friends

QUESTIONS           MEAN INTERPRETATION

1. You want to interact more with your friends
because of SNS.   3 Often
2. You can relate to your friends since you use SNS
that they also use. 3 Often
3. SNS makes you in good terms with
your friends.     3 Often
4. You always want to keep in touch with your
friends.   3 Often
5. Social networking sites help you much better in
terms of communicating with your friends. 3 Often
6. You prefer to spend more time with your friends
like hanging-out with them. 3 Often
7. You express yourself more with your friends in
social networking sites. 3 Often
8. You are open with your
friends.       3 Often
9. You’re ready to help when your friends need
you.   3 Often
10.  You enjoy spending time with your
friends.     3.25 Often
      MEAN SCORE 3.03 Often

Legend: 3.51 – 4.00 = Always

2.51 – 3.50 = Often

1.51 – 2.50 = Sometimes

0.51 – 1.50 = Seldom

0. 00 – 0.50 = Never
 Table 3.2 shows the respondents interpersonal relationship with their friends.

The mean score of the Table 3.2 is 3.0 or often. As a result of using social networking

sites, the respondents enjoy spending time with their friends (3.25); interact more with

their friends because of SNS (3); relate to their friends since they also use SNS (3);

have good terms with their friends (3); always want to keep in touch with their friends

(3); have better communication with their friends because of SNS (3); prefer to spend

more time hanging-out with their friends (3); are open with their friends (3); are ready to

help when their friends need them (3).

Table 3.3 Respondents’ Interpersonal Relationship with their Teachers

QUESTIONS           MEAN INTERPRETATION

1. You want to interact more with your teachers
because of SNS. 2 Sometimes
2. You keep your focus on the lesson being
discussed by your teacher. 3 Often
3. You prioritize academic-related
activities. 3 Often
4. You can communicate with your teachers easily
with the use of SNS. 2 Sometimes
5. Social networking sites helped you much better
in terms of asking your teachers regarding your
school works. 2 Sometimes
6. You can easily talk or approach your
teachers.     2.5 Sometimes
7. You can express yourself more with your
teachers because of social networking sites. 2 Sometimes
8. You are open with your
teachers.       2 Sometimes
9. You prioritize tasks given by your
teachers.     3 Often
10. You enjoy interacting with your
teachers.     3 Often
      MEAN SCORE 2.45 Sometimes

Legend: 3.51 – 4.00 = Always

 2.51 – 3.50 = Often

1.51 – 2.50 = Sometimes

0.51 – 1.50 = Seldom

0. 00 – 0.50 = Never

Table 3.3 shows the respondents’ interpersonal relationship with their teachers.

The mean score of Table 3.3 is 2.4 or sometimes. As a result of using social networking

sites, the respondents keep their focus on the lesson being discussed by their teachers

(3); prioritize academic-related activities (3); prioritize tasks given by their teachers (3);

enjoy interacting with their teachers (3); easily approach their teachers (2.5); interact

more with their teachers because of SNS (2); communicate easily with their teachers

with the use of SNS (2); have better communication with their teachers in terms of

school works with the help of SNS (2); express themselves more with their teachers

because of SNS (2); open with their teachers (2).

Table 3.4 Respondents’ Interpersonal Relationship with Others

QUESTIONS           MEAN INTERPRETATION

1. You ignore friend requests from people
you don’t know.   2.25 Sometimes
2. You block people that are suspicious.     2 Sometimes
3. You are cautious to people that you
meet in SNS.     2.75 Often
4. You make your contact number and address
visible only to your friends. 3 Often
5. You delete comments or posts from other
people that you don’t know but are added in your
friend’s list. 2 Sometimes
6. You only share limited information about
yourself on your profile. 3 Often
7. You make your profile visible only to
your friends.     3 Often
 8. You visit profiles of people added in your list
but you do not know. 2 Sometimes
9. You post comments to people you don’t know
but are added to your list. 2 Sometimes
10. You send friend requests to people
you do not know.   1.75 Sometimes
      MEAN SCORE 2.38 Sometimes

Legend: 3.51 – 4.00 = Always

2.51 – 3.50 = Often

1.51 – 2.50 = Sometimes

0.51 – 1.50 = Seldom

0. 00 – 0.50 = Never

Table 3.4 shows the respondents’ interpersonal relationship with other people.

The mean score of Table 3.4 is 2.4 or sometimes. As a result of using social networking

sites, the respondents make their contact number and address visible only to their

friends (3); share limited information about themselves (3); make their profile visible only

to their friends (3);cautious to the people they meet in SNS (2.75); ignore friends

requests from the people they don’t know (2.25); block people that are suspicious (2);

delete comments or posts from other people that they don’t know but added in their

friend’s list(2); visit profiles of people added in their list but they don’t know (2);

comments to people they don’t but added in their list (2); send friends requests to

people they don’t know (1.75).

According to Vitak (2008), there are some reasons why an individual uses a

social networking site. The first reason is for them to meet strangers and become

friends with them.

 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

A. Summary of Findings

The research was conducted for the purpose of finding out the influence of social

networking sites to the interpersonal relationship of students in Rogationist College. The

descriptive method of research was used and the descriptive survey technique was

used by the researchers in gathering data. The researchers made use of questionnaires

for the gathering of data. The sampling technique used was purposive sampling

technique. The researchers used 239 respondents for this research. This research was

conducted during the school year 2009-2010.

PROBLEM 1: What is the profile of the students in terms of (a) year level, (b) age,

(c) gender?

Out of 239 respondents, 75 or 31.38 percent are sophomores, 61 or 25.52

percent are freshmen, 60 or 25.10 percent are seniors, and 43 or 17.99 percent are

juniors. Out of 239 respondents, 70 or 21.29 percent are 13 years old, 54 or 22.59

percent are 14 years old, 49 or 20.50 percent are 15 years old, and 41 or 17.15 percent

are 16 years old, and 25 or 10.46 percent are 12 years old. Out of 239 respondents,

127 or 53.14 percent are females while 112 or 46.86 percent are males.
PROBLEM 2: What is the profile of the students in terms of preferred SNS,

frequency of SNS usage, purpose of using SNS and number of SNS friends?

Out of 239 respondents, 200 or 92.05 percent preferred Facebook, 10 or 4.18

percent preferred Friendster, 5 or 2.09 percent preferred other SNS, 3 or 1.26 percent

preferred Twitter, and 1 or 0.42 percent preferred Multiply. Out of 239 respondents, 80

or 33.47 percent use SNS for 1-2 hours, 76 or 31.80 percent use SNS for 3-4 hours, 35

or 14.64 percent use SNS for more than 6 hours, 27 or 11.30 percent use SNS for 5-6

hours, and 21 or 8.79 percent use SNS for less than an hour. Out of 239 respondents,

117 or 48.95 percent agreed that their puspose of using SNS is “Just for fun and

entertainment; 76 or 31.80 percent agreed on “Keeping in touch with friends”; 25 or

10.46 percent agreed on “Keeping in touch with family”; 2 or 0.84 percent agreed on “To

be ‘in’ because it's popular nowadays”; and 1 or 0.42 percent agreed on other purpose.

Out of 239 respondents, 45 or 18.83 percent has 100+ friends, 39 or 16.32 percent has

200+ friends, 38 or 15.90 percent has 300+ friends, 28 or 11.72 percent has 400+

friends, 21 or 8.79 percent has 500+ friends, 18 or 7.53 percent has less than 100

friends, 15 or 6.28 percent has 600+ friends, 14 or 5.86 percent has 1000+ friends, 8 or

3.35 percent has 800+ friends, 7 or 2.93 percent has 700+ friends, and 6 or 2.51

percent has 900+ friends.

PROBLEM 3: What is the interpersonal relationship of students toward their

Family, Friends, Teachers, and Others?

The mean score of Table 3.1 Respondent’s Interpersonal Relationship with their

family is 2.9 or often. All the statements were gathered under the mean of 2.50 to 3.49.

As a result of using social networking sites, the respondents want to interact more with

your family because of SNS(2.75), prioritize on having quality time with their family (3);

want to keep in touch with their family (3); have better communication with their family

(3); express themselves more with their family (3); balance their time with their family

(3); obey the rules of their parents (3); are ready to help when their family needs them

(3); enjoy having time with their family (3); want to interact more with their family (2.75);

and have better relationship with their family (2.5).

The mean score of the Table 3.2 Respondent’s Interpersonal Relationship with

their friends is 3.0 or often. All the statements were gathered under the mean of 2.55 to

3.55. As a result of using social networking sites, the respondents enjoy spending time

with their friends (3.25); interact more with their friends because of SNS (3); relate to

their friends since they also use SNS (3); have good terms with their friends (3); always

want to keep in touch with their friends (3); have better communication with their friends

because of SNS (3); prefer to spend more time hanging-out with their friends (3); are

open with their friends (3); and are ready to help when their friends need them (3).

The mean score of Table 3.3 Respondent’s Interpersonal Relationship with their

teachers is 2.4 or sometimes. The statements that were gathered under the mean of

2.55 to 3.54 are the ff.: the respondents keep their focus on the lesson being discussed
by their teachers (3); prioritize academic-related activities (3); prioritize tasks given by

their teachers (3); and enjoy interacting with their teachers (3). The statements that

were gathered under the mean of 1.55 to 2.54 are the ff: the respondents easily

approach their teachers (2.5); interact more with their teachers because of SNS (2);

communicate easily with their teachers with the use of SNS (2); have better

communication with their teachers in terms of school works with the help of SNS (2);

express themselves more with their teachers because of SNS (2); and open-up with

their teachers (2).

The mean score of Table 3.4 is 2.4 or sometimes. The statements that were

gathered under the mean of 2.55 to 3.54 are the ff: the respondents make their contact

number and address visible only to their friends (3); share limited information about

themselves (3); make their profile visible only to their friends (3); and cautious to the

people they meet in SNS (2.75). The statements that were gathered under the mean of

1.55 to 2.54 are the ff: the respondents ignore friends requests from the people they

don’t know (2.25); block people that are suspicious (2); delete comments or posts from

other people that they don’t know but added in their friend’s list(2); visit profiles of

people added in their list but they don’t know (2); comments to people they don’t but

added in their list (2); send friends requests to people they don’t know (1.75).

B. Conclusions

After analyzing the data gathered by the researchers, they arrived with the

following conclusions:
1.) Using social networking sites helped the respondents to develop a strong

interpersonal relationship with their family, friends, teachers, and with others.

2.) Most of the respondents are using Facebook just to have fun and entertainment

because of its available features for the users.

3.) The respondents are cautious with the strangers that they meet in SNS's because of

having a limited friends added to their account that they know.

4.) The respondents intend to open-up more with their friends in social networking sites

than with others.

5.) Most of the respondents use social networking sites for only 1-2 hours in a day.

C. Recommendations

Based on the conclusions that the researches made, they have formulated the

following recommendations:

1.) Parents, school administrators, teachers, and guidance counselors must encourage

the students to use SNS since it promotes good interpersonal relationships.

2.) Students must properly use social networking sites and not just for fun and

entertainment but for communication with their family, friends and teachers.

3.) Social networking site developers and companies must improve the security and

privacy that they are giving to its users to promote a safe environment especially for

children and teenagers.

4.) Students must also encourage their classmates to use SNS frequently since it

promotes good communication with their teachers regarding school works and related

activities.

5.) Students must also encourage their friends to use SNS since it promotes good

relationship making friendship ties grow stronger.

 BIBLIOGRAPHY

2008. “Social networking the safe way”. Bato balani for science & technology, 28, 4-5.

Boyd, D. and N. Ellison. Social networking sites: definition, history, and

scholarship”. http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html, September
1, 2009.

Boyd, D. and N. Ellison. Social networking sites: definition, history, and

scholarship”. http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html, September
1, 2009.

Dwyer, C. “Digital relationship in the ‘myspace’ generation: results from a quantitative

study”. http://www.cdwyer@pace.edu.com, September 12, 2009.

Harris, K. 2008. “The internet and social relationships”. http://www.donah.org/

archieve3s.htm, September 12, 2009.

Harris, K. 2008. “Using social networking sites as student engagement tools”.

http://donah.org/snstudents.htm, September 9, 2009.

Lenhart, A. “Social networking websites and teens”. http://www.peinternet.org?pDF?n?

198?report_display.asp, September 12, 2009.

Nauert, R. “Social network may foster jealousy”. http://psychcentral.com/news/

2009/08/07/social-network-may-foster-jealousy/7616.html, September 26, 2009.

Santos, M. 2009. “Everyone’s connected”. Crossroads, 5, 4-5.

 CURRICILUM VITAE

Blk. 61 Lot 2 Ph. 2 CHRV

Dasmariñas, Cavite, Philippines
4114
(046) 506-19-09
johnmanuelasilo@yahoo.com
John Manuel Asilo
I. Profile

Age: 16 Gender: Male

Birthdate: August 18, 1993 Birthplace: Chinese General Hospital
Citizenship: Filipino Religion: Roman Catholic
Father: Manuel C. Asilo Occupation: Civil Engineer
Mother: Eleonor C. Asilo Occupation: CPA
st
II. Accomplishments 1 Place – Diligence Rogationist College Year 2008
(3rd yr – St. Francis Xavier)
2nd Place – Conduct Rogationist College Year 2006
(3rd Qtr. – St. Luke)
10th Place – Academics Rogationist College Year 2006-2007
7th Place – Academics Rogationist College Year 2007-2008
4th Place – Academics Rogationist College Year 2008-2009
3rd Place – Diligence Rogationist College Year 2009
(3rd Qtr. – St. Francis Xavier)
1st Place – Diligence Rogationist College Year 2008
st
(1 Qtr. – St. Francis Xavier)
3rd Place – Diligence Rogationist College Year 2007
(3rd Qtr. – St. Luke)
3rd Place – Diligence Rogationist College Year 2007
(1st Qtr. – St. Lorenzo Ruiz)

III. Activities Finalist-Talahasaan 2009 UP Angkan Year 2009

Student Teacher Rogationist College Year 2009
Participant – Apostle – look – a Rogationist College Year 2007
– Like Contest
1st Place – Math Quiz Bee St. Jude Academy Year 2004
Member – Varsity Club Rogationist College Year 2006-2010

IV. Interests Playing Chess

Playing Computer Games
Reading Books
V. Education Pre-School Level
Queen of Hearts Montessori Year 1997-1998
Immaculate Conception Academy Year 1998-2000

Elementary Level
Immaculate Conception Academy Year 2000-2001
Mary Help of Christians Montessori Year 2001-2003
St. Jude Academy of Dasmariñas Year 2003-2006

High School Level

Rogationist College Year 2006-2010
VI. References Mrs. Nerissa Calimag Principal Rogationist College
Mrs. Belinda Macalindong 1st yr. Adviser Rogationist College
Mrs. Winiebel Mojica 2nd yr. Adviser Rogationist College
Mrs. Renita Marasigan 3rd yr. Adviser Rogationist College
Mr. Anthony Batuto 4th yr. Adviser Rogationist College
Mr. Cesar M. Lago Guidance Counselor Rogationist College
 Ilayang Pulo, Iba
Silang, Cavite, Philippines 4118
(046) 414-13-12
angeli_1629@yahoo.com

Justine Angeli Manlapig

I. Profile

Age: 16 Gender: Female

Birthdate: August 29, 1993 Birthplace: Estrella Hospital
Citizenship: Filipino Religion: Roman Catholic
Father: Reynaldo B. Manlapig Occupation: Businessman
Mother: Josephine P. Manlapig Occupation: Housewife
st
II. Accomplishments 1 Place – Conduct Rogationist College Year 2007
(3rd Qtr.– St. Michael)
2nd Place – Diligence Rogationist College Year 2007
(3rd Qtr. – St. Michael)
1st Place – Diligence Rogationist College Year 2008
(2nd Qtr. – St. Francis Xavier)

III. Activities Member – Sports Club Rogationist College Year 2006-2009

Vice President – Math Club Rogationist College Year 2009-2010

IV. Interests Playing Badminton

Surfing the Net
Watching Movies
Reading Books

V. Education Pre-School Level

Father Michael Donoher Memorial School Year 1997-1999

Elementary Level
Father Michael Donoher Memorial School Year 1999-2006

High School Level

Rogationist College Year 2006-2010

VI. References Mrs. Nerissa Calimag Principal Rogationist College

Mr. Allan Alovera
Mrs. Winiebel Mojica
Mrs. Renita Marasigan
Mr. Anthony Batuto
Mr. Cesar M. Lago
1st yr. Adviser Rogationist College
2nd yr. Adviser Rogationist College
3rd yr. Adviser Rogationist College
4th yr. Adviser Rogationist College
Guidance Counselor Rogationist College
 176 Sampaloc 2, Bucal
Dasmariñas, Cavite
(046) 432-12-05
joshrementilla@yahoo.com
Jerremiah Josh R. Rementilla jjrementilla@gmail.com

I. Profile
Age: 16 Gender: Male
Birthdate: October 29, 1993 Birthplace: DLSU Medical Center Dasmariñas
Citizenship: Filipino Civil Status: Single
Father: Gerry G. Rementilla Occupation: Self-Employed
Mother: Jesusa R. Rementilla Occupation: Self-Employed
Blog: joshirobeats.wordpress.com

II. Skills

 Basic Knowledge in Analytic Geometry and Calculus

 Basic Skills in Computer Programming (C and Visual BASIC)
 Basic Skills in Food Trades
 Basic Skills in Graphic Arts
 Basic Skills in Video Editing
 Basic Skills in Photo Editing

III. Educational Background

LEVEL SCHOOL YEAR

Elementary Silang Central School 2000-2006
High School Rogationist College 2006-2010

IV. Clubs/Organizations/Affiliations

POSITION ORGANIZATION YEAR

Board Member Student Council 2004-2005
Member Computer Club 2006-2007
Junior Staffer FORUM 2007-2008
Layout Head FORUM 2008-2009
Senior Staffer FORUM 2009-2010
Admin/Founder Kimi ni Todoke Society 2009-Present

V. Honors/Awards Received

HONOR/AWARD ORGANIZATION YEAR

st
1 Place – Blockbuster Rogationist College 2007
Competition
1st Place – Blockbuster Rogationist College 2008
Competition
st
1 Place – Blockbuster Rogationist College 2009
 Competition
st
1 Place Poster Making Rogationist College 2008
Contest
1st Place Poster Making Rogationist College 2009
Contest
1st Place in Conduct Rogationist College 2006
(1st Quarter)
1st Place in Diligence Rogationist College 2007
(2nd Quarter)
rd
3 Place in Academics Rogationist College 2007
(1st Quarter)
st
1 Place in Academics Rogationist College 2007
(2nd Quarter)
st
1 Place in Academics Rogationist College 2007
(3rd Quarter)
st
1 Place in Academics Rogationist College 2007
(4th Quarter)

VI. Seminars/Workshop/Training

SEMINAR/WORKSHOP INSTITUTION/VENUE YEAR

Campus Journalism Seminar La Sallette 2008
Workshop

VII. Character Reference

NAME POSITION COMPANY NAME

Mrs. Nerissa S.J. Calimag School Principal Rogationist College
Mr. Anthony F. Batuto Adviser/Science Teacher Rogationist College
Mr. Cesar M. Lago Guidance Counselor Rogationist College
Mrs. Emelita R. Zamora FORUM – Club Moderator Rogationist College