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Figure 11: Do you find it hard to concentrate on schoolwork knowing that you can log in to your Facebook account?

Figure 11: Do you find it hard to concentrate on schoolwork knowing that you can log

Yes

No

The research also wanted to know if students can maintain their addiction to social network sites. Thus, we asked, “Do you find it hard to concentrate on schoolwork knowing that you can log in to your Facebook account?” and the results are interpreted in Figure 11. Based on the graph, 76% said that they have no problem maintaining their focus on their studies even if they know that they can visit Facebook if they want to. These students introduced to us the concept of multi-tasking. They reported that they check Facebook and study at the same time without losing their focus or feeling interrupted. One student said, “I enjoy this kind of scheme because I do not feel burdened with my lessons if I can check Facebook once in awhile while I am reading my book.”

Another student shed light, “If I am cramming for an exam or a deadline, I see to it that I do not get disturbed by Facebook.”

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The remaining 24% said that if they would not be able to open Facebook,

they would not feel at

ease that

is

why

they

have

made a compromise with

themselves that they will open the site but they will still study.

Figure 12: Comparison of grades before engaging in social networking sites

The remaining 24% said that if they would not be able to open Facebook, they would

Yes

No

Another survey question on social network site was: “Compare your grades before you become engaged in social networking sites and after you became involved. Did you see a drop in your academic performance? (Please consider even the slightest bit of slip).”

The responses of the students were analyzed and presented in Figure 12. As shown, 66% of the student maintained that engaging in Facebook and other social network site has not affected their grades in anyway, while only 34% claimed that their grades have lowered due to social network sites.

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Figure 13: Do you think you are addicted to social networking sites?

Figure 13: Do you think you are addicted to social networking sites? Yes No The researchers

Yes

No

The researchers asked the respondents if they think they are addicted to social networking sites. The results are interpreted in Fig. 9: Do you think you are addicted to social networking sites. Majority of the students or 68% (34) responded No while only 32 (16%) responded Yes.

A respondent shared her thought, “Although we frequently log-in to social networking sites, we still do not think our behaviour is addictive. We think of Facebook only as a way to spend our leisure time, but we still prioritize our studies and school projects over it.”

It can therefore be implied that social networking sites are only addictive to people who cannot control themselves into constantly using these sites, prioritize entertainment over schoolwork and gives too much attention to social acceptance and affiliation.

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Another respondent added, “My Facebook status is important to me, but my relationships with my friends and family are more essential. I try to spend more time with them than by going online. Besides, what can I put into my account if I do not have a social life outside of Facebook?”

In the same light, it is interesting to note that the respondents value interpersonal relationships and face-to-face conversations over their connections in the internet.

Figure 14: Perception on reduced time for studying due to social networking sites

Another respondent added, “My Facebook status is important to me, but my relationships with my friends

Yes

No

Figure 10 presents the student’s response to the question “Do you think your time for studying is reduced because of the time you spent logging in to social networking sites?”. The results show that 54% (27) of the students perceive that their time for studying has been reduced due to engagement to social networking sites, while 46% (23) think otherwise. We therefore conclude that time management is very important. Social networking sites can only affect academic

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performance adversely if the students’ excessively engage in such activities instead

of managing his/her time wisely.

Such that, according to the result of this research, 100% of Facebook users

accessed their account daily, usually checking it several times to see if they had

received new messages and updates from their friends and other contacts, or to

play online games. The amount of time spent on Facebook at each log-in varied only

from just a few minutes to more than an hour. The time devoted into checking their

accounts is taken from the time for studying. This decline on the studying hours of a

student may result to poorer performances in exams, recitations, class discussions

and other academic activities. The time which could be spent reading, studying,

taking rests are spent playing, gaming, chatting, socializing and keeping up with

friends which may be done after they have finished their school requirements. This

shows that a lot of students have difficulty in prioritizing the most important things.

In the same manner, students also show the act of procrastination and

cramming because of social networking sites that exist in the present day. We

talked to our respondents and found out that the everyday habit of procrastination

and regular cramming of homeworks and studying of lessons have been the most

tremendous factor of acquiring substandard scores, the cause of which is the

excessive usage of social networking sites.

Table 5: Analysis of Variance

Source

DF

SS

MS

F

P

Interpretati

Decision

of

on

variation

Factor

2

0.036

0.018

0.31538

<.1

Not

Accepte

I:Social

Significant

d

Network

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Site

Factor

1

 
  • 0.0667 <.1

0.0667

1.16865

 

Not

Accepte

II:Online

7

Significant

d

Gaming

Interacti

2

 
  • 0.0653 <.1

0.03265

0.57206

 

Not

Accepte

on

4

Significant

d

Within

54

3.082

0.05707

       

4

Total

59

3.25

To test and verify the hypotheses made in the study, the F values for

Factor 1 (social network sites), Factor 2 (online gaming) and the interaction of these

two factors should be compared to the corresponding probability values of F (P

column). For social network sites, F value of 0.31538 is less than 2.404 at 10% level

of significance, with degrees of freedom set at (2/54). This means that the students

perceive that engagement to social networking sites has no significant effect on

academic performance. Factor 2 (online gaming) shows the same result. For online

gaming, 1.168657 F value is less than the 2.801 based on 10% significance level,

with degrees of freedom set at (1/54). Therefore, online gaming provides no direct

and significant effect on academic performance of students. The interaction of both

social network sites and online gaming does not affect academic performance. This

is only logical because the two factors do not have a separate main effect on the

independent variable. Based on Table on Analysis of Variance, F value of 0.52064 is

less than the P value 2.404 at 10% significant level, with degrees of freedom 2/54.

For that reason, the interaction of the dependent variables of the study has no

significant effect on the independent variable.

Therefore the entire null hypothesis that were formulated are accepted:

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1

There is no significant relationship between indulgence in social networking

sites and academic performance of 2 nd year BS Nursing students. (ACCEPTED)

  • 2 There is no significant relationship between online gaming and academic

performance of 2 nd year BS Nursing students (ACCEPTED)

  • 3 There is no significant relationship between engagement in social networking sites and online gaming on academic performance of 2 nd year BS Nursing students. (ACCEPTED)

    • I SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary

Social networking sites and online gaming are two popular recreational

activities students and youth engage in. Related literature suggests that these

factors, separately, may have an adverse effect on academic performance,

however, others say it has no effect.

The main objective of the research was to determine the relationship

between indulgence in social networking sites and online gaming and its effect on

academic performance. The study focuses on individual and combined relationship

among engagement in social networking sites, online gaming and academic

performance on 2 nd year BS Nursing students. Specifically, it aims to answer the

following:

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1

Is there a significant difference between social networking involvement and

academic performance of 2 nd year BS Nursing students?

  • 2 Is there a significant difference between exposure to online gaming and academic performance of 2 nd year BS Nursing students?

  • 3 Which of the two factors affect the students the most?

The following hypothesis were tested.

  • 1 There is no significant relationship between Social Networking Involvement and Academic Performance of 2 nd year BS Nursing students.

  • 2 There is no significant relationship between Exposure to Online Gaming and Academic Performance of 2 nd year BS Nursing students.

  • 3 There is no significant difference between Social Networking Involvement and

Exposure to Online Gaming of 2 nd year BS Nursing students.

A total of 60 BS Nursing students were chosen as respondents from the total

population enrolled during the 1 st semester of school year 2011-2012. The

respondents were chosen through convenience sampling.

A survey was developed to assess the perception of students. The questionnaire

was properly validated and were used to gather the data needed in the study.

Basis for academic performance is the General Weighted Average of the students as

deemed most relevant to the researchers. Analysis of variance was used in

interpretation of data.

Findings

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The purpose of the research was to determine whether online gaming and social

network sites have an impact on the academic performance of 2 nd year BSN

students in RTRMF.

It has been reported that the respondents are more addicted to social network sites

than to online games. This can be attributed to the fact that majority of the

respondents are female.

The findings of the study reported that moderate and heavy users of social network

sites and those who frequent online gaming spends fewer hours per week studying

than average and mild users.

Further, mild and moderate users reported comparable average daily use of social

network sites and game play. Also, majority of these users claimed to use their

accounts daily and multiple time per day, with many saying they spend between 45

minutes to one hour per day.

The researchers would like to reiterate however, that the results of the study are

solely based on self-reports of the student and that the respondents were not

subjected in an experimental setting to measure the number of times they devote

for internet use and online gaming.

Based on the result of the statistical method applied, the following findings were

derived:

  • 1 There is no significant relationship between indulgence in social network sites and academic performance.

  • 2 There is no significant relationship between student’s online gaming habit and academic performance.

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3

There is no significant relationship between indulgence in social networking

sites and online gaming on academic performance.

It should be noted that the student’s reported a decrease in their study time

because of these two recreational activities but its impact on academic performance

was not established.

Conclusion

Based on the findings there is no relationship among the three factors studied,

social networking site indulgence, online gaming and academic performance.

Meaning, being addicted to social networking site and online games does not

necessarily translate to impaired grades.

However, the researchers feel that there were so many factors left unaddressed and

that it is not enough to make a conclusion at this point. We would also like to stress

that there might be other factors that could affect academic performance, as well as

use of social networking sites and online gaming.

For example, certain personalities are more inclined to use social networking sites

and online games. Also, time could be a factor. It could be that some students are

too busy with their academic lives to engage in and be active with their online social

profile or that playing games is not a priority. This is a topic that could use specific

future research.

Further, we have made additional conclusions on the internet-use of students:

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1

Students are indeed capable of playing with technology, but they are not

using it efficiently. With the current technological trends, it may make it

easier to engage in multiple activities while trying to study.

  • 2 Quantity is not as important as quality when it comes to technology use and student achievement. When the quality of technology use is not closely monitored or ensured, computer use may do more harm than good to student achievement in school. Further, too much recreational internet use can lead to impaired academic performance because the student losses focus and time in studying.

  • 3 Time management and setting of priorities is very important so that our students will not be robbed of their time to study because they are already

hooked to social networking sites. Interruptions has been found out to result

to higher workload, more stress, higher frustration, more time pressure and

effort.

Finally, the study also yielded some interesting qualitative results:

  • 1 First, majority of those who use social networking sites or play online games reported that it did not impact their academic performance to not using these sites or play online games for such an effect to occur. They also emphasized that academics was a priority for them.

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