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

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

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?

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

Yes
No

Figure 10 presents the students 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
of
variation

DF

SS

MS

Interpretati
on

Decision

Factor
I:Social
Network

0.036

0.018

0.31538

<.1

Not
Significant

Accepte
d

45

Site
Factor
II:Online
Gaming

0.0667

0.0667

1.16865
7

<.1

Not
Significant

Accepte
d

Interacti
on

0.0653

0.03265

0.57206
4

<.1

Not
Significant

Accepte
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:
46

There is no significant relationship between indulgence in social networking

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

There is no significant relationship between online gaming and academic

performance of 2nd year BS Nursing students (ACCEPTED)

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)

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 2nd year BS Nursing students. Specifically, it aims to answer the
following:

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Is there a significant difference between social networking involvement and

academic performance of 2nd year BS Nursing students?

Is there a significant difference between exposure to online gaming and

academic performance of 2nd year BS Nursing students?

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 2nd year BS Nursing students.
2 There is no significant relationship between Exposure to Online Gaming and
Academic Performance of 2nd year BS Nursing students.
3 There is no significant difference between Social Networking Involvement and
Exposure to Online Gaming of 2nd 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.

There is no significant relationship between students online gaming habit
and academic performance.

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There is no significant relationship between indulgence in social networking

sites and online gaming on academic performance.

It should be noted that the students 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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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.

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.
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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