Impact of Online Applications in the

Academic Performance of Grade 10

Students of Sandiat National High School
TABLE OF CONTENTS

Title………………………………………………………………………………………………i
Certification..…………………………………… ……………………………………………...ii
Dedication……………………………………………………………………………………... iii
Acknowledgements..……………………… …………………………………………………...iv
Table of Contents……………………………………………………………………………….v
List of
Tables………………………………………………………………………………………..vii
Abstract…………………………………………………………………………………………...ix

Abstract
The focus of the study is to determine the impact of the growing use of social media sites
on the academic performance of the students of Grade 10 students. On the basis of non-random
sampling procedure, the Grade 10 students were selected. Questionnaire was used as an instrument
for data collection. 97% questionnaire received back from respondents on which descriptive
statistics apply for data analysis. Results indicate that the effect of social media can be positive as
in this study closely determined the real effect of social media sites. In recent time it encourage the
carrier and future of students’ .The social media sites like Facebook, twitter, Google+ .And Skype
capture the attention of students for study and affecting positively their academic Grade points.
Chapter 1: Introduction
1.1 Background of the Study
Today the Internet has taken a firm place in people's lives. It is difficult to imagine a young
man who at least once a day did not check for updates in social networks and did not leaf through
the news lines. The modern reality requires us to stay in touch and keep abreast of the latest news
and trends. Modern Technology in communication no doubt has turned the entire world into a
“Global Village”, (Osharive, 2015) But as it is, technology like two sides of a coin, bring with it
both negative and positive sides. It helps people to be better informed, enlightened, and keep
update with world developments. Technology exposes mankind to a better way of doing things.
Online Applications exposed people to the digital and fast-pacing world. These are the apps
that is easily accessible by people. It is accessible through gadgets like the smart phones. It enables
users to access multiple social networking sites through just few clicks. Students are consumers
and producers of such media. Thanks to the Internet and social webs, most students increasingly
live in a world where information is the access to communication technologies.
Through technology, the world has advanced to its prime. It has enveloped our lifestyle
and grown it to, one of dependent to technology. The modern reality requires us to stay in touch
in the digital world. People are using it to make their life much easier. One example is that students
use it when making their home works, and most importantly for them to be on trend and connected
to the social world. But how does this affect the academic performance of students?

1.2 Statement of the Problem

Thus, the problem this study investigates is the impact of online applications in the
academic performance. It sought to answer the following:
1. What are the different online applications used by the Grade 10 students?
2. How much time do students spend using online applications?
3. What is the impact of online applications based on student’s academic performance?
4. To what extent would student addictiveness online applications influence their
academic performance?

1.3 Significance of the Study

The purpose of this study generally is to examine the impact of online applications in the
Academic Performance of Grade 10 students of Sandiat National High School. This will benefit
the Teachers, Principals, Staff, for they will be more aware if online applications will affect the
academic performance of the students. Then, for students to know if they are abusing it. It aims to
find out the influence of these technology to their studies. Through this research, information
regarding the impact and effects of these sites to the students in terms of their online application
addiction. We would like to provide evidences that would open the student’s awareness of the
adverse effects of such medias to their academic performance.
1.4 Scope and Delimitation
This study is limited to find the impact of online applications in the academic performance
of Grade 10 Students at Sandiat National High School, School Year 2018 – 2019.
This study focuses only to the Grade 10 students, with a total of 117, which 104 respondents
are surveyed, amounted to 88 % whom are engaged on online applications are the subjects of the
investigation. Each student will be given a same set of questionnaire.

Chapter 2: Review of Related Literature

and Studies
2.1 CONCEPTS AND LITERATURE REVIEW
Educational institutions are mandated to use education as a tool for social transformation.
The success of a school is measured by the quality of students it produces. The success of any
educational institution is measured by the performance of its students in both academic and non-
academic tests. The measure of academic performance as a symbol of school success can be traced
way back from the Victorian period (Bell, 2013). Since then, academic performance has been used
to grade schools and most importantly to determine ones career paths. The ‘good schools’ are
acclaimed to be those that are able groom the students well enough to achieve the set standards.
This is measured by use of students’ academic performance both at school level and nationally.
Studies found out that academic outcome of students who spent most of their time interacting using
online applications are positive because they were able to share and generate ideas and concepts
related to their studies. They also use these sites for having fun as these online applications are
helpful in their academic work [3].
A similar study revealed that online applications had improved the communication between
the faculty member and students which facilitate the communication of the correct information
and improve understanding and the development of the ideas and the courses. Based on the
information collected, it is noticeable to say that the use of the social media during the lecture time
is not recommended [1].
According to the study of Owusu-Acheaw & Larson [12], it was revealed that the use of
social media had affected the academic performance of their respondents negatively and further
confirmed that there was a strong positive relationship between the use of social media and
academic performance. Their study further revealed that most of their respondents uses online
application to chat rather than for academic purpose. Based on the study of Alwagait, Shazad and
Alim[2], it was found that online application usage on weekly basis displayed a positive skew
where most students do not use online application excessively.
Study in Kogi State University found out that the exposure of the students to online
application have effect on their academic performance. Evident show that online application have
negative influence on the academic performance of students. Students who spend more time on
online application are likely to perform poorly in their academics this is because instead of reading
books, thy spend time chatting and making friends via online application and this will definitely
have negative effect on their academic performance [4].
Another study shows that students are not only affected by online applications, employees
and employers too. A U.K. firm released a study showing that people who use Facebook , Twitter
and other social networks while at work extracts a heavy cost on their employers [14]
 According to Kolan and Dzadza[8], the nature of online applications as a useful servant
but a dangerous master and a two-edge sword has been revealed in the findings of the study.
Despite the benefits that students can harness from online applications such as sharing of
information, building relationship, partaking in group discussion, there is to some extent addiction
and distraction of attention caused by the use of online applications which could have serious
consequences on the academic life of students. One of the negative effect of online applications is
piracy. The primary motivator for Australians of all ages illegally downloading movies and TV
shows is that it is free. According to Landry [9online application a tool that could be used for good
or bad, it all depends on the person. Online applications has its layers of good and bad. Yes, it is
easier to remember the bad rather than the good but, online application have created opportunities
for people all over the world.

66% of all adults aged 16 years and above have a profile on at least one social networking site and
Facebook has more than 1.86 Billion monthly active users, you can view that as an opportunity.

2.2 CONCEPTUAL Framework

ryryn
Online applications
Impact in academic
(Social Media, Search performance of selected
Engines, Online Games, Junior High School Students
Entertainment Apps)

Figure 1. shows hypothesized relation between variables on the Impact of online applications to
the Academic performance of selected Junior High School students.
Independent variables are the Online applications (Social Media, Search Engines, Online
Games, Entertainment Apps). These online applications are the response variable which is
observed and measured to determine the performance of students, which is dependent variable.
This study is about the impact of online applications in academic performance of selected
Junior High School Students S.Y 2018-2019 in Sandiat National High School.
This will benefit the Teachers, Principals, Staff, for they will be more aware if online
applications will affect the academic performance of the students. And for students to know if they
are abusing it.
Further, Keol and Meier (2012) mainly constrained themselves for only two research questions:
How do these international students use Social Networking Sites? And how do these international
students perceive the impact of Social Networking Sites on their affective and academic
adaptation? This research was conducted in the United States with Asian international students, all
from Korea, who were not raised in a western culture. In a study entitled “Social
capital as Facebook; differentiating uses and users” Moira Burke and Cameron Marlow (2011)
discuss extensively about the perspective to look at the uses of Social Networking Sites. It says
though usage of Social Networking Sites is often treated as a monolithic activity, in which all time
is equally social and its impact the same for all users. The study primarily examines how Facebook
affects social capital depending upon: types of site activities, contrasting one-on-one
communication, broadcasts to wider audiences, and passive consumption of social news, and
individual differences among users, including social communication skill and self-esteem.
In this study (2011) a survey was conducted using 415 Facebook users, which revealed that
receiving messages from friends is associated with increase in bridging social capital. The major
goal of the study was to observe how different uses of a large Social Networking Site influence
different types of user’s social capital. Social capital is the actual or potential resources which are
linked to a durable network of more or less institutionalized relationships of mutual acquaintance
or recognition.

Bicen and Cavus (2010) evaluated the usage of Social Networking Sites among students in the
department of computer education instructional technology and found which social networking
sites are the most preferred by students. The study revealed that use and sharing of knowledge on
Internet is made an integral part of college students’ lives. Results show that Live Spaces and
Facebook are the commonly used sites by the students

Folorunso (2010) conducted a survey among students of the University of Agriculture, Abeokuta
in Nigeria and tested the attributes of Diffusion of Innovations (DOI) theory towards usage pattern
of Social Networking Sites. Demographic data of the study revealed that majority of users were
college students. The five constructs i.e. Relative Advantage, Complexity, Compatibility,
Observability and Reliability were used to test the impact on the attitude and trust regarding Social
Networking Sites and to determine how attitude would impact on the intention to use it.

Miller, Parsons and Lifer (2010) conducted a survey among students, about the use of social
networking sites and the appropriateness of the content that they post. The responses indicate that
students routinely post content that is not appropriate for all audiences, especially potential
employers. Considering how extensively the press has covered the negative impacts of
inappropriate posting, the fact that students know of continuing the practice is surprising.

Lack, Beck and Hoover (2009) investigated the usage of Social Networking Sites by undergraduate
psychology major. They found that majority of students using Facebook and their account
information have publicly accessibility and some user profiles have content of a questionable
nature on their publicly viewable accounts. They suggest that formal education must be presided
to students regarding the usage of these sites.

As Won Kim and Sang-WonLee (2009) rightly pointed out that today the college students use
numerous Social Networking Sites, to stay connected with their friends, discover new “friends”
and to share users – created contents, such as photos, videos, blogs and etc. In order to explore
factors affecting college students’ motive for using Social Networking Sites.
A study conducted on “West Virginia University Students” (2011) illustrates that the impact of
Social Networking Sites on interpersonal relationships between students and their members of
their families are quite significant. The study used 221 college students along with members of
their families to analyze interpersonal relationships.

Keenan and Shirile (2009) conducted an exploratory study of four Social Networking Sites and
their features that encourage sociability and social interaction. The study (2009) finds that
Facebook and MySpace, as the largest social websites, receive the most coverage.

Englander (2010) proclaimed that internet usage is negatively associated with academic
performance of student users and destructive impact of internet usage is far more momentous than
its advantages. Internet addiction has come forth as a result of striking boost in internet usage over
the past few decades.

An academic research was conducted by Wilson (2009) through which he proposed that university
results are harmfully affected by Facebook usage. Likewise, Khan (2009) found that Facebook
users had poor performance in exams. Pasek and Hargittai (2009) examined Facebook usage by
undergraduates and Facebook use in relation to grades. The study revealed that there is no negative
relationship between the use of Facebook and grade point average.

Kirschner and Karpinski (2009) state that users of Social Networking Sites devote lesser time to
their studies than the non users and subsequently had lower grades in their academic courses.
Further Karpinski (2009) says that among various unique distractions of every generation, Social
Networking Sites have been proved as the major distraction of current generation.

Social Networking Sites also provide a rich means of interaction between teachers and students as
stated by Roblyer (2010).

L. Alvin Malesky and Jr. Chris Peters in their study entitled “Defining appropriate professional
behaviour for faculty and university students on social networking websites” (2011) examined the
role this rapidly evolving method of communication plays in an academic setting. The study
projected that the vast majority of university students have profiles on social networking sites
including university groups and academic departments. As a result this increased utilization
enabling students and faculty to be in contact in ways that have not occurred in the past.

Dickson and Holley (2010) examined the use of the Social Networking Sites in academics in the
USA in order to examine the concerns about their use both from students and teachers. The study
finds that Social Networking Sites can be an effective method of student outreach in academic
performance

The study of Kevin P. Brady, Lori B. Holcomb and Bethany V. Smith (2010), titled as “The Use
of Alternative Use of Social Networking Sites in Higher Education Settings: A Case Study of E-
learning Benefits of Ning in Education”, was based on the educational benefits associated with the
use of Social Networking Sites. The study focused the graduate students enrolled in distance
education courses using Ning in Education, a non-commercial, educational-based SNS. The study
emphasized on the students’ attitudes towards the sites as productive online tools for teaching and
learning. The researchers found out that education based upon social networking sites can be used
effectively in distance education courses. They are an excellent technological tool for improved
online communications among students in higher distance education courses.
In addition, companies have begun to use Social Networking Sites as a medium of communication
with the users. According to the studies of Hyllegard, Ogle, Yan and Raitz (2011), majority of the
consumer goods companies have adopted Social Networking Sites to sell their goods and it
invariably influences the consumption patterns of college students. One major feature of these sites
is the ability of users to “fan” particular products or brands so that they receive information about
these products. Further, this feature also allows the users to express their satisfaction and
dissatisfaction towards a particular product or a company, which can be shared with other friends.
Facebook, a leading Social Networking Site, reports that a user can express interest in over 900
million objects, and the average user follows 80 such pages (2011). Pempek in his study (2009)
points out that the average college student belonged to 24.58 groups.

A joint collaborative work by Mauri, Cipresso, Balgera, Villamira and Riva (2011) which has
analysed implications of Social Networking Sites on the lifestyles of individual. They have used
psychophysiological measures to point out positive and negative usages of social networking sites.
According to the study (2011) the use of Social Networking Sites can have both positive and
negative influence on the lifestyles of individual. However, the increasing use of Social
Networking Sites might reveal that people look for Social Networking Sites because they have a
positive experience when they use these sites

Shaheen (2010) in a study analyzed the usage of Social Networking Sites and political activities
of the students of three universities of Islamabad and Rawalpindi during the political crises and
the emergency imposed by the Govt. of Pakistan on November 2007.

Kluemper and Rosen (2009) evaluated the use of Social Networking Sites in employment selection
through accessing the personal profile of-candidates on the sites. This study was conducted at a
large public university in southern USA.

Mohamed Haneefa K and Sumitha E (2011) attempted to explore the perception and use of Social
Networking Sites by the students of Calicut University, Kerala. The study finds that majority of
the students are aware about these sites and used for communication purpose with friends. Orkut
is the most used site among the respondents. The students' activities on these sites are sending
messages and meeting new friends. Lack of security and privacy is the main hindrance in using
these sites.

A study by Krishna (2011) analysed the importance and benefits of social networking to library
and information professionals. The study analysed the US communities which have been
developed on the Orkut site for sharing professional information and problems. It also identified
some problems which hinder in the way of communication among LIS professionals.

Parveen (2011) explores the usage of Facebook in creating awareness among library and
information science professionals. The study investigates purpose and main hurdles in using
Facebook. It found that Facebook is the most used site, it uses for keep abreast with current news
and information. Lack of time is main hurdle in using the way of Facebook.

Faisal (2010) discussed the numerous benefits of Ning social networks and its applications in
various fields. The study evaluates the general features and activities on Ning platform.

Neelamalar and Chitra (2009) investigated the usage and the impact of social networking sites on
the younger generation of India. The results of the study indicate that majority of the youth are
members of these sites. Most of the respondents registered on it to maintain existing contacts. The
study further finds that majority of youth state that Social Networking Sites act as a platform for
reconnecting with lost friends, maintaining existing networks/relationships and sharing
knowledge, ideas and opinions.

Their research (2012) was conducted on college students between the age group of 18-30 years
with the motive to know the level of awareness on the social issues and how far Social Networking
Sites awakened today’s youth in expressing their views on current and burning issues like
corruption, human rights and etc. in India.

Xia (2009) surveyed the Facebook Groups at two major research universities in the USA to
.discover whether these groups are good practices for library marketing by examining group
discussion transcripts and history. The study found that the success of Facebook Groups can be
controlled by the active organization of librarians and by using more general topics to keep
discussions alive.

Pempek, Yermolayeva and Calvert (2009) in their study found information about the use of social
networking sites by college students. It also evaluated how much, why, and how they use these
sites. Results showed that Facebook is the most popular website among young adults.

Fox and Naidu (2009) evaluated the usability of three of the most popular Social Networking Sites;
Myspace, Facebook and Orkut with first-time users. Facebook is the leading network among these
sites. The study revealed issues related to confusing terminology, inadequate feedback and error
messages, improper link location- impacted user performance and satisfaction.

Social media refers to the means of interaction among people in which they create, share, exchange
and comment among themselves in different networks. Andreas and Michael (2010) are of the
opinion that social media is a group of internet based application that builds on the ideological
foundation and allows the creation and exchange of users – generated content. Social media has
become one of the major channel of chatting through platforms such as 2go, BB chat, blogger and
wiki a. There has been an increase in the mobile social media which has created new opportunity
for browsing.

The internet usage effect of social media, in views of Nielsen (2012) is that, students continue to
spend more time on the social media than any site. The total time spent on social media across
mobile devices iA social media is an online service or platforms that focus on facilitating the
building of social network among people who share interest, activities and background on real life
connections. It is a website that allows users to share information within a selected group. It is a
great way to stay connected and a convenient way to share
photos from trips (Awake, 2012). It consists of a representation of each user (profiles), social links
and a variety of additional services. For detailed analysis of social networking, the following terms
will be discussed:ncreased by 37%, 121 billion minutes in July 2012 compared to 88 billion
minutes in July 2011.
Several website are beginning to tap into the power of the social networking model for
philanthropy. In 2011 HCL technologies conducted research that showed that 50% of British
workers are banned from the use of social media during office hours. In this view, when one is
chit-chatting, the content of the message reveal a lot about an individual. In chatting, comments,
photos, and status should speak less of an individual. Kim in summary says: “if you are mindful
of what you are doing, you can maintain a measure of privacy on a social network” (Awake, 2012);
and, in reference to this, Proverbs 10:19, states that “In the abundance of words, there does not fail
to be transgression, but the one keeping his in check is acting discreetly”.
“It’s a vortex that sucks one in and one has no idea you’ve been trapped. One of the ironies of the
internet is that it keeps you apart from the most important things’. It is a great way to stay connected
with people but you just have to know when to shut it down. Raquel concluded that it seems that
when people go on a social network they lose their mind” (Awake, 2012).
Social networking and their educational uses are of interest to many researchers. Living Stone and
Brake (2010) in their opinion said ‘social networking site, like much else on the internet
representing a moving target for researchers and policy makers’. Recent trends indicate that 47%
of American adults use social network. A national survey in 2009 found that 37% of online
teenagers use social networking site which increased to 555% three years later (Len Hart, Purcell,
Smith and Zickuhr, 2010). It has also, shown that it provides opportunity within professional
education but however, there are constraints in such areas
Each person who joins a SNS must choose a picture to post on their personal profile, which is the
picture that will be used as a representation of themselves (Barker, 2009). Some people use a recent
picture of their face or a photo of a group of friends, while others choose a different image that
they want to represent them or their values (Barker, 2009). Either way, this picture is significant
when looking at a SNS because it shows how each individual would like to be seen by others
(Barker, 2009).
Not only does joining a SNS help gain and preserve popularity, but selecting the perfect pictures
to post are also very important aspects of the experience (Siibak, 2009). According to a recent
study done on visual impression management and social networking sites, approximately 60% of
adolescents will spend more time selecting which pictures to post on their profile than actually
communicating with others (Siibak, 2009). This shows that these SNSs are not just for keeping in
touch with classmates and meeting new people, they are used to build adolescent identities (Siibak,
2009) because social networking sites are used primarily by adolescents and young adults.
According to Vitak (2008) there are various reasons as to why individuals use a social networking
site. The first reason is for them to meet strangers and become friends. The majority of respondents
of her research paper (57%) said that they were initially introduced to those “friends” through
mutual friends, which increased the likelihood of such relationships developing into strong ties.
A study conducted on “West Virginia University Students” (2011) illustrates that the impact of
Social Networking Sites on interpersonal relationships between students and their members of
their families are quite significant. The study used 221 college students along with members of
their families to analyze interpersonal relationships. Researchers of the study (2011) pointed out
that the interpersonal relationships of college students improved significantly due to the increasing
percentage of students using Social Networking Sites to communicate with their family members.
Keenan and Shirile (2009) conducted an exploratory study of four Social Networking Sites and
their features that encourage sociability and social interaction. The study (2009) finds that
Facebook and MySpace, as the largest social websites, receive the most coverage. These websites
offer an extensive amount of social features and require a thorough analysis. Linkedln and Twitter
represent a niche application of social websites, focusing on professional networks and micro-
blogging respectively.
Englander (2010) proclaimed that internet usage is negatively associated with academic
performance of student users and destructive impact of internet usage is far more momentous than
its advantages. Internet addiction has come forth as a result of striking boost in internet usage over
the past few decades.
While using SNSs, issues of privacy, identity protection, and e professionalism must be paid
attention as proposed by Mattingly (2010) but a contrasting finding was given by Sengupta and
Chaudhuri (2010) that SNSs memberships are not correlated with online abuse of teenagers.
An academic research was conducted by Wilson (2009) through which he proposed that university
results are harmfully affected by Facebook usage. Likewise, Khan (2009) found that Facebook
users had poor performance in exams. Pasek and Hargittai (2009) examined Facebook usage by
undergraduates and Facebook use in relation to grades. The study revealed that there is no negative
relationship between the use of Facebook and grade point average.
Grabmeier (2009) observed that students having lower GPAs were mostly those who log in any
SNS. Internet abuses are increasing at an alarming rate and stressing a serious need to promote
usage regulations among student users.
Social Networking Sites also provide a rich means of interaction between teachers and students as
stated by Roblyer (2010).
L. Alvin Malesky and Jr. Chris Peters in their study entitled “Defining appropriate professional
behaviour for faculty and university tudents on social networking websites” (2011) examined the
role this rapidly evolving method of communication plays in an academic setting. The study
projected that the vast majority of university students have profiles on social networking sites
including university groups and academic departments. As a result this increased utilization
enabling students and faculty to be in contact in ways that have not occurred in the past.
The study of Kevin P. Brady, Lori B. Holcomb and Bethany V. Smith (2010), titled as “The Use
of Alternative Use of Social Networking Sites in Higher Education Settings: A Case Study of E-
learning Benefits of Ning in Education”, was based on the educational benefits associated with the
use of Social Networking Sites. The study focused the graduate students enrolled in distance
education courses using Ning in Education, a non-commercial, educational-based SNS. The study
emphasized on the students’ attitudes towards the sites as productive online tools for teaching and
learning.
Dickson and Holley (2010) examined the use of the Social Networking Sites in academics in the
USA in order to examine the concerns about their use both from students and teachers. The study
finds that Social Networking Sites can be an effective method of student outreach in academic
performance.
According to LaDuque (2010), companies can also utilize Social Networking Sites to create
personalized experiences, to increase brand loyalty, to generate sales leads, and to increase
exposure. For example, companies which provide entertaining videos or valuable incentives may
have their offerings shared between Social Networking Sites users through electronic word-of-
mouth communication. In addition, social networking sites may also allow companies to
communicate directly with customers to improve products or address issues.
Constantinides, Maria and Romero (2010) explore the profile of Social Networking Sites based on
national survey of Dutch users. It evaluates the demographic, social and behavioural characteristics
of the users. The classification of Dutch users of Social Networking Sites resulted in four distinct
segments: The Beginners, Average Users, Outstanding Users and Expert Users. The results
revealed that behaviour and. motivation is the best criteria of users for the markets when using
such -applications. The study (2010) reveals in this sense the specific behavioural characteristics
of these segments and provides marketers with- important information as to designing marketing
programs making use of Social Networking Sites. The findings present new insights to marketing
strategists eager to use the communication potential of such communities; the findings are also
interesting for businesses willing to explore the potential of online networking as a low cost yet
very efficient alternative to physical, traditional networkingAdvantages of online applications in
everyday life

Students especially use the medium to stay in touch with their old friends and also to meet new
ones. Like any other technological innovation social media has its own share of advantages and
disadvantages. Schools are adopting technology for pedagogical purposes and introducing social
media into the classrooms. This is a trend that has garnered a lot of support as well as
apprehensions.

Social media has several advantages for students. Social media can enable students to easily
contact each other with regards to school projects and assignments. It is also possible for them to
work on group assignments from the comfort of their own homes. Students that use social media
can also participate more in class. When social media is used in pedagogy, students who have
difficulty in expressing their thoughts in their classrooms can get involved in the learning process.
It will help build these children’s confidence level as well. Social media is also useful for students
when doing homework. Any doubts can be cleared by posting a message through social media.
Any questions that they may have can be asked on a message board and other students can also
benefit from the feedback given by the teacher.

Teachers have many options to share useful links and this benefits the student. Students, teachers
and parents can be on the same page with the help of social media. Sites like Face book help
teachers to stay in touch with parents and let them know about the progress of their children. Along
with the advantages social media also has several disadvantages. Social media can be a distraction
for some students. Students may be distracted from their school work and the teachers will have
no option of knowing which student pays attention. There is always a possibility that the students
will not use social media for educational purposes. They may use social media for their personal
communication.

Students that use social media regularly may lose their ability to engage in face to face
communication. Even if the world is turning to technology, students must know how to
communicate in the real world. Social media websites are becoming notorious for cyber bullying.
This has become an alarming trend. Students may write hurtful messages about other students and
this could scar students for life. Yet another problem with social media is that it is impossible to
know whether students will use the medium in a constructive manner. Students may post
inappropriate content like pornography on social media. This will defeat the purpose of the
medium altogether. Social media is a rather effective way for students to make friends and also to
get their education. At the same time there are certain disadvantages as well. The true challenge
lies in overcoming the disadvantages and ensuring that the advantages create the desired impact.

About the Author

Author: Francisco Brannan Website: http://www.essaysorigin.com

OEB GLOBAL: Experts to Debate the Effect of Social Media on Student Brains
As concern grows about the effects of social media and the Internet on young people, a panel of
experts will discuss whether education institutions should do more to try to persuade students to
get offline and get out more.

Although both the Internet and social media have had a beneficial impact on education in many
areas, increasing access to information, knowledge and opportunity, there are serious concerns
about their psychological impact. Britain’s Royal Society for Public Health (RSPH) recently
published a report, ‘State of Mind,’ which pointed out that “social media... is intrinsically linked
to mental health” and noted that rates of depression and anxiety in the UK have increased by 70
per cent in the past 25 years – at a time when 91 per cent of 16 -24 year olds are now using the
Internet for social networking. The report included a league table of social media platforms
according to their impact on young people’s mental health. It concluded that Instagram and
Snapchat were “the most detrimental...”

“The OEB debate is always both thought-provoking and fun,” says Dr Harold Elletson, who will
be in the chair. “This year’s debate is about a really important subject – the effect of online activity
on young people. About ten years ago, at the height of optimism about the benefits of new ICTs,
we discussed a similar motion and there was little support for the view that the Internet and social
media might have some downsides. Now, I suspect, views have changed significantly and the
debate is likely to be much more evenly balanced. It should be a fascinating discussion. ”
Author: Editorial TeamWebsite: http://edtechreview.in

Importance of Social Media in Education

Social media plays an important role in every student’s life. It is easier and convenient to access
information, provide information and communicate via social media. Teachers and students are
connected to each other and can make good use of these platforms for the working of their
education.
In this conversation with Scott Talan, an assistant professor in the School of Communication at
American University, get insights about the value of social media in teaching.

In a survey by Babson survey research group and Pearson, 4,000 teaching faculty from all
disciplines in higher education, representing U.S. higher education professors, examined both the
personal and professional impacts of social media.

According to the report, key findings were:

 64.4 percent of faculty use social media for their personal lives, 33.8 percent use it for
teaching.
 41 percent for those under age 35 compared to 30 percent for those over age 55 reported
using social media in their teaching.
 Faculty in the Humanities and Arts, Professions and Applied Sciences, and the Social
Sciences use social media at higher rates than those in Natural Sciences, Mathematics and
Computer Science.
 Blogs and wikis are preferred for teaching, while Facebook or LinkedIn are used more for
social and professional connections.
 88 percent of faculty, regardless of discipline, reported using online video in the classroom.

2.3 CONCEPTUAL PARADIGM

2.4 Definition of Terms
 Apps
- App is an abbreviated form of the word “application”
 Software
- The programs and other operating information used by computer
 Social media
- Websites and applications that enable users to create and share content or to
participate in social networking
 Cellphone
- A phone with access to a cellular radio system so it can be used over a wide area
without physical connection to a network
 Computer
- An electronic device for storing and processing data, typically in binary form,
according to instructions given to it in a variable programs

Chapter 3: Methodologies
3.1 Introduction
This chapter presents the method and procedure that was applied in the study. It was
organized under the following sub-headings: research design, sampling frame and procedure,
respondents of the study, research instruments, data gathering procedure, statistical tool, data
analysis.

3.2 Research Design

The research design adopted to the study was a descriptive survey. This design is
considered because it enables the researcher to generate data through the standardized collection
procedures based on highly structured research instrument(s) and well defined study concepts and
related variables.
3.3 Sampling frame and procedure
We use non random sampling

3.4 Respondents of the study

The population in this research are the Grade 10 students in Sandiat national high school.
The total respondents comprised of 117 students.
3.5 Research Instrument
A well-constructed and self-developed questionnaire entitled “The Impact of online
application to the academic performance of the grade 10 students in S.Y. 2018-2019.”
Questionnaire was use to examine the impact of online application to the academic
performance of grade 10 students. The questionnaire was divided into 4 sections (l,ll,lll and lV).
Section l was for the respondents personal data using demographic data. Section ll was for the
frequency in using online application. Section lll is for the students activity in using online
application and Section IV is for the relation of using online applications to the academic
performance.
3.6 Validity of the instrument
The questionnaire was checked by our classmates if there’s a type disorder and then we
submit to our English teacher to also checked the corrections, grammars and for approval before
distributing to the respondents.
3.7 Data gathering procedure
The researcher collected data through the use of questionnaire. The researcher also get the
average grade of the respondents to their advisers using a formal letter. A total of 120 copies of
questionnaire were distributed to the respondents. 104 students answer, but there are 80 students
that have mistake to their answers and 13 students are absent.
3.8 Statistical Tool
Chapter 4: Results & Discussion
4.1 Discussion of Findings

Using Online Applications Frequency Percentage

Cellphone 102 98%

Laptop Computer 21 20%
Ipad 3 2%
Computer Desktop 9 8%
Tablet 13 12%
Table 1. Medium used in using online applications
From Table 1, when respondents were asked what gadgets they used in using online
application, 102 of the respondents representing 98% answered they used Cell Phone while 21
answered they use laptop with the percentage of 20%; 3 answered that they use ipad with the
percentage of 2%; while 9 answered that they use computer desktop representing 8% and last 13
respondents using a tablet representing of 12%. The analysis shows Cellphone got the highest
frequency and percentage with their daily routine.

Connection to the World Wide

Frequency Percentage
Web

Wifi 9 8%
Mobile Data 44 42%
Both Wifi and Mobile Data 53 50%
Table 2. Medium used in connecting to the Internet
In Table 2, respondents identified the type of connection they use in connecting to the
Internet. The frequency of respondents who use Wifi, is 9 with the percentage of 8%; 44
respondents who use Mobile Data equivalent of 42%; both Wifi and Mobile Data have a 53
representing 42%. The further to study this data complicate that among the respondents both
mobile data with Wi-Fi they use it often to open their online applications.
 Time used in Online
Frequency Percentage
Applications in a Day
1-2 hours 32 30%
3-4 hours 34 32%
5-6 hours 20 19%
8 hours and above 20 19%
Table 3. Time used on Online Applications in a Day
In Table 3, respondents identified their time used in Online Applications in a Day. Ranging
from 1-2 hours to 8 hours and above. Respondents showed that 32% of them used Online
Applications, 3 – 4 hours a day. While on 8 hours and above, only showed 19%. Second to the
highest is the 1-2 hours, with 30%.

Online Applications Use Frequency Percentage

Facebook 102 98%

Messenger 97 93%
Instagram 19 18%
Twitter 21 20%
YouTube 88 84%
Google 84 80%
Wikipedia 20 19%
Merriam Webster 28 26%
Mobile legend 34 32%
DOTA 5 4%
Rules of Survival 10 9%
Wattpad 35 33%
Netflix 8 7%
Skype 6 5%
Viber 2 1%
Table 4. Frequency of Online Applications among Students
In Table 4, out of the total respondents of 104, 102 representing 74.2% said they use
Facebook when asked if the use of social media had improved their academic work.

Frequency in Using Online

Average Mean Percentage
APPS
Facebook 11.4833 11%
Messenger 11.27015 10%
Instagram 4.345 4%
Twitter 4.35 4%
 YouTube 10.8 10%
Google 9.78 9%
Wikipedia 5.13 5%
Merriam Webster 6.07 6%
Mobile legend 5.45 5%
DOTA 3.25 3%
Rules of Survival 3.59 3%
Wattpad 5.74 6%
Netflix 3.53 3%
Skype 3.20 3%
Viber 3.04 3%
Table 5. Frequency in Using Online Applications
Respondents gave the following as their favourite social media sites. 11% respond of using
a Facebook with the average mean of 11.4833 apps is messenger, base in the gathered data’s it’s
have a 11.27015 average mean and at the percentage of 10%. A further follow up apps is Instagram
which have the second to the least apps that respondents using with the average mean of 4.345 and
representing 4%. 4.35 average mean of twitter which they rarely using it at the percentage of
4%.When it comes to you tube application has result of 10% with the average mean of 10.8. The
remaining online apps has the low result which it said that they often using Facebook and you tube
than the rest.

Average Mean Percentage

Facebook & Messenger 40.74 39%

Table 6. Usage of Social Media, Facebook and Messenger
The table six have a result of 40.47 average mean respondents who use Facebook and
messenger at the percentage of 39%.At this rate this survey among all the online application that
grade 10 uses is they often open their Facebook and messenger.

Average Mean Percentage

Instagram 8.92 9%
Table 7. Usage of Social Media, Instagram
In our survey it come up that the result was 8.92 using Instagram with representing 9% and
the other application has different results as it.
 Average Mean Percentage

Twitter 9.06 9%
Table 8. Usage of Social Media, Twitter
The table indicates Twitter got 9.06 average mean with the percentage of 9% which is the
same with Instagram.

Average Mean Percentage

YouTube 19.66 20%

Table 9. Usage of Social Media, YouTube
By using a Lickert’s scale we got 19.66 average mean representing 20%.

Average Mean Percentage

Skype and Viber 6.81 7%

Table 10. Usage of Social Media, Skype and Viber
Based on the table, respondents rarely using Skype and Viber. We got this result of 6.81
average mean with the percentage of 7%. This implicates, that 7% of the respondents, either they
don’t use and don’t know about this applications.

Average Mean Percentage

Google, Wiki 25.74 25%

Table 11. Usage of Search Engines Apps
Out of 104 respondents when we asked them whether they use Google and Wikipedia, 25%
are percentage of people are using this apps with the average mean of 25.74.

Average Mean Percentage

Online Games 18.37 18%

Table 12. Usage of Online Games
About using online apps, we knew that many students are playing it. It has 18.37 average
mean represents 18% of the respondents.
 Average Mean Percentage

Wattpad & Netflix 10.26 10%

Table 13. Usage of Entertainment Apps (e.g. Wattpad & Netflix)
10.26 average mean response to the following application with the percentage of 10%. This
comes up that out of all respondents only few are using this app.

Average Mean Percentage

Relation of Online Apps to the

48.09 46%
Lifestyle
Table 14. Relation of Online Apps to the Lifestyle
According to the table 14 the relation of online apps to the lifestyle of each respondents
among them often use online apps by the average mean of 48.09 at the percentage of 46%.It’s
really affects our lifestyle routine because base on it some of them they putting to their first priority
to use their online apps than doing anything else.

Average Mean Percentage

Relation of Online Apps to the

31.59 30%
Study of Students
Table 15. Relation of Online Apps to the Study of Students
This table shows their relation of online apps to the study of the students has a big impact
to their education. Many of them always using the said apps than reading books and reviewing for
the upcoming exam. They enjoyed using this without knowing that they wasting their time facing
to their gadgets.

You can see the differences between the person who use often and person who rarely using
online application. According to the data analysis more of them enjoy and make the online apps
as their daily routine which as result they got average score while the other have average score
because they don’t really want to review or advance reading to their next topic. However their
some respondents often using online apps but they maintain their good high average. Lastly base
on the data there are respondents who rarely using the said apps maybe they have a lost connection
or they don’t know to play the said online games.