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 Figuresviii Chapter 1: THE PROBLEM AND BACKGROUND OF THE STUDY Introduction...1 Conceptual Framework...3 Statement of the Problem...5 Scope and Delimitation6 Significance of the Study.7 Definition of Terms8 Chapter 2: REVIEW OF RELATED LITERATURE Conceptual Literature.11 Research Literature..........14 Justification of the Study.......16 Chapter3: METHODOLOGY Research Design17 Sampling Technique..17 Research Instruments...18 Data Gathering19 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 CLE IV

Mr. Louie Sonny D. Rivera 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 users 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 commentsusers 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

Social
Th

Interpersonal 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 persons 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 cant express his emotions that results to an unhealthy relationship with other people. There are also times that social networking sites dont 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 SNSs. 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 SNSs 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 SNSs affect the interpersonal relationship of students. Social Networking Sites Developers. The result of this study will make the developers of different SNSs aware of the influences of the SNSs 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 students social activities especially with regards of using social networking sites. In line with this, teachers, as students 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 childs 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 adults 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, its 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 users 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. Matsubas 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. Its also been found that time spent online and positive views of the internet lead to a more favorable view of online romantic

relationships. Therefore, theres 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 users 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 persons 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 respondents 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:

f P = ------- x 100 % N

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 First Year Second Year Frequency 61 75 Percentage 25.52 31.38

Third Year Fourth Year TOTAL

43 60 239

17.99 25.10 100.00

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 12 13 14 15 16 TOTAL Frequency 25 70 54 49 41 239 Percentage 10.46 29.29 22.59 20.50 17.15 100.00

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 Male Female TOTAL Frequency 112 127 239 Percentage 46.86 53.14 100.00

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

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

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 Respondents Purpose of Using SNS Purpose Keeping in Touch with family Keeping in Touch with friends To meet new people Just for fun and entertainment To be in because it's popular nowadays Others TOTAL Frequency 25 76 18 117 2 1 239 Percentage 10.46 31.80 7.53 48.95 0.84 0.42 100.00

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

1000+ TOTAL

14 239

5.86 100.00

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

10. You enjoy having time with your family. MEAN SCORE

3 2.93

Often 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 1. You want to interact more with your friends because of SNS. 2. You can relate to your friends since you use SNS that they also use. 3. SNS makes you in good terms with your friends. MEAN 3 3 3 INTERPRETATION Often Often Often

4. You always want to keep in touch with your friends. 5. Social networking sites help you much better in terms of communicating with your friends. 6. You prefer to spend more time with your friends like hanging-out with them. 7. You express yourself more with your friends in social networking sites. 8. You are open with your friends. 9. Youre ready to help when your friends need you. 10. You enjoy spending time with your friends. MEAN SCORE

3 3 3 3 3 3 3.25 3.03

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

MEAN 2 3 3 2 2 2.5 2 2 3 3 2.45

INTERPRETATION Sometimes Often Often Sometimes Sometimes Sometimes Sometimes Sometimes Often Often 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 1. You ignore friend requests from people you dont know. 2. You block people that are suspicious. 3. You are cautious to people that you meet in SNS. 4. You make your contact number and address visible only to your friends. 5. You delete comments or posts from other people that you dont know but are added in your friends list. 6. You only share limited information about yourself on your profile. 7. You make your profile visible only to your friends. 8. You visit profiles of people added in your list but you do not know. 9. You post comments to people you dont know but are added to your list. 10. You send friend requests to people you do not know. MEAN SCORE MEAN 2.25 2 2.75 3 2 3 3 2 2 1.75 2.38 INTERPRETATION Sometimes Sometimes Often Often Sometimes Often Often Sometimes Sometimes Sometimes 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 dont know (2.25); block people that are suspicious (2); delete comments or posts from other people that they dont know but added in their friends list(2); visit profiles of people added in their list but they dont know (2); comments to people they dont but added in their list (2); send friends requests to people they dont 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 Respondents 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 Respondents 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 Respondents 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 dont know (2.25); block people that are suspicious (2); delete comments or posts from other people that they dont know but added in their friends list(2); visit profiles of people added in their list but they dont know (2); comments to people they dont but added in their list (2); send friends requests to people they dont 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. Everyones connected. Crossroads, 5, 4-5.

CURRICILUM VITAE

Blk. 61 Lot 2 Ph. 2 CHRV Dasmarias, 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 Student Teacher Participant Apostle look a Like Contest 1st Place Math Quiz Bee Member Varsity Club Playing Chess Playing Computer Games Reading Books Pre-School Level Queen of Hearts Montessori Immaculate Conception Academy

UP Angkan Rogationist College Rogationist College St. Jude Academy Rogationist College

Year 2009 Year 2009 Year 2007 Year 2004 Year 2006-2010

IV. Interests

V. Education

Year 1997-1998 Year 1998-2000 Year 2000-2001 Year 2001-2003 Year 2003-2006 Year 2006-2010 Rogationist College

Elementary Level Immaculate Conception Academy Mary Help of Christians Montessori St. Jude Academy of Dasmarias High School Level Rogationist College Mrs. Nerissa Calimag

VI. References

Principal

Mrs. Belinda Macalindong Mrs. Winiebel Mojica Mrs. Renita Marasigan Mr. Anthony Batuto Mr. Cesar M. Lago

1st yr. Adviser 2nd yr. Adviser 3rd yr. Adviser 4th yr. Adviser Guidance Counselor

Rogationist College Rogationist College Rogationist College Rogationist College 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 (3rd Qtr. St. Michael) 2nd Place Diligence Rogationist College (3rd Qtr. St. Michael) 1st Place Diligence Rogationist College (2nd Qtr. St. Francis Xavier)

Year 2007 Year 2007 Year 2008

III. Activities IV. Interests

Member Sports Club Vice President Math Club Playing Badminton Surfing the Net Watching Movies Reading Books

Rogationist College Rogationist College

Year 2006-2009 Year 2009-2010

V. Education

Pre-School Level Father Michael Donoher Memorial School Elementary Level Father Michael Donoher Memorial School High School Level Rogationist College

Year 1997-1999 Year 1999-2006 Year 2006-2010

VI. References

Mrs. Nerissa Calimag Mr. Allan Alovera Mrs. Winiebel Mojica Mrs. Renita Marasigan Mr. Anthony Batuto Mr. Cesar M. Lago

Principal 1st yr. Adviser 2nd yr. Adviser 3rd yr. Adviser 4th yr. Adviser Guidance Counselor

Rogationist College Rogationist College Rogationist College Rogationist College Rogationist College Rogationist College

Jerremiah Josh R. Rementilla

176 Sampaloc 2, Bucal Dasmarias, Cavite (046) 432-12-05 joshrementilla@yahoo.com jjrementilla@gmail.com

I. Profile Age: 16 Birthdate: October 29, 1993 Citizenship: Filipino Father: Gerry G. Rementilla Mother: Jesusa R. Rementilla Blog: joshirobeats.wordpress.com II. Skills Basic Basic Basic Basic Basic Basic

Gender: Male Birthplace: DLSU Medical Center Dasmarias Civil Status: Single Occupation: Self-Employed Occupation: Self-Employed

Knowledge in Analytic Geometry and Calculus Skills in Computer Programming (C and Visual BASIC) Skills in Food Trades Skills in Graphic Arts Skills in Video Editing Skills in Photo Editing

III. Educational Background LEVEL Elementary High School SCHOOL Silang Central School Rogationist College YEAR 2000-2006 2006-2010

IV. Clubs/Organizations/Affiliations POSITION Board Member Member Junior Staffer Layout Head Senior Staffer Admin/Founder ORGANIZATION Student Council Computer Club FORUM FORUM FORUM Kimi ni Todoke Society YEAR 2004-2005 2006-2007 2007-2008 2008-2009 2009-2010 2009-Present

V. Honors/Awards Received HONOR/AWARD 1st Place Blockbuster Competition st 1 Place Blockbuster Competition 1st Place Blockbuster Competition st 1 Place Poster Making Contest ORGANIZATION Rogationist College Rogationist College Rogationist College Rogationist College YEAR 2007 2008 2009 2008

1st Place Poster Making Contest st 1 Place in Conduct (1st Quarter)

1st Place in Diligence (2nd Quarter) rd 3 Place in Academics (1st Quarter) st 1 Place in Academics (2nd Quarter) st 1 Place in Academics (3rd Quarter) st 1 Place in Academics (4th Quarter)

Rogationist College Rogationist College Rogationist College Rogationist College Rogationist College Rogationist College Rogationist College

2009 2006 2007 2007 2007 2007 2007

VI. Seminars/Workshop/Training SEMINAR/WORKSHOP Campus Journalism Seminar Workshop VII. Character Reference NAME Mrs. Nerissa S.J. Calimag Mr. Anthony F. Batuto Mr. Cesar M. Lago Mrs. Emelita R. Zamora POSITION School Principal Adviser/Science Teacher Guidance Counselor FORUM Club Moderator COMPANY NAME Rogationist College Rogationist College Rogationist College Rogationist College INSTITUTION/VENUE La Sallette YEAR 2008