CHAPTER I

THE STUDY AND ITS BACKGROUND

Rationale

Addiction to the internet appears contrary to academic performance (Jeong, 2005).

It can cause social isolation and unable to keep their schedules in doing essential tasks

because they tend to spend a lot more time chatting, browsing, or gaming instead of doing

the tasks they should suppose to do.

They are influencing the modern era of technology, students' derived from the

advantage of making one's work efficient and faster progress. In contrast, due to excessive

usage of the internet lead to addiction. They are resulting in skipping of classes, less

productivity, and loss of money. The researchers decided to examine the correlation of the

addiction to the use of the internet and its impact on the learner's academic performance

(Yellowless, 2007).

Based on the study of Patel et al. (2018), 83% of samples are moderately addicted,

and 17% of samples are severely addicted to the internet, internationally. In terms of their

academic performance, 80% of samples are the average academic performance, while 20%

of samples are poor.

This research aims to address the correlation between internet addiction to the

students' academic performance. Also, it shows if addiction to the internet somehow affects

the grades of a senior high school student. As the country effectuates the K to 12 curricula,

the researchers agreed to have senior high school students at the University of Cebu Main

Campus Senior Highschool Department Building.

This chapter presents the theoretical framework that formulates the explanation,

prediction, and to understand phenomena. It introduces and describes the theory that

explains why the research problem under study exists.

This study is anchored on Gratification Theory by Jay J. Blumber (1979).

Gratification theory surmises deals with conceptual conflicts. Issues are the following;

nature of the audience needs and uses of social origins of media, an interest shared with

popular culture in perceptions and cognitions about media content. This study will focus

on the issues on the Gratification Theory finds a correlation between internet addiction and

academic performance when it comes to gratification, and experience or skills. Besides,

literate individuals in the computer are most likely to engage in interaction online relating

to social interaction, which had positive effects on attitude (Ko et al., 2005).

To link to our study, the gratification theory specifies the standards in dealing usage

of internet resulting addiction. The correlating academic purpose for obtaining data from a

task can influence other symptoms such as internet gambling, online shopping, and misuse

of information. This theory provides a conclusion to correlate internet addiction in the

academic performance of the student.

In support of the first theory, Social Learning Theory by Albert Bandura and

Richard Walter (1977) stated that learning could be acquired through observing the

behavior of others. With assumption, it is believed that responses are changed by being

informative, strengthening capabilities. Besides, it is strongly believed that academics are

influenced by technology advantage considering the feelings of restlessness, moodiness,

dependence on the usage of the internet negatively (Chake & Leung, 2004; as cited by

Ahmet & Murat, 2010).

Figure 1: Theoretical Framework

Statement of the Problem

This study aims to find the relationship between internet addiction and academic

performance at the University of Cebu Main Campus Senior Highschool Department

Building, S.Y: 2019-2020.

The pursuance of this study is guided by the following:

1. What is the respondent’s level of internet addiction?

2. What is the level of respondent’s academic performance?

3. Is there a significant relationship between the level of internet addiction

and the level of academic performance?

At 0.05 level of significance, the following hypothesis is tested:

H₀: There is no significant relationship between internet addiction and academic

performance.

Scope and Delimitation

This study focused mainly on internet addiction and the academic performance of

students at the University of Cebu Senior High School Department Year 2019-2020.

This study aims to examine academic performance and internet addiction.

Academic needs are influenced by modern technology called "internet". The study is

limited for students of the University of Cebu SHS Campus. Also, this study uses IAA

(Internet Addiction Assessment) Questionnaire to develop valid measures and reliable

results of a learner to addiction on the internet. Moreover, the study will focus on the

significant effects of internet addiction to academic performance. The study values the

respondents' anonymity and is given a consent form to be signed.

The study was limited to the Grade 12 CSS students of the University of Cebu Main

Campus Senior High School Department with their average grade for S.Y.: 2018-2019.

Significance of the Study

This study will be a significant endeavor in correlation with academic performance

to internet addiction. Furthermore, the study could be of advantageous and beneficial to the

following entities:
 Students. This study will provide information regarding the effects of internet

addiction on the academic performance of a student. The result of the study will enable

students to improve their academic performance. This will foster new ways of time

management. The gathered data will also help students' academic performance, boost in

power, and reduce risky behaviors.

Parents. The result of the study will help the parents monitor the usage of their

children towards the internet since they already know that there are beneficial or adverse

effects when it is used abusively.

Researchers. The researchers' objective is to improve educational services relating

to the study. Also, they would indicate the significant effect of internet addiction to the

learner in building awareness. Along with the method, researchers gain new processes,

learning, and can create a solution to the problem to the modern generation of learners.

Future Researchers. The present researchers can use this study to support their

claims to pass on the document for the next researchers who a3cre willing to develop the

significance of the investigation for future improvements or changes.

To understand and avoid misinterpretation applied to the context of the study. These

are the following words with the description:

Academic Performance. This describes the GPA of a student in the first semester

in order to measure students' educational attainment (Shelton & Pedersen, 2016).

Internet. A network of computers interconnected all over the world, which works

as a postal system, only at sub-second speeds (Fleisch, 2010).

Internet Addiction. It is referred to as a mental condition distinguished by

unnecessary use of the internet caused by academic use, entertainment, and leisure

(Techopedia, n.d.).
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter shows the related literature and studies about internet addiction and its

correlation to academic performance among students that play a significant role as a source

of information during the conduct of the study.

Related Literature

Internet Addiction. Internet addiction is defined as excessive control or urges

regarding usage of internet access that leads to discomfort or impairment. It induces

psychological, social, school, and work difficulties in a person's life (Chou and Hsiao,

2000). Internet addiction leads to adverse outcomes at work, school, or personal

relationships to escape from one's problem correlating with academic failure or gain

(Davis, 2001 as cited by Shaw 2008).

On the contrary, to the extent of the internet advantage brings dilemmas in

particular and improper usage of the internet resulting in negativity affecting social life

(Odacı & Kalkan, 2010). Problematic internet use leads to postponement of tasks in an

unrealistic manner caused by remaining online for an extended period without being aware

(Lay, 1988).

Based on the journal from Akhtar and Khan (2019), internet addiction adversely

affects one's physical health, family life, and academics. Conflicts made by internet

addiction affecting academics include the decline in study habits, a significant drop in

grades, missing classes, increased risk of being placed on academic probation, and poor

integration in extracurricular activities. They are resulting in psychological distress (e.g.,

loneliness, anxiety, and social isolation). Besides, young internet users ages 19 to 24 were

prone to becoming internet addicts than older users. (Soule et al., 2013; Thatcher and

Gooloman, 2005) suggested that university students' critical time in both social and

emotional development is a potential risk group for internet dependence (Odacı & Kalkan,

2010).

Academic Performance. Academic performance is defined by students' GPA for

the current semester to measure the educational attainment of the student (Shelton &

Pedersen, 2016). Additionally, staying online in more time for educational purposes and

searching, they get prone to depressive manifestations are perceived. Social interaction

decreased as well as psychological well-being is affected negatively and becomes

problematic, pointing out verbal and academic functions (Morgan & Cotten, 2003; Weiser,

2001; Simkova & Cincera, 2004; Beard, 2002 as cited by Esen, 2010).

The study Mishra et al. (2014) aimed to examine the degree to which the students

are addicted to Internet usage and the impact of Internet addiction (IA) on their academic

success. Results show that there is an inverse relationship between the degree of Internet

addiction and academic success. The findings are encouraging, considering there is little

research in this area of Internet addiction and academic impacts.

Usman et al. (2015) aimed to identify the relationship between internet addiction

and academic performance among foreign undergraduate students in Universiti Teknologi

Malaysia. The study also identified the differences in internet addiction in terms of gender

and country of origin. The data collected were analyzed using SPSS. The results of this

study suggested several implications for students and the university. The results of Pearson
correlation, which indicated that there is no significant relationship between internet

addiction and academic achievement, justify that the effects of internet addiction on

students' academic performance are not at a critical level.

Based on the related literature gathered, the researchers concluded that it is not only

the academic performance that has been affected, but also there are factors like physical

health, family life, and social life. In line with this study it shows that they are experiencing

psychological distress.

Related Study

This chapter discusses the related study being presented that correlates with the

study.

Students in GC University Lahore, Pakistan was being investigated in which 200

undergraduates resulted from over-usage in internet cause a major problem to students in

academic and physical problems (Suhail & Bargees, 2006)

Based on the study of Young (1997), on pathological internet use, stated that chat

rooms are utilized to interact with oneself and collaborate data for academic purposes. It

showed that mechanism to seek out social support. Resulting in repressed personality traits

and heighten their experience. Besides, it reduces loneliness, improved self-esteem, and

euphoria, which acted as a positive pillar due to excessive use of the internet.

Based on the study of Patel et al. (2018), it aims to identify the correlation between

internet addiction and academic performance in students of Sumandeep Nursing College.

The result showed that 83% of samples are moderately addicted, and 17% of samples are

severely addicted to the internet. Moreover, their academic performances are 80% of
samples having average academic performance, and 20% of samples are having poor

academic performance. Pearson’s correlation coefficient is (−0.260643189) this show that

there is a moderately negative correlation between two variable in this one variable is

increased (x), and it affects another variable is decreased (y). In their study, internet

addiction moderately negative affected students’ academic performance of the UG students

of Sumandeep Nursing College.

Based on the study of Ghulami et al. (2018) evaluates the relationship between

Internet addiction and academic performance among students of eight Afghan universities.

The results indicated that statistically, there is a significant correlation between Internet

addiction and academic performance. Results also indicated that statistically, there were

significant differences between Internet addictions in terms of demographic characteristics.

Based on the study of Turel and Turaman(2015) states that the relationship between

the Internet addiction level of secondary school students and their academic performance.

The result shows that Internet addiction had an effect on the academic achievements of

students. It was found that as the academic success of the students deemed academically

successful (45 and up in terms of grades) increases, their Internet addiction averages

decrease.

Based on all related studies gathered, the researchers concluded that the utilization

of the internet reduces the stress, loneliness, and anxiety of a student. It was also found that

internet addiction has a negative effect on their academic performance.

RESEARCH METHODOLOGY

This chapter presents a description of the research design selection and description

respondent, research instruments, data collection procedure and statistical treatments used.

Research Design

This study utilized correlational research designs because it distinguishes between

academic performance and internet addiction of the CSS students also examine the relation

of these two variables. Besides, a correlational research design is a non-experimental

research method that recognizes and evaluates the analytical relationship of two variables

with the absence of influence from any other variable (Bhat, n.d.). Correlational research

design is in which the researchers seek the limitation of the variables where a factor

changes the other variable (Creswell, 2009).

Research Locale

The study was conducted in the University of Cebu Main Campus Senior

Highschool Department located at J. Alcantara St., Sambag Uno, Cebu City, Cebu,

Philippines. The University of Cebu Main Campus Senior Highschool Department is a

learning institution that offers programs in a variety of strands in Senior High School. The

strands are STEM (Science Technology Engineering and Mathematics), ABM

(Accountancy, Business, and Management), HUMSS (Humanities and Social Sciences),

Arts and Design, and Technical Vocational (Computer System Services, Travel Service,

and Cookery).
 Its vision is to “democratized quality education, be the visionary and industry

leader, and give hope and transform lives”. Its mission is to offer affordable and quality

education responsive to the demands of local and international communities. The

foundation promotes the core values "ICARE" which stands for Innovation, Camaraderie,

Alignment, Respect, and Excellence. The place is proper for the research as it has an ample

number of students suitable for this study.

Research Respondents

The researchers chose the Grade 12 Senior High School CSS students of University

of Cebu Main Campus Senior Highschool Department as the respondents of the study.

They were composed of one hundred thirty (130). The respondents were selected randomly

from the CSS specialization. This study uses Calmorin’s formula to utilize scientific

sampling (Calmorin & Calmorin, 2003).

Research Instrument

The instrument utilized in this study is a structured questionnaire. This type of

questionnaire provides predicted answers (Cristobal and De La Cruz-Cristobal, pp. 161-

162). This study uses the Likert Scale which consists of declarative statements and

indicates how frequent the statement is applied. The type of question used is Coding type

entails the assigned indefinite frequency.

In measuring the first variable which focuses on internet addiction, a questionnaire

was provided that was entitled “Internet Addiction Test (IAT)” by Dr. Kimberly Young.

On the other hand, in measuring the second variable which focuses on the academic

performance, grades of the students are used as an instrument.

In collecting the data, the first thing that the researcher did was securing a

transmittal letter sent to the Senior High School Principal for the approval of conducting

the study. After the approval, the researchers started surveying by giving out questionnaires

to 130 12 CSS students of the University of Cebu Senior High School Department.

Data Analysis

After collecting data, researchers analyzed the data using Pearson product-moment

coefficient of correlation. The Pearson correlation is used to measure the strength and

direction of the linear relationship between two variables (Bolboaca & Jäntschi, 2006).

Besides, Pearson correlation applied to index the relationship of the internet addiction and

academic performance. Descriptive statistics were used in depicting, describing, and

measuring the frequency of internet addictions towards academic performance. Data tallied

through the use of SPSS software and determine the condition of nul hypothesis with mean

and standard deviation. In analyzing the results, frequency is used in determining the

repeating occurrence. Also, percentage measures the ratio and function of each respondents

taking survey.
 CHAPTER 4

FINDINGS, ANALYSIS, & INTERPRETATION OF DATA

This chapter oversaw the presentation, analysis, and interpretation of

findings gathered by the researchers. This study aims to find the relationship between

internet addiction and academic performance at the University of Cebu Main Campus.

Existing data were analyzed and documents were studied to answer the questions

communicated in the statement of the problem. These are presented in tables following the

analytical procedures arranged according to the sequence of specific questions.

Internet Addiction

The table below presents the level of internet addiction among the

respondents using the mean and the standard deviation as the statistical tool in analyzing

the collected data.

Descriptive Statistics

Std. Interpretation
Mean
Deviation
1. How often do you find that you stay online longer than you
3.2769 1.22642 Average
intended?
16. How often do you find yourself saying “just a few more minutes”
3.1308 1.27217 Average
when online?
14. How often do you lose sleep due to late-night log-ins? 3.0923 1.37218 Average
17. How often do you try to cut down the amount of time you spend
2.9923 1.17134 Average
online?
7. How often do you check your email before something else that you
2.9846 1.09250 Average
need to do?
12. How often do you fear that life without the internet would be
2.9846 1.26359 Average
boring, empty, and joyless?
5. How often do others in your life complain to you about the amount of
2.9385 1.15305 Average
time you spend online?
11. How often do you find yourself anticipating when you will go
2.9308 1.12193 Average
online again?
4. How do you form new relationship with fellow online users? 2.9231 1.20474 Average
15. How often do you feel preoccupied with the internet when offline,
2.9077 1.23543 Average
or fantasize about being online?
9. How often do you become defensive or secretive when anyone asks
2.8846 1.17225 Average
you what you do online?
3. How often do you prefer the excitement of the internet intimacy
2.8846 1.26144 Average
with your partner?
10. How often do you block out disturbing thoughts about your life
2.7769 1.09449 Average
with soothing thoughts of the internet?
2. How often do you neglect household chores to spend more time
2.7769 1.10155 Average
online?
8. How often does your job performance or productivity suffer
2.7692 1.17162 Average
because of the internet?
6. How often do your grades or school works suffers because of the
2.6923 1.18679 Average
amount of time you spend online?
13. How often do you snap, yell, or act annoyed if someone bothers
2.6385 1.22001 Average
you while you are online?
Average
Total 2.9167 1.22727
Legend: 4.21-5.00 (Very High); 3.41-4.20 (High); 2.61-3.40 (Average); 1.81-2.60 (Low); 1-1.80 (Very Low)
 Table 1 shows that the respondents were grouped into 5 categories: always,

often, frequently, occasionally, rarely. The respondents indicated that they rarely stay

online longer than they intended with the highest mean (3.2769). The respondents indicated

that they snap, yell, or act annoyed if someone bothers them while they are online with the

lowest mean of (2.6385).

In addition to Descriptive analysis, an inferential analysis was also conducted

to test the hypothesis of the study. The techniques applied were Likert Scale and

Pearson correlation.

Level of Academic Performance of the respondents

ACADEMIC_PERFORMANCE
Range Frequency Percent Description
90 – 100 21 16.2 Outstanding
85 – 89 79 60.8 Very Satisfactory
80 – 84 27 20.8 Satisfactory
75 -79 1 .8 Fairly Satisfactory
Below 75 2 1.5 Did Not Meet Expectations
130 100.0 Total

All in all, there are 130 respondents, but only 128 are valid, and 2 have

inappropriate answers.

As shown in the second table, 60.8% of the participant had a very satisfactory result

based on their academic grade (85 – 89), 20.8% had a satisfactory result (80 – 84), 16.2%

had an outstanding result (90 – 100), while 1.5% had not met the expectations (below 75)

and .8% had a fairly satisfactory outcome (75 -79). The result shows that in terms of their

academic performance, the respondents have a very satisfactory result.

According to Al Zoubi and Younes (2015), stated that many factors affecting the

low academic achievement of students, for instance, by using traditional methods rather
than using modern teaching methods in teaching. Also, the relationship between teachers

and students that establish a non-respectful teaching environment that contributes to the

lack of students’ acceptance of the entire learning process.

Table 3
Internet Addiction and Academic Performance

r- p- Decision on Interpretation
value value H₀
Internet_Addiction
-.049 .583 Accept H₀ Not Significant
Academic_Performance

Presented on the table above is Pearson’s r correlation analysis that was computed

to investigate the bivariate relationship among two variables: internet addiction and

academic performance. As shown in table 3, internet addiction and academic performance

had no significant relation of p = 0.853 (r = -0.049) consecutively.

It was speculated on the basis of existing literature that internet addiction would have a n

egative impact on the students ' academic performance. Being a student, one can hardly

live without exams, assignments, group projects, various extra-curriculum activities, etc.

whether a student can have good academic achievement greatly depends on the student’s

health, his/her time management for every school work, as well as how hard he/she works.

There are some researches showing that the Internet can distract students from their study

(Barber, 1997; Brady, 1996; Young 1998).

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter includes a summary of the research presented, and findings of the

study were discussed and interpret.

Summary of Findings

The findings of this study are summarized as follows:

1. Most of the respondent’s level of internet addiction is occasional.

2. Most of the respondents have a very satisfactory academic performance based

on their previous grades using the DepEd K to 12 Grading System.

3. There is no significant relationship between the level of internet addiction and

the level of academic performance of the respondents.

Conclusion

Based on the findings of the study, the researchers have concluded that there is no

significant relationship between internet addiction and academic performance among the

Grade 12 CSS students of the University of Cebu-Senior High School. Most of the students

utilize their usage of the internet occasionally.

Recommendations

Based on the findings and conclusions of this study, the researchers recommended

the following:

1. The researchers recommend to conduct seminars for student’s awareness of

internet addiction.
2. The researchers recommend to use online classes or online classrooms such as

Edmodo, Google classroom etc., for the convenience of the students.

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