COLUMBAN COLLEGE, INC.

#1 Mt. Apo St., New Asinan, Olongapo City, Philippines 2200

Tel. Nos. (047) 222-3329, 224-1581-82; Fax No. (047) 222-7782
SENIOR HIGH SCHOOL, BASIC EDUCATION DEPARTMENT
Internship, internship abroad, hospitality
management, qualitative-phenomenology, Columban
College, Inc.
ADDICTION TO SOCIAL MEDIA: A QUALITATIVE STUDY ON ITS EFFECT TO
SENIOR HIGH SCHOOL STUDENTS
Marian River, Bingbong Dantes, Pekto Topacio, Barbie Fokaleza, Waks Roberto
Columban College, Inc., Olongapo City, Philippines

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Abstract-

 This is synopsis/summary of the entire study.

 To be written after the findings were analyzed
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and conclusions/recommendations were drawn.
 Composed of 150 – 300 words. INTRODUCTION
 Parts: (1) One to two-sentence introduction; (2)
One sentence to give the overall objective of the  Provide background of the study.
study; (3) One to two-sentence discussion of the
summary of the methodology which includes the
 Define/describe the main concept
research design used, sampling technique used,  Provide in-text citations (review of related
number of respondents and data gathering literature)
procedures; (4) Important findings revealed by
the study  Cite at least 5 related studies done in
 Keywords (4 to 6 keywords) must contain global/international setting (example:
important concepts/terms in the title and USA, Europe, Canada, Australia, etc.)
important variables in the problem and analysis  Cite at least 5 related studies done in
identified, and the research design used,
ASEAN/Asian setting (example:
Agency/Organization/Company
Singapore, Malaysia, Brunei, India,
SEE SAMPLE THAT FOLLOWS Thailand, China, etc.)
 Cite at least 5 related studies done in
Internship is part of hospitality management Philippine or local setting
curriculum that aims to provide actual work-
experience among students who have just graduated  Discuss the gap identified. What is it in this
from the program. This research determined the lived research that makes it different from the
practicum experiences of Hotel and Restaurant literature that have been cited? What is lacking in
Management students of Columban College who had
the literature reviewed which this research is
their internship in the United States of America. The
phenomenological design of qualitative research with trying to look at in this study?
narrative analysis was used and data were gathered  Provide the overall objective/rationale of the
through in-depth interview, document analysis and study. What motivated researcher/s in exploring
focus group discussion of eight (8) purposively the topic? Cite cases/situations/perceived
selected participants. problems that led to conceptualize the topic.
Data were thematically analyzed to describe their  Overall significance/importance/worth of the
lived experiences in their practicum abroad. Results study may be included.
show that they have experienced (1) deprivation of
rights and discrimination, (2) enhanced self-esteem
and independence, (3) support of significant others, THE LITERATURE REVIEW
(4) being challenged, determined and focused to ▪A literature review surveys books, scholarly articles,
work; and (5) positivism. Problems were also and any other sources relevant to a particular issue,
identified based on their experiences and need to be
area of research, or theory, and by so doing, provides a
addressed by the partner agencies and school
authorities. description, summary, and critical evaluation of these
works in relation to the research problem being
investigated.
Keywords:

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▪Literature reviews are designed to provide an  Avoid contracting words. Use “they are”
overview of sources you have explored while instead of “they’re”, “do not” instead of “don’t”,
researching a particular topic and to demonstrate to etc.
your readers how your research fits within a larger  Do not highlight nor underline words.
field of study.  Never start a sentence by Arabic numerals. For
example, “Twenty (20) cases of cyberbullying
■Importance of a Good Literature Review was recorded…” not “20 cases of cyberbullying
▪A literature review may consist of simply a summary was recorded…”
of key sources, but in the social sciences, a literature  Do not copy directly from a source for in-text
review usually has an organizational pattern and citation. Paraphrase, restate in your own
combines both summary and synthesis, often within words without changing the idea, use
specific conceptual categories. synonyms to replace terms, and re-word by
▪A summary is a recap of the important information of changing active voice to passive voice, or vice
the source, but a synthesis is a re-organization, or a versa.
reshuffling, of that information in a way that informs  Use of direct quote must be avoided. But if it
how you are planning to investigate a research cannot be avoided, limit direct quote to a single
problem. sentence. Do not quote an entire paragraph
▪The analytical features of a literature review might: from a source.
♧Give a new interpretation of old material or combine
new with old interpretations,
♧Trace the intellectual progression of the field, SEE SAMPLE THAT FOLLOWS:
including major debates,
♧Depending on the situation, evaluate the sources and Constructivism is an epistemology, a learning or
advise the reader on the most pertinent or relevant meaning-making theory, that offers an explanation of
research, or the nature of knowledge and how human beings learn.
It maintains that individuals create or construct their
♧Usually in the conclusion of a literature review,
own new understandings or knowledge through the
identify where gaps exist in how a problem has been
interaction of what they already know and believe and
researched to date.
the ideas, events, and activities with which they come in
contact (Cannella & Reiff, 1994; Richardson, 1997).
■The purpose of a literature review is to:
Knowledge is acquired through involvement with
▪Place each work in the context of its contribution to
content instead of imitation or repetition (Kroll &
understanding the research problem being studied.
LaBoskey, 1996).
▪Describe the relationship of each work to the others
Learning activities in constructivist settings are
under consideration.
characterized by active engagement, inquiry, problem
▪Identify new ways to interpret prior research.
solving, and collaboration with others. Rather than a
▪Reveal any gaps that exist in the literature.
dispenser of knowledge, the teacher is a guide,
▪Resolve conflicts amongst seemingly contradictory
facilitator, and co-explorer who encourages learners to
previous studies.
question, challenge, and formulate their own ideas,
▪Identify areas of prior scholarship to prevent
opinions, and conclusions. "Correct" answers and single
duplication of effort. Point the way in fulfilling a need
interpretations are de-emphasized. As an approach to
for additional research.
teaching, constructivism may be examined as much for
▪Locate your own research within the context of
what it is NOT as for what it is. It challenges what
existing literature [very important].
Oldfather, Bonds, and Bray (1994) characterize as the
default mode in education--an empiricist/reductionist
Other things to consider in writing the Introduction:
approach to teaching and learning. They cite Freire who
 Do not use 1st and 2nd Person Pronouns. Do not
considers this approach to be a "banking" model--the
use: I, we, you, us, yours
teacher fills students with deposits of information
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considered by the teacher to be true knowledge, and quality (both in producing the product and providing
the students store these deposits, intact, until needed. services) as major component in the operation. The
Cannella & Reiff (1994) label these traditional models business should continuously improve its operation in
didactic, memory-oriented transmission models. order to satisfy all the consumers/users.
Constructivists generally maintain that when Customers will be satisfied with the services that
information is acquired through transmission models, it have been provided if the services are in accordance
is not always well integrated with prior knowledge and with what they expected. So the service that fulfill the
is often accessed and articulated only for formal customers expectation will give a positive influence on
academic occasions such as exams (Richardson, 1997). customer’s satisfaction and so does the other way
Constructivist approaches, in contrast, are regarded as (Kotler, 2012). He said that "Customers will be satisfied
producing greater internalization and deeper with the services that provided if the services provided
understanding than traditional methods. are in accordance with what he had hoped. So the
While there are commonly accepted attributes of service that customers expect to be a positive influence
constructivism, there are also different interpretations on customer’s satisfaction and so does the other way."
of it. Vadeboncoeur (1997) identifies three significant In addition to supporting the theory of Kotler,
strands within these interpretations--Piagetian, Retnowati (2009) which states that the quality of
sociocultural, and emancipatory constructivism-- service has an influence on customer’s satisfaction and
strands differentiated primarily by (1) the subject of results to customer loyalty.
study, (2) views about how cognitive forms develop, Parasuraman, Berry and Zeithaml (1988)
and (3) "the liberatory power of the pedagogical categorized service quality into five dimensions
approaches derived" (p. 22). In general, two broad namely: reliability, tangibles, responsiveness,
interpretations can be found among contemporary assurance, empathy.
educators--psychological constructivism, most notably
articulated by Piaget, and social constructivism, According to Marimon, Yaya, Fa (2012), in internet
associated with Vygotsky. Two major issues shape banking there also exists a direct relationship between
these interpretations: (1) education for individual service quality and customer loyalty.
development versus education for social Korauš (2011) states that loyalty is a state of mind
transformation and (2) the degree of influence that and an emotional attitude of a customer towards
social context has on individual cognitive development products and services; it is also a rational assessment of
(Richardson, 1997; Vadeboncoeur, 1997). previous experience with the business relationship.
Fraering and Minor (2013) indicate that understanding
of customer loyalty requires an understanding of the
Framework of the Study client’s satisfaction in the first place. Their research is
 Discuss the theories, important concepts devoted to the relationship between satisfaction and
and/or legal bases of the study. customer loyalty. Baumann, Elliott and Burton (2012)
 Present the model/paradigm of the conceptual investigated loyalty of banks’ customers on the basis of
framework showing the interactions/ overall satisfaction, emotional attitudes towards the
interrelatedness of the major variables bank, service quality, perception of the market situation
identified in the research (costs and benefits of change) and on the
 Short discussion of the paradigm must be characteristics of customers
included. Figure 1 shows the interplay of the different
 Include in-text citations variables affecting expectations where expected
outcomes are improved bank services that results to
SEE SAMPLE THAT FOLLOWS: bank client’s loyalty.

This study is based primarily on the concepts of

quality service and continuous improvement. Any
business could not succeed if it does not consider
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 2. To what extent do administrators use behavior data
to improve student success in school and in society?
3. What do administrators perceive it would take to
enhance the effectiveness of their current efforts to
improve students’ success in school and society?
FIGURE 1. Conceptual Framework
Research Objectives

The researcher hopes to develop the following research

objectives:

1. To examine the impact which unemployment can

have on an individual from a psychological and
monetary perspective;
2. To examine the role which work plays in an
individuals life;
3. To identify the key researchers to date on the
psychological affects of unemployment on the
individual;
4. To explore the different attitudes and experiences of
unemployment;
5. To determine how individuals cope with the
transition to unemployment.

METHODOLOGY
A. Research Design
Research Questions/Objective of the Study
 In the Research Design, discuss the specific
 Research Questions are written in approach/method/design used in the study.
interrogative form. (Example: qualitative-case study, qualitative-
 Research Objectives are written in declarative phenomenological, quantitative descriptive-
form. survey, etc.)
 Use (2 to 3) in-text citations to describe the
SEE SAMPLE THAT FOLLOWS: design/method.
 Discuss the appropriateness of the design as
Research Questions applied to the study.

In order to find out how schools currently manage

student behavior, and how they collect, synthesize and SEE SAMPLE THAT FOLLOWS:
use data, this study posits and answers the following
research questions: This qualitative study on the perceived effects
1. To what extent do administrators have access to of Social Media use on Senior High School students
behavior data that informs their decisions on how to utilized the qualitative-case study design.
improve student success in school and society?

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 Qualitative Research is generally based on a social  Discuss the process/procedures in gathering
constructivism perspective where research problems the data.
become research questions based on prior research  Narrate how permission to gather data was
experience. Data collection involves interview, done- ask permission from the head of the
observation, and/or archival (content) data. Office/Organization which data were collected.
Interpretation is based on a combination of researcher For example, Head of local DSWD unit if you
perspective and data collected. It is best in describing will interview minors who are victims of rape
or discussing the attributes/characteristics such as under their care; Manager of a hotel if you will
behavior; and observable data are presented more in consider their hotel employees as participants;
textual approach. San Esteban (1999) further etc.
emphasized that this method also involves collection of  Triangulation in data collection is necessary.
data to answer the questions concerning the current Use more than one method of data collection.
states of the subject of the study. Combine in-depth interview, observation,
Specifically, it uses the case study design. According participant-observation, document analysis,
to Aquino (2014), a case study is an in-depth analysis of Focus Group Discussion, use of archives and
people, events, and relationships, bounded by some artifacts, etc.
unifying factor. It studies intensively the background,  Explain that Informed Consent was discussed
current status and environmental interactions of given to participants (or to their parents/guardians
social unit; an individual, a group, an institution or a in case of minors) and was signed.
community.  Attach in the following in the Appendices:
 Letter of Request to Conduct the Study
B. Participants (duly signed and approved)
 Interview Guide Used
 Discuss who are the participants of the (for Individual Interview or FGD)
research, how many, why were they selected,  Sample of Accomplished Informed
the sampling technique used and the inclusion Consent.
criteria.  Sample transcription of
 Do not reveal the identity of the participants. interview/FGD
Use coding instead, say Ms. X, “Elsa”, “Mang
Kanor” SEE SAMPLE THAT FOLLOWS:

SEE SAMPLE THAT FOLLOWS: The researchers asked permission for the SHS
Principal to allow them conduct the research and
The subject of this research are ten (10) Senior High interview 10 participants in the Department.
School students who were selected using the purposive Upon approval, the researchers identified the 10
sampling. They were selected using the criteria: (1) participants and conducted in-depth interview. Follow-
must be actively using the social media for at least 5 up interviews among the participants were also done
hours per day for the last 3 years; (2) male or female for further clarifications. Focus Group Discussion and
Senior High School students in the Accountancy, observation were also utilized for additional data
Business and Management Track of Columban College; needed in the study. Social media accounts of the the
(3) have at least two social media accounts (either respondents were also checked to validate some data
using Facebook, Instragram, Tweeter, etc.); and (4) provided by the participant.
actively posting and commenting to posts in the social Informed consent was discussed and signed by each
media. participant prior the start of the study. Participants
were assured that the confidentiality, truthfulness and
C. Data Gathering Procedure objectivity of the data were considered.

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 2. Almost all participants have experienced
RESULTS and DISCUSSION discrimination and deprivation of rights such
as favoritism of employers and verbal and
sexual abuses.
 Answer each question/objective. Provide 3. All participants agreed that they became
proof/evidences. independent while staying in the US. They
 Include in the discussions results of interview learned how to stand by themselves without
and observations. the assistance of their parents or relatives, thus
 Analyze and interpret data objectively. Avoid enhanced their self-esteem. Participants drew
giving opinion or your own perceptions. Limit their strength to new friends and
the discussion to the analysis of evidences acquaintances.
gathered. 4. All participants said they work hard to meet
 Findings must be supported with related the expectations of their employers. They were
literature (as in-text citation) challenged, determined and focused in their
work. They all promised to themselves that
they should finish the Program and they
exerted their best to impress their supervisors
=========================================== and customers.
=========================================== 5. They were all positive that they made the right
=========================================== decision to have their practicum abroad. All of
=========================================== them thought that the Program made them
=========================================== better persons and better employees in the
=========================================== future.
===========================================
===========================================
=========================================== RECOMMENDATIONS
===========================================
===========================================  Recommendations must be based on the
========================== findings.
 Focus on addressing the problems/weaknesses
CONCLUSIONS identified in the analysis of the findings.
 Recommendations must be direct and SMART
 Conclusions are general statements drawn from (specific, measurable, attainable, realistic and
the results and must answer the specific research time-bounded).
questions or objectives.  Future actions and interventions must be
 Enumerate the conclusions drawn from the provided.
results.

The recommendations were as follows:

The following are the conclusions drawn from the
findings: 1. Encourage students who are able and
1. Majority of the participants were motivated to financially capable to have their internship
experience different kind of practicum abroad to gain competitive advantage for
experience abroad to gain competitive actual employment, to be independent, and to
advantage for actual employment, to be learn new culture.
independent, to learn new culture and to easily
apply for working visa abroad once graduated.
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 2. Regular and close coordination with partner
agencies to monitor the interns abroad must be Mughal, F. (2011). Experiential Learning from a
ensured to protect the rights and welfare of Constructivist Perspective : Reconceptualizing the
Kolbian Cycle. 1(2), 27–37.
interns.
https://doi.org/10.5296/ijld.v1i2.1179
3. Conduct personality training prior the
departure of interns to develop high sense of Piaget, J. (1966). The Psychology of Intelligence, Totowa,
independence and self-esteem. NJ: Littlefield, Adams, and Co
4. Possible interventions and actions could be
done to enhance the implementation of the Qiang, Z. H. A. (2003). Internationalization of Higher
Education. Policy Futures in Education, 1,(2), 248–270.
Work and Travel Abroad (J1 Visa) Program of
the school to better address the struggles and Quinn, A., Lemay, G., Larsen, P., & Ã, D. M. J. (2009).
problems identified. Service quality in higher education, Total Quality
Management, 20(2), 139– 152.
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