Excerpt
Contents
Abstract
1. Introduction
Theoretical Background
Observational Learning Theory
2. Review of Related Literature and Studies
3. Statement of the Problem
4. Research Methodology
4. Presentation, Data Analysis, and Interpretation
5. Summary of Findings, Conclusion, and Recommendation
Conclusion
Recommendation
6. Output of the Study
References
Accentuating Internet Accessibility in School: Its Impact to the Academic Performance of the Grade Six Learners
Dr. Louie G. Sanlad
Department of Education – Mandaue City Division
Abstract
This research assessed the Internet use and its relationship to the academic performance of the grade six learners of an Elementary School,in Guizo Mandaue City during school year 2016-2017. As to respondents profile, most of them are 12 years old of which 92 are female while 85 are male; majority of them reported that their parents’ average monthly incomes were not over ₱5,000.00; they started accessing the Internet between the age of five (5) or six (6) and access at Cyber Café using PC/Desktop; their frequency use of Internet was more than three (3) hours with verbal description of very high and their most visited website was the social networking sites. As perceived by the respondents, the extent use of the Internet for educational intention was occasionally while social was often and recreational was frequently. Their academic performance was 80.39 which belonged to a Satisfactory Academic Performance. This research found out that there is a negative correlation between learners’ Internet use and academic performance. It concluded that there is a negative correlation between learners’ Internet use and academic performance. This means that the more the learners use the Internet for education or social intentions the poorer is their academic performance. The most serious issue/concern encountered by the respondents when accessing the Internet was slow Internet access speed. After a review of the analysis and interpretations of data and findings, it is strongly recommended that the proposal for Improvement Plan for Internet use be adopted.
Keywords: Educational Administration and Supervision, Academic Performance and the Use of Internet, Descriptive Method, Mandaue City, Cebu
1. Introduction
Internet is a multipurpose tool with numerous potentials. Once connected to the Internet, users can access Internet services, such as email and the World Wide Web. It gives access to a large volume of precious and useful information. Further, it can be used to collect information from various websites on different subjects. This information could relate to education, medicines, literature, software, computers, business, entertainment, friendship and leisure. It enhances skills and capabilities of learners which assist in their studies and in professional life (Santaria, 2004).
The application of the Internet in education is understood as the usage of Internet technologies to solve various educational tasks, namely: teaching, learning and management of the educational process. One simple idea that the Internet was invented was eventually for education. However, very few technical aids were designed and produced particularly for the educational purposes (Berson, 2000).
Some educational institutions have begun engaging in Internet-based distance education to provide accessible, anytime, anywhere. These ventures have focused on the tertiary level and post-graduate level of education. However, in the primary and secondary levels of education, the situation is one of a large disparity between the levels of education provided by public and private schools of the nation. Many public educational facilities are located in remote areas where they do not even have electricity, and telephone facilities (Arbour, 2002).
Internet is very effective and popular tool used by the learners for education as well as variety of other purposes including entertainment. It virtually dominates every major activity of school age children from play to leisure, family relations to schooling, socialization to education. Indeed, social media have become so powerful that they can shape and influence the individual’s attitudes, beliefs, values and lifestyles. It provides an interactive environment for sharing as well as seeing of information on a wide, diverge and variety of subjects (Ibrahim, 2003).
The variety of sources found in the Internet allows learners to pursue subjects in much greater detail rather than being limited to whatever the teacher sends them at home. Time spent in activities where "surfing the net" occurs could substitute away from time allocated to reading, studying and completing homework. This may hurt academic performance in the short term, which might also diminish the ability or incentive to continue regular classes. However, it was observed that some teachers do not utilize the technology they have been given.Besides, the Department of Education Learning Resource Management and Development System (LRMDS) portal for teachers to get free online instructional materials but it is not used at optimal level because majority of the teachers are not yet registered and when registered some are not visiting and using it.
The Elementary School encounters the same problem, thus the purpose of this research is to assess the Internet use and its relationship to academic performance of the Grade six learners as basis for the proposed Action Plan to fill this gap.
Theoretical Background
This research is anchored on the Uses and Gratification Theory of Katz, Blumler, and Gurevitch, (1974); Information Processing Theory of George Miller (1965); and Observational Learning Theory of Albert Bandura (1977). Also, this is supported on DepEd policies under DepEd Order No. 76, s. 2011, National Adoption and Implementation of the Learning Resources Management and Development System (LRMDS); DepEd Order No. 28, s. 2009, Guidelines in Accepting Information and Communication Technology (ICT) Equipment and Internet Access Services for Classroom Instruction and Administrative Use; and DepEd Order No. 1, s. 2007, Strengthening the Information Communication Technology (ICT) Governance of the Department of Education.
Katz, Blumler, and Gurevitch (1974) uses and gratification theory states that media users play an active role in choosing and using the media. Users take an active part in the communication process and are goal oriented in their media use. The theorists say that a media user seeks out a media source that best fulfills the needs of the user. Uses and gratifications assume that the user has alternate choices to satisfy their need.
Katz, Blumler, and Gurevitch believed that there is not merely one way that the populace uses media. Instead, they believe there are as many reasons for using the media, as there are media users. According to the theory, media consumers have a free will to decide how they will use the media and how it will affect them. Katz, Blumler, and Gurevitch values are clearly seen by the fact that they believe that media consumers can choose the influence media has on them as well as the idea that users choose media alternatives merely as a means to an end. Uses and gratification is the optimist’s view of the media. The theory takes out the possibility that the media can have an unconscience influence over our lives and how we view the world. The idea that we simply use the media to satisfy a given need does not seem to fully recognize the power of the media in today’s society.
Uses and gratification theory is anapproachto understanding why and how people actively seek out specific media to satisfy specific needs. It discusses how users deliberately choose media that will satisfy given needs and allow one to enhance knowledge, relaxation, social interactions or companionship.
Some Internet users, considered factors of gratification including communication, information, and entertainment, have been identified as having strong explanatory power in individual Internet use (Charney & Greenberg, 2001). The theory is further supported in research investigating individuals’ online activities. Researcher assumes that Internet users have primarily accessed the Internet for communication, entertainment, and for seeking information.
Informational Processing Theory. The human mind works a lot like a computer. It collects, saves, modifies, and retrieves information. Miller, George (1974), one of the founders of cognitive psychology, was a pioneer who recognized that the human mind can be understood using an information-processing model. The information processing model can also be applied to the effects of the Internet use, by explaining the process of cognitive development via the Internet through mental processes such as attention, perception, comprehension, memory, and problem solving (Johnson, 2006).
Meta-cognitive processes such as planning, searching strategies and evaluation of information are exercised when using the Internet in congruence with the nature of the Internet as a multi-model interactive tool for both input and output (Johnson, 2006; Tarpley, 2001). Internet use has been described in regard to its benefits including enhancing “visual processing of information, increase language and literacy skills, build knowledge base, and promote meta-cognitive abilities such as planning and evaluation” (Johnson, 2006).
It seems that increased time spent engaged in Internet activities and resources may improve adolescents understanding of school concepts, increase cognitive ability, and boost memory ability, spatial skills, and enhance the quality of adolescents' existing friendships (Valkenburg & Peter, 2007b). The stimulation hypothesis would predict that Internet use; especially educational use, would result in academic achievement because adolescents can learn a wide range of academic content, as the Internet provide repeated exposure to educational material.
Observational Learning Theory Bandura, Albert (1977) states that people’s behavior could be determined by their environment. Observational learning occurs through observing negative and positive behaviors. The direct effect of the Internet on adolescents’ academic achievement can be framed using the observational learning theory; which contends that information is stored in memory through the process of attention and retention. Repeated covert and mental rehearsal of images strengthens stored information and memories, and then makes them more available for activation at a later time (Bandura, 1977).
2. Review of Related Literature and Studies
Internet is today one of the most important part of our daily life. There are large numbers of things that can be done using the internet and so it is very important. You can say that with the progress in the Internet we are progressing in every sphere of life as it not only makes our tasks easier but also saves a lot of time. Today internet is used for different purposes depending upon the requirement.
Kim, Soohyun (2011) in his study on Effects of Internet Use on Academic Achievement and Behavioral Adjustment categorized the Internet use as recreational activities such as gaming, searching information about music, movie, and entertainment; educational use, such as information seeking for school project and homework, downloading data, and programming; and communicative activities, such as chatting, e-mailing, involvement in online communities, and social networking websites, which is similar to that of the general population.
Therefore, for the purpose of this research, Internet use will be examined using these three intentions: educational use, social use, and recreational use. In this research dimension of Internet use will also be examined including the time spent on-line the learners put on using the Internet, and extent of Internet use will assess how the learners have used the Internet according to their intentions.
Educational Internet Use is one of the best things that the internet can provide. There are a number of books, reference books, online help centers, expert’s views and other study oriented material on the internet that can make the learning process very easier as well as a fun learning experience. There are lots of websites which are related to different topic. You can visit them and can gain endless amount of knowledge that you wish to have. With the use of Internet for education, you are non-longer dependent on some other person to come and teach you. There are various number of tutorials available over the Internet using which you can learn so many thing very easily. There can’t be any excellent use of the Internet other than education as it is the key to achieve everything in life.
In order to do research you need to go through hundreds of books as well as the references and that was one of the most difficult jobs to do earlier. Since the internet came into life, everything is available just a click away. You just have to search for the concerned topic and you will get hundreds of references that may be beneficial for your research. And since internet is here to make your research public, you can then benefit a large amount of people from the research work that you have done.
As the Internet is an ocean of information, covering nearly all subjects known to man, one can find information, research work, etc., required for one's projects. Going through the information on the Internet is definitely faster than reading an entire book on the subject. Completing homework is also easier with the help of the Internet.
Encyclopedia may not always be available to students and they may have difficulty in gaining access to the books in the library. In that case, the encyclopedia of various subjects available on the Internet can be helpful. This is more useful for students who belong to communities not having English as their mother tongue. Research is one such thing which has got lots of benefit from this evolution of internet. Research process has now got wings and has gained the most due to the internet.
Investing in research material may be tedious and unaffordable for some. We have content websites, web encyclopedias, and dictionaries whenever we want them. News is constantly updated on the Internet on news websites. Students learning politics can have an access to all the current affairs through the Internet. Historical accounts like speeches, biographies, archive videos and photographs, etc., are also easily available on the Internet in detailed and accurate versions. Today, able as well as less-able students can benefit from the sea of knowledge on the Internet.
In the study of Bidin, Z., Shamsudin, F.M., Shari, J. & Hashimon, M. (2012) implied that the use of the Internet for academic purposes enhances students’ learning experiences. Web-based learning and on-line communications are some of the measures that can be taken toward this end. In addition to providing relevant and appropriate learning infrastructure, the management university can think of offering training courses and modules related to the Internet usage to further capitalize on the Internet technology. Also, the study revealed that the ability to use the Internet and peer pressure is significant determinants of the Internet use for academic purposes.
Muniandy, Balakrishnan (2010) in his study concludes that students mostly have positive perception about the quality of learning through the Internet. All (100 percent) students feel that they can use the Internet to learn at anytime. A majority of them also feel that the quality of their work improves when using the Internet and that their reading is up to date through the use of Internet.
The Internet provides a plethora of information across various disciplines, including education. The amount of educational resources available to students is voluminous and it continues to grow every day exponentially. It is important for students to search, identify, evaluate, and use these information sources for their educational purposes. The learners should identify information resources and use them appropriately whenever needed. In addition, for the future researchers on academic use of the Internet, more research is suggested to find out the academic information searching behaviors of students across the board from elementary to tertiary education.
In the study of Ayub, Ahmad and Fauzi Mohd (2014) on Use of Internet for Academic Purposes found out that students who access Internet excessively could face problems such as absenteeism due to tiredness, non-participation in sports, failure to complete assignments and other shortcomings that could affect their academic performance. Hence, whether university students really utilize the Internet purposefully for academic pursuits, or otherwise, is a matter of some concern. A substantial portion of students’ time spent surfing the Internet should be dedicated towards the searching of materials related to their studies. Besides that, the Internet should be a medium for students to communicate with their lecturers and friends.
Recreational Internetuse is watching favorite videos to listening songs, watching movies, playing games, and chatting with the loved ones. Internet has progressed with so much pace that today whenever you get time, you just move on to the internet and so such activities which helps you to relax. Leisure is one of the most important uses of internet and that has surely one thing that attracts people towards it. Internet is home of some of the excellent resources using which you can freshen up your mood in minutes.
According to the study of Beyza Merve Akgül (2016) on Smartphone Use and Recreational Use of Internet by High School Students to Leisure Boredom and Academic Achievement revealed that Smartphone use increased as the degree of recreational Internet use increased. It was also determined that as leisure boredom of students increased, their Smartphone addiction and use Internet for recreational purpose increased as well.
Moreover, the study claimed that an excessive recreational use of Internet has a negative influence on the academic success of students. According to this study, the Smartphone and recreational Internet use by high school students with their academic success levels, life satisfaction, and leisure boredom levels; has a negative and weak relationship between the life satisfaction levels of students and their recreational Internet and Smartphone use status. In addition, the study also showed that online games lead to very successful results in education and this success is associated with the entertaining nature of learning through games.
On the other hand, while it was observed that Smartphone use increased as the degree of recreational Internet use increased, it was also determined that as leisure boredom of students increased, their Smartphone addiction and use Internet for recreational purpose increased as well. It is very important that schools and families realize various projects to prevent this passive form of recreational life that may be considered harmful and may lead to various disorders, but most importantly may become a habit for students.
Based on the findings of the study of Merve,B., Senol, G., Goral, S., and Suat, K. (2016) perception of leisure time sufficiency, that is, whether individuals regard their leisure time sufficient or insufficient, as leisure time insufficiency increased, recreational use of Internet increases too. In other words, the participants who perceived their leisure time as insufficient or very insufficient spent more time on Internet for recreational purposes (gaming, social media, e-mailing, websites, chat room, forums, etc.). This may be explained by the rapid development in Internet and the fact that Internet is becoming more accessible and cheap day by day.
In the study of Ku, H. et al. (2012) on Influence of Gaming Behavior on Academic Performance of IT College Students concludes that self- control, social interaction (i.e. more to face-to-face interaction than online interaction), and gaming platform make statistically significant contributions to college students’ academic performance. However, other three variables including motivation, gaming frequency, and genres are not playing any statistically significant role with regard to academic performance. The results indicate that students who prefer face-to-face or phone communication obtain relatively higher GPA than those who like to use online or text communication methods and students who play games using multiple gaming platforms achieve a higher GPA than others.
Teenagers who are playing online games said that they are playing these games just for fun, to keep away from the heat of the sun, without knowing that there are a lot of effects of playing these games that are more than what they think. Playing online games enable the mind of the players to be more active, especially those puzzle-based games. It helps the player to come up with decisions intight situations, especially those adventure games that keep the players to be alert, active and strategic. Playing these types of games makes the player experienced different feelings because it is as if the player is really the one taking the challenges. Despite those benefits, playing these games also bring negative effects. It requires much of the player's time, leaving school activities and home works unattended.
Instant messaging is a form of computer "chat" that allows one to have a real time, typed "conversation" with one or more "buddies" while connected to the Internet. It is an extremely fast-growing communications medium, especially among adolescents. According to a Pew report from 2001, 74 percent of online teens use instant messaging (Lenhart, Rainie, & Lewis, 2001, p.3) and 69 percent of teen instant message users use Instant Messaging at least several times a week (p.3). Given this high rate of use, which has only been increasing since the Pew report was published; Instant Messaging is clearly an extremely influential element in many young people's lives.
Text messaging, instant messaging, chat rooms, and personal Web sites increase the speed of multiple, simultaneous interaction (Wakefield , Marie 2008). The advances in technology that provide opportunities for youth to reach out to new sources of knowledge and cultural experiences are not without challenges. There is a need for school administrators to assist parents and school personnel in protecting their students from harm and victimization. Although the unlimited access to information can be positive, now it is increasingly difficult to keep children safe from giving information with unwanted consequences or being exposed to harmful information (https://www.counseling.org).
Social Internet use is through visiting online social networks. Online social networks (OSNs) have permeated all generations of Internet users, becoming a prominent communications tool, particularly in the student community. Thus, academic institutions and faculty are increasingly using social networking site, such as Facebook to connect with current and potential students and to deliver instructional content. This has led to a rise in questions about the impact of OSN on academic performance and the possibility of using it as an effective teaching tool.
In the study of Haque, Armanul (2015) on Social and Academic Use of Internet revealed that all the respondents use Internet for their communication with friends and family. Though some of the respondents have limited accessibility in Internet, they spent more time in social events than the use of academic purposes while the others emphasize the use of Internet equally in social and academic life.
Jones, Steve (2002) in his book The Internet Goes to College revealed that college students use the Internet nearly as much for social communication as they do for their education. But just as they use the Internet to supplement the formal parts of their education, they go online to enhance their social lives. The college experience is not only about learning in the classroom, it is also about encountering new social situations and gaining new social skills. However, two-thirds (69 percent) of the respondents said they are more likely to use the phone than the Internet to communicate socially.
Social media networks have created a phenomenon on the internet that has gained popularity over the last decade. People use social media sites such as Facebook, Twitter, and Instagram to create and sustain relationships with others (Boyd & Ellison, 2007). These social media sites let those who use them create personal profiles, while connecting with other users of the sites. Users can upload photographs, post what they are doing at any given time, and send personal or public messages to whomever they choose. In this “information age,” social media sites seem to be growing in popularity rapidly, especially among young adults. Lenhart, Purcell, Smith, and Zickuhr (2010) found that 72 percent of all college students have a social media profile with 45 percent of college students using a social media site at least once a day. Many of these young adults use social media networks to communicate with family, friends, and even strangers. Social media sites have created new and non-personal ways for people to interact with others and young adults have taken advantage of this technological trend.
In recent years, the growth in popularity of social networking sites has been phenomenal. Facebook recently announced that it has surpassed 200 million users worldwide, while Twitter, according to Nielson online, has grown 2,565 percent in 2015 alone. Hardly a day goes by that we don’t receive several invitations to join LinkedIn or get poked on Facebook. As social networking applications are increasingly used for sharing text, photos, personal profiles, videos and more, their usage has become a serious concern for organizations.
Educational technologies and innovative teaching are imperative in today’s time. The unlimited resource of available technology and its utilization for innovative teaching promise challenging experience for prospective teachers. Technology can provide support to teaching in the resolutions of meaningful problems, acts as scaffolding to learning, and promotes independent learning and collaboration with experts (Billbao, Purita, et.al).
In the study of Montefalcon (2015) on Computer Literacy Instruction concludes that status of computer literacy instruction has been affected in the competencies acquired by the students. However, time spent in activities where "surfing the net" occurs could substitute away from time allocated to reading, studying and completing homework.
The significance of Internet use by children and adolescents has even spawned a new field of inquiry in developmental psychology (Greenfield and Yan, 2006). With the likelihood that Internet usage by adolescents will continue to increase over time, concerns about the impact on elementary school pupils' academic performance should be researched. Stakeholders - parents, teachers, administrators, and the students themselves - would benefit from knowing more about the digital environment within which learning occurs. Regardless of whether academic performance is positively or negatively impacted by Internet use, a better understanding and greater awareness about such issues might facilitate changes in pedagogy by educators, as well as learning on the part of pupils and the support they receive from their parents.
In the study of Gonzales, Eleanor (2013), Facebook as Instructional Networking found out that Facebook usage affects the life of the students in terms of attitudes and actions toward their studies, teachers, conduct and etiquette, opinions on life events and interpersonal relations. In her study, she recommended instructional networking activities to be adopted in school.
Online social networking websites such as Facebook, Twitter and MySpace are used regularly by millions of college students (Paul et al., 2012). Last few years revealed that over involvement or obsession with Facebook has a negative impact on academic performance (Kirschner&Karpinski, 2010; Paul et al., 2012). If students are to succeed academically well, they would need to have a higher attention span, since attention span indirectly influences academic performance (Barkley, 2006; Dupaul& Volpe, 2009). In the study of Siraj, Harlina Halizah on Internet Usage and Academic Performance concludes that high internet usage brings better academic result as students get the opportunity to enter to the information world. Though Internet dependency has no significant negative correlation in the academic achievement of the students, she recommended that self evaluation, self motivation and self control to upgrade the ethical and moral professional values in the students need to be emphasized.
In the study of Suphasawat, H. et al. (2016) on Internet Use and Academic Achievement of Elementary Students concludes that daily internet usage does have an effect on academic achievement in Math. However, when used for entertainment and social media, internet usage can pose a negative effect on academic achievement in reading and writing.
Ogedebe, Peter (2012) in his study on Internet Usage and Students’ Academic Performance found out 79 percent of the total respondents agreed that the use of the Internet has enhanced their academic performance. The study concludes that the Internet has been shown to influence the academic performance of students both at the local and international levels.
Kumar, Rajeev (2006) analyzed the Internet use and related issues among the teachers and students in Engineering. The survey revealed that 74.2 percent of the respondents used the Internet for an educational purpose, 50.8 percent for research, and 49.5 percent for the communication purpose while 30.2 percent admitted that they also use Internet for entertainment purpose. It indicates that majority of the respondents mainly use the Internet for educational purpose compared to others and least number of respondents uses the Internet for entertainment purpose.
Moreover, 75 percent of the respondents face the problem of slow internet access speed which takes a lot of their time to retrieve the information. However, the information available on the Internet has proved to be a great asset for many of the respondents because they think that due to the ability of latest and instant access to information on the Internet, dependency on the Internet increased.
Goyal, Ela (2011) in her study on Satisfaction and Usability of the Internet on Students’ Performance concludes that students’ performance is affected by the Internet usage and their resistance towards it. Most of the respondents were satisfied by the information they found on the internet. Hence, it can be said that Internet’s usage is found to be useful in improving the student’s performance.
In the study of Mioduser, David (2016) on Internet-in-Education in Israel: Issues and Trends found out that most common and frequent use of the Internet by students was fifty-three percent for communication. Gathering information, downloading resources and writing school work were the next most frequent activities, reported by 30-40 percent of the students. Use of the Internet for creation and for distant learning was considerably lower. Also, the study found out that youngsters primarily used the Internet for communicating (e.g., e-mail, chat), and only secondarily for information manipulation. The social interactions allowed by the new technology, specifically synchronic (e.g., chat) rather than asynchronic communication forms (e.g., forums), seemed to meet significant needs of this population.
Interactivity is made possible with use of the technology in instruction and the greater emphasis on computer literacy in all learning areas in every school where equipment is available. DepEd Order No. 28, s. 2009, Guidelines in Accepting Information and Communication Technology (ICT) Equipment and Internet Access Services for Classroom Instruction and Administrative Use aimed to utilize web-based technology or the Internet-based to deliver instruction.
To supplement the coverage of the DepED Computerization Program priority should be given to ICT Equipment and Internet Access. Information Communication Technology is introduced at the elementary level as a subject called Home Economics and Livelihood Education (HELE) and in the secondary level as Technology and Home Economics (THE). ICT materials such as software and multimedia are used to supplement instruction.
Philippine Department of Education Order No. 1, s. 2007, policy on Strengthening the Information Communication Technology (ICT) Governance of the Department of Education initiated and implemented ICT programs and projects in Basic Education, Governance and Management. Thus, Information and Communication Technology Unit (ICTU) shall: a) provide technical support in the execution of ICT programs, projects, and services proposed by the end-users that has been approved by the ICT Governance Committee; b) propose policies, standards and guidelines on the use of ICT in the department and submit the same for the approval of higher ICT bodies; and formulate the same for other ICT initiatives other than those geared directly to the teaching-learning process; c) implement ICT technical management system and strategies; d) provide technical support to users of ICT tool and infrastructure and review ICT programs and projects proposed by other government and non-government organizations and agencies other than those geared directly to the teaching-learning process based on the DepED ISPBE; f) be in charge of operation and maintenance of the Local Area Network (LAN) facilities and the proposed ICT Network Infrastructure; and g) provide web management services.
Department of Education Order No. 76 series of 2011 advocates the adoption and implementation of the Learning Resources Management and Development System (LRMDS). The LRMDS Framework serves as the policy instrument for the implementation and operation of LRMDS at all levels of DepEd. It is supported by guidelines and process documents for all sub-systems, a quality assurance framework, standards and specifications (e.g., educational, technical, intellectual property rights, accessibility, metadata), and training programs.
The LRMDS is a web-based catalogue and on-line repository of learning, teaching, and professional-development resources. It has four (4) integrated sub-systems, namely: assessment and evaluation; development, acquisition, and production, storage and maintenance; and publication and delivery which are designed to support increased distribution and access to learning, teaching, and professional-development resources at the regional, division, and school levels. It includes the following: information on quantity, quality, and location of textbooks and supplementary materials, and other teaching-learning resources; access to learning, teaching, and professional development resources in digital format; and standards, specifications, and guidelines for four subsystems.
The LRMDS serves as a clearinghouse that provides information about the location of resources (hardcopy and softcopy) and allows users to directly access digitized versions of resources published and stored within the LRMDS repository. It is also a quality assurance system that provides support to DepEd regions, divisions, and schools in the selection and acquisition of quality digital and non-digital resources in response to identified local educational needs.
The current research used a survey-based, design to assess the relationship between Internet use and academic performance. Considering that the majority of populations use the Internet almost every day, regardless of gender, age, and Social Economic Status. As interactive technologies become inextricable aspects of our daily lives—work, education, and entertainment—a substantial number of children will have to rely on schools to gain critical knowledge and technological skills.
3. Statement of the Problem
This research assessed the Internet use and its relationship to the academic performance of the grade six learners at The Elementary School in Guizo, Mandaue City during school year 2016 – 2017 as basis for an action plan.
Specifically, this answered the following:
1. What is the profile of the respondents in terms of their age and gender, parents’ average monthly income, age started using the internet, access to internet, devices used to access internet, frequency of use of internet and visited websites?
2. As perceived by the respondents, to what extent is the use of Internet with the following intentions educational, social, and recreational?
3. What is the distribution of academic performance of the respondents?
4. Is there a significant mean relationship between Internet use and academic performance of respondents?
5. What are the issues and concerns regarding the Internet use?
6. Based on the findings, what action plan can be proposed?
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