CHAPTER 1

INTRODUCTION

1.1 Background of the Study

In the past years, internet has been used somewhat infrequently by the students. Going to
libraries, interviewing or reading any helpful resources are some of the ways that students do
research before. Now that the internet is already introduced to people especially the students, it is
already used frequently to finish their paper works, assignments and other academic tasks faster.
They just have to type what they want to know, click, and then millions of results will appear.
Students are the most frequent users of internet.

In the study of Lekey Dorji (2015), it showed that 39.6% of the students in Bhutan use
the internet for academic purpose for 1-2 hours daily. 2.6% of the respondents hardly use the
internet on daily basis for academic purpose while 5.2% of the respondents spent more than 7
hours per day for academic purpose. It was also revealed that time spent on internet for academic
purpose has a significant relationship to academic performance. Therefore, increase use of
academic oriented internet will help in achieving better academic performance.

However, internet can also be a distraction to the students. Despite the fact that internet
can help the students to finish their academic tasks, research findings have shown that excessive
internet usage adversely affect one’s physical health, family, life and academic performance
(Akhter, 2013). Internet can make the students lazy and lessen their willingness to join into
extra- curricular or outdoor activities. It can also turn them into an internet addict and any other
problems caused by the excessive use of the internet.

There are many research studies conducted about the internet usage among the students
and how it helps in students’ academic performance in other parts of the globe. A research study
of the frequency of academic oriented internet utilization in Tudela, Misamis Occidental is rare.
Therefore, this study specifically finds out how frequent does the Grade 12 General Academic
Strand (GAS) students of Tudela National Comprehensive High School use internet for academic
purpose.

1
1.2 Conceptual Framework

One of the purposes of the internet is for academic. It can be an academic tool for the
students as well as the teachers. The academic oriented internet utilization contributes to the
academic performance of the students; it is dependent upon the use of internet for academic
purpose. In the past literatures like (Dorji, 2015) and (Brown, Ellore and Niranjan, 2014), they
showed that the achievement of better academic results with the increased use of academic
oriented internet. Another study of Zickuhr (2014) revealed that internet had a positive impact on
the development of the educational system.

2
ACADEMIC ACADEMIC

ORIENTED PERFORMANCE

INTERNET
UTILIZATION

Figure 1.

Schematic Presentation of the Study

3
1.3 Statement of the Problem

This study aimed to know the frequency of academic oriented internet utilization of the
Grade 12 General Academic Strand (GAS) students of Tudela National Comprehensive High
School, Tudela, Misamis Occidental.

Specifically, this study sought answers to the following questions:

1. What are the profiles of the respondents in terms of age and gender?
2. Do the students use internet for academic purpose? What is the assessment of the
respondents on how frequent do they use internet for academic purpose?
3. What are the academic grades of the students?
4. What is the assessment of the respondents on how frequent academic oriented internet
helps in achieving better academic performance?

1.4 Significance of the Study

Internet in education arena is one of the prioritized objectives of the government. Tudela
National Comprehensive High School– Senior High School Department is already equipped with
internet facilities to elevate learning but it is only limited. Although it is limited, students can still
use internet because the internet cafes are not that far from the school campus.
The findings of this study will benefit the following: the students, parents, readers and
future researchers.
For the students, it will give them information about frequent does the students use
internet for academic purpose and how frequent it helps in achieving better academic
performance.
For the parents, it will help them to have enough knowledge and information about
internet and does it help in their children’s academic performance.
For the readers, it will also help them to have enough understanding about the topic
For the future researchers, this study may serve as their basisand will help them in the
future research that they will conduct.

4
1.5 Scope and Limitations of the Study

This study was mainly concerned and limited only with the frequency of academic
oriented internet utilization of the Senior High School students of Tudela National
Comprehensive High School, specifically the Grade 12 GAS A and B during the First Semester
of the Academic Year 2017-2018. The respondents of the study were only limited to 50 students
which were selected through convenience sampling. The limited time and resources sample size
is small to generalize the findings for the whole Grade 12 students of Tudela National
Comprehensive High School. Future researchers are encouraged to increase the sample size for
better results.

1.6 Definition of Terms

For a common understanding of the terms used in this study, the following are defined
operationally and/or conceptually:

Academic Oriented Internet Utilization. It is confined to the specific use of the internet for
academic purposes; using the internet to do research, assignments, classroom tasks, homeworks
and class presentations.
Academic Performance. It is defined by the students’ average grades during the first semester.
Internet. It is defined as an “international computer network of information” available to the
public.

5
 CHAPTER 2
REVIEW OF RELATED LITERATURE

Internet was described as a “sea of information”, containing texts which are not housed
between library and bookshop walls and subject areas span across all fields of knowledge (Bilal,
Usman, Waqas, and Sehrish, n.d).The popularity of internet is nonstop from the day it was
introduced to people. It is definitely no doubt about the benefits provided by the use of internet in
daily life. It makes people’s works a lot easier and faster especially in the business world, in the
school and others. Internet access is becoming more affordable and is also becoming more
comfortable.

Internet usage has become popular in many areas as well as in education in recent years.
Students are unique population of internet users for it helps them a lot in their studies. Internet is
a useful and convenient for educational activities. Its usage had sheltered higher.

In some cases, students who spend more time in using the internet get good grades.
Young (2006) conducted a research on the “Effect of the Internet and Social capital on Academic
performance in Korea” and it showed that only the students who used internet for academic
purpose have better academic grades.
According to Jehopio et al. (2017), students who used the internet in harmony with the
aim of their study were more likely to attain higher academic achievement compared to light or
average users. Furthermore, Internet heavy users were more likely to attain higher academic
achievement compared to light or average users, given that modern educational system
increasingly relies on the Internet to enhance learning effectiveness. Non-heavy users of internet
had better relationships with administrative staff, academic grades and learning satisfaction
compared to the heavy internet users. On the other hand, heavy users more depressed, lonely,
physically ill and introverted than the non-heavy users.
In the study of Emeka and Nyeche (2016), 90 (45%) of the students in the University of
Abuja, Nigeria use the internet to obtain course-related information. 43(22%) use the internet for
communication (E-mail.) 16(8%) use the internet for games and music and 30(15%) use the
internet for E-books and journals downloading. However, 21(10%) use the internet to obtain non

6
course-related information. The findings show that the internet is being used by respondents
mainly to obtain course related information.
Unlike the study of Young (2006), a study concluded that there exists a significant
negative correlation between hours consumed on the internet and academic achievement
(Mishra, Draus, Goreva, Leone, & Caputo, 2014). Therefore, an increase in the independent
variable (hours spent on the internet) causes a decrease in the dependent variable (academic
results).
From the day that people witnessed the explosion of internet, internet addiction has
appeared and spread throughout the world without people noticing it.When a student is already
addicted to internet, it can affect the academic performance of a student negatively (Brown,
Ellore and Niranjan, 2014). Students might not study anymore and just rely on internet. It is
true to say that the Internet creates a number of troubles for teachers. Cheating becomes much
easier for students because by just using gadgets, they can already share answers or browse for
answers. They can finish all their homework or assignments without thinking a lot and analyzing
because they can use internet. This will result to the increasing of cheating, academic fraud and
plagiarism. Internet can be the reason why students escape or miss their classes, lowering of
grades and the lost of interest in studying.
The number of hours spent on using the internet will affect the academic performance of
the students. This depends on how the students use the internet. Is it for study purpose, social
purpose or recreational purpose?
Other uses of the Internet like online streaming media usage will potentially influence the
student’sacademic performance (Coyne, Padilla-Walker and Howard, 2013).
Not all information on the internet is reliable and safe (Wachbroit, n.d). It can cause
problems for students and researchers for they can be imprisoned because of plagiarism or
infringement. People should give credits or have a citation when they will copy from a published
work in the internet or even the unpublished ones. Fake identities, fake profiles, fake sites can
lead to the diminishing of the reliability of the internet.
The students and the teachers are becoming more and more dependent on the information
and data that they could get on the internet for the purpose of education. Sometimes students find
it difficult as less no of computers available for internet. Study shows that users are able to get

7
required information from the internet but the users still feel the need for instructions and
training for using internet (Jain, 2014).
Teens are more likely to use internet for their studies, leisure time or for interacting with
other people. They are the ones who are more likely to use computers or gadgets. About 25
percent of 5-year-olds use the Internet, and this number rises to over 50 percent by age 9 and to
at least 75 percent by ages 15-17 (National Center for Educational Statistics, 2014).
There are numerous debates on the link between gender and internet usage. Many
researchers are aware of gender inequality in internet usage. Numerous previous studies have
documented that boys uses the Internet more frequently for longer and for wider variety of uses
than girls do. Boys tend to spend more time alone compared to other girls engaged in gaming.
Mostly, the boys spend their whole day playing online games. Some of the boys play at midnight
until morning because the internet cafes are having a promo. From twelve midnight up until the
morning, you can pay cheaper amount.
According to Thanuskodi (2013), internet users are not predominantly used by any sex.
Both genders have equal access to internet; however, the differences are noticed in terms of
usage patterns.
In Liu and Huang (2008) study on gender differences in web searching materials by
focusing on the online reading environment shows that there is a significant difference between
gender in which female readers have a strong preference for paper as a reading medium than
male readers. The male readers have greater sense of satisfaction with online reading.
Have you noticed that when you want your computer to be fixed because it is not
functional, the males are the ones who do the fixing? Males are more likely to be pathological
internet users than females. Male gender is a significant predictor of the internet addiction
according to (Akhter, 2013).
Present scenario shows that the number of students accessing internet multiplies every
year. Hence if the students access the internet for academic purposes student’s academic
performance will be enhanced (Brown, Ellore & Niranjan, 2014).

8
 CHAPTER 3
RESEARCH METHODOLOGY

3.1 Research Design

This research is quantitatively descriptive in nature. Descriptive quantitative method is

used to study the frequency of academic oriented internet utilization of the Grade 12 GAS
students of Tudela National Comprehensive High School. Moreover, this research studied the
frequency of use of internet for academic purpose by the graduating students.

3.2 Research Respondents

The respondents of the study were the Grade 12 GAS students of Tudela National
Comprehensive High School enrolled in the First Semester of the Academic Year 2017-2018
with the profile respondents as to age and gender. They were chosen through convenience
sampling and they comprised a total of 50 students.

3.3 Research Instrument

Survey questionnaire was used as a tool to accumulate the data to examine the impact of
the academic oriented internet utilization on academic performance.
The questionnaire used in this survey was formulated by the researcher after doing an
intensive reading about the internet usage in education. In the formulation of the questionnaire,
the researcher referred to some published and unpublished thesis and dissertation to see how
questions were formulated. Some questions were standardized already but mostly, the questions
were self- structured. The survey questionnaire was divided into two sections:
Section I. Respondent’s Profile (This section gathered data in terms of age and sex.)
Section II. Academic Oriented Internet Utilization (This section is composed of
statements about the usage of internet for academic purpose. The answers are scaled in a 5 point
interval scale ranging from Never-1 to Always-5.

9
3.4 Validation of the Instrument

The instrument was presented first to one of the research teachers of Tudela National
Comprehensive High School- Senior High School Department for comments and suggestions.
After presenting to the research teacher, it is presented to the Senior High School Coordinator
who already published a dissertation to double check the validity of the instrument. The
instrument was then administered to a few individuals for pilot test and for final checking.

3.5 Data Gathering Procedure

Before conducting the survey, the researcher asked for permission first from the
coordinator of the Senior High School of Tudela National Comprehensive High School and then
from the school principal that she will be allowed to conduct her study. When she was permitted,
she produced sufficient number of questionnaires. These were distributed to her target
respondents.
The researcher encouraged the respondents’ sincere and honest answers and their
participation for the data collection. The direction on how the questionnaire would be responded
by the Grade 12 GAS students was fully administered by the researcher. The collected data were
then analyzed, interpreted and used to present the findings in tabular forms.

3.6 Statistical Treatment of Data

The following statistical tools were used in this study:

Frequency and Percentage Distribution. This tool was used to determine the profile of the
respondents as to gender and age bracket.
Weighted Mean. This was used to interpret the response of the respondents as to how often they
used internet for academic purpose.
In the assessment of the results, the respondents’ responses to the items in the second
section which is the Academic Oriented Internet Utilization were measured using the 5 point
likert scale as seen below.

10
Scale Mean Range Descriptive Interpretation
5 4.2 ≤ x ≤ 5.0 Always
4 3.4 ≤ x ≤ 4.19 Often
3 2.6 ≤ x ≤ 3.39 Sometimes
2 1.80 ≤ x ≤ 2.59 Rarely
1 1.0 ≤ x ≤ 1.79 Never Used

11
 CHAPTER 4
PRESENTATIONS, ANALYSIS AND INTERPRETATION OF DATA

In this chapter, the data are presented, analyzed and interpreted following the sequence
below:
Respondents’ Profile
Respondents’ Assessment on the Frequency of Use of Academic Oriented Internet
Academic Grades of the Students
Respondents’ Assessment on How Frequent Academic Oriented Internet Helps in
Achieving Better Academic Performance

Respondents’ Profile

In Table 1 A, the respondents’ profile in terms of age is shown. Most of the respondents
age 17-19 years old; in the table there are 45 of them out of 50. This is for the reason that in
Senior High School, there are more students who are teenagers compared to young adults. This
implies that the respondents’ age falls within the expected age bracket of the Grade 12 GAS
students.

Table 1 A
Age Group of the Respondents
Age Frequency Percentage
17-19 Years Old 45 90%
20-22 Years Old 5 10%
Total 50 100%

In Table 1 B, the respondents’ profile in terms of gender is shown. Female respondents

are dominant with 29 of them out of 50. This result is consistent with the other studies like the
study of Siraj et. Al (2015) entitled Internet Usage and Academic Performance: A Study in a
Malaysian Public University. Another is the study of Acut, Caparoso and Magsayo (2016)
entitled Relationship of Students’ Internet Usage and Academic Performance.

12
 Table 1 B
Number of Male and Female Respondents
Gender Frequency Percentage
Male 21 42%
Female 29 58%
Total 50 100%

Table 2
Respondents’ Assessment on the Frequency of Use of the Academic Oriented Internet
Statements Mean Descriptive Interpretation
1. I use internet for academic purpose. 3.98 Often
2. I use internet to answer my assignments. 3.62 Often
3. I use internet to seek information about our 3.84 Often
lesson.
4. I use internet so that I can study in advance. 3.24 Sometimes
5. I use internet for it is the main source of 3.58 Often
information for my studies.
6. I learn many things related to my course or 3.42 Often
subject when using the internet.
7. I rely on the internet for my academic tasks. 3.36 Sometimes
Grand Mean 3.58 Often

As depicted in Table 2, the students often and sometimes use internet for academic
purpose. With a grand mean of 3.40 and with the means ranging from 3.4 to 4.19 simply shows
that the respondents often use internet for academic purpose; using the internet to do research,
assignments, classroom tasks, homeworks and also in studying the lessons. The students
sometimes use internet to study in advance with a mean of 3.24. In addition, the students
sometimes rely on the internet for their academic tasks with the mean of 3.36. Students are the
most frequent users of internet.

13
 Table 3
Academic Grades of the Students
Grades Frequency Percentage
75-79 3 6%
80-84 16 32%
85-89 18 36%
90-100 13 26%
Total 50 100%

In Table 3, it revealed that majority of the respondents got grades between 85 and 89 with
a percentage rate of 36%. 32% of the students got grades between 80 and 84, 26% of the students
have grades from 90 to 100 and 6% of them got 75-79. The bracketing of the grades is based on
the new K-12 Grading System. Knowing that the Grade 12 GAS students often use academic
oriented internet, this result suggests that the academic grades of the students were good because
they used internet for academic purpose many times.

Table 4
Respondents’ Assessment on How Frequent Academic Oriented Internet Helps in
Achieving Better Academic Performance
Statements Mean Descriptive Interpretation
1. The internet helps me in 3.48 Often
achieving better academic
grades.
2. With the help of the 2.70 Sometimes
internet, I am one of the
achievers in our class.
3. With the help of the 2.76 Sometimes
internet, I receive academic
awards at the end of each
school year.
Grand Mean 2.98 Sometimes

As shown in Table 4, the academic oriented helps the students in their academic
performance. With a grand mean of 2.98 and with the means ranging from 2.6 to 3.39 simply

14
shows that the internet sometimes helps in achieving the academic grades of the respondents.
With the mean of 3.48, the internet often helps the students in achieving better academic grades.
In addition, with the help of the internet, the students are sometimes one of the achievers in their
class with the mean of 2.70 and they sometimes receive academic awards at the end of the school
year with the mean of 2.76.

15
 CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATION

This chapter presents the summary, conclusions and recommendation of the study.

Summary
It was the objective of this study to know the frequency of academic oriented internet of
the Grade 12 GAS students of Tudela National Comprehensive High School, Tudela, Misamis
Occidental. Specifically, the study sought the answers to the following: (1) the respondent’s
profile in terms of age and gender, (2) respondents’ assessment on the frequency of use of
academic oriented internet by the students and (3) academic grades of the students and (4)
respondents’ assessment on how frequent academic oriented internet helps in achieving better
academic performance.
Descriptively quantitative method was used to know the frequency of academic oriented
internet utilization of the students. The respondents of the study were the Grade 12 GAS students
of Tudela National Comprehensive High School. In gathering the data, a questionnaire was used.
In analyzing the data gathered, frequency and percentage distribution and weighted mean were
used.

Findings

1. Respondents’ Profile
Table 1 and Table 2 showed the profile of the respondents in terms of age and gender.
There were no missing values in response.
90% of the respondents fall under the age group 17-19 and the remaining 10% fall under
the age group 20-22. The respondents’ age falls within the expected age bracket of the Grade 12
GAS students.
Female students are the dominant respondents in this study with the percentage rate of
58% while the rest were males. Since the respondents are chosen through convenience sampling,
it only implies that there are more female students who are convenient compared to male
respondents when the survey is conducted.

16
2. Frequency of Use of Academic Oriented Internet
The respondents often use internet for academic purpose; using the internet to do
research, assignments, classroom tasks, homeworks and also in studying the lessons. Also, the
respondents find internet as a reliable academic source sometimes and use it sometimes to study
in advance.
3. Academic Grades of the Students
Out of 50 respondents, 36%, 32%, 26% and 6% of them have grades from 85 to 89, from 80 to
84, from 90 to 100 and 75-79 respectively. The bracketing of the grades is based on the new K-
12 Grading System.
4. How Frequent Academic Oriented Internet Helps in Achieving Better Academic Performance
The academic oriented internet sometimes helps the student in achieving better academic
performance.

Conclusion
From the findings of the study, the following conclusions are deduced:
1. In this study, most of the surveyed students indicated that they often use the internet for
academic purpose. The internet was perceived as an essential part of academic learning
benefitting them doing assignments, researches and seeking extra information in regards to the
course or subject. It is one of the best academic tools to improve the academic performance of
the students (Dorji, 2015).
2. Although the surveyed students use academic oriented internet, they find the internet
sometimes reliable. Wachbroit (n.d) mentioned the unreliability of available information on the
internet. Not all information on the internet is reliable and safe.
3. Even if the surveyed students often use academic oriented internet, the academic oriented
internet sometimes helps them in achieving better academic performance based on the
respondents’ assessment. If the students will spend more time on internet for academic purpose,
they will get better academic grades (Young, 2006).

Recommendation
From the findings and conclusions of the study, the following recommendations are
hereby offered:

17
1. The limited time and resources sample size is small to generalize the findings for the whole
Grade 12 GAS students. Increase sample size for better results.
2. Include more institutes from other areas of Tudela, Misamis Occidental for better results.
3. Also select students that use internet only from computer lab and create profile of their
activities on internet. Observe the internet usage patterns over the period of time.
4. Also ask the respondents how much time do they spent on academic oriented internet.
5. Balance the number of male and female respondents.

18
 BIBLIOGRAPHY

A. Studies

Acut, D., Caparoso, J. K., &Magsayo, J. R. (2016). Relationship of Students’ Internet Usage and

Academic Performance. Pp. 4.

Akhter, N. (2013). Relationship between Internet Addiction and Academic Performance among

University Undergraduates. Journal of Science and Technology Education Research. 8

(19), pp. 1793-1796.

Awais, Bilal, Usman, &Sehrish. (n.d). Impact of Internet use on student’s academic

performance. Retrieved from: http:// www.scribd.com/doc/9191411/Impacts-of-Internet-

Usageon-Students

Brown, U. J., Ellore, S. B., &Niranjan, S. (2014). The Influence of Internet Usage on Academic

Performance and Face-to-Face Communication. Journal of Psychology and Behavioral

Science, 2 (2). pp 163-186.

Chen, Y., Peng, S. (2008). University Students’ Internet Use and Its Relationships with

Academic Performance, Interpersonal Relationships, Psychological Adjustment, and

Self Education.

Coyne, S. M., Padilla- Walker, L. M., & Howard, E. (2013). Emerging in a Digital World a

Decade Review of Media Use, Effect and Gratification in Emerging Adulthood.

Emerging Adulthood, 1 (2), 125-137.

Dorji, Lekey. (2015). The Impact of Internet on Academic Performance of the Students at the

Tertiary Level of Education on Bhutan. pp. 31-32.

Emeka, U. J., &Nyeche, O. S. (2016). Impact of Internet Usage on the Academic Performance of

Undergraduates Students: A case study of the University of Abuja, Nigeria. pp. 1027

Jain, V. (2014). Internet Usage on College Environment: A Survey at Maharshi Dayan and

College Library. pp. 19.

19
Jehopio, P. J., Wesonga, R., Candia, D. (2017). Internet Heavy usage and its Influence on

Academic Achievement of University Students. pp. 5760.

Liu, Huang. (2008). Male/Female Differences in Web Searching Materials.

Mishra, S., Draus, P., Goreva, N., Leone, G., & Caputo, D. (2014). The Impact of Internet

Addiction on University Students and Its Effect on Subsequent Academic Success: A

Survey Based Study. Issues in Information Systems, 15(1), 344-352. Retrieved July 29,

2017.

National Center for Education Statistics. (2014). Retrieved from: http:// www.education.gov.

Education.gov.bt/documents/10180/12664/Annual+Education+Statistics+2014.pdf

f3779fb8-2cae-400c-833a-ab7140633b99?version=1.0

Siraj, H. H., Salam A., Hasan, N. A., Jin, T. H., Roslan R. B., & Othman, M. (2015). Internet U

Usage and Academic Performance: A Study in a Malaysian Public University. Pp. 84.

Wachbroit, R. (n.d). Reliance and Reliability: The Problem of Information on the Internet. Pp. 9.

Young, B. (2006). A Study on the Effect of Internet Use and Social Capital on Academic

Performance, 35 (1). pp. 155-190

B. Links

http://www.pewinternet.org/2015/04/09/teens-social-media-technology-2015/pi_2015-04-
09_teensandtech_10/

20
21
 Questionnaire on the Frequency of Academic Oriented Internet
Utilization of the Grade 12 GAS Students

Description: This study is conducted in order to examine how the use of internet for academic
purpose affects the academic performance of the Grade 12 GAS students of
Tudela National Comprehensive High School.

Instruction: This questionnaire is composed of two sections. In this section, please indicate
what is asked and put a check (/) on the oval of your response.

I. Respondent’s Profile

Name (Optional): ___________________

Gender: Male
Female

Age: 14-16 years old

17-19 years old
20-22 years old
23 years old and above

II. Academic Oriented Internet Utilization

Instruction: In this section, please rate your answer in a scale of 1 to 5. Please put a check
on your response.
5- Always (Permaminti)
4- Often (Kasagara)
3- Sometimes (Usahay)
2- Rarely (Panalagsa)
1- Never (Wala sukad)

Statements 5 4 3 2 1
1. I use internet for academic
purpose.
(Gagamit ko ug internet para sa
pambuluhaton sa eskwelahan.)
2. I use internet to answer my
assignments.
(Gagamit ko ug internet para
magama ang mga gihatag sa
maestro/maestro nga gam-on
gawas sa eskwelahan.)

22
3. I use internet to seek
information about our lesson.
(Gagamit ko ug internet para
makakita kog impormasyon bahin
sa amoang leksyon.)

4. I use internet so that I can study

in advance.
(Gagamit ko ug internet para
makatuon ko sa mga leksyon nga
wala pa gihisgutan sa klase.)
5. I use internet for it is the main
source of information for my
studies.
(Gagamit ko ug internet kay mao
kini akoang gakakuwaan ug mga
impormasyon para sa akoang
pagskwela.)
6. I learn many things related to
my course or subject when using
the internet.
(Nakakat-on kog daghang butang
bahin sa akoang kurso or subject
tungod sa pag gamit sa internet.)
7. I rely on the internet for my
academic tasks.
(Nagsalig ko sa internet sa
akoang mga buluhaton sa
eskwelahan.)
8. The internet helps me in
achieving better academic grades.
(Ang internet nakatabang kanako
para maka kuha kog dagkong
grado.)
9. With the help of the internet, I
am one of the achievers in our
class.
(Gumikan sa tabang sa internet,
usa ko sa mga nakakuhag
dagkong grado sa among klase.)
10. With the help of the internet, I
receive academic awards at the
end of each school year.
(Gumikan sa tabang sa internet,
makadawat ko ug academic
award kada human sa tuig.)

23
24
 CURRICULUM VITAE

Name : Jerlie Verano Bel-ida

Nickname : “Jerlay” or “Jerlax”

Date of Birth : November 11, 1999

Place of Birth : Cagayan de Oro Medical Center, Nacalaban Street, Tiano

Brothers, Cagayan de Oro, 9000 Misamis Oriental

Sex : Female

Address : Purok 6 Bliss Cabol-anonan, Tudela, Misamis Occidental

Civil Status : Single

Religion : Roman Catholic

Email Address: jerliebel@gmail.com

Educational Attainment

Elementary

School : Tudela Central School

Address : Centro Napu, Tudela, Misamis Occidental

Year : 2011-2012

Junior High school

School : Tudela National Comprehensive High School

Address : Basirang, Tudela, Misamis Occidental

Year : 2015-2016

25
Senior High School

School : Tudela National Comprehensive High School

Address : Centro Napu, Tudela, Misamis Occidental

Year : 2017-2018

26
 ABSTRACT

This research, “Frequency of Academic Oriented Internet Utilization of the Grade 12

GAS Students” aims to find out how frequent the Grade 12 students of Tudela National
Comprehensive High School use internet for academic purpose.

Nowadays the internet has become useful in education arena. There are numerous studies
done regarding the internet usage in other places but not yet in Tudela, Misamis Occidental. So, a
descriptive type of research was used to find out the frequency of use of academic oriented
internet by the students. Questionnaires were distributed to the respondents. The study was
composed of fifty (50) respondents; 33 of them were from Grade 12 GAS A and 17 of them were
from Grade 12 GAS B. They were selected through convenience sampling. The actual ages of
the respondents ranged from 17 to 22 years old. The data gathered were then analyzed and
interpreted.

Based from the result of the data, the researcher found out that the students often use
internet for academic purpose based on the assessment of the respondents. The researcher also
found out that academic oriented internet sometimes helps the students in achieving better
academic performance based on the respondents’ assessment. Majority of the students got good
grades in the First Semester.

Furthermore, the researcher concluded that internet can be an academic tool to improve
the academic performance of the students. Spending more time on academic oriented internet
will help the students get better academic grades. Although internet is helpful, it is not always
reliable. Some information found on internet is not safe.

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