Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Nowadays, our life is almost impossible without technology. We use the

modern technological devices and applications in various spheres of our activity. The

technological progress helps to manage tasks faster and with a higher level of accuracy

and safety. Business, economy, manufacturing, and other spheres of our life reap

amazing benefits from the implementation of technology. Undoubtedly, education is

no exception either (Ron, 2018). Using technological devices for some purposes like

for school purposes makes the student’s work very easy, it seems that using

technological devices is the best solution to most probable issues. Some of us is

depending on technologies because we can get the benefits that we wanted.

As the proliferation of technology in the classroom continuous to accelerate,

schools that haven’t yet implemented some of the latest and greatest devices such as

iPads in the classroom are starting to really feel the pressure to. Mobile devices can

make perfect listening tools and open up unlimited possibilities for educators and

students alike, but it’s not all daisies and roses. Sometimes the initial infatuation with

the shiny new technology turns into a love-hate relationship as problems and issues

arise (Wainwright, 2014). If we, students, uses technology most of the time than

studying it can decrease our grades. When it happened for a lot of time we are being

an addict on using technological devices. We can use it for school purpose but we
should make sure that we are using technology devices on a useful way and

effectively.

When social media such as Facebook, YouTube and Twitter appeared, our

world was divided into online and offline. Social media are online technology

platforms that help to connect people together far and near. It is used to build

relationship among people (Social Media by Students 2017). With their help, we can

communicate with each other, even on different continents, listen to music, read

books, look at photos and much more. Social media have greatly simplified our lives

and tightly tied to ourselves.

Conceptual Framework

The use of social media among students has reached high levels and has affect

their study time poor grammar and wrong spelling when socializing on social media as

well as diverting their attention from their studies (Ndaku, 2013). Technology affects

the study of students because they are enjoying the benefits that they get on their

social media accounts.

Over the years those in higher education has explore the exciting opportunities

new technologies bring to institutions, educators, and students. Technology has

changed the way people interact and has brought the emergence of an open social

platform such as social media that allows the inhabitants of this planet earth to connect

with each other making the world a global village (Owusu & Awankwaa, 2016). This

is why the students nowadays gets wrong grammar and wrong spellings because of the
way we communicate to other through the use the use of technology devices. Through

technology devices, we can access on any social platforms that we want, we are

communicating with the people that was far away from us and we can get other new

friends through our social media accounts.

As society relies more on technology, students must be able to use technology

for problem solving, learning in higher education, succeeding in their future careers,

and living their daily lives (Sullivan, 2014). Students uses technology devices for their

school projects, assignments, research, and to communicate with other people. Many

people use technology devices for their daily lives as their past time so that they will

not get bored or to have fun or surf on the internet for something that they wanted to

know about.

Paradigm of the Proposed Study

Specified in the INPUT variables are the personal profile of the student-

respondents, student’s purpose of using internet, the types of technological devices

mostly use. An intervention to reduce using technological devices for leisure was also

included as input variable.

In the PROCESS, as revealed in the second frame conveys procedure that the

researchers utilized in gathering information vital to this research study such as survey

questionnaire and the statistical treatment for descriptive and inferential statistics.
 INPUT PROCESS OUTPUT

1. Survey Time Management

Questionnaire of Students on Using
Technological
2. Statistical Devices for Leisure
Tools and for Academic
1. Personal Profile
1.1. Age o Percentage Purposes and
1.2. Sex Responsiveness to
o Frequency Reduce Using
1.3. Section
2. Purpose of Using Counts Technological
Internet Devices for Leisure
2.1. Academic Purposes o Weighted of the Students of
2.2. Entertainment Mean Carmel Academy of
2.3. Gaming Palauig, Inc.
2.4. News o ANOVA
2.5. Social Networking
3. Intervention to Reduce
Using Technological
Devices for Leisure
Figure 1. The Paradigm of the Research Study

In this research, the OUTPUT is towards having empirical data on the time

management when using technological devices for academic purposes and leisure of

the Grade 10 students of Carmel Academy of Palauig, Inc. its effects on them as well

as the needed intervention works and processes that might lessen this particular social

problem.

Statement of the Problem

This study focused on the use of technology devices for studying and leisure of

Grade 10 students of Carmel Academy of Palauig, Inc. The study also determined

their intention on using technological devices.

The researchers specifically answered the following questions:

 1. What is the profile of the student-respondents as to:

1.1 age;

1.2 sex; and

1.3 section

2. The student-respondents purpose of using internet:

2.1 Academic Purposes

2.2 Entertainment

2.3 Gaming

2.4 News

2.5 Social Networking

3. Is there a significant difference on the perception of the respondent’s

purpose of using internet when grouped according to profile variables?

4. Is there a significant difference on the perception of the respondents on the

intervention to reduce using technological devices for leisure?

Hypotheses

1. There is no significant difference on the perception of the respondent’s

purpose of using internet when grouped according to profile variables.

2. There is no significant relationship on the perception of the respondents on

the intervention to reduce using technological devices for leisure when

grouped according to profile variables.

Scope and Limitations

 This study ascertained the time management of students when using

technological devices for academic purpose and for their leisure among Grade 10

students of Carmel Academy of Palauig, Inc. enrolled in the academic year 2019-

2020. The study concentrated on time management of respondents when using

technological devices for academic purposes and for their leisure. The exposure also

denotes witnessing the use of technology of students, since according to the study of

Owusu-Acheaw & Larson (2015) it was revealed that the use of social media had

affected the academic performance of their respondents negatively and further

confirmed that there was a strong positive relationship between the use of social media

and academic performance. Their study further revealed that most of their respondents

use social media sites to chat rather than for academic purpose.

Significance of the Study

The result of this study proved to be beneficial to the school administrator,

the teachers, the parents, and the students. The following are the vivid explanation of

its benefits:

The School Administration. The school will be more efficient cognizant on

mechanisms which need to be in place via various methods, such as supervision, on-

going reviews and specialist advice/support posts. Administrators might consider the

establishment of a named specialist for domestic violence under the students support

office. It will provide knowledge and resources including use of safety planning and

referral to local advocacy and support services.

 The Teachers. Teachers are adults who work with children have to be aware

and skilful to recognize and meet the needs of their students who are exposed on using

technological devices for leisure rather than academic purposes of their students.

Teachers should play an important role in the student’s development on their

time management on using technological devices effectively and wisely to see that

their students are prepared for future employment.

The Parents. They will be more aware and informed of what their children

doing when they are using technological devices. Be stricter when it comes on using

technological devices for leisure rather than academic purposes. They will be more

sensitive that always using technological devices leads their children into being an

addict on using technological devices. Parents need to know that always using of

technological devices for leisure has to decrease.

The Students. Children who are exposed on using their time on using

technological devices for leisure than for academic purposes need to know that should

avoid surfing on social medias with the purpose of nothing. Children need to know

that they should finish their school works before their leisure. They still need to know

where they can rely more on.

Other Researchers. They may conduct a study that would include other

variables such as effective use of technology for academic purposes, time management

on using technological devices as an effective computer literate, sources of support

and many others.

Definition of Terms
 To fully understand the study, the following terms used are operationally and

conceptually defined.

Academic Purposes. This refers to the undesirable consequences on the

actions or reactions, conduct and bearing manifested by the witness and victim of

domestic violence.

Cellphone. This refers to a telephone that does not have wires and work by

radio, that you can carry with you and use anywhere. The user can use it to surf on the

internet.

Computer. This refers to one of the technological devices that the respondents

uses for leisure and academic purposes.

Computer Addiction. This refers to the respondents as excessive or

compulsive use of the computer which persists despite serious negative consequences

for personal, social, or occupational function.

Internet. This refers to the global computer network providing a variety of

information and communication facilities, consisting of interconnected networks using

standardized communication protocols that people uses to access on any sites using

technological devices

Internet Usage. This refers to the respondent’s measurement (expressed in

bytes, kilobytes, megabytes, or gigabytes) of the amount of data flowing through

technological devices they use and the internet network for a defined period.

Leisure. This refers to those students who are exposed on using their time on

technological devices for leisure such as playing online games, watching on Youtube
and on other social medias, reading news, and many more that can do of a student for

their past time.

Student Respondents. This refers to the Grade 10 students of Carmel

Academy of Palauig, Inc. who are still considered as the respondents of the study.

Tablet. This is defined as a tablet computer, commonly shortened to tablet, is a

mobile device, typically with a mobile operating system and touchscreen display

processing circuitry, and a rechargeable battery in a single thin, flat package. It can use

to search on the internet.

Technological Devices. This refers to the devices that the respondents use for

their leisure and for academic purposes such as cellphones, tablets, laptops, computer,

etc.

Technology. This refers to the scientific knowledge for practical purposes of

the respondents of this study, especially in industry.

Time Management. This refers to the student’s usage of time effectively and

productive, especially for their academic purposes rather than leisure when using

technological devices.
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This part of the study provided information and materials viewed and taken

from foreign and local sources as books, journals, and thesis which have connection

on the present study that gives the researcher sufficient background information of the

study.

Related Literature

Foreign

According to Emeka and Nyeche (2016) the internet today is a worldwide

entity whose nature cannot be easily or simply defined. To many, the internet is a large

computer network linking together millions of smaller computers at numerous sites in

various countries belonging to thousands of business, government, research,

educational and other organizations. To the internet users, the internet is a global

community-one with a very active life. In today world, the Internet plays a vital role in
the teaching, research and learning process in academic institutions. Thus, the advent

of the Internet has heralded the emergence of a new form of knowledge production

and distribution – the soft form.

Time management demands a key shift in emphasis: concentrate on results, not

on being busy. There are a lot of cases with people who waste their lives in discolored

doings and attain very small since they are placing their labors into the incorrect

responsibilities or weakening to focus their activity successfully, established that two-

time management workings directly affect the collective academic achievements

(Mercanlioglu, 2010). The perception of how their time requires to be used up or

planning including utilizing short and long period goals and time attitudes or students

accomplished that both planning and encouraging time attitudes initiated that they had

much more time to finish their everyday jobs because they experiences more in control

of how their time was exhausted therefore knowing when they had to state no to

activities (Kaushar, 2013). The literature revealed that time management practices that

connected to the individual's awareness and attitudes about time management and is

comparable the perception of having control over time. Therefore, time attitudes

comprise the perception that the individual is in control of time the perception that the

person is efficiently managing his time and the perception that the individual is

making constructive utilization of time (Karim et al., 2015).

Amaoge and Igwebuike (2016) believe that the internet has increasingly

become an invariable asset in education in terms of learning, teaching and research.

The use of internet in the tertiary institutions is an exciting prospect especially when
the rugged terrain is the significant impediment to obtain information for the vast

majority of people.

Today the Internet has taken a firm place in people's lives. It is difficult to

imagine a young man who at least once a day did not check for updates in social

networks and did not leaf through the news lines. The modern reality requires us to

stay in touch and keep abreast of the latest news and trends (Talaue et al., 2018).

Web-based instruction and practices have become more prominent in

education, allowing

students with a variety of disabilities to engage in online learning (Burdette et

al., 2013). It helps a disabled person who wants to go to school but can’t go because of

the situtation of his/her health. Technology gives hope for those kind of person who

wnts to have a briht future.

The internet is a basic technology in the development of information

technology. Now, the Internet have become an important tool and required by the

knowledge-based society present the contemporary for information management,

information search, communication, and research and learning. A borderless world is

realized with the Internet. The use of internet technology will make it easier for people

to obtain several of information and the latest information quickly and effectively. The

use of the Internet is useful to the world, especially to students (Shahibi, 2017).

Technology have an important role on people specially to the students. School works

becomes more easy when we are using technology for our school works such as

assignments, projects, etc.

Local

Technology can also be used to distract students in the class room from their

learning activity. Technical tools like laptops and mobile phones can distract students

from their learning activity and cause disruption to class room activity, if not used

properly. Mobile phones distract students because of problem of ringing during class

room discussion, use in cheating during class room assessments, multi- tasking by

students and use of camera in the class room which could lead to privacy issues.

Similarly, laptops and computers can be used for instant messaging and using

Facebook, watching movies or videos not relevant to class room topics and distracting

other students (Gorra & Bhati, 2016).

Today the Internet has taken a firm place in people's lives. It is difficult to

imagine a young man who at least once a day did not check for updates in social

networks and did not leaf through the news lines. The modern reality requires us to

stay in touch and keep abreast of the latest news and trends (Talaue et al., 2018).

Through the use of technology it can be possible the we are updated on news on our

environmet.

Related Studies

Foreign

Based on the study of Alwagait et al., (2014) it was found that social media

usage on weekly basis displayed a positive skew where most students do not use social

media excessively. Respondents in their study felt that time management and football
were factors that contributed towards negative academic performance besides

excessive social media use.

Mensah & Nizam (2016) concluded in their study that social media platforms

have a significant impact on students’ academic performance in Malaysia tertiary

institutions. Nevertheless, among the six variables used in their study, time

appropriateness and health addiction has a stronger significant influence on students’

academic performance. This is because time management plays an essential role in

determining the success and failure of an individual. Thus students who lack time

management can easily fall prey to the negative impact of social media. Likewise,

health and addiction, students who are engrossed with social media platforms ends up

skipping meals which has health impact.

According to Kolan and Dzandza (2018) the nature of social media as a useful

servant but a dangerous master and a two-edge sword has been revealed in the

findings of the study. Despite the benefits that students can harness from social media

networks such as sharing of information, building relationship, partaking in group

discussion, there is to some extent addiction and distraction of attention caused by the

use of social media which could have serious consequences on the academic life of

students.

Study in Kogi State University found out that the exposure of the students to

social media have effect on their academic performance. Evident show that social

media have negative influence on the academic performance of students. Students who

spend more time on social media are likely to perform poorly in their academics this is
because instead of reading books, thy spend time chatting and making friends via

social media and this will definitely have negative effect on their academic

performance (Asemah & Okpanachi, 2013). Students mosty use technology for their

leisure rather than for academic purposes that affects their school performances.

According to Landry (2014), social media a tool that could be used for good or

bad, it all depends on the person. Social media has its layers of good and bad. Yes, it is

easier to remember the bad rather than the good but, social media sites have created

opportunities for people all over the world.

A similar study revealed that online social media had improved the

communication between the faculty member and students which facilitate the

communication of the correct information and improve understanding and the

development of the ideas and the courses. Based on the information collected, it is

noticeable to say that the use of the social media during the lecture time is not

recommended (Abousaber & Oueder, 2018). Through social media communcation

betwen faculty members and students is effective but technological devices are

prohibited during class hours.

Studies found out that academic outcome of students who spent most of their

time interacting using social media are positive because they were able to share and

generate ideas and concepts related to their studies. They also use these sites for

having fun as these social media sites are helpful in their academic work (Amin et

al.,2016). Students use technology both for academic purposes and for leisure. They

managed their time effectively.

 Social media are therefore associated with an increased tendency for young

people to multitask, to rely on a digital juggling of daily activities and commitments

(Subrahmanyam and Šmahel, 2011). More subtly, the reason with young people

associated with these emerging technologies is also associated with the autonomous

nature of social media allowing students an increased control over the nature and form

of what they do, as well as where, when and how they do it.

Local

Like the rest of world, the Philippines has embraced the Internet. Two out of

three Filipinos use Internet social networks – the highest penetration in the world and

a feat considering that only 29% of Filipinos have Internet access in their homes

(Broadband Commission, 2012).

Another study by the Social Weather Station (SWS) in 2011 (Labucay, 2011)

surveyed 1,200 Filipinos and clustered Internet use into five categories: 1) social

networking (online social networking such as Facebook, Twitter); 2) information

seeking or learning (news, health information); 3) creativity and production (blogging,

share own photos, videos and stories); 4) entertainment and leisure (online games),

and 5) commercial activity (online purchasing). The results reveal that nine out of ten

Filipino users go on social networking sites like Facebook and Friendster. A distant

second use of Internet is to share photos, videos or artwork (44%), and get news and

information on current events (40%). Thirty-seven percent of Internet users go online

to get general health information, and the same percentage play online games. About

28% go online to get news and sensitive health topics. Although informative, the SWS

study utilized five broad categories based on typology used by a study in Britain.

Alampay & Hechanova (2010) revealed the 65% of companies provide

Internet access to employees. Of these, more than half of the organizations (58%)

restrict use either in terms of online content and applications. Specifically, sites that

are blocked are: pornography (69%) and gaming (53%). In addition to restriction, 57%

of companies report monitoring employee’s internet use. A quarter of the

organizations perform constant monitoring, whereas 20% conduct monitoring

routinely. Almost half (45%) of the organizations used disciplinary procedures for

employees because of improper use of the Internet.

The International Communication Union (ITU) estimates that the percentage of

Filipino users has grown from a mere 0.006 percent in 1998 to 36% in 2012 (World

Bank, 2014). From these statistics, it is clear that Filipinos, indeed, are getting “sucked

into worldwide web” (Ho, 2009).

According to the findings of Labucay (2011), in 2014, the gap in Internet use

in Metro Manila and the provincial areas has considerably narrowed down, as the

percentage of Internet users reached all-time high levels in Balance Luzon (36%),

Visayas (29%) and Mindanao (24%). Nevertheless, the Internet use gap remains

higher in Metro Manila than in the provincial areas. By locale, the Internet use gap

between urban and rural dwellers remains. About two-fifths (41%) of urban dwellers

in 2014 are Internet users, about twice more than the 22% among rural dwellers.
 The study of Go & Hechanova (2014) revealed a seven-component taxonomy

of Internet use in the Philippines: expression and interaction, basic Internet use,

recreation, news and information, school-related activities, e-commerce, and

technology deviance. In addition, whereas past studies tended to focus on problematic

outcomes of Internet, the study highlights both positive and negative outcomes.

Results show that Internet use has benefits including greater productivity and personal

enhancement. However, when carried to the extreme, Internet use can also lead to

social harm and addictive tendencies.

Acut et al. (2016) revealed that as a comparison between the places of Internet

usage, two hundred thirty-nine (239) of the respondents used the internet at home

while two hundred twenty (220) of the respondents used the internet anywhere in

school. One hundred (182) respondents used the internet in the internet café. There are

one hundred twenty-three (123) respondents used the internet in the library. The top

seven websites commonly used by the respondents are facebook.com, google.com,

instagram.com, twitter.com, wikipedia.com, yahoo.com, youtube.com.

Relationship of the Previous Studies to the Present Study

Previous study of Alwagait et al., (2014), Mensa & Nizam (2016), Kolan &

Dzandza (2018), Asemah & Okpanachi (2013), Abousaber & Oueder (2018),

Subrahmanyam & Šmahel (2011), revealed measures of exposure to the use of

technology such as for leisure, academic purposes, an many others.

 Studies conducted by Broadban Commission (2012), Labucay, I. (2011),

Alampay & Hechanova (2010), World Bank (2014) and Ho (2009), Go & Hechanova

(2014), Acut et al. (2016) focused on the exposure of students on the use of

technology for entertaiment, news, playing, surfing on socal medias, for academic

purposes, which may affect school perfrmances and many others.

Interventions to use technology more for academic purposes rather than for

leisure conducted by Emeka & Nyeche (2016), Mercanlioglu (2010) and Kaushar

(2013) and Karim et al. (2015), Amaoge & Igwebuike (2016), Talaue et al. (2018),

Burdette et al. (2013), Shahibi (2017), Gorra & Bhati (2016). The present study also

focused on the exposure and experience of children on the use of technology for

leisure and for academic purposes, the effects on them and the recommendation or

number of strategies that could inform effective responses to this problem. The

difference however was on the time and locale of the study and the group of

respondents.

Chapter 3

RESEARCH METHODOLOGY

This chapter contains the research design and the methodology used in the

conduct study. This chapter is showing how the researcher came to the necessary data
for this study, and how these data were analyzed, interpreted and presented in the

easiest way possible.

Research Design

This research employed a descriptive survey method of research with the

survey questionnaire as the main source of gathering the data. The characteristic of the

population or phenomenon that is being studied. This focuses in questions “what” and

“why” it describes the subject of the propose research. A method that attempts to

collect quantifiable information to used statistical analysis in a quantitative research.

Descriptive method uses observational methods to conduct the research. The data

collected and analyzed can be further use for different research techniques (Hale,

2018).

In the same way it would be appropriate to apply the descriptive method,

where the facts are presented in a descriptive manner. In this study, proofs and

evidences on exploring the use technology of the Grade 10 sdents of Carmel Academy

Palauig, Inc., enrolled in the academic year 2019-2020 were presented. To know what

they prepared to do when using technological devices on their free time.

Research Locale

This study is conducted at the two sections of Grade 10 students of Carmel

Academy Palauig, Inc., which is located in West Poblacion, Palauig, Zambales. The

Carmel Academy of Palauig, Inc., Grade 10 student is consisting of two sections. The

map showing the location is presented on next page.

 Carmel Academy is a Catholic institution dedicated to serve the needs of the

municipality of Palauig Zambales.

Father John Flynn, a Columban Missionary was the first director of Carmel

Academy. He succeeded in putting up Carmel Academy which opened its doors to the

youth of Palauig on June 11, 1956 with 89 students and faculty of three. In that same

year, Fr. Patrick Duggan, MSSC took over both of the Parish and the school. He

worked to make Carmel Academy a model of discipline and learning. He also

extended the school building and facilities to accommodate the ever-increasing

number of students who were seeking better education without having to enroll

outside Palauig.

In 1958, Fr. James McCaslin, MSSC, succeeded Fr. Duggan. In that same year,

Fr. Donald O’Dea, MSSC, who won the hearts of the Palauigenos, took over as the

Parish priest and the school director. He worked hard in requesting the sisters of St.

Paul de Charters to help in administration of the school. In the year 1968, this petition

was granted. The congregation sent Paulinian Sisters to assist in running the school. In

the year 1975 another Columban priest, Rev. Fr. Edward O’Connor MSSC succeeded

Fr. Canon. He became the Parish priest and at the same time, the school director of

Carmel Academy. His mission to the people of Palauig lasted in 1976.

Rev. Fr. Roland Almo, the first Filipino Catholic Priest in Palauig, succeeded

him that year. Father Almo was also the school’s first Filipino Director. Rev. Fr.

Donald O’ Dea came back in 1979. Rev. Fr. Vincent Lyons, MSSC, who started his

service from 1980-1982 followed him. Sister Mary Edith Lapid, SPC, was also
installed as Principal of that school that year. Fr. Francis Aubum succeeded him in

1982 Fr. Michael Duffin, MSSC, took over in 1986 and in 1988, Fr. Bernard

Mulkerins. MSSC became the last Columban Missionary director of Carmel

Academy. After the Columban Priest, Filipino Clergy of the Dioceses of Iba were

assigned as directors of schools Fr. Teodoro Camat from 1988-1992; Fr. Josifino

Corpuz from 1992-1999; Fr. Rico Fagela from 1999-2001; Fr. Noriel Salvador from

2001-2003; Fr. Lazaro Villafuerte from 2003-2005; Fr Michael Oliver S. Lucio, JCL,

from 2005-2012, and now the new Director of Carmel Academy Rev. Fr. Orlando B.

Correa.

Figure.1 Map of Carmel Academy, Palauig, Zambales

The Respondents

The respondents were Grade 9 students of Carmel Academy Inc. of Palauig.

Table 1 in the next page shows the distribution of the respondents.

 Table 1
Distribution of the Respondents

SECTION FREQUENCY
Sacred Heart 50
Our Lady 49
TOTA 99

Sampling Technique

The sample size was determined using the Sloven’s formula. In identifying the

specific distribution of the sample, a systematic random sampling technique was

employed.

The Research Instrument

The instrument which was used in gathering the data for the study was survey

questionnaire. According to Clmorin and Calmorin (2000) it is a popular form of

survey checklist which requires paper and pencil, consisting of questions to be

answered by the respondents by checking or by writing the answers.

First part focused on the Demographic Profile which included the age, sex, and

student's section.

The second part of the questionnaire comprised indicate their internet usage

that affect their performances in school (Acdemic Purposes, Entertainment, Gaming,

News, and Social Networking). Each sub-category have 5 items. Respondents

answered on a scale ranging from 1 to 5, with 1 as “never use” and 5 as “always use”.

The last part of the questionnaire talks about the inyervention to reduce using

technological devices for leisure of the Grade 10 students of Carmel Academy of

Palauig, Inc., school year 2019-2020.

 The instrument verified to 2 sections of Grade 10 students, Carmel Academy

Inc. of Palauig, for validity purposes.

Data Gathering Procedure

After the validation of the research instrument, the approval of floating the

questionnaire to the student-respondents was sought from the Principal and Advisers/

Teachers of the different sections of Grafe 10 of Carmel Academy of Palauig, Inc.

The distribution of the instrument was conducted on the 3rd week of August,

2019. Retrieval was after a week. The researchers emphasized the anonymity of

responses of the student-respondents.

Statistical Treatment

The statistical treatment of this study utilized descriptive tools such as

frequency, percentage and mean distribution. For inferential statistics, Analysis of

Variance (ANOVA) was used. All the data gathered through the instruments was

tallied, tabulated, analyzed and interpreted accordingly. The following are the

explanations of the utility of the abovementioned statistical tools.

1. Percentage – It is the ratio of any number to the whole. It was used to

determine the proportion of the respondents that will fall under the

personal profile variables.

2. Weighted Mean- It was computed in order to determine the overall

perceptions of the respondents.

 For meaningful interpretations of the results on the Forms and

Effects of Domestic Violence and Intervention, the following 5-point

scale was used.

Verbal Verbal
Interpretation Interpretation
Point Point Students Symbols Intervention to Symbols
Scale Purpose on Recuce Using
Using Technological
Technological Devices for
Devices Leisure
5 4.20 – 5.00 Always A Strongly Agree SA
4 3.40 – 4.19 Frequent F Agree A
3 2.60 – 3.39 Sometimes S Moderately Agree MA
2 1.80 – 2.59 Seldom Se Disagree D
1 1.00 – 1.79 Never N Strongly Disagree SD

3. Ranking – This was used to determine the order or the status of the

variables.

4. Analysis of Variance – This was determined to test the significance of

difference in the variables. It was using the software SPSS.

Decision Rule 1: If the computed significant value is greater

than (˃) 0.05 alpha level of significance, accept the null

hypothesis and reject the alternative.

Decision Rule 2: If the computed significant value is less than

(<) 0.05 alpha level of significance, reject the null hypothesis.

There is significant difference.

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TO ACADEMIC PERFORMANCE OF MASTER LEVEL STUDENTS. Turkey:
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Performance of College Students. North America: Journal of Business and
Management, 9 (6), P 59-60.
3. Alwagait, E., Shahzad, B. (2014). Impact of Social Media Networks Websites
Usage on Student’s Academic Performance. Saudi Arabia: Computers in
Human Behavior.
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