The Effectiveness of Positive Behavior Support from Peer

Facilitator towards absenteeism among grade 7 students of

Lamak NHS

A Thesis Presented to the Faculty

Lamak National High School

Lamak,Mayana,Barili,Cebu

In Partial Fulfillment

Of the requirements for the

Senior High School

Mayet Binondo

Jean Carbonilla

Mariel Vergara

Adrian Anuada
 ABSTRACT

The purpose of this research study to determine the

 DEDICATION

I would like to dedicate this study first and foremost to the almighty God who

created us, give us talents, guidance and peace of mind to finished this study.

To my family, especially my parents who gives me strength, courage and

unconditional love, and who supports me to make this research success. For the

advice, guidance, financial and moral support.

To my my best friends, who in little ways contributed and also to all those

who in one way as another extend their support to make this study possible.

-Mayet C. Binondo
 DEDICATION

I would like to dedicate this research to my parents for giving me strength,

courage, love and full support in order to make this research success. As well as

to our creator Lord Jesus Christ who gave us knowledge and strength to do this

research.My friends who always there to support me and encourage me to finish

me this study.

-Jean Carbonilla
 DEDICATION

I would like to dedicate this research to our savior Jesus Christ who

creates us, give us life, the knowledge and power in order to make this

research.To my family who always there to support me financially, morally and

spiritually.

Above of all, to my friends who always beside me to support and who

always motivates me.

-Mariel Vergara
 DEDICATION

I dedicate this research to my beloved parents for giving me strength,

courage and support to overcome all the circumstances we had in dealing this

research.

To my friends who cheered me up so well and above all, to our Almighty

God.

-Adrian Anuada
 ACKNOWLEDGEMENT

The researchers would like to give our sincerity and gratitude first, to our

creator Lord Jesus Christ for giving us more strength, courage, and guiding us

always and gives us this blessings and let this research done successfully.

Second, my great appreciation to our beloved parents, who always there

to cheer up in times that we’re feeling down.They always show us their full

support and love as well as for giving us their financial support just to accomplish

this study.

Third, we would like to give our deep acknowlegement to our adviser in

Practical Research, Mr. Lunyl B. Sumalinog for his limitless support and

uncondotional patience on us.They are always there in guiding us ,help and

corrected our research in right grammars and give us the right format in order to

make our research effective.Our advisers who never get tired in correcting our

works.

We want to grant this truthful appreciation to our panels, Mrs. Genelyn

Entienza, who gave their best and support to help, guide and corrected us in our

mistakes in grammars and formats.They inspired us to learn and make this

research to be possible.

Our genuine gratitude to our dearest school head Mrs. Sheryl P. Baritua

for helping us to improve our research, gave more techniques and corrections in

our mistakes as well as in grammars. Give advises on what are we going to do.

We are also thankful for her approval in conducting our research.

 My great appreciation to Mr.Felix Tesalona for letting us borrowed the

tablet and also for letting us to be connected on the internet.

Lastly, our huge gratitude to some of our classmates and to all of

my friends ,for helping us and motivates us in order to make this research

successful and makes us strong even we are feeling down.Thank you once

again!
 TABLE OF CONTENTS

Title Page..........................................................................................i

Abstract...........................................................................................ii

Dedication.......................................................................................iii

Acknowledgement..........................................................................iv

Table of Contents............................................................................v

Chapter 1 Page

Introduction............................................................................1

Rationale.................................................................................1

Statement of the Problem......................................................2

Significance of the Study.......................................................3

Scope and Delimitation..........................................................4

Definition of Terms.................................................................4

Chapter 2

Review of Related Literature................................................5

Chapter 3

RESEARCH METHODOLOGY

Research Design ...................................................................6

Population and Sample..........................................................7

 Research Environment...........................................................8

Instrumentation......................................................................9

Data gathering Procedures....................................................9

Chapter 4

ANALYSIS PRESENTATION AND INTERPRETATION

General Observation............................................................10

Findings................................................................................17

Chapter 5

SUMMARY , CONCLUSION AND RECOMMENDATIONS

Summary..............................................................................18

Conclusion...........................................................................19

Recommendations...............................................................19

REFERENCES.................................................................................20

APPENDICES

Appendix A...........................................................................

Appendix B............................................................................

Appendix C............................................................................

Appendix D............................................................................

Appendix E............................................................................

CURRICULUM VITAE...................................................................

v
 List of Tables

Table Title Page

1 Age of the respondents 11

2 Academic Performanceof the repoondents 11

3 Time Duration of the respondents 12

 List of Figures

Figure Title Page No.

1 Flow of the Study 6

2 Location of the Study 8

3 Factors that facebook affects in their 13

Academic performance

4 Relationship of facebook usage and academic 14

performance(Directly Propotional)

5 Relationship of facebook usage and academic 15

Performance(Inversely Proportional)

6 Relationship of facebook usage and academic 16

performance
 Chapter 1

Introduction

Rationale

Students who struggle with emotional and behavioral disorder sometimes

display symptoms that will lead to higher rates of academic failure , school

dropout, substance abuse, and manifest deliquency behavior in school or

community.They demonstrate behaviors that impair their educational experience.

In addition behavioral challenges of students with emotional and behavioral

disorder generally remain unstable or worsen over time.

In addition, students with emotional and behavioral disorder spend less

time in school with more than half of students between the ages of 12-17

spending more than 60% of their day outside the general education classes.

They also tend to have the highest drop-out rate compared to more behaviorally

appropriate peers students with behavioral problems experience considerably

fewer instructional interactions.

In the same manner, managing these behaviors continues to be one of

the most difficult problems for both teachers and Educators tend to face many

challenges in working effectively with these students. Often behaviors are

managed by removing the student from the school which makes it difficult for

students to receive the instruction they need.

 According to a study conducted by Anderson and Kincaid (2005), “Four in

10 teachers reported that they spend more time managing disruptive behavior

than they do teaching” (p. 49). In a poll conducted by the American Federation of

Teachers in 2004, 17% of the teachers said they lost more than 4 hours a week

due to disruptive behavior by students, and another 19% said they lost at least

two or three hours a week respectively (Walker, Ramsey, & Gresham, 2004).

Thus, educators today struggle to ensure that schools are safe

environments for learning to occur (Sherman, 2000). These two challenges,

academic achievement and student behavior, have been at the forefront of many

discussions involving a diverse population of stakeholders including parents,

policy makers, and educators (Race to the Top, 2009).

The study aims to determine the effect of positive behavior support from

peer facilitator towards absenteeism among grade 7 students of Lamak National

High School in terms of their daily attendance and punctuality.It also aims to

identify what prevention program of absenteeism among grade 7 students is

effective, either behavior support from peer facilitator or the intervention by the

subject teachers and the adviser. Based on data and reports that students of

Lamak National High School show manifestation of emotional and behavioral

disorder.The researcher aims to reduce inappropriate behaviors and to increase

attendance and punctuality of grade 7 learners of Lamak National High School in

order to provide the most nurturing and productive environment in school.

 Based on the survey conducted, the researchers found out that most of

the grade 7 students of Lamak National High School are mostly late in coming to

school because of the distance from the school, lack of motivation,

encouragement and support from their parents and thus, parents are too busy

with their works which leads children to peek attention. Mostly the primary source

and income are coming from farming. As a result students help their family in

farming and prefer to absent for several days for this reason. Lastly, parents

prefer to find earnings together with their children as assistant and supports.
 CONCEPTUAL FRAMWORK

Intervention Program

Positive behavior Intervention by

support from peer the subject
facilitator teachers and the
adviser

Grade 7
learners

 Increase rate of
attendance in
school.
 Increase
frequency of
punctuality of
coming to school.

Figure 1:Conceprtual Framework of the Study

This figure shows the flow of the intervention program which is the positive

behavior support from peer facilitator and the intervention by the subject teachers

and the adviser towards the grade 7 students.It aims to Increase rate of

attendance in school, as well as to increase frequency of punctuality of coming to

school.
 THE RESEARCH PROBLEM

Statement of The Problem:

This study will determine the effectiveness of positive behavior support

from peer facilitator towards absenteeism among grade 7 learners of Lamak

National High School.

1.What is the profile of the learners in terms of:

1.a age

1.b gender

1.c attendance

1.d punctuality

2. What are the effects of positive behavior support from peer facilitator among

grade 7 learners of Lamak National High School in terms of:

2.a daily attendance

2.b punctuality

3. Which prevention program significantly reduce absenteeism?

3.a Positive behavior support from peer facilitator

3.a.1 Students motivation

3.a.2 Reinforcement
 3.b Intervention by the subject teachers and the adviser

4. Is there any significant decrease rate of absenteeism among grade 7 learners?

5. Is there any further development of the study?

Ho: There is a significant increase rate of absenteeism among grade 7 learners.

Significance of the Study

The result of the study may significant to the following entity;

Students: the result of the study will improve the attendance and punctuality of

the learners as well as their academic performance.

Teacher: the result of the study will serve as an effective intervention program

for improving the attendance and punctuality of the learners.

Parents: the result of the study will encourage them to provide an out campus

or home peer groups facilitators to improve learners attendance, punctuality and

academic performance.

Future Researcher: the result of the study will serve as basis for related

studies.
Scope and Delimitation

This study focuses on decreasing the absenteeism rate among grade 7

learners of Lamak National High School by the use of positive behavior support

from peer facilitator.

In addition, it’s also improve the punctuality of the learners. However, the

study is just an intervention program, there are some factors to be consider in

order to obtain effective behavior modification such as students motivation,

attendance monitoring and reinforcement.

Definiction of Terms

To help reader to understand the content of this study, the following terms

are operationally defined:

Learners- refers to the recipient of the intervention program as well as the

sample of the experimental study and also the key variables of the study.

Parents- refers to the biological/immediate guardian of the learners in which

they are direct beneficiaries of the study.

Profile- refers to the demographic background of the learner.

School- refers to the institution that educate learners where teaching process

take place and also the environment of the study.

Positive Behavior Support(PBS)- refers as intervention program in order to

decrease absenteeism rate with the use of students motivation, attendance

monitoring and reinforcement.

 Chapter 2

Review Related Literature

There are proven methods of dealing with challenging behaviors from

school age children. The proposed three-tiered model by Walker et al. (1996),

“Positive Behavior Support” (PBS), is a systems approach to establishing needed

social, cultural, and behavioral supports for all children in a school, so that they

achieve both social and academic success. PBS is sometimes referred to in the

literature as SWPBS (School-Wide Positive Behavior Supports) when educators

use PBS in a school-wide approach.

In addition, the study by Pas, Bradshaw, & Mitchell (2011), 8,645 children

in 335 classrooms across 21 elementary schools were selected to determine if

ODR’s are a reliable source of student behavior. Pas et al. (2011) correlated the

Teacher Observation of Classroom Adaptations-Checklist (TOCA-C) to student

ODR’s. Researchers gathered data from the State Department of Education and

selected a sample of students that closely represented the many different facets

of student populations in public schools.

Yet, one such study conducted by Dunn-Sherrod, Getch, & Ziomek-Daigle

(2009), investigated school-wide PBS interventions in a middle school. The study

consisted of 468 students with 52% being African American, 31% White, and the

other 17% multiracial. This study differs slightly from other studies in that while

researchers studied the overall effectiveness of PBS in the middle school, a

second group of five students with significant behavior risks where identified for
participation in the study. The five students had additional PBS interventions

implemented, and the study was conducted to determine whether interventions

that are more intensive made a difference on at-risk students.

On the other hand, Solomon et al., (2012) pieced together a meta-analysis

of SWPBS and examined more specifically, effects of PBS in specific school

environments and specific interventions. Solomon et al., (2012) collected data on

single-case studies from 20 different research findings covering a span of 16

years. Of the 20 studies, six were from urban schools, five rural, and nine

suburban. Thirteen schools were elementary, and the remaining schools were a

mix of middle and high schools.

According to Paul R. Burden (2006), rewards should be given early in the

learning experiences so that students will apply more effort for additional rewards

in the future. These rewards could come in the form of praise or something

tangible such as stickers, pencils, homework passes, gift certificates, etc… All of

the students within a classroom environment or school which is the case for a

school-wide program should be given equal opportunity to earn rewards.

In the same manner, PBIS is a management framework that is used

throughout an entire school. The purpose of the implementation is to improve

student academic and behavior outcomes by giving all students access to the

most effective and accurate instructional and behavioral practices and

interventions as possible (SWPBIS, 2010). According to PBIS.org (2010), it is a

decision making framework that helps guide selection, integration, and

implementation of the best evidence-based academic and behavioral practices

for improving important academic and behavior outcomes for all students.

According to Fecser (2015), one of the best things teachers can do for

these students is to build a trusting relationship between the adult and the

student. Along with relationship building, Fecser suggests many other classroom

strategies such as keeping a predictable schedule, providing choice, movement

breaks, teaching children about their brains, and utilizing logical consequences

for behavior (Fecser, 2015).

The study conducted by Schlein, Taft, and Tucker-Blackwell (2013)

narrative inquiry-based study examined teachers’ experiences with classroom

management with students diagnosed with EBD. This study found that it is very

important for teachers to know the neighborhood and home life of the student of

concern, maintain the behaviors within the classroom, be culturally

understanding, and focus on the students’ academics more than their behaviors

(Schlein, et al., 2013).

Yet a typical PBIS will focus on some, or all, of the following: first, to teach

children to respect themselves, respect others, and respect property; second, to

be responsible and respect relationships with teachers, peers, and others; third,

to recognize and respect your responsibilities as a person (Sugai & Horner,

2009).

In the past few decades, PBIS has experienced considerable growth as

the approach has been applied in an expanding number of schools and, more
importantly, at multiple educational levels (Dunlap et al., 2009; Lucyshyn,

Dunlap, & Freeman, 2015). The Individuals with Disabilities Education Act (2004)

reauthorization and other legislative efforts, (i.e., No Child Left Behind, 2001; and

Race to the Top, 2009), emphasized the use of scientifically based research to

improve outcomes for students.

In the same manner, positive behavioral support is an approach to

intervention that integrates technical features of applied behavior analysis with

person-centered values. It offers a process for designing individualized

approaches to support students experiencing behavioral difficulties in school,

home, and community environments (Bambara, Mitchell-Kvacky, & Iacobelli,

1994; Bishop & Jubala, 1995; Horner et al., 1990; Koegel, Koegel, & Dunlap,

1996). Positive behavioral support incorporates functional behavioral assessment

and leads to behavioral intervention plans that are positive (i.e., proactive,

educative, and functional) in nature.

Chapter 3
 Methodology

Research Design

This study focus on positive behavior support from peer facilitator to

decrease the absenteeism rate of Lamak National High School in the school year

2019-2020 as an effective tool. The study uses quasi experimental design with a

standardized time series design in evaluating the data. In addition, the data of the

study will be calculated using t-test.

Input Process Output

Intervention Experimentation,
program: postive data gathering,
Decrease rate of
behavior support data analyzing
absenteeism
from peer and data
facilitator interpretation

Figure 2. Flow of the study

This flow of the study will serve as our guide. Input is the variables that

we have is Intervention program: postive behavior support from peer

facilitator.Process indicates the data gathered through Experimentation, data

gathering, data analyzing and data interpretation. Lastly, the output is the

improvement of academic performance.

Environment of the study

Figure.2 The Location of the Study

The distance covered in travelling from the Municipality of Barili to Lamak

National High School is 7.1 km kilometer and its travel time is 19 minutes via

Vegetable Highway-Dakit, wherein Lamak National High School is located.The

school is composed of 10 buildings, 1 computer laboratory, 1 faculty room and 8

classrooms of different year levels.

Population and sample

In gathering data the researcher will proposed an intervention program

using positive behavior support from peer facilitator towards absenteeism among

grade 7 learners with 80 students, 10 of it will be applied by the intervention

program and the other 10 will not received the mentioned program, but only the

prevention from the subject teachers and the adviser.

Given:

n=?

N=80 students

e=5%

Formula:

n=N/1+Ne

n=80/1+80(0.05)2

n=80/1+80(0.0025)

n=80/1+0.2

n=80/1.2

n=67 students
Instrumentation

To analyze the data of the effectiveness of positive behavior support from

peer facilitator using time series design.In calculating we will use t-test as a

statistical test.On the other hand, it is consolidated through experimentation, data

gathering, data analyzing and data interpretation

Data gathering procedure

To process the study, the researchers will send letter of appproval from

the school principal conduct the study inside the campus as well as the research

adviser. In the same time, the researchers will ask permission from the adviser of

grade 7 learners in Lamak National High School. To obtain the data needed, the

researchers will implement the intervention program in a period of consistent time

series design.

Statistical Treatment

Opt A

1st 2nd 3rd 4th Intervention 5th 6th 7th 8th

week week week week week week week week

Opt B

1st Intervention 2nd Intervention 3rd Intervention 4th Intervention

week week week week

5th Intervention 6th Intervention 7th Intervention 8th Intervention

week week week week

 Questionnare

Name(optional)________________Grade & Section___________Date________

Gender________

Purpose: The researcher would like to write a research paper that will identify the
effectiveness of positive behavior support.We humbly thankful for your honest answers
to our questionnaire.

Directions:Put a check of the correct answer on the space provided before its words.

1. Are you a regular student?

_____Yes _____No
2. Are you a transferee student?
_____Yes _____No
3. What is the occupation of your parents?
_____Private Employees
_____Government Employees
_____Self-employed or engaged in business
_____Farming
Please specify if not mentioned________
4. Did the work of your parents affect your daily school routines?
_____Yes _____No
5. If yes, how did it affects?
_____You will be late
_____You need to absent
_____It decreases my academic performance due to over work at home
_____It divert my time and responsibilities
Please specify if not mentioned________
6. Are you an honor student?
_____Yes _____No
7. How early you are in coming to school?
_____before 6 am
_____before 7 am
_____before 8 am
Please specify if not mentioned________
8. What did you do to come early as possible?
 _____woke up early
_____do daily routine fast
_____skipping breakfast
_____riding vehicle
Please specify if not mentioned________
9. Did your method in coming early was effective all the time?
_____Yes _____No
10. Do you have any lates in school?
_____Yes _____No(if no, skip item number 11 & 12)
11. What is the reason of coming late?
_____financial issues
_____family issues
_____personal issues
_____transportation issues
Please specify if not mentioned________
12. How many late you’ve done in a week?
_____once _____2 times _____3 times _____most of the time
13. If you came late, will you still attend your class?
_____Yes _____No
14. How did you feel?
_____nervous
_____ashamed
_____embarrassed
_____nothing at all
Please specify if not mentioned________
15. Would you like to change your decision after what you felt?
_____Yes _____No
16. Have you ever try to skip in your class?
_____Yes _____No(if no, skip item number 17-19)
17. How many cutting classes you’ve done in a week?
_____once _____2 times _____3 times _____most of the time
18. Is your cutting classes reasonable?
_____Yes _____No
19. What is the reason of your cutting classes?
_____financial issues
_____family issues
_____personal issues
_____transportation issues
 Please specify if not mentioned________
20. Aside from cutting classes, have you try another action that may affect your
study like absenteeism?
_____Yes _____No(if no skip item number 21-25)
21. How many absences you’ve done in a week?
_____once _____2 times _____3 times _____most of the time
22. Is your absences reasonable?
_____Yes _____No
23. If yes, how relevant it is?
_____very important
_____less important
_____not important
24. What are you doing on your reasonable absences?
_____helping my parents on their works
_____not feeling well
_____joining school competitions
Please specify if not mentioned________
25. How often did your reasonable absences occur?
_____most of the time
_____rarely
_____sometimes
26. Aside from reasonable absences, have you committed any unreasonable
absences due to transportation or distance from the school?
_____Yes _____No
Research Environment
 Figure.2 The location of the study

The distance covered in travelling from the Municipality of Barili to Lamak

National High School is 7.1 km kilometer and its travel time is 19 minutes via

Vegetable Highway-Dakit, wherein Lamak National High School is located.The

school is composed of 10 buildings, 1 computer laboratory, 1 faculty room and 8

classrooms of different year levels.

Research Instrument
 The study will use questionnaire to gather data in the correlation of

Facebook usage and academic performance in Lamak National High School.The

first question is the profile of the respondents in terms of age,time duration and

academic status.The next question presented is the level of involvement of Grade

9 female learners in Facebook on their academic performance and why did it affect to

them.

Data Gathering Procedures

To conduct the study, the researchers will send letter of approval from the

school principal to conduct the study inside the campus.They will also ask

permission from the advisers of grade 9 female learners in Lamak National high

School.

When approval is obtained, the questionnaire will be referred to the

research critique and adviser.The researcher will distribute the questionnaires to

the respondents.The questionnaire consist of declaration of the profile

respondents as well as why did facebook usage affects on their academic

performance.

After some revisions, the questionnaires will be administered personally by

the researchers to the respondents of the study.

Chapter 4
General Observation

Based on our analayzed and interpreted data of the grade 9 female

learners in Lamak National High School.It emphasized that there was only one

female learner does not have a facebook account among the thirty respondents,

and the lowest time that they used facebook in a day was fifteen minutes and

the highest time that they used facebook is whole day.Most of the grade 9 female

learners said that they used facebook everyday in a week and few of them said

that they used facebook three days or less in a week.Almost of them can’t let the

day pass by without using facebook and a lot of them can’t control on using it.

Most of them said that they were influenced from other people but also

with their friends. According to the grade 9 female learners facebook is useful in

communicating others and that is one of the reason that they used it while some

of them said that their purpose of using it ,is only for enjoyment.

Regarding with their studies, facebook really distract them.They become

irresponsible in doing their task as a student because of using facebook and a lot

of them at night open their facebook profile first instead of notes.The time they

spend on study has changed since they spend so much time on using facebook

and they agree that the decrease in hours of using facebook will result to higher

grades.
 1. What is the profile of the respondents in terms of:

1.1 Age

1.2 Academic Performance

1.3 Time Duration

Age 14-15 16-17 18 above

Female 17 13 0

Table 1. Age of the Respondents

In terms of age, ranging from 14-15 there were 17 females, 16-17 are 13 and
there was no respondents above 18.

DESCRIPTION Grading Scale Remarks Female

Outstanding 90-100 Passed 12

Very Satisfactory 85-89 Passed 10

Satisfactory 80-84 Passed 8

Fairly Satisfactory 75-79 Passed 2

Did not meet
expectations Below 75 Passed 0

Table 2:Acadamic performance of the respondents

In terms of academic performance, there were 12 outstanding students, 10 very

satisfactory, 8 satisfactory, 2 fairly satisfactory and all of them got passed.

1 hr below per 1-2 hrs per day 3 hrs/more per Whole day
day day
3 13 9 5

Table 3:Time Duration of the respondent

This table shows that there were only 3 learners who spend only one hour

below per day, 9 learners who spend 3 hours or more per day, 5 of the learners

who spend their time on using facebook whole day and 13 of them who used

facebook 1-2 hours per day.

 Did not help to
develop their
learning skills

how do facebook Become

Distract their affects in their irresponsible in
study habit academic doing their task
performance as a student

Their time in
studying has
change since they
spend so much on
facebook

Figure 3.Factors that facebook affects in their academic

performance

This figure shows that what is the factors that affects in using facebook in

their academic performance, wherein almost of the grade 9 female learners said

that using facebook distract their habit and makes them irresponsible in doing

their task as a student , as well as facebook did not help in developing their

learning skills.Their time to study has changed since they spend a lot in using

facebook than studying.

 facebook
doesn't help
in doing their
higher used of assignment
facebook will Did not help
result to to study
lower grades
Relationship of
facebook usage
and academic
performance
(Directly
Proportional)

Figure 4.Relationship of facebook usage and academic

performance(Directly Proportional)

This figures shows the relationship of facebook usage and academic

performance(Directly Proportional).It shows that facebook did not help in doing

their assignments and also on studying.Spending too much on using facebook

may result to lower grades.

 Hinder to do
assignments
Lower used of Become
facebook will unattentive
result to on their
higher grades lesson
Relationship of
facebook usage
and academic
performance
(Invesely
Proportional)

Figure 5.Relationship of facebook usage and academic

performance(Inversely Proportional)

This figures shows the relationship of facebook usage and academic

performance(Inversely Proportional), wherein facebook hinder to do their

homeworks, makes them nattentive on their lesson and the lower hours of using

facebook will result to higher grades.

 What are the
relationship of
facebook usage
and academic
performance?

More hours of
using facebook Lack of focus on
will result to study
lower grades

Become
Become lazy in
irresponsible in
opening their
doing their task
notes
a student

Figure 6.Relationship of facecbook usage and academic

performance

This figure shows, what are the relationship of facebook usage and

academic performance.Most of the students ,become lazy in opening their notes,

irresponsible in doing task, lack of focus on studying.It shows that its about

limitations on using it because, more hours of using facebook will result to lower

grades.
Findings

Based on our survey conducted in Lamak National High School, it

emphasizes that there is a correlation of using facebook and the learner’s

academic performance.That using facebook distract their study habit,facebook

did not help in developing their learning skills as well as,it hinders in doing their

assignments.Learners become lazy in opening their notes and their time on

studying has changed since they spend so much time on using

facebook.Findings also showed that decrease in hours of using facebook will

result to higher grades.

 Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

In this study the Summary, Conclusions and Recommendations are presented.

SUMMARY

The study has three inputs such as Age, Time Duration, and Academic

Performance.The study identifies the correlation of facebook usage and

academic performance of grade 9 female learners in Lamak National High

School, school year 2018-2019. It focused to determine on what is the

relationship of facebook usage and their academic performance.Researchers

used quota sampling with 30 respondents.

Research findings showed that most of the grade 9 female learners were

distracted on their studies,hinder them in doing their assignments,makes them

lazy in opening their notes that makes them irresponsible in doing their task as a

student.Findings also showed that the more hours of using facebook will result to

lower grades.
Conclusions

The reserchers concluded that too much hours of using facebook cause

distraction and ruin the learners focus on studying.More hours of using facebook

will result to lower grades.

Recommendations

To clear the findings of the study, some recommendations are made:

1. Further study to be conducted to another year level to determine if there’s

the same result of what is the correlation of facebook usage and academic

performance .

2. Further study to be conducted outside the campus if there’s a comparison.

3. Further study to be develop and conduct research to another and compare

the correlation of facebook usage and academic performance, if it has the

same result with the existing study.

4. School must tighten the rules and regulations that strictly no cellphones

allowed to bring inside the campus

REFERENCES
1.Junco, R. (2012). Too much face and not enough books: The relationship

between multiple indices of facebook use and academic performance.

Computers & Education, 28, 187-198.

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Pearson annualsurvey of social media use by higher education faculty.Retrieved

December 18, 2014,from:http://www.pearsonlearningsolutions.com/higher-

education/social-media-survey.php.

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learning in the web2.0 era: International exemplars of innovative pedagogy using

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APPENDICES
 APPENDIX A

Questionnaire

Part 1.Profile of the Respondents

Name(optional)____________________________Age:___________Date:_____

Purpose:The researchers would like to write a research paper and identifies the
correlation of Facebook usage and academic performance of Grade-nine female
learners.This questionnaire is designed to get your response and we hope that you fill
this questionnaire honestly and seriously.

Directions:Put a check mark on the following questions below(except questions 2-

3).Answer honestly.

Time Duration:

Questions Answers
1.Do you have a facebook account? YES ( / ) NO ( )

2.How long did you log in and use WHOLEDAY

facebook in
a day?

3.How often do you use facebook in a EVERYDAY

week?

4.Were you able to let the day pass by YES ( ) NO ( / )

without
using facebook?

5.Can you control yourself in using YES ( / ) NO ( )

facebook?
Part II. The relationship of Facebook usage and academic
performance

Facebook affects in their Academic Performance

Directions:Put a check on the following questions below(except questions 3-

4).Please answer it honestly.

Questions Answers

1.Who influence you to use facebook? PEER FAMILY OTHERS

( ) ( ) ( / )
2.Do you find it fun in using facebook? YES NO
( / ) ( )
3.What is the use of facebook? For communicaton

4.What is your purpose of using it? To communicate others

5.Does facebook distract your study YES NO

habit? ( / ) ( )
6.Does using facebook develop your YES NO
learning skills? ( ) ( / )
7.Are you become responsible in doing YES NO
your task as a student if you use ( ) ( / )
facebook?
8.Did you become lazy in opening your YES NO
notes because of facebook? ( / ) ( )
9.What did you often first at night? Notes Facebook
Profile
( ) (/ )
10.Do you think the time you spend in YES NO
study has change since you spend so much ( / ) ( )
time on
using facebook?
Relationship of Facebook Usage and Academic Performance

Inversely Proportional

Directions:Put a check on the following questions below(except questions).Please

answer it honestly.

Questions Answers

1.Do you hate using facebook? YES NO

( ) ( / )
2.Does your friends on facebook cannot YES NO
be trusted? ( / ) ( )

3.Are you annoyed on using facebook? YES NO

( ) ( / )
4.Does using of Facebook hinder you to do YES NO
your assignments? ( / ) ( )

5.Does too much using of facebook can YES NO

lead to stress? ( / ) ( )

6.What are the negative impact of using LACK OF FOCUS SLEEPY OTHERS
facebook? ON STUDY
( ) ( ) ( )
7.Does using of facebook ruin your focus YES NO
on ( / ) ( )
Study?

8.Are you become unattentive on your YES NO

lesson because of using facebook? ( / ) ( )

9.Does your lesson becomes difficult if you YES NO

minimize in using facebook? ( / ) ( )

10.Do you agree that decrease in hours of Yes,because when you minimized in using
using f acebook will result to higher facebook you will have more time to
grades?Yes/no?Why? study.
Directly proportional

Directions:Put a check on the following questions below(except question number

10).Please answer it honestly.

Questions Answers

1.Do you infavor in using facebook? YES NO

( / ) ( )
2.Does your friends on facebook can be YES NO
trusted? ( / ) ( )

3.Do you think facebook useful to you? YES NO

( / ) ( )
4.Does using facebook helps you in doing YES NO
your assignment? ( / ) ( )

6.What are the positive impact of using EASY TO GET HELPS YOUR OTHERS
facebook? INFORMATION ASSIGNMENTS
( / ) ( ) ( )

7.Does using facebook helps you to study? YES NO

( ) ( / )

8.Are you become participative on your YES NO

lesson because of using facebook? ( ) ( / )

9.Does your lesson becomes easier YES NO

because you use facebook? ( ) ( / )

10.Do you agree that the more hours you No,because there’s no enough time to
use facebook will result to higher study.
grades?Yes/No?
Why?
 APPENDIX B

DAY 1

In this pictures, it’s our day 1 after the design hearing.We started
to edit our researh.
 DAY 2

Conduct...conduct...conduct!
 Day 3

After we conduct our research,we proceed on chapter four

and five.
 APPENDIX C

Questionnaire

Part 1.Profile of the Respondents

Name(optional)____________________________Age:___________Date:_____

Purpose:The researchers would like to write a research paper and identifies the
correlation of Facebook usage and academic performance of Grade-nine female
learners.This questionnaire is designed to get your response and we hope that you fill
this questionnaire honestly and seriously.

Directions:Put a check mark on the following questions below(except questions 2-

3).Answer honestly.

Time Duration:

Questions Answers
1.Do you have a facebook account? YES ( ) NO ( )

2.How long did you log in and use

facebook in
a day?

3.How often do you use facebook in a

week?

YES ( ) NO ( )

4.Were you able to let the day pass by

without
using facebook?

5.Can you control yourself in using YES ( ) NO ( )

facebook?
Part II. The relationship of Facebook usage and academic
performance

Facebook affects in their Academic Performance

Directions:Put a check on the following questions below(except questions 3-

4).Please answer it honestly.

Questions Answers

1.Who influence you to use facebook? PEER FAMILY OTHERS

( ) ( ) ( )
2.Do you find it fun in using facebook? YES NO
( ) ( )
3.What is the use of facebook?

4.What is your purpose of using it?

5.Does facebook distract your study YES NO

habit? ( ) ( )
6.Does using facebook develop your YES NO
learning skills? ( ) ( )
7.Are you become responsible in doing YES NO
your task as a student if you use ( ) ( )
facebook?
8.Did you become lazy in opening your YES NO
notes ( ) ( )
because of facebook?
9.What did you often first at night? Notes Facebook
Profile
( ) ( )
10.Do you think the time you spend in YES NO
study has change since you spend so much ( ) ( )
time on
using facebook?
Relationship of Facebook Usage and Academic Performance

Inversely Proportional

Directions:Put a check on the following questions below(except questions).Please

answer it honestly.

Questions Answers

1.Do you hate using facebook? YES NO

( ) ( )
2.Does your friends on facebook cannot YES NO
be trusted? ( ) ( )

3.Are you annoyed on using facebook? YES NO

( ) ( )
4.Does using of Facebook hinder you to do YES NO
your assignments? ( ) ( )

5.Does too much using of facebook can YES NO

lead to stress? ( ) ( )

6.What are the negative impact of using LACK OF FOCUS SLEEPY OTHERS
facebook? ON STUDY
( ) ( ) ( )
7.Does using of facebook ruin your focus on YES NO
Study? ( ) ( )

8.Are you become unattentive on your YES NO

lesson because of using facebook? ( ) ( )

9.Does your lesson becomes difficult if you YES NO

minimize in using facebook? ( ) ( )

10.Do you agree that decrease in hours of

using f acebook will result to higher
grades?Yes/no?Why?
Directly proportional

Directions:Put a check on the following questions below(except question number

10).Please answer it honestly.

Questions Answers

1.Do you infavor in using facebook? YES NO

( ) ( )
2.Does your friends on facebook can be YES NO
trusted? ( ) ( )

3.Do you think facebook useful to you? YES NO

( ) ( )
4.Does using facebook helps you in doing YES NO
your assignment? ( ) ( )

6.What are the positive impact of using EASY TO GET HELPS YOUR OTHERS
facebook? INFORMATION ASSIGNMENTS
( ) ( ) ( )

7.Does using facebook helps you to study? YES NO

( ) ( )

8.Are you become participative on your YES NO

lesson because of using facebook? ( ) ( )

9.Does your lesson becomes easier YES NO

because you use facebook? ( ) ( )

10.Do you agree that the more hours you

use facebook will result to higher
grades?Yes/No?
Why?
 APPENDIX D

GANTT CHART

ACTIVITIES TIME FRAME REMARKS

 Research March 6,2019
Proposal
 Data Gathering March 18,2019
 Data Analysis March 20,2019
 Data March 20,2019
Interpretation
 Findings, March 20,2019
conclusions,
and
recommendati
ons
 Oral Defend March 22,2019
 Publish
 APPENDIX E

BUDGET

Materials Expenses
 Bondpaper ₽100
 Sliding Folder ₽42
 Snacks ₽68
 CURRICULUM VITAE

MAYET C. BINONDO

Mayana, Barili, Cebu

Cell no.09424259332

Email:Mayetcebuco@gmail.com

PERSONAL BACKGROUND

Age:17

Sex:Female

Height:157cm

Weight:52

Religion:Roman Catholic

Language:English,Tagalog,Cebuano

EDUCATIONAL BACKGROUND

Secondary ( Junior High )

 Lamak National High School

 2017–2018
 Elementary
 Lamak Elementary School
 2013-2014

CURRICULUM VITAE

Jean Carbonilla

Lamak,Mayana,Barili,Cebu

Email:Carbonillajean4@gmail.com

PERSONAL BACKGROUND

Age:17

Sex:Female

Height:152cm

Weight:45

Religion:Roman Catholic

Language:English,Tagalog,Cebuano

EDUCATIONAL BACKGROUND

Secondary ( Senior High)

 Lamak National High School

Secondary ( Junior High )

 Ignacio Garrata National High School

ELEMENTARY

 Ignacio Garrata Elementary School

CURRICULUM VITAE

Mariel Vergara

Mayana, Barili, Cebu

Cell no.091567517

Email: Marielvergara@gmail.com

PERSONAL BACKGROUND

Age:18

Sex:Female

Height:154cm

Weight:39

Religion:Roman Catholic

Language:English,Tagalog,Cebuano

EDUCATIONAL BACKGROUND

Secondary ( Junior High )

 Lamak National High School

 2017–2018
ELEMENTARY
  Lamak Elementary School
 2013-2014

CURRICULUM VITAE

Adrian Anuada

Basak, Sibonga, Cebu

Cell no.

Email: @gmail.com

PERSONAL BACKGROUND

Age:

Sex: Male

Height: cm

Weight:

Religion:Roman Catholic

Language:English,Tagalog,Cebuano

EDUCATIONAL BACKGROUND

Secondary ( Senior High )

 Lamak National High School

Secondary ( Junior High )

 Lambogon National High School
 2017–2018
ELEMENTARY
 Basak Elementary School