IMPACT OF INTERNET ADDICTION TO THE ACADEMIC PERFORMANCEOF THE FOURTH YEAR HIGH SCHOOL STUDENTS OF HOLY FAMILY ACADEMY

S.Y. 2009-2010

A Research Paper Presented to Ms. Reeza Lindo

In Partial Fulfillment Of the Requirements In English IV

by

February 10, 2010

CHAPTER I THE PROBLEM AND REVIEW OF RELATED LITERATURE

Introduction
The Internet is like a giant jellyfish. You can't step on it.

You can't go around it. You've got to get through it.

John Evans

The Internet has been touted as a premiere educational tool which is driving schools to integrate Internet services among their classroom environments. However, one survey reveals that 86% of responding teachers, librarians, and computer coordinators believe that Internet usage by children does not improve performance; they argued that information on the Internet is too disorganized and unrelated to school curriculum to help students and can even serve as a distraction (Barber,1997). Young (1998) found 58% of students suffered from poor study habits, poor grades, or failed school due to excessive Internet use. Increasingly, school administrators are recognizing that they have put all their money in an educational tool that can easily be abused. Schools are starting to see the potential impact of student Internet use. At Alfred University, Provost. Richard Ott investigated why normally successful students with 1200 to 1300 SATs had recently been dismissed. To his surprise, his investigation

found that 43% of these students failed school due to extensive patterns of late night logins to the university computer system (Brady, 1996). Counselors at the University of TexasAustin began seeing students whose primary problem was an inability to control their Internet use, and in one of the first campus studies on student Internet abuse, they found that of the 531 valid responses, 14% met criteria for Internet addiction (Scherer, 1997). School counselors have argued that students are the most at-risk population to develop an addiction to the Internet because of encouraged use encountered on campuses as well as access made possible anytime day or night via computer labs, wired dorms, and mobile Internet devices Academic impairment from excessive Internet use is not surprising, and students are often seen as one of the most vulnerable groups for Internet addiction. Students have access to free, ubiquitous, and high-speed Internet connections at schools which allow downloading of large file sizes (pornography) and networked video gaming with relative ease. Academic impairment involves missed classes, missed assignments, and poor grades. Whether the avoidance is intentional or not, student performance can be heavily impacted by problematic Internet use. Recently, negative aspects of the Internet are frequently rising. This is because as the Internet has become a part of our life, people unconsciously fell into it and this lead to a plenty of problems. This great diffusion of the Internet culture has brought cheap and fast communication which has no limitation on time and space. Also, as cyberspace appeared, it changed our living pattern and thoughts. However, through this

popularization of the Internet, some side effects which was not appeared in the past was also showed. Among them, the representative one is Internet addiction. Especially, Internet addiction of campus students is one of the most serious problems because their studies are very closely related to their future life and career and in fact, they are most sensitive age for new information and technology. This research aims to determine the relationship of Internet addiction on the academic performance of fourth year high school students of Holy Family Academy. It is believed that some relationship does exist between Internet use and academic performance.

Review of Related Literature The growing body of research in the area of addiction suggests that Internet Addiction Disorder, a psycho physiological disorder involving tolerance; withdrawal symptoms; affective disturbances; and interruption of social relationships, is a presenting problem that is becoming more common in society as on-line usage increases by the day. With the growing importance of the Internet in everyday life, more and more people are accessing various on-line resources each day. The World Wide Web is informative, convenient, resourceful, and fun. For some people though--the addicted--these benefits are becoming detriments. There are varying

opinions on the subject, especially among those who utilize the Internet. Some say that the Internet can be addicting, to the point that it disturbs one's life and the lives of those around him. Others say that there is no such thing as Internet Addiction Disorder--

getting pleasure out of a computer is not the same as getting pleasure from cocaine or any other drug. Whether there is or is not a bona fide disorder, the Internet is disrupting many people's lives. Who is to blame for this disorder? Is it the WWW companies or is it the individual? Whichever (if either), the solution is not to outlaw the Internet, as with psychoactive drugs. Simple methods of prevention do exist that can reduce the negative effects of Internet use. DEFINING INTERNET ADDICTION DISORDER To be diagnosed as having Internet Addiction Disorder, a person must meet certain criteria as prescribed by the American Psychiatric Association. Three or more

of these criteria must be present at any time during a twelve month period: 1. Tolerance: This refers to the need for increasing amounts of time on the Internet to achieve satisfaction and/or significantly diminished effect with continued use of the same amount of time on the Internet. 2. Two or more withdrawal symptoms developing within days to one month after

reduction of Internet use or cessation of Internet use (i.e., quitting cold turkey) , and these must cause distress or impair social, personal or occupational functioning. These include: psychomotor agitation, i.e. trembling, tremors; anxiety; obsessive thinking about what is happening on the Internet; fantasies or dreams about the Internet; voluntary or involuntary typing movements of the fingers. 3. Use of the Internet is engaged in to relieve or avoid withdrawal symptoms.

4. The Internet is often accessed more often, or for longer periods of time than was intended. 5. A significant amount of time is spent in activities related to Internet use ( e.g., Internet books, trying out new World Wide Web browsers, researching Internet vendors, etc.). 6. Important social, occupational, or recreational activities are given up or reduced because of Internet use. 7. The individual risks the loss of a significant relationship, job, educational or career opportunity because of excessive use of the Internet. In recent research, other characteristics have been identified. The first is

feelings of restlessness or irritability when attempting to cut down or stop Internet use. The second is that the Internet is used as a way of escaping problems or relieving feelings of helplessness, guilt, anxiety or depression. The third characteristic is that the user lies to family members or friends to conceal the extent of involvement with the Internet. And, finally, the user returns repeatedly despite excessive fees (Egger & Rauterberg, 1996). "ADDICTION" AND INTERNET ADDICTION DISORDER Bratter and Forest (1985; in Freeman, 1992) define addiction as "a behavior pattern of compulsive drug use characterized by overwhelming involvement...with the use of a drug and the securing of the supply, as well as the tendency to relapse after

completion of withdrawal." Like all other addictions, Internet addiction is a psychophysiological disorder involving tolerance (the same amount of usage elicits less response; increased amounts become necessary to evoke the same amount of pleasure), withdrawal symptoms (especially, tremors, anxiety, and moodiness), affective disturbances (depression, irritability), and interruption of social relationships (a decline or loss, either in quality or quantity). Due to the nature of Internet Addiction Disorder (failed impulse control without involving an intoxicant), of all other addictions, IAD is said to be closest to pathological gambling. However, the effects that the addiction can have on every aspect of the person's life are just as devastating as those of alcoholism. Kimberly S. Young, Psy.D., conducted a study involving nearly 500 heavy Internet users. Their behavior was

compared to the clinical criteria used to classify pathological gambling as defined by the Diagnostic and Statistical Manual of Mental Disorders-IV, published by the American Psychiatric Association. Using this criteria, eighty percent of the participants in the Young's study were classified as dependent Internet users. They "exhibited significant addictive behavior patterns." She concludes that, "the use of the internet can definitely disrupt one's academic, social, financial, and occupational life the same way other welldocumented addictions like pathological gambling, eating disorders, and alcoholism can" (Young, 1996). There have been many attempts by medical doctors and psychologists to explain addiction disorders. explanations, These theories include psychodynamic and personality

sociocultural explanations, behavioral explanations, and biomedical explanations. Not all explain any addiction perfectly, and some are better than others at explaining Internet addiction. Psychodynamics and Personality Psychodynamic and personality views account for addiction through early childhood traumas, correlations with other certain personality traits or other disorders, and inherited psychological dispositions (Sue, 1994). A dispositional model or

diathesis-stress model of addiction might help in understanding IAD. Certain people, due to a variety of factors, may be predisposed (diathesis) to developing an addiction to something, be it alcohol, heroin, gambling, sex, shopping, or on-line computer services. They could go through their entire lives never developing any kind of addiction. On the other hand, if the right stressor, or combination of stressors, affects the person at a critical time, the person may be more inclined to develop an addiction. If the person begins drinking alcohol even occasionally, but continues to increase consumption, he may develop a dependency on alcohol. The same premise holds for Internet addiction. If it is the right combination of time, person, and event, then addiction may take place. The idea is that it is not the activity or subject that is important. It is the person that is most crucial to the equation. Sociocultutral explanations

Addictions vary according to sex, age, socioeconomic status, ethnicity, religion, and country. categories. For example, alcoholism is most common in the middle socioeconomic classes, in Native and Irish Americans, and in Catholics. Whites are more likely to use PCP and hallucinogens, but less likely than Blacks or Latinos to use heroin(Sue, 1994). Not enough data is available yet about those persons addicted to the Internet to determine if a particular class is most predominant. In addition, at this point there is not enough diversity among Internet users to make any definitive statements. As the diversity Some addictions are more common among persons of different

among users increases, and as the amount of research on the problem increases, hopefully we will know more about this interesting aspect of addiction with regard to the Internet. Behavioral explanations These explanations are based on B.F. Skinner's studies on operant conditioning (Sue, 1994). The person performs a behavior and gets either rewarded or punished for the behavior. To illustrate, there might be a child who is painfully shy and fears meeting new people. Whenever it is time for recess, he goes off on his own, and does not play with the other children. Thus, he avoids having to talk to anyone new, and consequently avoids the anxiety associated with new encounters. This avoidance of anxiety is rewarding and reinforces his behavior. This means that he is likely to engage in this behavior (escaping from the problem) the next recess, or the next time he must meet new people. This relates to addiction, and specifically Internet addiction in

the following way: Drugs, alcohol, sex,gambling, the Internet, and shopping offer many rewards. They offer love, excitement, physical, emotional, and material comfort, and the means to escape from reality. These can all be rewards. If an individual wants these rewards and learns that the Internet will allow him to escape, or receive love, or have a lot of fun, he will probably turn to the Internet the next time he feels these needs. This becomes reinforcing, and the cycle continues. Biomedical explanations These explanations focus on hereditary and congenital factors, chemical imbalances in the brain and neurotransmitters. There could be chromosomes,

hormones, and surplus or lack of certain necessary chemicals and neurotransmitters that regulate activity in the brain and the rest of the nervous system. According to this perspective, this would cause a someone to be susceptible to addiction (Sue, 1994). . There is definitive research that shows that some drugs act to fill in the synaptic gaps of the neurons in the brain, fooling the brain into sending out faulty information. This, it is thought, is one reason for the "high" one gets from engaging in activities such as running, drug use, and gambling. This might apply to Internet addiction, since many opportunities on the Internet are fun and exciting. IS THIS ALL HYPE? There is debate among users as to whether there really is such an addiction, and as to whether it's a bad thing. Some people feel that the Internet is just a harmless, friendly tool for gathering information, making new friends, and passing time. Mental

Health Net sponsors a discussion room about different topics related to mental health. There were several responses from people across the United States. Some of the people agreed that it is indeed possible to become addicted to the Internet. Others claimed it was all a farce. One of the participants, Charity, believes there is no such thing as Internet Addiction Disorder. She says there are many activities in life that she gets pleasure from engaging in, yet she does not believe she is addicted. She says, "Maybe the computer is just nicely interactive in a world of increasingly isolated people. And it's quiet, which is a very nice thing." Scribe, another participant, holds that maybe there is such a disorder, but it may not be all bad. He says, "...a person may spend a lot of time on the Internet, as I do, because I have finally found the 'bottomless' source of information. There is no last passage to this reference book, and if I am addicted to anything, it is knowledge... Are we not all addicted to something, which keeps us interested in living?" (Mental Health Net, 1997) Others such as Young and other psychologists, feel that used in excess, the Internet can become hazardous to one's mental and physical health. By definition, an addiction does interfere with normal, adaptive functioning. So if someone is addicted, his or her functioning is maladaptive. This may manifest itself in a few of the symptoms classified by the American Psychiatric Association, or it may manifest itself in all of them. The New York Times reported last August about IAD, providing true stories about individuals who think they might be addicted. The paper tells the story of one woman in the Pacific Northwest who was divorced by her husband because of the

enormous amount of time she spent in front of her computer. Her fixation with the Internet apparently caused her to forget to buy food for her children, to take them to their doctor appointments, and to buy enough oil to heat her home. There is also the story of the seventeen year old boy from Texas who was suffering from Internet withdrawal symptoms. When he was brought into the alcohol and drug rehabilitation center, his body convulsed about, and he through tables and chairs around the rooms (Belluck, 1996). SCAPEGOAT, ANYONE? It seems obvious that Internet Addiction Disorder does indeed exist. question arises of who, if anyone, is to blame? The

Should it be the individual who

chooses to participate in any on-line activity--from research, to chat, to just "surfing" the Net? A contemporary and pressing issue involving alcohol, drugs, cigarettes and even state-sponsored gambling faces legislatures today. Is it the suppliers of these addictive substances and products that should take responsibility for the problem? LavaMind, a company that produces computer games, quoted one of their customers in an advertisement on their web page. "Why is this thing so damned addictive?" is what the customer had written to LavaMind (LavaMind, 1997). Should the programmers and online services providers, like the drug dealers on the street, or the nicotine fixers at R.J. Reynolds, or the Commonwealth of Virginia Lottery marketers be held responsible for how and how much people use their products? Not everyone gets addicted to drugs or the lottery. In fact, it seems most people who do use the Internet, even in large

quantities, never get addicted. It is hard to say who, if anyone, should take the blame.

Programmers and service providers should be responsible enough to create appropriate products, and provide services in the ways that best serve the public, while maintaining their competitiveness. Consumers, however, should take responsibility for themselves and "know when to say when". If not that, then at least "tie one on". Unfortunately, if there are those that are predisposed to addiction, they might not be the ones to recognize a problem when it is happening. PREVENTION Psychiatrist Ivan Goldberg, MD is the doctor who coined the term Internet Addiction Disorder. Goldberg and Young offer some ways people who believe they are addicted, or may be heading toward addiction, can help themselves. First, Goldberg says, people must recognize patterns of overuse. An awareness of the basic

symptoms is important. A key signal to this would be time spent at the computer, but also time spent thinking about the Internet or in activities related to the Internet. The next step, according to Young, is to identify underlying problems. Similar to other kinds of addicts, Internet addicts should ask themselves what is causing them to want to escape from everyday life? The third step is to devise and act out a plan to work through the problem, rather than escape it. Escaping from the problem through the Internet, and effectively ignoring it, does not make the problem go away. It usually only intensifies the problem. Finally, the addict needs to take steps to resolve the addiction itself. Young advises a gradually decline in use, until finally a "sensible" amount of time is reached (Murray, 1996).

The Internet itself is a neutral device originally designed to facilitate research among academic and military agencies. However, how some people have come to use this communication medium has created a stir among the mental health community by great discussion of Internet addiction. Addictive use of the Internet is a new and rapidly growing phenomenon. According to the Pew Research Center (2003), Internet use in the United States alone has grown from just less than half of American adults in 2000 to about 59% of adults at the end of 2002, and studies suggest that nearly 6% of online users suffer from Internet addiction (Greenfield, 1999). New areas of research identify users who became hooked on online chat rooms, instant messaging, interactive games, and even eBay only to see their lives become increasingly unmanageable because of the Internet (e.g., Morahan-Martin, 1997; Scherer, 1997; Young, 1996). Prior research in the addiction field explores the addictive qualities sustaining drug and alcohol addictions, pathological gambling, and even video game addiction. However, given the relative newness of the disorder, little exists that clearly outlines the habit-forming nature of the Internet and its consequences. Addiction of any kind is traditionally associated with an uncontrollable urge, often accompanied by a loss of control, a preoccupation with use, and continued use despite problems the behavior causes. Abuse is considered a milder form of addiction that can also preoccupy and create problems for the user, but the user has more control over the behavior and is better able to set limits and regulate use. Both addiction and abuse of the Internet can

result in consequences. For example, a student who obsessively chats with friends at school takes away from valuable study time resulting in poor academic performance. Or an employee who looks at online pornography during work hours takes away from overall job productivity and his or her actions can even lead to job loss. Although neither example demonstrates a complete lack of control characteristic of an addiction, both examples do briefly illustrate however general patterns of Internet abuse can lead to serious problems for the individual. As the Internet permeates our lives at home, school, and work, this article takes a closer look at how the Internet and its potential for abuse can create marital-, academic-, and job-related problems. This article first defines Internet addiction so that readers have a workable model to understand the problem from a clinical perspective. As a new clinical phenomenon, this article also outlines the major consequences of Internet addiction and its associated abuse. Specifically, the impact of online affairs on relationships, the academic impact of student Internet abuse on campuses, and the effects of employee Internet abuse are explored. Finally, given its newness, future areas for research and practice are discussed. Factors that contribute to student Internet abuse? Free and unlimited Internet access. When freshmen register today, they get a student ID card, a meal card, and most important, a free personal e-mail account, generally without online service fees to pay, no limits to their time logged on, and

computer labs open for their convenience around the clock. It is an Internet users dream. Huge blocks of unstructured time. Most college students attend classes for 12 to 16 hours per week. The rest of the time is their own to read, study, go to movies or parties, join clubs, or explore the new environment outside their campus walls. Many forget all those other activities and concentrate on one thing: the Internet. Newly experienced freedom from parental control. Away from home and their parents watchful eyes, college students long have exercised their new freedom by engaging in pranks, talking to friends to all hours of the night, sleeping boyfriends and girlfriends, and eating and drinking things mom and dad approve of. Today, they use that freedom by hanging out in chat messaging friends at all hours of night with no parent to complain to get off the computer. No monitoring or censoring of what they say or do online. When they move the job world, college students may find suspicious bosses peeking over their on to with would their not

rooms and instant about their refusal

shoulders or even monitoring their online time and usage. Even e-mail to coworkers could be intercepted by the wrong party. In college, no one is watching. Computer lab monitors tend to be student volunteers whose only responsibility is to assist anyone

who needs help understanding how to use the Internet-not to tell them what they can or cannot do on it.

Full encouragement from faculty and administrators. Students understand that their schools administration and faculty want them to make full use of the Internets vast resources. Abstaining from all online use is seldom an optionin some large classes, professors place required course materials solely on the Internet and engage in their only one-on-one contact with students through email. Administrators, of course, want to see their major investments in computers and Internet access justified. Social intimidation and alienation with as many as 30,000 students on some campuses, students easily can get lost in the crowd. When they try to reach out, they often run into even tighter clicks than the in crowds of high school. Maybe they do not dress right or look right. But when they join the faceless community of the Internet, they find that with little effort, they can become popular with new friends throughout the United States and across the globe. They instantly turn to online companions to hide from difficult feelings of fear, anxiety, and depression and to escape the pressures of making top grades, fulfilling parental expectations, competition for finding good jobs. A higher legal drinking age with the drinking age at 21 in most states, undergraduate students cannot openly drink alcohol and socialize in bars. So the Internet becomes their substitute drug of choice: no ID required and no closing hour. With little restrictions, students must exercise self-control and in cases of Internet addiction, students risk failing out of school, relationship breakups, or their parents wrath when they discover that their investment in their childs college education is going and on graduating, facing fierce

to support all-night Internet sessions. Students can tumble into major depression when their online steady blips off the screen forever or they experience withdrawal when they try to quit their online habiteven if their only motivation is to stay in school to keep their free Internet access. At that point, addicted students may decide to seek help, but in many instances, college counselors may know little or nothing about the ways of the Internet and its special allure for students. Recent researches show that academic performance might be impaired by heavier use of the Internet. Heavier recreational Internet use was shown to be correlated highly with impaired academic performance. Loneliness, staying up late, tiredness, and missing class were also intercorrelated with self-reports of Internet-caused impairment Conceptual Framework To identify the impact of internet addiction to the academic performance of the students, a review of related literature has been conducted and a survey questionnaire has been designed . This was to determine if the students were addicted to internet and to determine also its relationship to the academic performance of the studentrespondents. INPUT Review of related literature Design a questionnaire PROCESS OUTPUT

Tallied, Analyzed, Interpreted the Data

IMPACT OF INTERNET ADDICTION TO THE ACADEMIC PERFORMANCE OF THE FOURTH YEAR HIGH SCHOOL STUDENTS OF HOLY FAMILY ACADEMY S.Y. 2009-2010

Figure 1 Paradigm of the Study Statement of the Problems 1. How may the profile of the student-respondents be described in terms of 1.1 age 1.2 gender 2. How may the prevalence of Internet addiction among the student-respondents be described? 3. How may Internet addiction be associated with academic performance problems among the student-respondents?

Hypothesis 1. There is no significant relationship between internet addiction and academic performance of the students.

2. There is significant relationship between the internet addiction and academic performance of the students.

Significance of the Study

Self-reported Internet dependency and impaired academic performance were both associated with greater use of all Internet applications, but particularly with much greater use of synchronous communication applications such as chat rooms and MUDs, as opposed to asynchronous applications such as email and Usenet newsgroups. Use of the Internet as a resource for education enjoys near-universal support from students, parents, educators, and institutions.

As former Vice President Albert Gore has said, We have made progress in reaching our goal of connecting all of the nations schools and classrooms to the Internet by the year 2000 (Gore, 1998). One online survey reports that 68% of parents, 69% of students, and 69% of teachers said that they have personally seen students grades improve through use of the Internet (AT&T, 1998). However, although use of the Internet by students is on the rise, so are concerns that for some students, heavier use of the Internet might interfere with academic achievement, conventional social interaction, and exposure to desirable cultural experiences.

Hence, results of this study will provide school administrators, teachers, parents and students with information and or feedback with the effect of excessive use of internet among the students. This would serve as an eye opener to monitor the activities of students.

Scope and Limitations of the Study The researchers limited their studies within academic year 2009-2010. For its population, it covered the fourth year students of Holy Family Academy. This study had for its respondents a total of 30 fourth year students.

The main concern of this study is to determine the impact of internet addiction to the academic performance of the fourth year students. The conclusions that were formulated in this study will only be applicable to the sample used in this research or to a group of fourth year students with similar background experiences.

Definition of Terms Addiction. It refers to a behavior pattern of compulsive drug use characterized by overwhelming involvement. with the use of a drug and the securing of the supply, as well as the tendency to relapse after completion of withdrawal.

Internet Addiction. It refers to a psychophysiological disorder involving tolerance (the same amount of usage elicits less response; increased amounts become necessary to evoke the same amount of pleasure), withdrawal symptoms (especially, tremors, anxiety, and moodiness), affective disturbances (depression, irritability), and

interruption of social relationships (a decline or loss, either in quality or quantity).

CHAPTER II METHODS

Research Design This study adopted the descriptive type of research. It utilized the survey procedure in as much as the main concern of this study is to identify the relationship between internet addiction and academic performance of fourth year high school students. Best ( 1999) defined descriptive research as it is concerned with conditions or relationship that exist, opinions that are held effects that are evident or trends that are developing. It is primarily concerned with the present although it often considers past event and influences as they relate to current conditions.

Quantitative method of research uses numbers and statistics. Examples of this method are: experiments, correlational studies using survey and standardized observation and protocols, stimulations, supportive materials for case studies.

Participants and Sources of Data The research study was conducted among the fourth year high school students of Holy Family Academy during the school year 2009 2010. Using acceptable sizes offered by Gay (1976) which is 10% of the large population in descriptive research method and minimum of 20% for small population, this research included thirty (30) fourth year high school students representing 10% of the fourth year high school students. The researchers chose the thirty (30) fourth year students as their respondents because majority of them were using the internet. The study made use of secondary sources. Information were gathered from books, internet sources and other forms of publications which were used as references in designing the questionnaire. Sampling Design The study employed the stratified random sampling technique. This technique is defined as a strategy for selecting samples in such a way that specific subgroup called strata will have sufficient number of representatives within the sample to provide sample numbers for sub-analysis of the members of these subgroups ( Vockel,1999). Following the technique of this strategy, ten percent of the total number of the fourth year high

school students of Holy Family Academy was first determined. The said ten percent became the target population.

Instrument The main instrument was the questionnaire. The questionnaire was prepared by the researchers with the help of their teacher. Books and internet sources had been used to supplement the data gathered. The questionnaire was used to identify the relationship between internet addiction and academic performance of the fourth year high school students. The researchers used five point scales in constructing the survey questionnaire. The five point scale consisted of the following 5 always 4 often 3 frequently 2 occasionally 1 rarely. Data Collection Procedures A written permission to conduct the research involving thirty (30) fourth year high school students was prepared. The researcher personally administered the questionnaire to all the thirty (30) students respondents from fourth year students. They went directly to some of the fourth year high school students. The obtained data were tallied, analyzed and interpreted.

Data Analysis ` The data which were gathered from the questionnaires were classified, tabulated, analyzed and interpreted. The percentage and weighted mean were employed in the treatment of the obtained data.

1. Frequency and Percentage are statistical measures used to arrange or classify data into categories reflecting the distribution of samples per category for descriptive purposes.

The formula for Percentage is % = F/N X 100 Where: F= frequency of different values or number of responses N= total numbers of variables/respondents

2. Weighted Mean is a total used to summarize all responses into a single value that may indicate the trend of response. The formula for the Weighted Mean is

WM= WF
E

Where: WM = weighted mean

W= frequencies under each weighted response category N= total number of respondents

In order to facilitate the analysis and interpretation of the data showing the obtained weighted mean scores, the following

Weight 5 4 3 2 1

Scale 4.5 - above 3.5 4.49 2.5 3.49 1.5 2.49 Below 1.5

Verbal Description Always Often Frequently Occasionally Rarely

CHAPTER III SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter contains the summary of findings of the study from where conclusions are drawn and recommendations are offered. The summary gives a restatement of the problem and the specific questions and brief answers. The conclusions are the syntheses of the most significant findings.

Summary of Findings

1. Description of the Profile of the Student-Respondents 1. Gender

Percentage Distribution of Student-Respondents According to their Gender

33%

Age 15 16 17 Total

67%

F 1 27 2 30

% 3% Male 90% Female 7% 100%

Figure 2

Figure 2 shows the percentage distribution of the student-respondents according to their gender. Thirty three percent (33%) were females. Sixty-seven percent (67%) were males. This indicates that there were more male internet users than females.

1.2 Age Range of the Respondents Table 1 Frequency and Percentage Distribution of the Age Range of the respondents

Table 1 presents the frequency and percentage distribution of the age range of the student respondents. Twenty-seven or 90% of the student-respondents were 16 years of age. Two or 7% of the student-respondents were 17 years old. One or 3% of the student-respondents was 15 years old. This show that majority of the respondents were within their appropriate age group. Being young, the respondents were interested on exploring the internet and spending most of their time.

2. Description of Prevalence of Internet Addiction among the StudentRespondents Table 2 Data on the Prevalence of Internet Addiction Among the Student-Respondents

Rarely (1) % 1. I find that I stay on-line longer than I intended. 3

Occasiona lly (2) % 8

Frequent ly (3) %

Oftentimes (4) %

Always (5) % F

W M

30

3.20

2. My grades or school work suffer because of the amount of time I spend on-line. 3. People in my life complain about the amount of time I spend on-line. 4.I feel depressed, moody, or nervous when I am off-line, which goes away once I go back on-line 5.I choose to spend more time on-line over going out with others 6.I try to hide how long I've been online 7.I check my e-mail before something else that I need to do. 8. I try to cut down the amount of time when I spend on-line and fail 9. I find myself saying "just a few more minutes" when on-line 10.I become defensive or secretive when anyone asks me what I do online 11. I find myself anticipating when I go on-line again. 12.I fear that life without the Internet would be boring, empty, and joyless. 13. I snap, yell, or act annoyed if someone bothers me while I am on-line 14.I lose sleep due to late-night log-ins. 15.I feel preoccupied with the Internet when off-line, or fantasize about being on-line.

oc
8 13 13 12 14 7 2 4 11 6 12 10 5 10 5 3 5 8 6 7 4 5 9 6 6 8 7 6 8 5 6 5 2 8 11 10 2 8 2 4 6 5 5 5 3 3 7 5 6 6 6 4 4 5 8 5 4 4 3 2 1 3 7 5 2 6 6 3 4 4 30 30 30 30 30 30 30 30 30 30 30 30 30 30 2.73 2.47 2.27 2.17 2.17 2.67 3.40 3.10 2.30 2.93 2.53 2.43 2.97 2.57

oc oc oc oc oc f f oc oc oc oc oc oc

Table 2 shows the data on the prevalence of computer addiction among the student-respondents. Frequently, they found that they stay on-line longer than they intended. They tried to cut down the amount of time when they spent on-line and failed. They found their selves saying "just a few more minutes" when on-line. Occasionally, their grades or school work suffer because of the amount of time they spend on-line. People in their lives complain about the amount of time they spend on-line. They felt depressed, moody, or nervous when they were off-line, which went away once they

went back on-line. They chose to spend more time on-line over going out with others. They tried to hide how long they've been on-line; they found theirselves anticipating when they went on-line again. They feared that life without the Internet would be boring, empty, and joyless. They snapped, yelled, or acted annoyed if someone bothered them while they were on-line. They lost sleep due to late-night log-ins. They felt preoccupied with the Internet when off-line, or fantasize about being on-line. This indicates that the Item 1. I have failing grades. 2. I have low grades. 3. I have high grades. Total F 9 16 5 30 % 30% 53% 17% 100%

respondents experienced frequent or occasional problems because of internet use. It reveals that it may have an impact with the academic performance of the respondents.

3. Association of Internet Addiction with Academic Performance Problems of the Student-Respondents

Table 3 Frequency and Percentage Distribution of the Student-Respondents According To the Status of their Grades

Table 3 presents the frequency percentage distribution of the respondents according to the status of their grades. Sixteen or 53% of the respondents had low grades. Nine or 30% of the respondents had failing grades. Only 5 or 17% had high grades. This is a clear indication that majority of the respondents experienced academic problems due to excessive use of internet. They seldom find time to study their lessons since most often times they surf on the internet.

Hypothesis Based on the findings, there is significant relationship between internet addiction and the academic performance of the students.

Conclusions

In the light of the findings and in response to the problems posed in this research, the researchers made the following conclusions. 1. There were more male internet users than females 2. The age of the respondents has an influence on their interest with the internet. 3. Respondents experienced frequent or occasional problems because of excessive use of internet. 4. Excessive use of internet has an impact with the academic performance of the respondents.

Recommendations

Based on the findings and conclusions of the study, the following recommendations are stated:

1. The attention of students now a days should be diverted to more profitable activities.

2. Parents should monitor their children when using the internet. There should be a policy in using the internet. Monitor remotely. Whether the parent is at work, away or at home, new monitoring programs allow parents to determine how much time their child has spent on the Internet and how she is spending that time. 3. Parents should spend time online with their children. 4. Students must be given a time limit in using the internet at home and in school.

5. Set clear rules for Internet use. As with any rule, there should be consequences if the rule is not obeyed. Teachers/Parents should talk with their child about the importance of having these rules. 6. Adults should examine their own use of the Internet. Model appropriate usage for students 7. Take advantage of customized control settings. Customized control settings allow parents to determine the appropriate time limits for kids, teens and mature teens. 8. Keep the computer in a public area, not in the child's bedroom.

9. Use parental control software. It allows parents to restrict and set times when the computer can be accessed. It limits use of individual elements such as the amount of time a student/child can access the internet or play on line games. It can even set specific time periods for use by each child in the family.

BIBLIOGRAPHY http://www.uam.es/personal_pdi/psicologia/pei/download/ %5B4%5DYoung2004InternetAddiction.pdf http://www.amazon.com/ http://www.cs.wits.ac.za/~johnsony/researchReport.html http://search.nytimes.com/search/daily/bin/fastweb?search http://www.ifap.bepr.ethz.ch/~egger/ibq/res.htm

http://www.gazillionaire.com/talk.html http://www.apa.org/releases/internet.html http.www.cmhc.com/archives/rr97-1.html American Psychological Association. http://www.apa.org/monitor/jun96/onlinec.html

Belluck, Pam. "Net Addiction: True Disorder or Just a Cyber-Psycho-Fad?" New York Times 1 Dec. 1996. Egger, O., Rauterberg, M., (1996) "Internet Behavior and Addiction." Swiss Federal Institute of Technology, Zurich

Freedman, Edith (1992). The Addiction Process: Effective Social Work Approaches. Longman:New York. LavaMind, 1997.

Murray, Bridget. "Is Your Computer Use Out of Control?" APA Monitor,June, 1996, American Psychological Association. http://www.apa.org/monitor/jun96/onlinec.html

Sue, D., Sue, D. , & Sue, S. (1994) Understanding Abnormal Behavior. Boston: Houghton Mifflin

Young, Kimberly S., Psy. D. "Pathological Internet Use: The Emergence Of A New Clinical Disorder," Presentation, University of Pittsburgh at Bradford, Session 2127, 11:00-11:50 AM, 10 August,1996, Metro Toronto Convention Centre, Exhibit Hall (D-14). APA Monitor, American Psychological Association.

APPENDIX A
RELATIONSHIP BETWEEN INTERNET ADDICTION AND ACADEMIC PERFORMANCE OF FOURTH YEAR HIGH SCHOOL STUDENTS OF HOLY FAMILY ACADEMY S.Y. 2009-2010

Name: (Optional) ___________________________ Idad:________ Kasarian:_______ Direksyon: Lagyan ng check ( ) ang naa-angkop sa inyong sagot.

1. Mayroon akong mga bagsak na mga marka. 2. Mababa ang mga marka ko. 3. Matataas ang mga marka ko.

1= Bihira,

2= Paminsan - minsan,

3 = Madalas,

4 = Malimit,

5 = Palagi.

B 1 1. Madalas akong sumosobra sa nararapat na oras ng pag-iinternet. 2. Hindi ko nagagawa ang mga takdang aralin at proyekto ko dahil sa matagal akong nagiinternet. 3. Nagrereklamo ang mga pamilya ko dahil matagal akong nagiinternet. 4. Malungkot ako o mainit ang ulo ko kapag hindi ako nakakapag internet 5. Mas gusto ko nasa harap ng internet kaysa lumabas kasama ng mga kaibigan ko. 6. Nililihim ko sa iba kung gaano ano ako katagal nag-iinternet. 7. Binubuksan ko muna ang e-mail ko bago ko gawin ang dapat kong gawain. 8. Nililimitahan ko ang oras ng pag iinternet ko. 9. Sinasabi ko sa sarili ko na sandali na lang kapag ng-iinternet ako. 10. Nagiging malihim ako pag may nagtatanong kung ano ang ginagawa ko sa internet. 11Eksited ako pag alam kong gagamit ako ng internet. 12.Natatakot akong mawalan ng internet sa buhay ko. 13.Sumisigaw ako kapag may nagistorbo sa akin habang nagiinternet ako. 14.Nagkukulangan ako sa tulog dahil sa pag-iinternet hanggang gabi. 15. Laging kong naiisip ang internet pag wala akong ginagawa.

P 2

MD 3

ML 4

PL 5