I

The Combat Methods used by FEU Grade 11 Students to Prevent Internet

Addiction during their Online Education

A Research Paper Submitted to the

Faculty of Senior High School, Basic Education Department,
Far Eastern University-Alabang

In Partial Fulfilment
of the Requirements for the Subject
Practical Research 1

By:
Villaflores, Carlos Joaquin Inigo
Amores, Joshua Gregory
Tumala, Vincent Kobe
Ruiz, Melvin John
Nolasco, Jenson

Ms. Krizelle Amoyo

Research Teacher

MAY 2021
 II

APPROVAL SHEET

This thesis entitled “THE COMBAT METHODS USED BY FEU GRADE 11

STUDENTS TO PREVENT INTERNET ADDICTION DURING THEIR ONLINE

EDUCATION” prepared and submitted by Carlos Joaquin Inigo Villaflores, Joshua

Gregory Amores, Vincent Kobe Tumala, Melvin John Ruiz, and Jenson Nolasco has been

approved and accept as partial fulfilment of the requirement for the subject of Practical

Research 1.

Ms. Krizelle Amoyo

Research Teacher
 III

AKNOWLEDGEMENT

The researchers want to express their heartfelt gratitude and sincere appreciation

to those who become part, rendered their valuable support, encouragement and

suggestion that made this study came into realization.

Ms. Krizelle Amoyo, Research Teacher, for her support, motivation and guidance

for the enhancement of this study.

Participants, for their admirable cooperation and kindly active involvement

during the assessment and gathering of data using survey questionnaires.

Family and Friends, for giving their trust, full understanding, emotional support,

financial assistance, efforts and love just to make the researchers strong and diligent to

this research.

Above all, to ALMIGHTY GOD, for the provisions, Divide Guidance, wisdom

and blessings, who have made all things possible.

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TABLE OF CONTENTS

Page

Title Page I

Approval Sheet II

Acknowledgement III

Table of Contents IV

List of Figures VI

Abstract VII

CHAPTER I: THE PROBLEM AND ITS BACKGROUND

Introduction and Background of the Study …………………………..…………..1

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

Guiding Framework ……………………………………………………..……….. 3

Scope and Limitations ……………………………………………..….…………..3

Significance of the study ……………………………………….….…………….. 4

Definition of Terms …………………………………………………………….….5

II REVIEW OF RELATED LITERATURE AND STUDIES

Literature ……………………………………………..…………………………… 8

Studies …………………………………………………………………………….12
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Review of Related Literature and Studies ……………………………………….18

III METHODOLOGY OF RESEARCH

Research Design…………………………………………………………….21

Research Setting ……………………………………………………………22

Sampling Technique…………………………………………….…………. 22

Selection of Co-researchers/Participants………………………….............. 23

Instrument Used…………………………………………………………….23

Construction of the Instrument……………………………………………. 24

Validation of the instrument………………………………………………. 25

Treatment of Data…………………………….……………………………. 26

IV PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Co-Researcher A - ……………………… ………………………………….….27

Co-Researcher B - …………………………………………………..……….29

Co-Researcher C - ……………………………………………………..………...32

Co-Researcher D - ……………………………………………………..………...34

Researchers’ Experiences……………………………………………………36

Researchers’ Reflection…………………………………………………….. 37
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IV SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings……………………………………….…………….….40
Conclusion…………………………………………………..………………. 41
Recommendations…………………………………………….………….…. 42

BIBLIOGRAPHY 44

APPENDICES 47

LIST OF FIGURES
Figure Title Page

1 Guiding Framework…………………………………………..……3
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ABSTRACT
Internet Addiction among adolescents is a growing problem that the modern era is currently

facing, especially heightened by the face of the pandemic. As students are more exposed

to the Internet due to Online Education, they are prone to this disorder and could potentially

experience detrimental effects to their mental and physical health. Although the Mental

Health research field has already given substantial information regarding Internet

Addiction and its aspects, there is still a need to take into account the combat methods that

individuals utilize to counter this disorder, and the study aims to address that research gap.

The research was primarily executed by conducting interviews with four selected

participants who fit the purposive sampling criteria, and the collected data were then used

to formulate the conclusions of this study. Major findings of the research include how

students are easily distracted by the internet while doing academic-related work, and the

preferred combat methods that they use to counter that is Time Management and

Concentration on Academic activities. The study’s results also show the Internet usage of

the respondents in accordance with Academic and Leisure purposes, and their overall

perception about the Internet’s advantageousness with regards to Online Education.

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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Addiction comes in many forms such as drug addiction, alcohol addiction, nicotine

addiction, etc., but the most prevalent in this generation is Internet Addiction. IAD or

Internet Addiction Disorder is characterized as excessive or poorly controlled computer

usage and internet access issues, impulses, or behaviors, leading to various neurological

and social complications (Bleakley, 2017). According to Zuckerman (2020), as of April

2020, 59% of the global population of approximately 4.57 billion people were active

internet users, and 61% of those users were deemed addicted to it. Although internet

addiction is common to all age brackets, another study by Bromwich (2017) concluded

that 73% of the 13–17-year-old respondents were diagnosed with Internet Addiction

Disorder (IAD), concluding that adolescents are more prone to this disorder compared to

other age groups. Because the students’ reliance on the internet for educational resources

and other necessities has grown unsteadily bigger due to the pandemic, it’s no wonder they

are exposed to internet addiction and its effects. In this study, the researchers aim to know

the various combat methods that Grade 11 students use in order to prevent Internet

Addiction during their online education and also the factors that influence Internet

Addiction. Although the field of mental health has already explored internet addiction in

numerous studies, there is a need to further emphasize the combat methods that are done

to prevent this disorder and this study aims to address that research gap. The study would
 2

be conducted by specifically covering Grade 11 students in FEU Alabang and execute it

via online interviews. By coordinating this research, the concluded information and data

would be very beneficial to students as it would provide them with insights regarding the

factors that contribute to internet addiction, and eventually learn how to prevent them. This

would also be beneficial to future researchers as the gap that was addressed in this study

could potentially help them in their ongoing research.

Statement of the Problem

This study aims to determine the combat methods used by FEU Grade 11 students

to prevent internet addiction during their online education:

Specifically, it aims to find answers to the following questions:

1. What are the factors that contribute to Internet addiction among students?

a. Gaming

b. Social Media

c. Binge Watching

2. What are the preferred types of combat methods utilized by students to prevent

Internet Addiction?

a. Management of Internet Usage

b. Concentration on Academic Activities

c. Participation in Social Activities

d. Implementation of Hobbies and Interests

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Guiding Framework

INPUT PROCESS OUTPUT

Student's improper use of The researchers will select a The enhanced
internet. specific number of Grade 11 understanding on the factors
Internet Addiction and its students in FEU Alabang that affects a student's
effects on students. Senior High School to partake internet addiction.

The rise of internet usage in an interview.

due to online classes. The improved
understanding of the
combat methods used by
FEU Alabang Grade 11
students to combat their
internet addiction.

Figure 1. Guiding Framework

Scope and Limitations

This study is qualitative and will focus on combat methods currently used by the

Grade 11 students of FEU Alabang to prevent their internet addiction amidst their ongoing

online classes. This study will only cover the following combat methods often used by

students: management of internet usage, participation in social activities, concentration on

academic activities, and implementation of hobbies and interests. The results of the

research will be based on the response of the select interviewees of FEU Alabang School.

This study will only include the Grade 11 students of FEU Alabang. This study will

primarily focus on the preferred types of combat methods utilized by students to prevent

internet addiction, and the factors that contribute to internet addiction among students. The

current Grade 11 of FEU Alabang (School Year 2020-2021) will partake in this research

as respondents. The researchers will select specific Grade 11 students to partake in these
 4

interviews. The results of this study will be based on the data collected through online

interviews and will be held at Microsoft teams.

Significance of the Study

This research, in summary, would be beneficial to the institute of FEU Alabang,

the school teachers, the succeeding Grade 11 students, the parents of the succeeding senior

high school students, and future researchers. This paper would precisely be significant to

the following:

FEU academic administration - The data and feedback to be gathered will form as

the base for the administration of FEU to identify the optimal combat methods used by

students to prevent their internet addictions which can thoughts to students to improve their

quality of learning they endure during their online class session.

School teachers - The results of this research may encourage the teachers to adjust

their way of teaching the lessons to ensure the students can stay focused on their academic

task and refrain from the distractions they are surrounded by. This study could also increase

the competency of the teachers.

Succeeding senior high school students - The next Grade 11 and 12 students would

be provided with the chance to experience the best combat methods to use to prevent

internet addiction and distractions to experience an optimal learning environment.

Parents - Senior high school students' parents may alter the way their kid uses the

internet at home. They would embed them with effective combat methods to ensure they

are learning effectively in their online class sessions even with the online distractions
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around them. They could also immerse their kids to refrain from excessive internet usage

and stay focused on their academic task.

Future researchers - The methodology/results used in this paper may form as a

reference for researchers in the following years who are interested in filling the research

gap in this paper or exploring the other aspects which this paper may not be able to tackle.

Definition of Terms

The following terms are lexically and operationally defined for a further understanding of

the readers:

Academic Activities - Academic activities refer to any task that relates to the work

done in schools, colleges, and universities, especially work which involves studying and

reasoning rather than practical or technical skills (Leila, 2014). In this study, the term

academic activities refer to the examinations, performance tasks, final examinations,

formative assessments, and group tasks conducted in FEU Alabang online classes.

Binge-watching – Binge-watching refers to the behavior of overconsuming visual

media entertainment wherein an individual watches a type of visual media, such as TV

shows, movies, etc. for long periods with no stop, leading to different complications

(Starosta, 2020). In the study, this term refers to the binge behavior that the respondents

possess when consuming media, leading to a possible cause of Internet Addiction.

Combat Methods – The term combat method is used to describe the methods for

taking action to reduce or prevent something (Oxford University, n.d). In the study, this

term refers to the course of techniques that the respondents use in order to prevent Internet
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Addiction.

Gaming - The term gaming refers to the system in which players engage in

artificial conflict, defined by rules, that results in a quantifiable outcome (Salen &

Zimmerman, 2004). In this study, this term is described as the act of playing games done

by the respondents that could contribute as a factor of Internet Addiction.

Hobbies - Hobbies are defined as an activity that someone does for pleasure when

they are not working (Eliza, 2015). In this study, the term hobbies are referring to the

extracurricular activities or leisure sports/activities that a student partakes in during their

free time.

Internet Addiction - Internet addiction is characterized as excessive or poorly

controlled preoccupations, urges, or behaviors regarding computer use and internet access

that led to impairment or distress. (Shaw, 2008). In this study, this term is used to describe

the problematic usage of the internet made by the respondents.

Social Activity - Social activity refers to an event or pursuit that brings members

of the community together or anything that brings members of a community together to

interact like dancing, games, and street parties (Nunez, 2013). In this study, the term social

activity refers to the community activities conducted by students such as group works,

team building activities, and cooperation of one another in a task.

Social Media – Social media is defined as a form of media that includes interaction

with one another visually. Social media also are known as web-based applications that

provide a function to share, group, having a conversation, and relationships (Sonia, 2020).

In the study, this term is used to associate the different social networking platforms that
 7

are frequently consumed by the respondents that could potentially contribute as a factor of

Internet Addiction.

Time Management - Time management is defined as deliberate actions aimed at

the effective use of time to achieve specific, goal-directed activities is a skill necessary to

maintaining scholarly productivity (Claessens, van Eerde, & Rutte, 2007). In this study,

this term is used to define an orderly schedule of activities done by the respondents to limit

internet usage as a way to combat internet addiction.

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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies, local and

foreign-related to the research entitled “The Combat Methods used by FEU Senior High

School Students to Prevent Internet Addiction during their Online Education”.

LITERATURE

These reviewed articles were taken from different online scholarly websites,

research articles, memos, books, journals, and magazines. The pieces of information

obtained have helped the researchers in their studies. Below are foreign and local related

kinds of literature that the researchers have used as the basis of this study.

FOREIGN LITERATURE

Internet Addiction

An article by Bleakley (2017), entitled: Internet Addiction: Treating and Preventing

Adolescent Mental Health Disorders, discussed Internet Addiction and its prevalence in

the adolescents of the current generation. The article defined Internet Addiction Disorder

as “compulsive Internet use similar to clinically diagnosable behavioral and substance use

addictions that lead to physiological and social complications with oneself.” They

characterized this disorder as having multiple contributing factors, such as underlying

medical conditions, and genetic brain makeup that are similar to those who suffer from a

chemical dependency, such as drugs or alcohol. The article elaborated and emphasized

how it is prevalent among the youth of this generation, with the statistics of the article
 9

stating that in the age bracket of 12–17-year-old adolescents, almost 95% of the

respondents were active online every day, leading to a high amount of Internet Addiction

cases. The article concluded that Internet addiction (and its various manifestations) is a

real phenomenon that is associated with many adverse outcomes among youth because

adolescents are in the developmental stages of their life and have a higher tendency, as

compared to adults, to form new habits and to become Internet addicts due to their ability

to adapt quickly to new information and technology.

Another article by Sayed and Ahmed (2020) named Impact of Internet Addiction

on Academic Achievement among Undergraduate Nursing Students evaluated the

correlation of internet addiction and the academic performance of students. In the article,

it was concluded that excessive internet usage is one of the major activities seen among

undergraduate nursing students which can lead to addiction and affect their personal,

social and academic performance. To show relevance to the present study, since the

respondents are situated within an online learning environment, they rely on the internet

for educational necessities, leading to more exposure to the internet that could open a

window to Internet Addiction to take place, compared to regular face to face classes. With

that, the researchers theorize that detrimental effects to academic performance might

increase during online education.

In an article by Gregory (2020) entitled Internet Addiction Disorder, the different

factors and Internet Activities that lead to Internet Addiction were defined. The article

explored the different internet activity categories which include: gaming, social

networking, online shopping, inappropriate pornography use, and binge-watching, and

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how they lead to Internet Addiction. The article also suggests that it is not the amount of

time spent on the particularly troublesome, it is how the Internet is being used. In the

present study, this literature is relevant since one of the research questions that the study

seeks to answer is the factors that contribute to Internet Addiction, specifically the

activities that students partake into, and this literature reduced the number of internet

activities to 3 main categories, namely: Gaming, Social Media, and Binge Watching.

LOCAL LITERATURE

Internet Addiction

A peer-reviewed article made by Reyes (2020) entitled Risk Factors of Internet

Gaming in Filipino Students found out that Internet Gaming Disorder is very prevalent

amongst Filipino College Students, in which it was disturbing to learn that students invest

3 to 4 days (72 to 96 hours) on average for internet gaming. This form of activity includes

reduced physical tasks, sleep deprivation, absenteeism in education, and lesser time in

socializing with their age groups. The article established that high exposure through the

abundance of resources, and internet access to devices used in gaming are significant risk

factors in the onset and eventually developing Internet Gaming Disorder. A news report

by Santos (2020) stated that almost 28 million students are experiencing online education

due to the current pandemic which didn’t allow a face to face classes to happen, leading

to a higher degree of exposure of the students to the internet. These two reports, if puzzled

together, can explain how the situation of Internet Addiction in the Philippines could

worsen due to the staggering amount of daily internet usage produced by Online
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Education.

The literature titled “The Good, The Bad and the Ugly: Internet use, Outcomes and

the Role of Regulation in the Philippines” by Regina and Renee (2014) focuses on the

Gratification Theory and The Social Cognitive Theory; wherein the former explains what

people do with the media rather than what the media does to the individual. The latter

theory delves more into how the individual acts based on those around them, in this case:

how one uses the internet, whether it be for pleasure or academia. This literature is

important for the present research as it shows the effects of regulation whether it be from

outside influences or one’s self. Understanding the effects of this is crucial in order to

understand the effects of unregulated use of the internet on an individual.

Through this Regina and Renee (2017) concluded that the use in order to express

and interact oneself could be categorized in both positive and negative impacts depending

on how one uses it. Meanwhile, basic internet use and entertainment use would often lead

to respondents procrastinating and spending too much time on these activities, which can

be categorized as problematic use. The presence of Self-Regulation was often the

determining factor on whether their internet use could be categorized as positive or

negative. Overall, this shows that self-regulation is the most important part of using the

internet as people that had stronger self-regulation showed greater productivity in their

workflow, while those who lacked it often spent too much time on what are supposed to

be quick breaks or tools for academia. To show the relevance of this to the present study,

the present research will utilize various Self-Regulation techniques such as Time

Management, Concentration on Academic Activities, Implementation of Hobbies and

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Interests, and Participation in Social Activities as a means of combat methods that the

respondents could use.

STUDIES

These reviewed studies were taken from different studies published and

unpublished. The pieces of information obtained have helped the researchers in their study.

Below are foreign and local studies that the researchers have used as the basis of this study.

FOREIGN STUDIES

A study on Internet addiction and its relation to psychopathology and self-esteem among

college students

As stated by a study entitled “A study on Internet addiction and its relation to

psychopathology and self-esteem among college students”, the use of the internet in our

day-to-day life is growing because it has dramatically changed the current communication

scenario and eliminated human geographical barriers. In recent years, more students are

resorting to the internet for their daily entertainment which is causing others to develop

an unhealthy internet addiction.

Internet addiction is a rising problem especially with the availability and mobility

of new media. Internet addiction is causing teens to have problems such as depression,

low self-esteem, anxiety, and interpersonal sensitivity. In this research, their objective is

to explore internet use among teens and its relation to their psychopathology and self-

esteem. They observed 200 students studying in various disciplines such as science, arts,
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and commerce from five different colleges of Kolkata and had a mean age of 21.68 years.

Each of the 200 students undertook an internet addiction scale test along with three other

tests such as Sociodemographic data sheet, Symptom Checklist-90-Revised, Rosenberg

Self-Esteem Scale. From the internet addiction scale test results, the research identified

39.5% of the students were severe users of the Internet, 31.5% of the students were

moderate users of the Internet, and 29% of the students were average users of the Internet.

The researchers were able to conclude that severe users of the Internet have shown

higher psychopathological symptoms in four dimensions such as obsessive-compulsive,

interpersonal sensitivity and depression, anxiety, and global severity index than those

with moderate users of the Internet. It also shows high Internet usage leads to

psychological difficulties such as anxiety, depression, and loneliness. Severe users were

more likely to be anxious and depressed than moderate users and low users. However, no

significant relationship has been found between moderate users and severe users of the

Internet and self-esteem.

This research is relevant to the present research since it tackles internet addiction

among school students. It showed that high internet usage among school students can

harm their mental health. The main difference between this research and the present

research is that present research will be conducted on a younger age group which

comprises mostly of Grade 11 students. The present research will be focusing more on

the preventive measures the current students are implementing in their classes especially

with the increase of their time using the internet.

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Students’ Internet Addiction: Study and Prevention

The research entitled “Students’ Internet Addiction: Study and Prevention” stated

that the younger generation spends more and more of their free time using the computer

and communicating on Internet networks. The majority of teenagers are starting to use

the internet to get rid of the requirements of social environments, and for their emotional

support or validation. Griffiths (2016) and Grohol (2019), noted that while Internet

addiction is not a disease, it is a behavioral disorder. Several researchers (Weinstein,

Dorani & Elhadif, 2016), indicated shows of aggression, fatigue, prolonged mood

changes, fluctuations in their emotional balance from the bright burst of happy emotions

to the lowest depression, and not being able to accept criticism from their inner circle of

friends and acquaintances can be symptoms of internet addiction.

With the rise of internet usage among students, this research aims to evaluate the

effectiveness of their internet addiction prevention program. The researchers

experimented on 657 people in secondary schools in various Russian cities. The

experiment started with all participants taking an Internet addiction scale test made by

Chen in 2007. They observed 52% of the students had an average level of Internet

addiction, 48% of students had a low level of internet addiction, and none were observed

to have a high level of internet addiction. The research observed their prevention program

demonstrated its effectiveness in preventing Internet addiction and had beneficial

psychological and pedagogical support. They noted their preventative work had a positive

impact on the students and has contributed to reducing the manifestations of susceptibility

that young students (secondary school, college, and university students) have to the
 15

Internet and addiction to social networking sites.

In conclusion, this research has illustrated that students who had internet addiction

suffered from aggressive, submissive, and dependent behavior. Their internet addiction

was characterized by the fact most students lack control over their time on the internet,

neglect to organize their activities, and prioritize being online rather than real

communication with their friends. The students who undertook the internet addiction

prevention program were able to lose their constant desire to be on the Internet and were

able to give priority to real communication with their friends. The researchers of this study

were able to develop a program aimed at preventing Internet addiction. The researchers’

internet addiction prevention program had proven its effectiveness in preventing internet

addiction among students and has had a positive impact on their mental and academic

health. It has also reduced their likely hood of them developing internet addiction again.

This research is relevant to the present research since it tackles preventive measures used

by school students to combat their internet addiction. The main difference between this

research and the present research is the present researchers are more focused on a smaller

and more specific group of students specifically Grade 11 students. The present

researchers also emphasize learning the various combat methods already used by students

to prevent their addiction as opposed to making them undergo an experimental program.

LOCAL STUDIES

Effect of Internet Addiction on the Academic Performance of Junior and Senior High

School Students of Mapanas Agro-Industrial High School, Mapanas, Northern Samar:

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University of Eastern Philippines Extension Services Collaborative Output

Rony Lora (2019) led a study about the effects of internet addiction on the

academic performance of the junior and senior high school students at Mapanas Agro-

Industrial High School. As the use of the internet grows in a student’s life, the student

may develop a bad habit with their internet devices. In recent years, the majority of

students are favoring online social media rather than traditional celebrations such as

fiestas, physical activities, and various sports. In addition, computers have erased the

physical boundaries between people causing the student’s social lives to reduce.

In this study, the researcher’s objective is to determine whether or not addiction

the increased internet usage can directly or indirectly affect the academic performance of

the Mapanas Agro-Industrial High School students. The researchers used a descriptive

correlational survey design to estimate the extent to which variables affected the academic

performances of the students addicted to the internet the most. 90 students of Mapanas

Agro-Industrial School were chosen to be the respondents of this study. The research

found that students who used the internet more had trouble with social and recreational

activities. Additionally, it was found that the majority of the male respondents were able

to utilize the internet better for recreational activities compared to females. The majority

of the students who come from low-income families were found to need some

intervention to combat their internet addiction.

Taking everything into account, the research has concluded that the Mapanas Agro-

Industrial High School students were very susceptible to internet addiction. Female

students were found to have a higher chance of developing unhealthy habits with their
 17

internet devices compared to male students. The majority of students who come from low-

income families also gravitate to unhealthy internet usage for their entertainment and

social interactions. Students who were internet-addicted suffered in their academic and

social performance. This research is relevant to the present since it also tackles internet

addiction among high school students. Although, the main difference between this

research and the present research is that the present researchers have a more specific target

of only Grade 11 students and will focus more on the preventive measure a student uses to

prevent their internet addiction.

Correlation of Internet Addiction among Adolescents’ Mental Health

A local study by Waldo (2020) entitled “Correlation of Internet Addiction among

Adolescents’ Mental Health” explored different aspects of adolescents’ mental health and

their tendency to be addicted to the Internet. The research established a description of

adolescent internet addiction and examined significant differences in terms of gender,

type of school, and online behaviors. Furthermore, the relationship of Adolescent Internet

Addiction to mental aspects such as spiritual intelligence, psychological wellbeing, and

social desirability was explored.

The study was primarily executed within the premises of Baguio city, gathering

data through high-school students from various secondary schools (public and private

schools) from freshman to senior high school enrolled during the 2013-2014 academic

school year. One of the major findings of the study stated that Internet Addiction is

detrimental to the psychological wellbeing of adolescents as it brings upon the context of

 18

self-doubt, depression, and anxiety. Another major discussion of the study is that there is

a need to teach students about healthy coping strategies for life-related situations such as

stress, sadness, and depression instead of always consuming Internet Media. Learning

therapeutic interventions instead of daily internet usage may help students to explore

possible alternatives in finding their identity and roles in productive ways.

The present research is relevant to this study due to the fact that both studies are

concerned about the coping strategies students use to attain a better lifestyle in correlation

with Internet Use. Although the research focused more on the psychological well-being

and status of students, the present study would like to focus more on the preventive

measures and Self-Regulation techniques that students use to prevent Internet Addiction.

Reviewed Literature and Studies

In order to get a better idea of the present research’s topic regarding the combat

methods used by students to prevent internet addiction, the researchers reviewed literature

and studies conducted similarly to the present research. The majority of the literature and

studies reviewed have concluded that one’s increased time on the Internet gives them a

higher chance of developing an unhealthy Internet addiction. The majority of students rely

on the internet for their information, entertainment, and social interaction with others.

While the internet can be used by some students properly, the majority of students have

been found to lose control and become addicted to the internet. In addition, the internet

has been embedded in most students day to day life. A fair amount of the reviewed

literature and studies have noted that internet addiction can cause students to have
 19

behavioral, psychological, mental, and academic problems. Most students who are

internet-addicted may also suffer from depression, mood swings, and the constant desire

for the internet.

Relevance of the Reviewed Literature and Studies to the Present Study

Foreign Literature

The foreign literature and articles provided are closely related to this present

research since it directly mentions the prevalence of internet addiction among adolescents,

undergraduate nursing students, and teenagers which is similar to the age bracket of the

respondents that the present research would be using. It also supplies information

regarding Internet Addiction and its correlation with personal, social, and academic

performance. This literature also showed how the various activities that individuals

choose to partake in may lead to Internet Addiction.

Local Literature

The local literature and articles provided are relevant to the present research given

that it tackles gaming addiction among Filipino students and self-regulation with one’s

internet usage. Furthermore, this enlightens the researchers of the present research about

symptoms that a student may experience that can lead to their internet addiction such as

reduced physical tasks, sleep deprivation, absenteeism in education, and lesser time in

socializing with their age groups. This literature also informed the present researchers

about self-regulation techniques used by Filipinos to avoid their internet and gaming
 20

addiction such as Time Management, Concentration on Academic Activities,

Implementation of Hobbies and Interests, and Participation in Social Activities.

Foreign Studies

The foreign studies are relevant to current research since it tackles internet

addiction and its effects among students. The studies show that most students who use the

internet excessively can result in problems in their mental health, social life, and physical

health. As a student spends more time on the internet, they develop a higher chance to

develop a constant desire to use the internet. The studies also show that an internet

addiction prevention program can prove beneficial to a student’s susceptibility to Internet

addiction. Furthermore, the studies showed types of tests that can be used by the present

researchers to identify the severity of a students’ internet usage.

Local Studies

The local studies are relevant to the present research given that it shows that the

effects of internet addiction on the academic performance of junior and senior high school

students. The studies supported the idea that students who use the internet excessively have

a harder time socializing with others and have lower academic performance. The

methodology and background information of these studies will be beneficial in guiding the

present researchers in their research.

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CHAPTER 3

METHODS OF RESEARCH

This chapter provides an overview of the methodology used in the research. It

contains details about the participants, such as the sampling technique that was used and

its eligibility requirements, who the respondents were, and how they were sampled. This

chapter also documents the researchers’ intention of choosing the qualitative research

design, Phenomenology. It also tackles the Data Gathering Techniques that were observed

in the study, specifically the one-on-one Interview Technique. The instrument that was

used to collect data is also mentioned, as are the procedures that were followed to conduct

this analysis. The techniques used to interpret the data are also discussed by the researcher.

Finally, the ethical considerations that were taken into account during the review are

addressed.

Research Design (Qualitative)

The research entitled “The Combat Methods used by FEU Grade 11 Students to

Prevent Internet Addiction during their Online Education” is a qualitative

phenomenological study that aims to study the combat methods used by FEU Grade 11

students to prevent their internet addiction during their online education. This chapter will

discuss the number of respondents required by the data using a purposive method. This

chapter will also include the type of interview, and present a sample question that will be

used in the interview

 22

Research Settings

The research was conducted at the FEU Alabang Educational Institution, located

inside Wood District, Filinvest, Muntinlupa City, in which all of the research’s respondents

are currently enrolled in. Due to the Covid-19 pandemic, face-to-face interviews are strictly

prohibited, leading to the researchers’ decision of conducting the interviews on an online

platform. Specifically, the online software that the research used was Microsoft Teams,

due to its remarkable capability of recording any meeting held in the platform, which

greatly helped in the process of interpreting the data.

Sampling Technique

The sampling technique the research used was Purposive Sampling as it would

directly compensate and support the study’s notion regarding Internet Addiction compared

to other sampling techniques. Purposive sampling, according to Robinson (2014), is an

intentional selection of informants based on their ability to elucidate a specific theme,

concept, or phenomenon. In this study, Purposive Sampling allows the researchers to select

respondents who fit in the criteria of Internet Addiction, heightening the accuracy and

reliability of the results of the research.

The eligibility requirements that the respondents achieved were having more than

the country’s daily average internet consumption, specifically 10 hours and 56 minutes. In

a report by Kemp (2021) about the latest internet, mobile, and social media stats for the

Philippines, it is stated that the average daily time spent by Filipinos using the internet was

10 hours and 56 minutes. The researchers selected respondents that fit the criteria due to

the fact that those individuals would be more familiar with the context of this study, and
 23

would produce more reliable and authentic data when the process of interviewing the

respondents takes place.

Selection of Participants

The participants will be selected using a Purposive Sampling method to ensure the

selected participants will represent with an unbiased perspective. The criteria of these

participants would require them to be using the internet for more than 10 hours and 56

minutes. Out of the 328 Grade 11 Students in FEU Alabang, 4 students will be selected (2

boys, 2 girls). This will be the most appropriate and efficient number of participants for

this study with the current limitations of the researchers.

Instrument Used

1. How do you use the internet in your everyday life? How do you use it with regards

to Online Education?

a. Can you describe your normal/daily routine when it comes to your internet

use?

b. In terms of using the internet for academic purposes, how much time do you

allot? Can you discuss or describe your routine?

c. When using it for Leisure purposes, what type of Leisure Activity do you

usually perform? Gaming, Social Media, Binge Watching, etc.? Also,

describe your routine with it.

d. Do you recall a time where the internet was a distraction from your studies?

Is it common for you to encounter that situation? Please elaborate.

 24

2. How do you manage your daily internet usage from being disruptive to your

education? What types of combat methods do you utilize?

a. Do you organize and schedule your time when it comes to using the

Internet?

b. Do you participate in social activities to lessen your internet usage?

c. Do you concentrate more on your academic activities to lessen your internet

usage?

d. Do you implement hobbies or interests, such as sports, to manage your

internet usage?

e. With your chosen combat method, can you elaborate how it helps you and

the routine that comes along with it?

3. How do you perceive the Internet with regards to online education? Is it beneficial

or not?

a. If you think it’s not beneficial, could you elaborate why?

b. If you think it’s beneficial, could you elaborate why?

c. What plans do you have in dealing with excessive Internet usage in terms

of education? Is there anything you want to implement in your routine?

Construction of the Instrument

The instrument used was a researcher-made questionnaire to gather the needed data

for the research. The draft of the questionnaire was drawn out based on the researcher's

studies, professional literature, published and unpublished thesis relevant to the study. In
 25

the instrument's preparation, the requirements in designing a reliable data collection

instrument were considered. For instance, the Statement of the Problem mentioned in the

1st Chapter of this study was directly lifted to the instrument. The instrument also

considered the respondents' comfortability during the interview process using the Engage,

Explore, Exit method.

As mentioned, the instrument's content was aimed to satisfy the research questions

present in the study. To fully satisfy the research's objectives and also consider the

respondents' comfort, the instrument was divided into 3 parts, each having significance to

gain the best data that the study could gather. The 1st part, Engage, focused more on the

respondents' usage of the Internet to introduce the context of the research and familiarize

them with where the interview is headed to. Explore, the 2nd part's content was more

attentive to the needed data that the study's research questions aim to satisfy. And the last

part, Exit, focused on the general perception of the respondents towards the subject matter,

Internet addiction with regards to Online Education, and the plans that could help them

prevent this.

Validation of the Instrument

In a similar study conducted by (Young 2016), the researchers surveyed a group of

school students to determine Internet addiction levels. The results of its application did not

only allow us to know how to define a group of high-level risk Internet addictions, but also

how to adjust and adapt its program of prevention for the widespread introduction.

Moreover, Kumar & Mondal (2018) have deduced depression, anxiety, and interpersonal

sensitivity were found to be correlated with Internet addiction and activities such as gaming,
 26

binge watching, and social media. Furthermore, a study by Chen (2017) had used an

interview to detect the presence of Internet addiction, and the features of Internet addictive

behavior.

In the present case, the researchers have decided to use a personal interview with

the respondents of this study. The questions asked during the interview were all based on

the research instrument by Hechanova & Ortega-Go (2016). The participants were all

selected through a purposive sampling method as suggested with the study of Smyslova

(2018). The instrument was validated by the researchers’ Practical Research Adviser.

Treatment of Data
 27

CHAPTER 4

This chapter includes presentation, analysis, and interpretation of data gathered by

the researchers from their interview conducted.

Co-Researcher A

Interviewee 1

Location: Microsoft Teams Meeting

Date and Time: April 26, 2021, 3:00pm

Transcript 1

1. How do you use the internet in your everyday life? How do you use it with regards to

Online Education?

a. Can you describe your normal/daily routine when it comes to your internet use?

➢ Internet has been a very big part in my everyday life, especially during this

Distance-learning era, since we don’t really go outside of the premises of our house,

I usually find myself using the Internet very often since it’s my main source of

information, in both non-academic and academic contexts.

b. In terms of using the internet for academic purposes, how much time do you allot? Can

you discuss or describe your routine?

➢ For online education, since learning resources were primarily set on online

platforms, I get to use it every day, from morning until afternoon. I also take the

time to set my things-to-do and whatnot.

 28

c. When using it for Leisure purposes, what type of Leisure Activity do you usually

perform? Gaming, Social Media, Binge Watching or etc.? Explain your routine that comes

along with it.

➢ For Leisure purposes, I usually allot it after dinner until my sleeping time, which is

usually at midnight and I mainly use it for social media, such as messenger but I

also, from time to time, make use of it by reading certain literature. Since there are

breaks between classes, I make use of the free time by going online.

d. Do you recall a time where the internet was a distraction from your studies? Is it

common for you to encounter that situation? Please elaborate.

➢ Yes, I do recall times where the Internet was a distraction for me and I frequently

encounter that scenario since the Internet is right there in front of you, making it

hard to focus on my responsibilities and such, which usually leads to procrastination.

I do think the key for that is discipline within oneself to avoid getting into these

scenarios.

2. How do you manage your daily internet usage from being disruptive to your

education? What types of combat methods do you utilize?

➢ I think from all the four methods that you stated, the third option (Concentration on

Academic Requirements) would be my most used, since my driving force in

actually doing my responsibilities as a student is by completing and focusing more

on my academic activities.

a. With your chosen combat method, can you elaborate how it helps you and the routine

that comes along with it?

 29

➢ Well, I just accomplish the tasks that I need to do, mostly academic stuff and that

prevents me from using the Internet for leisure activities. I do think the reward of

accomplishing these tasks just gives me another reason to not be addicted to the

Internet.

3. How do you perceive the Internet with regards to online education? Is it beneficial or

not?

➢ For me, to think of how useful the Internet is to your education purely depends on

how you use it. If you manage it accordingly, learn how to use it in moderation, and

also fact-checking your sources and information, the Internet would be very

beneficial to you.

a. What plans do you have in dealing with excessive Internet usage in terms of education?

Is there anything you want to implement in your routine?

➢ My future plans in preventing Internet Addiction include making an organized

schedule, and also try implementing the Pomodoro Technique which I think could

help me in my studies/tasks.

Co-Researcher B

Interviewee 2

Location: Microsoft Teams Meeting

Date and Time: April 26, 2021, 5:10pm

Transcript 2

1. How do you use the internet in your everyday life? How do you use it with regards to

Online Education?
 30

a. Can you describe your normal/daily routine when it comes to your internet use?

➢ For the 1st question, I use the internet to entertain myself daily, but I also make

time to add informative stuff where I can learn, which isn’t necessarily related to

school. For Online education, I make the effort of using the given online learning

resources by the school and that helps me do my academic tasks.

b. In terms of using the internet for academic purposes, how much time do you allot? Can

you discuss or describe your routine?

➢ For academic purposes, I try my best to attend each synchronous session, and that

occupies morning and afternoon hours. And sometimes if I don’t quite understand

some of the topics, I usually allot more time in the afternoon to study the subject

and do assignments.

c. When using it for Leisure purposes, what type of Leisure Activity do you usually

perform? Gaming, Social Media, Binge Watching or etc.? Explain your routine that comes

along with it.

➢ For leisure purposes, I mostly spend time on the internet by playing video games

and 2nd to that is reading some fiction, such as manga and comics. Although some

manga sites have been down, I have found some alternative sites for it. I usually

allot more time than what I do for academics because it's my way of relieving stress.

d. Do you recall a time where the internet was a distraction from your studies? Is it

common for you to encounter that situation? Please elaborate.

➢ There are times that the Internet is a distraction, especially recently because of

online school. Although I get distracted by things that are somehow not related to
 31

the Internet, such as chores and other responsibilities, I do think it’s a common

occurrence for me to get distracted by the Internet due to its availability, which you

can’t avoid.

2. How do you manage your daily internet usage from being disruptive to your

education? What types of combat methods do you utilize?

➢ Since I don’t really have that much hobbies, and rarely participate in social

activities, I’d have to say that time management is one of the methods I use to

counter internet usage. I chose that because I could, in between schedules, put the

things that I like to do, such as gaming, but it also gives me a chance to manage my

internet usage and how much time I allot for it.

a. With your chosen combat method, can you elaborate how it helps you and the routine

that comes along with it?

➢ I don’t really have a schedule but I basically just keep track of my time and the

things I do, and make sure to balance out the things that are productive and the

things that are not. I also make use of chores and such responsibilities to counter

my internet usage.

3. How do you perceive the Internet with regards to online education? Is it beneficial or

not?

➢ To some extent, I do think the Internet is beneficial for education, because I

remember during face-to-face classes, I would turn to the internet to help me in my

academic tasks. But since the shift to online classes were very abrupt, there is a

tendency that would make the internet a distraction from studies. I think it's how
 32

you use the internet that would determine if it's beneficial or not.

a. What plans do you have in dealing with excessive Internet usage in terms of education?

Is there anything you want to implement in your routine?

➢ I would plan on maybe having a stricter schedule and also prioritize my basic

necessities, such as getting a good amount of sleep, to help manage my internet

usage.

Co-Researcher C

Interviewee 3

Location: Microsoft Teams Meeting

Date and Time: April 26, 2021, 1:00pm

Transcript 3

1. How do you use the internet in your everyday life? How do you use it with regards to

Online Education?

➢ I use the internet frequently in my day-to-day life. I tend to use the internet for my

academics and leisure as well. I do use it as well to get information faster for my

education.

a. Can you describe your normal/daily routine when it comes to your internet use?

➢ Every day, I use the internet for the majority of my day. My routine consists of

mainly academics, and spending my free time browsing the internet. I do make a

list of stuff I need to finish that day and do my best to stick to it.
 33

b. In terms of using the internet for academic purposes, how much time do you allot? Can

you discuss or describe your routine?

➢ I estimate 7 hours I use for academic purposes. I use it to research additional

information, and strengthen what I learned in class that day. With the internet, it

made it easier to access information for my studies.

c. When using it for Leisure purposes, what type of Leisure Activity do you usually

perform? Gaming, Social Media, Binge Watching or etc.?

➢ I do all those (referring to Gaming, Social Media, Binge Watching). I try adding

other hobbies in my routine such as reading books on the internet and in real life.

d. Do you recall a time where the internet was a distraction from your studies? Is it

common for you to encounter that situation? Please elaborate.

➢ Yes, I do recall times where the Internet was a distraction for me, and it’s actually

pretty common now. Every now and then, I find myself drifting away from my

studies and going online.

2. How do you manage your daily internet usage from being disruptive to your

education? What types of combat methods do you utilize?

➢ I primarily make a list/schedule for my daily routine (referring to 1st option). This

helps me stick to it and avoid being disturb by the internet from my education.

a. With your chosen combat method, can you elaborate how it helps you and the routine

that comes along with it?

➢ I make a list of things I need to accomplish on that given day. I do everything on

the list first before I have my rest/leisure. This helps me a lot to manage my
 34

academic time and rest time.

3. How do you perceive the Internet with regards to online education? Is it beneficial

or not?

➢ The internet is very beneficial for me. It allows me to access information extremely

fast, and the information is pretty accurate. It allows me to gain knowledge and

learn stuff I couldn’t do before.

a. What plans do you have in dealing with excessive Internet usage in terms of education?

Is there anything you want to implement in your routine?

➢ I plan to add more hobbies in my routine. Hobbies such as sports and social gathers

which I believe will reduce the time I spend on the internet.

Co-Researcher D

Interviewee 4

Location: Microsoft Teams Meeting

Date and Time: April 27, 2021, 3:31pm

Transcript 4

1. How do you use the internet in your everyday life? How do you use it with regards to

Online Education?

➢ I use social media often in my daily routine. I use it as well in my education so I

can find information or double check my answer. I find it very useful since it’s

quick and reliable enough for me.

a. Can you describe your normal/daily routine when it comes to your internet use?

➢ I can’t quantify the amount of internet use. I find myself losing the concept of time
 35

and get lost while using the internet. I tend to use it as much as I want without any

limits.

b. In terms of using the internet for academic purposes, how much time do you allot? Can

you discuss or describe your routine?

➢ I spend around 1-3 hours on average on my academics. My routine is mainly just

me using it time to time to get information from scholarly websites.

c. When using it for Leisure purposes, what type of Leisure Activity do you usually

perform? Gaming, Social Media, Binge Watching or etc.?

➢ I do all those 3 (referring to Gaming, Social Media, Binge Watching). I spend time

as well looking for other games to play later on, and chat with my friend and

relatives.

d. Do you recall a time where the internet was a distraction from your studies? Is it

common for you to encounter that situation? Please elaborate.

➢ I find myself to get distracted sometimes. It’s not common that I find myself to get

too distracted but it does happen sometimes. The internet brings me a lot of

temptation.

2. How do you manage your daily internet usage from being disruptive to your

education? What types of combat methods do you utilize?

➢ I just focus on my school needs first and prioritize it (referring to 2nd option). This

helps me practice my responsibility in my school duties. I also partake in some

household chores and do other hobbies to lessen my internet usage.

 36

a. With your chosen combat method, can you elaborate how it helps you and the routine

that comes along with it?

➢ I just prioritize my school needs first. By focusing on my priorities first, I don’t

waste my time on distractions by doing this. In my mind, I force it to not get

distracted and finish my work first before having my leisure.

3. How do you perceive the Internet with regards to online education? Is it beneficial or

not?

➢ The internet is beneficial in my opinion. It just helps people find information faster

and allows me to access lots of sources that helps me learn anything. With so much

types of learning online, I find the ones suit my learning preference best and that

helps me learn quick.

a. What plans do you have in dealing with excessive Internet usage in terms of education?

Is there anything you want to implement in your routine?

➢ While I’m not the most excessive internet user, I do plan to implement some more

hobbies and do some more reading to balance out my internet usage better with my

lifestyle.

Researchers’ Experiences

Throughout this research, we have faced a great amount of self-discovery and have

surpassed limitations we had not expected at the start of the research. At the start of this

research journey, we had gotten inspiration from “Students’ Internet Addiction: Study and

Prevention” by Neverkovich (2017). We had decided this topic would be relevant in spite
 37

of the current situation right now. As of making this research, the Covid-19 pandemic has

hit the Philippines hard with Schools closing, jobs being terminated, and the economy

going into a recession. This research is a vital study to be conducted to prevent the

education standard of the Philippines from going any lower than it is right now. As

researchers of this topic, we have experienced this struggle. We have been enlightened with

these newfound data and answers that have helped us become a better version of ourselves.

The 4 respondents we have interviewed have given us their insights into the

situation right now. They have experienced some kind of internet addiction throughout the

pandemic and increased internet usage due to the pandemic situation. The online school

has been a shock to all students. With the lack of physical contact and communication,

students are usually unprepared for this change of lifestyle. Some students have overcome

this hindrance while others have not. This brings the importance of having effective combat

methods. We have explored the possibilities of the 4 combat methods to all the respondents

and observed the effectiveness of each. So far, we have the consensus, students perform

better academically with a combat method than none.

Researchers’ Reflection

After conducting the study and analyzing the interviewees’ answers and insights,

the researchers formulated various profound themes. As the pandemic halted face-to-face

classes and forced online education among students, it’s no wonder the problem of internet

addiction would be more prevalent. The researchers wanted to address that concern, and

heighten the significance of having an effective combat method to counter internet

 38

addiction among students. From the conducted interviews, it is evident that students

frequently encounter being distracted by the internet which prevents them from

accomplishing necessary academic-related work, leading to procrastination. As the

researchers of this study are also students themselves, they found this somehow relatable.

The results also showed a common theme of consuming online leisure entertainment,

which can be argued as a practice to alleviate school-related stress but can be detrimental

if addiction takes place. This escalates the need for an efficacious combat method for

Internet Addiction. Lastly, the results showed a common theme about the respondents’

perspective about the internet and how it’s beneficial or not, stating that it depends on how

an individual operates it to make it favorable for them.

 39

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings gathered from the data. The

conclusion drawn from these findings and recommendations offered in the light of the

findings and conclusion.

Restatement of the Problem

This study aims to determine the combat methods used by FEU Grade 11 students

to prevent internet addiction during their online education:

Specifically, it aims to find answers to the following questions:

1. What are the factors that contribute to Internet addiction among students?

a. Gaming

b. Social Media

c. Binge Watching

2. What are the preferred types of combat methods utilized by students to prevent

Internet Addiction?

a. Management of Internet Usage

b. Concentration on Academic Activities

c. Participation in Social Activities

d. Implementation of Hobbies and Interests

 40

Summary of Findings

1. Factors of Excessive Internet Use of the Respondents

With the given data in the previous chapter, the study discloses that all of

the respondents use the internet very often in their daily lives. It also discloses that,

although they allot an ample amount of time for academic-related activities,

specifically from morning until afternoon hours, they still allocate more time and

concentration to online leisure activities. It also discloses that all of them frequently

get distracted by the internet while doing academic activities, and about 50% of the

respondents argued that it’s because of the internet’s availability.

The study also states that the respondents show a good mix of leisure

activity usage, showing more emphasis towards all the mentioned leisure activities.

Primarily, the study discloses that only 25% of the respondents use the internet for

gaming, 50% of them perform all the leisure activities mentioned, and the

remaining 25% picked social media. The respondents also mentioned that they use

the internet for pleasure reading purposes, such as reading certain entertainment

and news literature. All in all, the interviewees’ usage of leisure activities plays a

big factor in making the internet a distraction from their studies.

2. Preferred Combat Methods of the Respondents

The given results of the study also suggest a mix of the respondents’ chosen

combat methods. Specifically, 50% of the respondents chose Concentration on

Academic Activities as their preferred combat method, but the remaining 50%

chose Time Management.

 41

The reasoning behind the participants who chose Time Management

mentioned that they could implement leisure activities within their routine, making

it more pleasant for them as they could entertain themselves between scheduled

academic tasks. However, the reasoning behind the respondents who chose

Concentration on Academic Activities suggested that, in the context of online

education, they would feel more productive staying off of the internet by

accomplishing academic tasks.

3. Overall Perception of the Respondents regarding the Internet

The results of the study suggest that all the respondents whom the

researchers interviewed believed that the internet is beneficial, specifically stating

that it helps them in learning and researching the information that is necessary for

their academic tasks. Although it is quite contradictory towards their answer to the

internet is a distraction, 50% of the respondents argued that it’s more of how you

use the internet that would determine if it's beneficial or not. Furthermore, the

interviewees emphasized that internet use should be done in moderation.

Conclusions

The researchers conclude that the factors that lead to Internet Addiction include the

Internet’s availability, the type of leisure activities performed, and the amount of time an

individual spends on it. All the respondents mentioned how the Internet drifts them away

from their studies, and the study believes that it’s because of the Internet’s availability

during the Online Education era. Although the participants mentioned that they often use
 42

the Internet for academic activities, it is revealed that all of them also use the internet

excessively for entertainment purposes. The study also concludes that most of the

respondents have an equal amount of usage for all the mentioned leisure activities, namely,

Gaming, Social Media, and Binge Watching.

The researchers conclude that there is a draw between the preferred combat

methods that the respondents utilize. Namely there was a tie between Time Management,

and Concentration on Academic Activities.

The respondents’ overall perception of the internet regarding online education

suggests that it’s beneficial due to the help that it can give in accomplishing academic tasks.

Most of the respondents emphasized that it’s also how you use the internet that would

determine its advantageousness.

Recommendation

In light of the findings of this study, for future researchers who are

interested in further continuing or improving the study, the research offers two

recommendations.

The first is to include more participants in the study. In this research, we

have only included 4 respondents due to the limited time schedule and resources available

at the time of research. Including more participants would introduce more factors and

insights that would yield more substantial results/combat methods. Factors such as

behavioral issues, mental health, participatory rate, and academic output were not included

in this study.
 43

For the administration who might be interested in considering the results

and analysis of the study, the researchers recommend that the school should study the

factors that are only observed during classes such as participatory rate, behavior during

classes, attitude while in school, and academic output. Next, the school can implement

mental health classes, and guidance sessions to teach students these effective combat

methods against internet addiction to ensure students are learning at maximum efficiency.

Moreover, the researchers propose that the school would establish a feedback mechanism

to regularly get the sentiments and learning experiences of the students concerning the new

online environment.
 44

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Appendix A – Recommendations and Suggestions of the Research Faculty

Picture 1. Chapter 1 Suggestions for Improvement

Picture 2. Chapter 2 Suggestions for Improvement

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Appendix B – Transcription of the Outcome of the Interview

Picture 3. Interview of the Co-Researcher A

Picture 4. Interview f the Co-Researcher B

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Picture 5. Interview of the Co-Researcher C

Picture 6. Interview of the Co-Researcher D