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Productivity Of The Senior High School Students Using The Internet

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 Productivity Of The Senior High School Students Using The Internet
Mathea M. Baguia
Professor, Graduate School, University of the Visayas, Cebu, Philippines
Jerald Cano-OG Moneva
Professor, Graduate School, University of the Visayas, Cebu, Philippines

Abstract
The continuous development of technology corresponds to the constant of growth of body of
scientificinventions and discovery including the internet. Using the quantitative survey research design
and involving the extent of student learning in the senior high with complete enumeration, out of 212
students invited to participate, 183 senior high students who responded to the survey. Questions were
formulated based on the facts gathered about the impact in terms of productivity of the senior high
school learners using internet data knowing the limited computer hardware connected to the
internet.The data collected from the questionnaire are reviewed and tabulated for analysis. Most of the
students went to the Internet café to do internet browsing for some important information. Students’
productivity in using Internet for both academic and non-academic purposes is interesting survey to
learn about for monitoring and evaluation of the performance of the students using the internet.
Student productivity in school indicates a teacher concern for maximization of learning while teachers
guide students the use of internet in relation to their lesson.
Keywords: Internet mobile Data, Senior High Schools, Student Productivity,

Rationale
The evolution of technology corresponds to the development of growing body of
scientificdiscoveries more particular with. Internet, a network that connects computer to any network
plays a significant role specifically to students in terms of academic performance. It is necessary today
as data and information are one click away and lessons are best learned through it.Polat, Khannanov,
Morentin, Orbegozo and Moisseeva (2013) described internet as a worldwide telecommunication
systems are unitedby thousands of different computer networks characterized by the numerous of
organizational structure, communication paths, and protocols, rules and standards involving exchange
of data by one or more computers.Selinger, Sepulveda and Buchan (2013) stated thatintelligent
networks across education are very essential in connecting with the unconnected. To avail for internet
connection, Sharma (2014) said that the wireless technology can provide the people with many
advantages including portability, flexibility, improved productivity, lower installation cost and many
more. Veena (2015) identified smartphones, laptops and tablets can be used for a wireless network
advantage to access to a tremendous different of information.
Kerry et al. (2000) in the Web-based Education Commission in the United States reported that
internet can make more individuals access knowledge to learn in new and different ways. Lehr and
McKnight (2002 noted that the explosion of both the internet and cellular phones have paralleled with
the growth of telecommunications. Muniandy and Sains Malaysia (2010) pointed out that internet has
grown exponentially over the years and became the foremost source of fat information dissemination
to a massive audience, transcending the limitation of space and time.Dogruer, Eyyam and Menevis
(2011) stated that majority of students believed that internet is an educational tool. Eventually, Russel
(2009) mentioned that many have become dependents on computer, text messaging, e-mail, and
immediate access to the ocean of information. Mehmood and Taswir (2013) stated social networking
sites makes E-learning was an important tool for learners to engage students in an online social
interaction leading to the formation of e-communities, chatting, blogging, etc.Dogruer,Eyyam
andMenevis(2011) described it as easy and efficient in social websites for sharing knowledge and
communication, sources of information, download important files and pictures, use electronic
dictionaries and encyclopedias and translation tools to aid them in their academic tasksAccording to
Jindal (2016), it is becoming an important aspect ofeducation. To the corporate world, Singson and
Rajesh (2002) introduced a new challenge to traditionally manage corporate and networks.

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 Consequently, this study was created to determine the significance , if ever, of the association
of Internet productivity and academic performance of the bonafide Senior High School students of the
identified public school.

Statement Of The Problem

This study aims to assess the Internet Productivity of Senior High School Students of to the
level of productivity and proper usage of the students in terms of level of internet usage skills, usage of
internet for academic purposes, information search and quality-learning in association with average
grade of the students.

Review Related Literature

Kerry et al (2000)considered the Internet not a panacea to the challenges in education
thoughstudent empowerment and intellectual capacity and skills elevation each individual. The
worldwide interaction has been paved by birth of wireless technologies (Veena, 2015). In particular,
WIFI has a tremendously contributed to student connection and access to information (Singson and
Rajesh, 2002) important tool for learners (Lehr and McKnight, 2002);with the identification of the
main benefits of the internet namely communication and information which is believed to the
improvement of the quality of education with introduction of the web browser, in the classroom..
Muniandy&Sains Malaysia (2010) but both positively and negatively influenced for education and non
– education purposes like academic performance (Ellore, Niranjan and Brown, 2014); broaden
academic knowledge of the students through accessing to the global information easily including
social communication to their academic community, retrieval of information for research and
assignments, inter-social – inter-racial interaction and entertainment (Siraj et al., 2015)
On other hand, predictors likeInternet experience, knowledge, self – efficacy, perceived ease of
use and usefulness, enjoyment and intention (Wei and Zhang, 2008), similarly students’ computer
knowledge and perceived usefulness and flexibility of distance education predict student satisfaction in
a classroom technology and success in an online learning settings (Sahin, and Shelley, 2008), are
indicators of the continued use of internet but needed academic oriented interest utilization to confine
to the specific use of the Internet for academic purposes like to do research, assignments, classroom
tasks, home works and class presentations (Dorji, 2015) paralleled with teacher’s direction to ensure
positive influence on student behaviors like to use the internet for leisure activity or doing their lessons
or school assignments (YÕlmaza and Orhana, 2010), furthered that students use internet more likely
for entertainment while teachers used for higher studies and academics(Jindal, 2016).
On the contrary, Internet-based instruction did not alter the student learning outcomes though
paradigm has to be shifted (Whattananarong, 2013) and learners’ program and training to the use of
technology, installation of better equipment for higher signal and supplication of towering bandwidth
to facilitate the learners(Veena, 2015) since there are students and even teachers who do not know
blogging, browsing for educational journals and use of e-learning portals (Dogruer,Eyyam
andMenevis, 2011). Nevertheless, issues like apprehension and utility in the adoption of technologies
in public social settings are inevitable (Ylipulli, Suopajärvi, Timo, Ojala, Kostakos and Kukka,2014).

Research Methodology
Design, locale, respondents and sampling
This research used quantitative approach descriptive survey which involves analyzing and
interpreting the different data gathered to discover the extent of student productivity in their lessons
with use of the internet.Questionnaire was used to gather data from, students on every grade level and
strand of the senior high school. With complete enumeration, but out of 212, there were 183 senior
high students who responded to the survey.
Instrument
The research adapted and modified the questionnaireof Muniandy and Sains Malaysia (2010).
The questionnaire consists of five sections: (i)Level of internet usage data skills (ii)Usage of Internet
Data for Academic Purposes (iii) Method of information data search and (iv) Quality of learning using

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 16

internet which can observed in the presentation of data in next pages

Data gathering and analysis
The researchers gave the questionnaire to the respondents and supervised while the respondents
were answering the questionnaire for easy acquisition and ready to answer concerns and clarification
of a certain question. In collecting the data, the researchers tallied the respondents’ rated on their
levels, methods and activities in using Internet productivity. The researchers get the weighted mean of
each category, tallied each weighted mean of each respondent against his/her average academic grade,
treated statistically and interpreted each.
Ethical considerations
The ethical consideration is considered in order to protect respondents’ dignity, safety, respect
and researchers’ credibility throughout the study. The research respondents’ privacies were highly
protected and the data gathered from them were held with utmost level of confidentiality to avoid
biases, privacy invasion, and misleading information. The use of offensive and cliché languages was
totally avoided in the formulation of questionnaires. In similar way, researchers acknowledged
completely the work of authors used in any part of the study with the use of APA citation and
referencing system to ensure plagiarism is holistically avoided in the research work.

Presentation, Analysis And Interpretation Of Data

Table 1. : Level of Internet Usage Data Skills
Level Weighted Mean Interpretation
storage of information 2.90 Sometimes
communication 3.11 Sometimes
online interactive learning 3.16 Sometimes
online research works 3.37 Sometimes
new software application use 3.15 Sometimes
improvement interest in learning 3.58 Often
Overall Weighted Mean 3.21 Sometimes
` This table shows the level of internet usage skills. The top three highest weighted means shown
on the table are improve interest in learning with 3.58, online research with 3.37, and online interactive
learning with 3.16. General weighted mean “sometimes” indicated that internet actually has become a
substitute for bulky printed materials but access has been too limited due to expensive subscription fee
or daily prepaid load expenses. It is still important to students since it helps to develop their online
interactive learning, breaks the communication barriers and innovates the new world among the
students.

Table 2 : Usage of Internet Data for Academic Purposes

Weighted
Activities Interpretation
Mean
finding books in the library 2.39 Rarely
finding latest information about the university 2.42 Rarely
finding information from websites 3.54 Often
downloading software 2.97 Sometimes
download notes 3.03 Sometimes
find articles from journals 3.15 Sometimes
communicate with lectures 3.25 Sometimes
communicate with friends and other students 4.00 Often
contribute ideas 3.43 Often
upload file/documents 3.42 Often
Overall Weighted Mean 3.16 Sometimes

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 The table above shows the usage of Internet for academic purposes of the senior high students.
When the respondents were asked, in general, students considered cellular phones primarily used for
communication with friends and other students. Using the internet as a tool for education has not been
maximized. Most likely similar reason of daily finances of the students in subscribing internet through
phone or using the mobile data, students access the internet “sometimes”. Evidently observable among
the respondents of the study, students more likely use social media as a sort of fillers during student
idle times or subtle moments. Some have made it even a pastime activity.

Table 3.
Method of Information Data Search
Method Weighted Mean Interpretation
search engines (google, yahoo) 4.03 Often
search web pages (home page) 3.47 Often
subject directory (ProQuest) 2.76 Sometimes
university e-learning resources 2.57 Rarely
university web resources (library) 2.58 Rarely
university library publications 2.32 Rarely
Overall Weighted Mean 2.96 Sometimes
The table above shows the method of Information search of the senior high students.
Undeniably, students are more familiar with search engines but not much with other information
method search. Incline with the statement of Dogruer,Eyyam andMenevis (2011) students and even
teachers who do not know blogging, browsing for educational journals and use of e-learning portals

Table 4.
Quality of Learning Through Internet Mobile Data
Statements Weighted Mean Interpretation
I learn on my own at anytime. 3.44 Often
The quality of my work increases. 3.28 Sometimes
My reading as always up to date. 3.17 Sometimes
The quality of information increases. 3.35 Often
I can obtain references from around the world. 3.06 Sometimes
I am at par with students around the world. 3.02 Sometimes
Overall Weighted Mean 3.22 Sometimes

The table above shows Quality of Learning through Internet of the senior high students.
Through internet, students learned to be independent and versatile on their own. In working on their
own with Internet, they learn more things, the quality of the respondent’s work increases making them
flexible to any condition and the quality of information increases which made respondents sensitive to
any information in the Internet but students seemingly missed the global arena where sharing of ideas,
information and knowledge has been there. This intends that the quality of learning through Internet of
respondents. Senior high school department has limitations in terms of learning through reading
updates, referencing from around the world. On the other hand, daily lessons are subjected to
contextualization–localization approach so that learners can find theoretical–conceptual lessons for
real in their locality and the need for internet becomes unnecessary.

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Table 5.
Level of Internet Usage Skills and Academic Performance
Level of Internet Usage Skills F S VS A Total
Never 0 0 0 0 0
Rarely 5 8 5 3 21
Sometimes 22 34 20 9 85
Often 11 20 18 10 59
Always 4 3 7 4 18
Total: 42 65 50 26 183
Legend: Fairly (F;80 and below) Satisfactory (S;81-85) Very Satisfactory (VS;86-90) Advanced
(A;91and above)
The table above shows the level of Internet data usage skills of the students. The frequency of
the students saturates from satisfactory-sometimes to very satisfactory-often. This data reflects that
most of students are in the average level of intellect and performance as well as in the skills of using
the internet which entails a more room for improvement of the students.

Table 6.
Usage of Internet Mobile for Academic Purposes and Academic Performance
Levels F S VS A Total
Never 0 0 0 0 0
Rarely 12 8 10 4 34
Sometimes 27 41 19 15 102
Often 9 9 14 6 38
Always 1 5 1 2 9
Total: 49 63 44 27 183
Legend: Fairly (F;80 below) Satisfactory (S;81-85) Very Satisfactory (VS;86-90) Advanced (A;91
above)
The table above shows the Usage of Internet Mobile for Academic Purposes and Academic
Performance indicating that most of the students fall the usage of interne mobile data at “sometimes”
for several students regardless of the level of academic performance. Anyways, normally, lessons
require internet browsing sometimes. Evidently, a student(2017) said “tagsaramagamitang mobile data
para pagresearchug assignment or leksiyon. (internet browsing for a lesson or assignment is done
sometimes, translation)”.

Table 7.
Methods of Information Search and Academic Performance
Methods of Information Search F S VS A Total
Never 0 0 0 0 0
Rarely 14 18 16 2 50
Sometimes 18 37 21 17 93
Often 16 4 13 7 40
Always 0 0 0 0 0
Total: 48 59 50 26 183
Legend: Fairly (F;80 below) Satisfactory (S;81-85) Very Satisfactory (VS;86-90) Advanced (A;91
above)
The table above shows method of internet information search of the Senior High School
students.Hence, teachers use learning instructions conventional approach for literacy, methods of

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information search saturates from “rarely” to “sometimes” and diminished to “often”. As one of the
students (Student, personal interview, 2017) said that there is not much to choose of the methods in
doing some internet browsing.

Table 8.
Level of Quality of Learning of the Learners and Academic Performance
Level of Quality of Learning of the
F S VS A Total
Learners
Never 0 0 0 0 0
Rarely 8 8 10 4 30
Sometimes 30 32 26 16 104
Often 8 20 13 8 49
Always 0 0 0 0 0
Total: 46 60 49 28 183
Legend: Fairly (F;80 below) Satisfactory (S;81-85) Very Satisfactory (VS;86-90) Advanced (A;91
above)
The table above shows a little increasing trend of student quality of learning. Respondents use
internet but are more on non–academically related activities and generally, the quality of learning of
the students is tagged “sometimes”. It expresses that teachers as well as students have something more
to do in order to increase quality of learning through the use of internet not only through mobile data
of the cellular phones but most ideally using better hardware and steady internet connection in school. .

Table 9.
THE SUMMARY OF RESULTS:
Association of Level of Academic Performance and Students Internet Productivity
Categories X2 Df X2(.05) Decision` Interpretation
Level of internet usage data skills 4.33 9 16.919 Failed to reject Not significant
Usage of Internet Mobile for Academic
7.93 9 16.919 Failed to reject Not significant
Purposes
Methods of information search 15.83 6 12.592 Reject Significant
Level of quality of learning of through
17.48 6 12.592 Reject Significant
internet mobile data
The table shows the computed value X2(4.33) is less than the critical value X2.05,9(16.919) so
not significant. This could have been due to limited hardware for student utilization so that
maximization of computer hardware and software use was not completely achieved.
Student who can afford advanced gadget or android phones for internet connectivity through
mobile data is the prevalent circumstances in school. According to Laurillard (1992) postulated that
computer-based learning can increase understanding of theoretical and critical concepts.
Likewise,Muniandy (2010) noted that students often used Wi-Fi or laptop as a tool in searching
information for educational purposes.
The second row shows the value of the chi square which is X2(7.93). The X2(7.93) is less than
the critical value X2.05,9(16.919) so not significant. They only use those activities whenever it is needed
to. Wherefore, there is no significance association between the students’ activities in finding
information in the library, websites etc. and to their academic performance because they rarely do
those activities if needed to and most of the students’ activities are not internet or computer–based. In
addition, Muniandyand SainaMalaysia(2010) reported that the students have never uploaded files to
the Internet, thus students are play more as users of information, but not as sharer of ideas.
The third row shows the computed value X2(15.83) in students’ methods of information is

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greater than the critical value X2.05,6(12.592), thus, there is significant association between the
students’ methods of information search and academic performance to aid studies and to do
assignments in the Internet than to use their stock knowledge since there are preferable search engines
for students to accomplish assignments or studies. In accordance toGeorge, Bright, Hurlbert, Linke, St.
Clair, and Stein (2006) reported that information search at the university is basically through Internet
and Intranet facilitiesin which students generally do Google search (73%), find web pages (68%),
journals (50%), citation chaining (48%), and other general searching (47%). Likewise, Muniandyand
Sains Malaysia(2010) said that there is a tendency for students to search from search engines such as
Yahoo and Google, use certain web pages but rarely the use of academic databases and university’s e-
learning resources, web resources and library publications..
Lastly, the fourth row shows the computed value, X2(17.48) is greater than the critical value
X2.05,6(12.592), thus, there is a significant association between the students’ academic grades and to
their level of quality in learning because they can learn on their own any time and obtain references for
their research studies, assignments and so on through searching in the Internet. This suggests that
students should be guided properly and they should channel their studies through the net. As stated in
the study of Dorji (2015), there is significant relationship between dependent variable-academic
performance and independent variable-academic oriented internet utilization such as searching for
information, internet as a reliable academic source and most academic task and assignments.

Conclusion
The usage of internet does not usually improve interest in learning and the skills of finding
information do not indicate association with the academic performances of students.Students perform
only these activities if needed and find information through internet if necessary. However, it is high as
associated with their academic performance and productivity.Taswir and Mehmood (2013) said that
the students, in general gave a more scoring response to using online networks to write their class
assignments and by that, students have started using social networks for academic purposes However,
Internet productivity of the students is still in a dynamic phase knowing that the availability of internet
in school is very limited so that students intent to use data of their cellular phone as the most accessible
and the easiest to connect with internet than visiting the internet café and school computer laboratory.
Supporting student learning activities requires complicated process and sophisticated protocol.
Maximization of the use of the internet for academic and non- academic purposes requires teacher
guidance and student subservience to teachers to be doing the proper and right utilization of the
internet to ensure quality education.

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