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“Effects of Social Networking to the Classroom Performance Of BSN III Students of the USI”.

CHAPTER 1

THE PROBLEM

Nursing Education is considered as one of the influencing profession in the development of the nation (Macaraeg, 2009). Nursing Education are Knowledge transmission and high Quality of nursing practice. Survival of the nursing profession depends largely on how it responds to society’s demand and how it meets its needs. Nursing education programs are designed to ensure that students acquire the knowledge necessary to be competent along with the capacity for life-long learning. The level of learning can be measured through academic performance. Academic performance refers to the knowledge attained of skills developed in nursing subjects (Hall, 2003). Individual has inherent capabilities that may influence his behavior and later his performance in every undertaking he engages himself in.

Borucki and Krouse (2005) assert that today’s nursing students are vastly different from nursing students of the past. No longer are they passive purveyors of information but they wanted to be actively involve themselves in attaining and applying information and thus, expect immediate feedback and interactive learning. An individual is able to do today depend not only upon his natural capacities and maturational level but also upon what he has learned in the past.

As technology grow and develop, students tend to acquire new factors and concepts influencing generation development. Along with these, media are everywhere influencing youth developments, with 17-20 years old youth investing approximately 5-6 hours per day with online social networking (Robert, 2005). In reality social networking sites have captured the interest of many adolescents and young adults. The survey conducted at the University of Illinois in Chicago last 2008 by Eszter Hargittai, results to a conclusion that use of websites in socialization is nearly universal. Spending time on social networking sites appears to be part of most young adults’ daily activities. In one study by Sharon Hurley Hall in 2008 it was rebates that half of 12-17 years old with social networking site memberships log on daily 22% logged on to social networking sites several times per day 26% once a day, 17% three to five days per week, 15% one or two weeks per week, and only 20% every few weeks or less (Lenhart and Madden, 2007). These current studies add to this literature by asking why college – aged students invest their time and how much they interact with each other at these sites. An article made by Karpinski, 2009 that gender

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differences between male and female have different perception in utilizing the use of social networking.

Relative to this, media provides an important backdrop for the social, emotional and cognitive development of youth, accounting for a large portion of their time (Robert, Foehr, and Rideout, 2005). One type of online application that has grown rapidly in prevalence and popularly in recent years is social networking on the Internet. Social networking websites, such as Facebook, Myspace, Friendster, LiveJournals, and Bebo, are member-based Internet communities that allow users to post profile information, such as username and photograph, and to communicate with other in innovative ways such as sending public or private online messages or sharing photos online. Moreover, a part from the social benefits, social networking sites can be used to documents school researches, promote artistic talents and experiments with other forms of content creation. They provide a way to interact with other who shares the same interests and to get constructive feedback ongoing projects (Karpinski, 2009).

A recent survey of college students showed, about half of teens use social networking sites to make new friend (Lenhart and Madden, 2007) Hence, about half of college students use them to let others “know about Me” (Wiley and Sison, 2006) which is consistent with Buhrmester and Prager’s (1995) model of self disclosure; that peer feedback influence the user’s self esteem. In relation, to this, positive feedback was related to positive self esteem and negative feedback to negative self- esteem. A study made by Valkenburg, Peter, and Schouten, 2006 in the U.S.A reveals that adolescent use social networking site as a way to gauge peer opinion about them, which may consequently influence time management. In term of the accessibility of the student in their internet connection greatly affect their attitude in using social networking. Student having internet access at home are greatly engage in spending more time in social networking. The end products of the socialization process significantly influence man’s responses to cultural products, to other persons or group of persons, to objects and to events or situations. If the attitude of a person towards a given object is known, it can be used in conjunction with situational and other dispositional variables to predict and explain reactions of the person to that class of objects.

To extent that principles governing the change of attitude are known, they may be to manipulate the individual’s reactions to relevant objects as is exemplified in education (Freedman, 2006).One of the purposes of this research to identify the effects of social networking to the classroom performance of students taking Bachelor of Science in Nursing.

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To the nursing profession, this study may serve as an indicator of the quality on nursing education through the use of technology. This may become a mode of monitoring student’s activities and continue interactive learning experience during leisure;

To the subject Nursing Research, the future result of this study serve as future reference for those who are intend to conduct future research studies on the subject matter;

To the nursing students, this study will somehow provide and determine the positive and negative influences of social networking to their day to day activities especially to classroom performances. And may become an inspiration to success when utilized on the best way

Theoretical Framework

Jean Piaget’s Cognitive Theory in 1995 talks about human intelligence as means of biological adaptation. Human intelligence evolves in a series of stages are related to age. At each successive age, intellectual adaptation is general and shows a higher level with logical organization than at the previous stages.

In this theory of Jean Piaget it says that human intelligence develop by stages of cognitive development that are age related. These processes are seen as elementary connections between measurable behavior and stimuli. As a person matures they become more responsible. Teenagers have higher human intelligence because they know more in social networking as compared to those children.

Ivan Pavlov’s well known Classical Conditioning Theory in 1936 is what the researchers observe in a student’s response whenever his class is about to end. The conditioned stimulus (class about to end) is able to evoke the response (excited) formerly reserved for the unconditional stimulus (access to social to networks).

Pavlov theory supported the present study; the students of this generation tend to apply social networking as stimuli and affect the inclusion of the knowledge, skills and attitude as basis in carrying out the activities being assigned to them.

In relation to this study, cognitive learning involves a change in the individual’s level of understanding or knowledge. Learning the principle behind why a particular medicine must be injected into a muscle, as opposed to subcutaneous tissue, is cognitive learning. Cognitive learning requires adequate development, intelligence, and attention span. It can be gained through exposure to any teaching techniques but usually learned through lecture, reading and audio visual aids (Jonston, 1997).

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Psychomotor learning requires a change in a person’s ability to perform a skill. Learning to hold a syringe, draw up medicine, and inject it into a muscle is an example of psychomotor learning. Acquiring psychomotor skills depends on muscle and neurologic coordination. It is mastered best through practice, demonstration and return demonstration (Jonston, 1997).

Affective learning involves a change in a person’s attitude. It is the most difficult area in which to bring about change. To successfully teach a child the reason for and the skill of giving a self-injection, for example, may be easy; teaching the child to like giving a self-injection may never be possible. The goal could be that the child will value the procedure because it will prevent him from developing hyperglycemia. Affective learning is gained best through role modeling, role playing, or shared-experience discussion (Jonston, 1997).

For these Theorist, the researchers decided to include such variable to see if there are any differences that contributes to the effects to Social Networking to classroom performance.

The paradigm used by, the researchers take into account the independent variables, Effects of social networking in terms of: 1.) cognitive domain, 2.) psychomotor domain, and 3.) affective domain. The dependent variable covers the classroom performance of UB BSN III students. For the moderator variable, Gender and Access of internet will be considered.

Independent Variable

Effects of Social Networking in terms of these domains:

1. Cognitive

2. Psychomotor

3. Affective

Dependent Variable

Classroom Performance of UB BSN III students

Moderator Variable

●Internet Access

●Gender

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Figure 1: Research Paradigm

Statement of the problem and hypothesisThis study aims to determine the effects of social networking to

the classroom performance of BSN III Students of University of Baguio.Specifically it seeks to answer the following questions:

1. What is the effect of social networking to the classroom performance of UB BSN III students in terms of:

1.1 Cognitive Domain1.2 Psychomotor Domain1.3 Affective Domain

● The effect of social networking to the classroom performance of UB BSN III students in terms of the 3 domains: cognitive, psychomotor, and affective is moderate.2. Is there a significant difference in the effects of social networking to the classroom performance of UB BSN III students when grouped according to:

2.1 Gender2.2 Access of Internet

● There is no significant difference in the effects of social networking to the classroom performance of UB BSN III students when they are grouped according to gender, and access to internet.

NAWAWALA ANG CHAPTER II haha…

CHAPTER 3DESIGN AND METHODOLOGY

Moderator Variable

●Internet Access

●Gender

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In this chapter the researchers will be discussing about the population and locale of their study also with the scope and delimitation. In this part they are also going to discuss the data gathering tools and procedures that they are going to use in their study.

Research DesignThe study will utilize the quantitative research design. It focuses

on understanding and breaking down the different parts of a phenomenon or picture to see how they do or do not connect. Therefore, quantitative methods involve collecting information that is specific and limited to the particular parts of events or phenomena being studied (Polit and Beck, 2008).

Moreover, descriptive type of research will be used in this study for this type of research is present – oriented; and it attempts to describe what exists. It is also a means of discovering new meaning in which the researchers uses a questionnaire to describe the phenomenon (Polit and Beck, 2008).

The researchers employed the quantitative descriptive research design because it was appropriate in accumulation of facts regarding the effects of social networking to the classroom performance of BSN III students. Population and Locale of the study

The study was conducted at the School of Nursing of the University of Baguio which is located at General Luna Rd., Baguio City. Among the 366 enrolled BSN III students of the University of Baguio, the group had chosen 174 students as their respondents. The total respondents were derived through random sampling using the Sloven’s formula. This is the basic and the best known probability sampling technique. It gives each unit an equal non-zero probability or chance of being chosen as a sample.

Distribution of RespondentGender Frequency PercentageMale 66 37.93%Female 108 62.07%Total 174 100%

The respondents chosen in this study were regular BSN III students of the University of Baguio who are active users of Social Networking and are enrolled during the second semester of school year 2010 – 2011. It could be seen in table 1 that the total population of respondents is 174 which was derive using the Slovin’s formula wherein there are 66 male students having the percentage37.93 and

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108 female students having the percentage of 62.07, a total of 100% of the entire population.

Data Gathering ToolsQuestionnaire is the main instrument in gathering relevant data.

It is based from suggestions, observations and actual testimonies of people who always utilize online networking sites. The manner of questions are formulate in a negative form of statement. It has three parts, the cover letter, demography and the question proper. The manner of questions was all done in positive sentences.

Data Gathering ProcedureThe researchers solicited the permission from the dean of the

School of Nursing Dr. Gay Marie Cabrera prior to the distribution of the questionnaires. Upon approval of the request, to test the validity and reliability the researchers conducted a pre – test and chose 10 from the BSN II students and personally distributed the questionnaires to them which then supplemented by verbal explanations to items that were hardly met.

Treatment of DataThe collected data was analyzed using the following statistical measures:Arithmetic meanFor the interpretation of the respondents’ effects of Social Networking, the table below represents the arbitrary value, range and its corresponding interpretations.Arbitraryvalues

Range Interpretation

4 3.26 – 4.00 Always. Social networking has a great effect on the classroom performance of UB BSN III students

3 2.51 – 3.25 Often. Social networking has an effect on the classroom performance of UB BSN III students

2 1.76 – 2.50 Seldom. Social networking has less effect on the classroom performance of UB BSN III students

1 1.00 – 1.75 Never. Social Networking has no effect in Classroom Performance of UB BSN III students

The T – Test was used to test the significant differences in the effects of Social Networking to the classroom performance of UB BSN III students according to the moderator variables

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The terms needed are presentedFormula:

x1− x2√¿¿¿

Where:x1 = mean of the firstx2 = mean of the secondn1 = number of population of the firstn2 = number of population of the second∑ x1 = summation of the first mean of the variable

∑ x2 = summation of the second mean of the variable

Chapter 4PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

The data is presented through: Textual mode which enhances the discussion and analysis of data, and Tabular mode where in data presented with the use of tables.

Effects of Social Networking to the Classroom Performance of the BSN III students of The University of Baguio in terms of Different Domains.

The tables below show the effects of Social Networking to the Classroom Performance of BSN III students of University of Baguio classified in terms of cognitive, psychomotor and affective domain. It is obtainable based on the perceptions of the BSN III students.

Perception of students on the effects Social Networking in the Classroom Performance of the BSN III students

Effects of Social Networking in the Classroom Performance of the BSN III Students of the University of Baguio in terms of Cognitive, Psychomotor and Affective Domain

COGNITIVE DOMAIN Mean I1. I encounter difficulty in memorizing because I spend more time in social networking.

2.3 SELDOM

2. I forget doing assignments, because I am always pre – occupied with meeting friends online.

1.9 SELDOM

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3. I encounter difficulty on focusing during classroom discussions because, I day dream and think of online surfing most of the time.

1.6 NEVER

4. No initiative to ask Questions during classroom discussions because, I merely do not want to stay long and to be able to chat immediately to my friends waiting from internet surfing.

1.6 NEVER

5. I experience difficulty in understanding with our classroom discussions because, I don’t have time to read in advance, I give more priority chatting with friends online

1.7 NEVER

Computed Mean 1.82 SELDOM

PHYCHOMOTOR6. I cram to study prior to Quizzes. 1.98 SELDOM

7. I am sleepy during class hours because, I stay late at night chatting with friends online.

1.75 SELDOM

8. I go to school late and lazy to attend class because I am not yet through of my online activities.

1.53 NEVER

9. I easily get fatigue and loose my energy because I spend more time in social networking and fail to have enough rest

1.62 NEVER

10. I show little interest to my fellow students and prefer online friends instead.

1.64 NEVER

Computed Mean 1.7 NEVER

AFFECTIVE11. I hastily go home after class to access online networks.

1.7 NEVER

12. I experience cutting classes just to have time for social networking.

1.47 NEVER

13. I ask for more allowance to my parents and reason out “because of school project” but instead to finance my social networking activities.

1.47 NEVER

14. I fail to pass requirements on time because I prefer to surf the internet especially on social networking rather than working on my requirements to be pass on time.

1.49 NEVER

15. I lose my patience in waiting class 1.42 NEVER

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dismissal because; I’m excited to access online networks.Computed Mean 1.51 NEVER

Legend: Score/ Range Interpretation:

3.26 – 4.0 Always

2.51 – 3.25 Often

1.76 – 2.50 Seldom

1.0 – 1.75 Never

Table 1. Shows the numerical presentation of the effects of Social Networking to the BSN III students. Using the computed weighted mean and the computed scale for the guidelines, seldom level of effect is being manifested to the BSN III students.

This table contains the checklist on the domains that is affected in the Classroom Performance of the students. Based from the table, the computed mean shows values ranging from 1.76 to 2.50, which implies that there is seldom level of effect is being manifested to the BSN III students. This entails that Social Networking has an effect to the Classroom Performance of the BSN III students.

Table 2. Effects of Social Networking to the classroom performance according to the tree domains and gender of BSN III students as to the three domains (N=174)

Moderator Variables Gender

Domains Male Female Total Mean I Mean I Mean I

Cognitive 2.03 Seldom 1.80 Seldom 1.92 SeldomPsychomotor 1.88 Seldom 1.58 Never 1.73 NeverAffective 1.73 Never 1.39 Never 1.59 NeverTotal 1.88 Seldom 1.59 Never 1.74 Never

It could be seen in table 2 that the students perceived the effects of social networking to the classroom performance of male as seldom (1.88) and in female as never (1.59) in the three domains which is cognitive, psychomotor and affective domain. Therefore the article made by Karpinski, 2009 gender differences between male and female have different perception in utilizing the use of social networking has been proved by the researchers.

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Table 3. Effects of Social Networking to the classroom performance according to the tree domains and internet access of BSN III students as to the three domains (N=174)

Moderator VariablesInternet Access

Domains Owned Rented Total Mean I Mean I Mean I

Cognitive 1.86 Seldom 1.87 Seldom 1.86 SeldomPsychomotor 1.84 Seldom 1.60 Never 1.72 NeverAffective 1.60 Never 1.42 Never 1.51 NeverTotal 1.77 Seldom 1.63 Never 1.7 Never

It could be seen in table 3 that the students perceived the effects of social networking to the classroom performance of those who owned an internet connection as seldom (1.77) and those who doesn’t have as never (1.63) in the three domains which is cognitive, psychomotor and affective domain.

A study made by Valkenburg, Peter, and Schouten, 2006 in the U.S.A reveals that adolescent use social networking site as a way to gauge peer opinion about them, which may consequently influence time management. In term of the accessibility of the student in their internet connection greatly affect their attitude in using social networking. Student having internet access at home are greatly engage in spending more time in social networking.

The effect of social networking to the classroom performance of UB BSN III students in terms of cognitive, psychomotor and affective domains is seldom and never, is there by accepted. It implies that Social Networking has no effect on the performance in the classroom of the UB BSN III students either male or female or either owned or rented internet connections.

Therefore utilizing any kind of social networking has a minor or no effect on the Classroom Performance of the UB BSN III students however as a student’s we must not forget that our first priority is education.

Chapter 5SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter contains the conclusion derived from the results of the study and the recommendations based from the conclusion drawn.

Conclusions

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Based on the results and findings of this study, the UB BSN III students perceived that the use of Social Networking Seldom affects their Classroom Performance collectively.

In terms of gender, there’s a significant difference of perception as to the effect of utilizing Social Networking with their Classroom Performance. The female population perceives that there is no effect of utilizing Social Networking with their Classroom Performance.

As to whether the students rent or have their own Internet Connection to utilize Social Networking’s, there is a significant difference of the effect to the Classroom Performance of the UB BSN III students. Those who have their own Internet Connection have Seldom effect on their Classroom Performance while those students who rent for them to utilize Social Networking doesn’t perceive any effect on their performance inside the classroom.

RecommendationsFrom the findings and conclusion drawn, the following

recommendations are forwarded.For the Nursing management teams headed by the dean and

with the coordination of the clinical instructors, to continuously monitor the Classroom Performance of the BSN III students of the University of Baguio and identify effective methods to improve their classroom performance.To the nurse researchers, a follow up research may be done to determine the effects of Social Networking in classroom performance of BSN students, where in the respondents are the incoming 2nd year BSN students of the University of Baguio.

APPENDIX

QUESTIONNAIRES

Name: (Optional) __________________________Gender:Male (____) Female (____)Internet connection:Own (____) Rented (____)

Directions: Please indicate your responses with a check according to the gender, and rented or own internet connection.

Legend:VALUE Verbal Interpretation4 Always

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3 Often2 Seldom1 Never

APPENDIX

COGNITIVE 4 3 2 1

1. I encounter difficulty in memorizing because I spend more time in social networking.2. I forget doing assignments, because I am always pre – occupied with meeting friends online.3. I encounter difficulty on focusing during classroom discussions because, I day dream and think of online surfing most of the time.

4. No initiative to ask Questions during classroom discussions because, I merely do not want to stay long and to be able to chat immediately to my friends waiting from internet surfing.5. I experience difficulty in understanding with our classroom discussions because, I don’t have time to read in advance, I give more priority chatting with friends online

PHYCHOMOTOR

6. I cram to study prior to Quizzes.

7. I am sleepy during class hours because, I stay late at night chatting with friends online.8. I go to school late and lazy to attend class because I am not yet through of my online activities.9. I easily get fatigue and lose my energy because I spend more time in social networking and fail to have enough rest10. I show little interest to my fellow students and prefer online friends instead.

AFFECTIVE

11. I hastily go home after class to access online networks.

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12. I experience cutting classes just to have time for social networking.13. I ask for more allowance to my parents and reason out “because of school project” but instead to finance my social networking activities.14. I fail to pass requirements on time because I prefer to surf the internet especially on social networking rather than working on my requirements to be pass on time.15. I lose my patience in waiting class dismissal because; I’m excited to access online networks.

Time table

Date(2010) Activities

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June 7 Orientation with the adviser

and identifying the final

name of the group (NMB II

Angel’s)

June 14,15,16,21,22,23 Formulation, selection and

identifying the problem

(Correlation of time spent on

Facebook with the time spent

on studying of selected

nursing students of

University of Baguio.)

June 28, 29, 30 Collection of Review of

Related Literature

July 5-7 Analyzing data and discussion

with the adviser; Making of

Statement of the Problem,

finalization of the

background of the study

June -10 Finalization of all the

outputs, discussion with the

adviser, and preparation for

the title defense.

July 12 Title Defense

July 19-21 Revision of the introduction

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July 26-28 Formulation of Theoretical

Framework

August 2-3 Formulation of Research

Paradigm

August 9-11 Formulation of chapter II

Formulation of Methods and

Procedures, Revision of

Methods and Procedure

August 9-11 Revision of Methods and

Procedures, Formulation of

Research, locale and

population

August 16-18 Formulation of Data gathering

Tool and Data,

Formulation of questionnaires

August 23-24 Continuation of revision for

finalization of output

September 6 Chapter 1 and Chapter 2 Group

Defense

September 7 – 22 Revision week, changed title

to Effects of Social

Networking to the Classroom

Performance of BSN III

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Students of University of

Baguio

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