the influence of social networking sites to interpersonal relationships of the students of...
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A thesis that tackles about the influence of social networkings sites such as Facebook to the interpersonal relationships of the students of Rogationist College High School Department S.Y. 2009-2010TRANSCRIPT
THE INFLUENCE OF SOCIAL NETWORKING SITES ON THE INTERPERSONAL RELATIONSHIPS OF ROGATIONIST COLLEGE STUDENTS
A Research Proposal Presented to
Mrs. Pilita C. BelardoMr. Reynaldo C. Dinampo Mr. Louie Sonny D. Rivera
Rogationist College
In Partial Fulfillment of the Requirements in Basic Research, Mathematics IV and Christian Living Education IV
ByAsilo, John Manuel C.
Manlapig, Justine Angeli P.Rementilla, Jerremiah Josh R.
IV – St. Hannibal
February 23, 2010
Table of Contents
Approval Sheet……………………………………………………………………………….i
Abstract……………………………………………………………………………………….ii
Acknowledgement…………………………………………………………………………..iii
List of Tables………………………………………………………………………………..vii
List of Figures………………………………………………………………………………viii
Chapter 1: THE PROBLEM AND BACKGROUND OF THE STUDY
Introduction………………………………………………………………………...1
Conceptual Framework..………………………………………………………….3
Statement of the Problem………………………………………………………...5
Scope and Delimitation……………………………………………………………6
Significance of the Study………………………………………………………….7
Definition of Terms…………………………………………………………………8
Chapter 2: REVIEW OF RELATED LITERATURE
Conceptual Literature……….……………………………………………………11
Research Literature………..……………………....…………..………………..14
Justification of the Study…….……....…………………………………………..16
Chapter3: METHODOLOGY
Research Design…………………………………………………………………17
Sampling Technique……………………………………………………………..17
Research Instruments…………………………………………………………...18
Data Gathering……………………………………………………………………19
Statistical Treatment…………….….....………………………………………...20
Chapter 4: PRESENTATION ANALYSIS AND INTERPRETATION OF DATA
Problem1…………………………………………………………………………..13
Problem2…………………………………………………………………………..16
Problem3…………………………………………………………………………..23
Chapter 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary ………………………………………………………………………….25
Conclusions……………..…………………………………………………………28
Recommendations………………………………………………………………..29
Bibliography
Appendices
Curriculum Vitae
APPROVAL SHEET
This research entitled “The Influence of Social Networking Sites to the
Interpersonal Relationship of the Students in Rogationist College” prepared and
submitted by John Manuel C. Asilo, Justine Angeli P. Manlapig, and Jerremiah Josh R.
Rementilla in partial fulfillment of the requirements in Mathemathics IV, Christian Living
Education IV, and Basic Research has been examined for acceptance and approval for
oral examination.
Mr. Cesar M. Lago
Approved by the Committee on Oral Examination with a Grade of
Mr. Reynaldo F. DinampoCLE IV
Mr. Louie Sonny D. RiveraMathematics IV
Mrs. Pilita C. BelardoBasic Research
Accepted and approve in partial fulfillment of the requirement in Basic Research, Mathematics IV, and Christian Living Education IV.
Mrs. Nerissa Calimag Principal
ABSTRACT
Social Networking Sites are increasingly popular nowadays. Many SNS
developers like Facebook, MySpace, Twitter and others are competing to give the best
features in terms of socialization, interaction, privacy and even entertainment. It is not
surprising that many people are hooked on with these sites since it is free and easily
accessible with the use of a computer connected to the internet and even with the use
of a mobile phone that enables SNS applications or internet browsing. However, does
SNS usage affect interpersonal relationships? Do people rely too much on the fastest
way communicating on the internet despite the lack of face-to-face interaction?
This research aims to determine the effects of SNS to the interpersonal
relationships. It also focuses on analyzing the level of interpersonal relationship after
using SNS. The thesis will then consider how social networking sites impact
interpersonal relationship in the real world. This research is based on a survey of 239
purposively selected respondents that use social networking sites everyday with the
status of their interpersonal relationship with family, friends, teachers and others as they
use social networking sites.
Acknowledgements
We, John Manuel Asilo, Justine Angeli Manlapig and Jerremiah Josh Rementilla,
would like to express their deepest gratitude and appreciation for the following
individuals who contributed valuable assistance and knowledge to accomplish this
research.
First of all, we thank God, for giving us the strength, courage, guidance and faith
that this research would be successful.
To our parents, for the guidance, support and understanding they have given to
us, giving us inspiration to do our best.
To the panels, Mr. Louie Sonny D. Rivera and Mrs. Pilita C. Belardo, for helping
us all throughout the process of making our research paper.
To Mr. Cesar M. Lago, our editor, for providing us with the necessary information
to make this research successful, for being approachable and patient during the
development of our research.
To our respondents, for the cooperation they have given us, answering honestly
the questions we have provided for them to aid us in gathering information that we
needed to finish our research.
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
A. Introduction
Social Networking Sites (SNS) are one of the most popular topics being talked
about by the students in Rogationist College. Examples of social networking sites are
Friendster, Facebook, Twitter and Plurk. Social Networking Sites help us to
communicate with our friends, classmates, and relatives but they also allow us to
communicate with other people who share common interests with us. For instance a
person added another person as a friend on Facebook since both of them is addicted
on playing Restaurant City. Through these SNS, we develop virtual interpersonal
relationships.
An interpersonal relationship is a relatively long-term association between two or
more people. This association may be based on emotions like love and liking, regular
business interactions, or some other type of social commitments. Interpersonal
relationships take place in a great variety of contexts, such as family, friends, marriage,
acquaintances, work, clubs, neighborhoods, and churches. They may be regulated by
law, custom, or mutual agreement, and are the basis of social groups and society as a
whole.
Social networking sites influence the interpersonal relationship of students in
many ways. Through social networking sites, users come to meet other people
worldwide. These people can affect the user’s interpersonal relationship with other
people close to him/her. This influence can either be good or bad for the user.
The researchers chose the topic about the influence of social networking sites to
be studied because it is shown evidently that most of the students in Rogationist
College use Social Networking Sites as part of their activities done in the internet.
Many students always log in to their account on Facebook, Friendster, etc. as a
part of their everyday routine. Could you imagine the number of all the students logging
in to these social networking sites, everyday? That would be millions of students logging
in social networking sites. Why students are interested on these sites?
Social networking sites typically offer many features and those features are
positively the reason why many students are interested in checking out these sites. One
of the general features of SNS is profiles. A profile contains all the information about the
person plus their photos, videos, applications that they use and comments/messages
posted by other persons. Well, SNS also offers special features like for example,
Facebook has social games like Restaurant City and Pet Society.
It is evident that many students greatly rely on these sites in order to interact with
their friends and other people whether they know them or not. Being dependent to these
sites promotes online friendships which are not good since they might encounter people
that are suspicious in behavior. These sites hinder face-to-face friendship but many
students reason out that they use SNS in order to communicate conveniently with their
faraway friends. What do these SNS possess to make the students keep on using
them?
Why do students upload photos, videos, post comments/messages on other
profiles and play social games? What are the benefits and purpose of doing these
activities? Why are social networking sites frequently used by students nowadays?
The researchers’ goal is to address these questions and have an in-depth study
with regards to those questions stated above. Students’ usage of social networking sites
provides long-lasting insights to identity construction, social behavior and peer-to-peer
interaction therefore studies such as this arises that found out the real perspective of
students about social life.
B. Conceptual Framework
In general, online relationships contain much weaker ties than face-to-face
relationships (Vitak, 2008). Social networking sites such as Facebook offer users a
convenient method for maintaining a large number of weak ties. While maintenance of
strong ties typically requires significant commitments of time and energy, weak ties may
be managed solely through the connections that link Facebook “friends.” Facebook
allows users to stay up-to-date on their weak ties’ lives simply by viewing the
information available in those friends’ profiles and by connecting through actions such
as pokes, private messages, wall postings and photo comments. By offering multiple
methods of interaction, Facebook saves users significant time, thus enabling them to
create and maintain a massive social network, although one predominantly composed
of weak connections between users. For example, a recent survey found that the
average user had 180 friends on the website, which is far more “friends” than the
average person would say they have in the real world (Golder et al., 2006).
In cases where factors such as distance change a face-to-face relationship into a
primarily online relationship, strong ties are maintained and even strengthened further.
Social networking sites is a tool for person to keep in touch with his distant friends by
following their updates, sending a message or posting comments—users have a quick
and easy way to stay connected thus keep the relationship healthy when they are too
busy to commit more time to face-to-face interaction (Vitak, 2008).
For more vivid picture of the study, Figure 1 served as the research paradigm.
Paradigm of the Study
Th
Figure 1. The influence of social networking sites on the interpersonal
relationships of the students
The paradigm above shows the influence of social networking sites to the
interpersonal relationship of students. There are two possible types of interpersonal
relationship that students tend to develop. These are the following: Stronger
interpersonal relationship of students with their friends, teachers, and parents. This
happens if a student or a person knows well how to use a social networking site.
Students are always updated with the status of their close friends, teachers, or even
their parents that are added in their friends list in the social networking sites that they
Social
Networking Sites
Interpersonal
Relationships
are using. It will also be easier for the user to know when will be the birthday of his/her
friends and so he/she can greet them easily, even if they are apart and also, with less
time and effort. Students, aside from developing a stronger interpersonal relationship, in
contrast, tend to develop a weaker interpersonal relationship with their friends, teachers,
and parents. This is due to too much dependency of students to the internet and
computer as a medium of communication with their friends, teachers, and parents.
Sometimes, students can only tell what they want to other people whenever they are
chatting, or when they post comments on the wall of a person’s account or profile. If
they do this over and over again, this develops into a habit and be used to it until the
time comes that they just depend on the internet and computer on telling what they
want. Through this, a person can’t express his emotions that results to an unhealthy
relationship with other people. There are also times that social networking sites don’t
have any effect on the interpersonal relationship of a student or a person with other
people. This is why researchers identified the influence of social networking sites to the
students of Rogationist College.
C. Statement of the Problem
This study aimed on determining the Influence of Social Networking Sites to the
interpersonal relationship of the students. Particularly, the researchers seeked for the
answers in the following questions:
1. What is the profile of the students in terms of:
1.1 Age?
1.2 Gender?
1.3 Year Level?
2. What is the profile of the students in terms of using Social Networking Sites?
2.1Frequency of Using
2.2Purpose of Using
2.3Number of close friends. Online friends
3. What is the influence of SNS to interpersonal relationship of students toward
their:
3.1Family
3.2Friends
3.3Teachers
3.4 Others
D. Scope and Delimitations of the Study
The researchers conducted a study about the influence of social networking sites
on the students of Rogationist College. This study considered every aspect of students
including the age, gender and year level in terms of social networking sites and their
social interaction at home, with classmates, teachers and friends. They also studied the
interpersonal relationship of students toward their friends, teachers, and parents as well
as the influences of social networking sites to their interpersonal relationship. This study
focused on the influences of social networking sites to the interpersonal relationship of
students. This research involved 239 current high school students of Rogationist
College within the school year 2009 to 2010 who use social networking sites every day.
This study used purposive sampling to determine the respondents since everyday users
of SNS are only considered.
E. Significance of the Study
The researchers determined the role of social networking sites on the social
aspects of students.
Guidance Counselors. This study will help the guidance counselors to be aware of the
influences of social networking sites to the students in Rogationist College. By
informing them of this matter, they will be able to relate more with students and to
give accurate advices to students that have problems involving SNS’s.
School Administrators. This study will help the school administrators, like the
guidance counselors, to be aware of the influences of social networking sites to
the students in Rogationist College. With enough information about SNS’s and
their influence to the students, school administrators can help in solving problems
of the students regarding this topic and give advices that are appropriate to the
situation when SNS’s affect the interpersonal relationship of students.
Social Networking Sites Developers. The result of this study will make the developers
of different SNS’s aware of the influences of the SNS’s that they are maintaining
and making. Because of this, they will be trying their best to develop a social
networking site that will only have good effects to the user and will help them to
develop a strong interpersonal relationship of the user to other people.
Students. The result of this study will make the students aware of how does social
networking sites influence them and how does it affect their interpersonal
relationships. This will educate the students regarding the proper usage of social
networking sites. This will help the students to improve their social life with the
use of social networking sites.
Teachers. This study can help the teachers by suggesting some ways in order for them
to relate with student’s social activities especially with regards of using social
networking sites. In line with this, teachers, as student’s second parents, will
know a way how to help the students if they will be encountering a problem
regarding the relationship of their students with other people.
Parents. This study will help parents to understand their child’s purpose of using social
networking sites and for them to be aware of the influence from social networking
sites that might affect their children. With enough knowledge, parents can think
of possible preventive ways if their child is prone to develop a weak interpersonal
relationship with other people because of too much usage and dependence from
social networking sites.
Future Researchers. This study can help the further studies of future researchers
regarding the influence of social networking sites on the interpersonal
relationship of students. This can serve as a reference for further improvements
to be done in their study.
F. Definition of Terms
This study, which is about the influence of social networking sites to the
interpersonal relationship of the students, used the following terms defined conceptually
and operationally. These terms are used within the context of the study.
Face – to – face friendship . It is a type of friendship wherein you can actually be with
them and see them more often and you know about them well enough.
Offline Friend. It is a term used to call a person who is your friend in real life.
Online Friend. It is a term used to call a person added on your Social Networking Site
account.
Privacy. It is the ability of an individual or group to secure their personal information
and activities apart from others.
Profile. This is offered by social networking sites that contains all the personal
information about the person and their activities.
Social behaviour. It is behaviour directed towards society, or taking place between,
members of the same species.
Social Games. They are defined as games found in social networking sites which allow
social interaction with friends during the gameplay. (e.g. Pet Society)
Social Networking. It refers to making a social structure made of nodes that are tied by
one or more specific types of interdependency, such as friendship, kinship,
financial exchange, dislike, sexual relationships, or relationships of beliefs,
knowledge or prestige.
Social Networking Sites. It focuses on building online communities of people who
share interests and/or activities, or who are interested in exploring the interests
and activities of others. Social networking sites are web based and provide a
variety of ways for users to interact.
CHAPTER 2
REVIEW OF RELATED LITERATURE
This chapter contains the review of related literature of the study and the
justification of the conceptual and research literature gathered from books, journals,
researches and online sources.
A. Conceptual Literature
Social networking sites have added entirely new meanings to interpersonal
interaction and community. It is the interplay between internet and real life
communication and its subsequent effect on interpersonal relationships. Popular social
networking websites such as Facebook have bundled many of the internet
communication standards such as e-mail, forums, and instant messaging into one
resource. However, its usage has become a staple activity in a young adult’s life. While
it varies slightly among gender and race groups, overall, young adults (college aged)
who have internet access use Facebook regularly for some type of social contact. With
this mass assimilation into daily life, it has already begun to change the way in which
interpersonal relationships are defined. It is one of the, if not the top medium for young
adults to “scope out” and “research” potential partners. With Facebook playing a large
role in many romantic relationships, it’s important to see how this will continue to shape
interpersonal communication in the future. The importance of this research proposal is
to look at how Facebook is an extension of real life.
This aims to discover how far Facebook is used to define, cultivate, and maintain
real life interpersonal romantic relationships. Through looking at previous research on
Facebook, online romantic relationships, and disclosure through internet
communication, we will see what direction research needs to go to find valid
conclusions on the interplay of real life and Facebook in the development of
interpersonal romantic relationships. Internet based communication has been
incorporated into the development of interpersonal relationships. Likewise, as popular
social networking sites MySpace and Facebook have cropped up over the years,
affecting the way in which people communication, so has limited research on the social
mediums. It was found that 28% of the students in the study had been deceptive in their
internet communication. The students were found to do this through both direct
communication using the wall post and private message features as well as indirectly by
the viewing of others profiles. While Facebook is used to cultivate old and new
relationships, it is also used by students in romantic relationships to display and check
the status and commitment of their relationship. When people write and develop their
profile, choose their profile picture, and publicly write on other user’s Facebook “walls,”
Research has shown that when college aged males posted information about culturally
negative moral behaviors (partying, sexism, etc.) that they were participating in on other
users “walls.” their perceived attractiveness went up. However, when females did it,
their attractiveness went down.
In the area of romantic relationships, no Facebook research has looked at how
much real life interaction is required before a potential romantic partner is not seen as a
“stalker” or in any kind of negative light. Since internet usage is directly related to
psychological well-being, relationships, and the identity of self, it is of interest to note
that there is a positive relationship between measures of internet usage and loneliness.
No research has looked into how lonely or desperate a Facebook user is when trying to
find a potential romantic partner. Matsuba’s research has shown that real life
relationships are looked at as more “real” in the negative and positive dimensions of
personal qualities, while internet only relationships were less extreme. If real life
relationships are seen as more “real” and Facebook is an online medium of
communication for those real life relationships, then research needs to look at how far
Facebook defines the romantic relationships. Research has found that those who use
the internet to create and maintain a secondary romantic relationship in addiction to a
real life one showed higher levels of relational certainty and high expectations of future
interaction with their online partners. It’s also been found that time spent online and
positive views of the internet lead to a more favorable view of online romantic
relationships. Therefore, there’s a possibility that personal romantic beliefs are used
more for a conventional relationship than an online-only relationship. While these
studies have little relevance to the cultivation of a real life romantic relationship through
Facebook, it is important to see the connections and disconnects between real life and
internet life. This needs to be developed further to see how much Facebook is used in
the initial stages of romantic relational development compared to usage when the
partners have a highly developed real life relationship. Some study found individuals
who reported high levels of social and/or dating anxiety were not more likely to use the
internet to make online relationships than those who reported lower levels of social or
dating anxiety. However, the research did show that certain online media (particularly
webcams) are more likely to be used by people with social and dating anxiety
symptoms, than those with less. This could play into new research about whether
certain features of Facebook are used more so in romantic relational development by
social and dating anxious than other features.
According to WebCredible social networks provide encouragement and support;
establish identity with others and fulfil the need to feel included; provide the outlet for
some people to establish their need for recognition, social status, control or leadership;
provide the necessary control over aspects of lives for those who don't want to be
leaders; help establish friends, relationships and the opportunity to interact with others.
Conversely, introverted adolescents used online communication to compensate
for their lacking of certain social skills. However, along with these characteristics came a
stronger motivation to talk online, resulting in more online based friendships. It is
interesting to note that the introverts use the internet to compensate for their lack of
social skills. The studies show how important a user’s perception of internet
communication affects their levels of self disclosure. Interpersonal trust is found online
through how much the users perceive the other person to be telling the truth. However,
with Facebook interaction, things could be different. Research needs to look into how
knowing someone directly could directly affect the way in which disclosure, empathy,
and trust is built through Facebook. We also see an entirely new set of internet based
non-verbal forming. While there have been numerous studies on internet based
communication concerning romantic relationships, self disclosure, and social
networking, this research proposal takes it a step further to look at the social utility of
Facebook and the subsequent interplay of real life and on-line life in defining
interpersonal romantic relationships.
B. Research Literature
According to Vitak (2008), there are some reasons why an individual uses a
social networking site. The first reason is for them to meet strangers and become
friends with them. This type of relationship is what we call a weak interpersonal
relationship. The majority of respondents of her research paper (57%) said they were
initially introduced to those “friends” through mutual friends, which increases the
likelihood of such relationships developing into strong ties. On the other hand,
responses to a separate question overwhelmingly support the hypothesis. While a
significant portion or respondents said they have at least a few online-online friends,
85% said they do not communicate with the majority of their online-only friends, and just
one respondent said that he/she considered those friends as a strong tie. Through
social networking sites like facebook, the user tends to maintain his weak interpersonal
relationship with his online friends because of an easy communication. He can use
private messaging, chat rooms, and other method of communicating provided by the
website. On the otherhand, a strong interpersonal relationship with his offline friends
needs time and effort to be maintained.
Distance between two users that can change an offline relationship into online
relationship is also a reason why an individual uses SNSs. Nearly two-thirds (65%) of
respondents said the majority of their friends have a Facebook account, which suggests
that many students use the site to stay in touch with their offline friends. Keeping in
touch with friends remains the primary reason for site usage across both years in school
and gender. Furthermore, approximately one-third (31%) of respondents with friends
who do not have a Facebook account say they would be closer to those friends if they
were on the site, and 87% of respondents said they had never experienced negative
consequences in their offline relationships due to content in their Facebook profiles,
which suggests that most respondents benefit from using the site. With the use of
private messaging and chat rooms of this site, students can communicate and maintain
a healthy relationship with their friends from far places with ease that takes only a few
seconds to complete it.
Social Networking Sites also have negative effects in offline relationships. Some
things found in the site can lead to misinterpretation for some people. Because of online
messaging or comments that are visible to everyone in the friends list of a user, an
offline relationship can be affected or destroyed due to fights that will happen. For
example, a jealous boyfriend saw a comment from a mysterious boy posted on the wall
of his girlfriend that says intimate words, because of this, the relationship between the
girl and his boyfriend can be broken. Another negative effect is, because of posting
comments on the wall of a user became much easier, it will also be effortless for other
people to spread rumors and gossips that can destroy a life of an individual.
As a larger percentage of communication moves into the digital arena, we will
see a general weakening of ties between people. This weakening will be less pervasive
among a person’s closest circle of friends and more obvious among lesser friends, as
digital communication will become the primary mode of communication in these
relationships.
C. Justification of the Study
This related studies and concepts helped in determining the influence of social
networking sites on the interpersonal relationship of students in Rogationist College of
the school year 2009-2010. This supported and validated or reversed the ideas of
Matsuba and Golder (2006), and Vitak (2008). There were some studies conducted that
dealt with social networking and its effects towards teenagers in different aspects.
Interpersonal relationship, particularly that of high school students in Rogationist
College, isn't one of those aspects, although some of the aforementioned studies have
tackled somewhat similar aspects to that of the one being studied on by the
researchers.
CHAPTER 3
METHODOLOGY
This chapter contains Research Design, Sampling Technique, Research
Instrument, Data Gathering Procedure and Statistical Treatment of Data.
A. Research Design
This study used descriptive research design. It involves the description,
recording, analysis, and interpretation of the present nature, composition, or processes
of phenomena. It focuses on prevailing conditions or how a person, group, or thing
behaves or functions in the present. It often involves some type of comparison or
contrast.
The researchers used the survey technique which is under descriptive research
design. Survey technique, requires gathering of facts that requires sufficient and
accurate interpretation. This technique is used to collect demographic data about
respondent’s behavior, beliefs, opinions, interests and the like and then the gathered
data are analyzed, organized, and interpreted.
B. Sampling Technique
The researchers used purposive sampling. This sampling method included
respondents that fall under the purpose of the study and others that are not useful for
the study are positively excluded. The study focused on the effects of SNS to the
interpersonal relationship thus a survey is conducted to the high school students of
Rogationist College that are using social networking sites every day.
C. Research Instrument
The researchers used questionnaires and survey forms as research instruments.
The survey form asked if the respondents are using social networking sites and their
frequency of using the sites. After determining those who use social networking sites
everyday, the questionnaire asked for the profile of the respondents and the status of
their interpersonal relationship with their family, friends, teachers, classmates and
others.
D. Data Gathering Procedure
The researchers will distribute a survey form to each section in order to
determine the users of social networking sites and must be accomplished within two to
three days. After the researchers collected the survey forms, a list of the respondents
which are SNS users will be organized then copies of the main questionnaire will be
produced. The copies of the main questionnaire will depend on the number of the
respondents. However, extra copies will be reproduced if some respondents loss their
questionnaires. The respondents will be given two to three days allowance to answer
the main questionnaire. An officer of each section will be selected to distribute and
collect the questionnaires. Once the deadline of the questionnaires arrived, the
researchers will coordinate with the officers to retrieve all the questionnaires completely.
The questionnaires gathered will contain all the needed data for the study and it will be
organized, summarized, analyzed, and interpreted.
E. Statistical Treatment of Data
The researchers used the following formulas to analyze the results of the survey:
Frequency is the number, proportion, or percentage of items in a particular
category in a set of data, while percentage is the proportion or share in relation to a
whole. This technique is used to determine the percentage of our respondents out of
total population in terms of frequency of using Social Networking Sites. Through this,
the researchers also determined the percentage of the respondents who are affected by
the influence of social networking sites. The formula for frequency and percentage is:
f
P = ------- x 100 %
N
Where: P is percentage
f is number of respondents falling under a particular category
N is total number of population
The mean, or average, is the sum of the values divided by the total number of
values. This determined the average result of the data gathered from different
respondents.
Where:
represents the sample mean
n represents the total number of respondents
x represents the frequency
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
In this chapter, the data gathered by the researchers has been tabulated,
analyzed and interpreted to get a meaningful conclusion about the data.
PROBLEM 1: What is the profile of the students in terms of year level, age,
gender?
Table 1.1 Year Level of the Respondents
Year Level Frequency PercentageFirst Year 61 25.52Second Year 75 31.38Third Year 43 17.99Fourth Year 60 25.10TOTAL 239 100.00
Using frequency and percentage, the results in Table 1.1 showed that out of 239
respondents, 75 or 31.38 percent are sophomores, 61 or 25.52 percent are freshmen,
60 or 25.10 percent are seniors, and 43 or 17.99 percent are juniors.
Table 1.2 Age of the Respondents
Age Frequency Percentage12 25 10.4613 70 29.2914 54 22.5915 49 20.5016 41 17.15TOTAL 239 100.00
Using frequency and percentage, the results in Table 1.2 showed that out of 239
respondents, 70 or 21.29 percent are 13 years old, 54 or 22.59 percent are 14 years
old, 49 or 20.50 percent are 15 years old, and 41 or 17.15 percent are 16 years old, and
25 or 10.46 percent are 12 years old.
Table 1.3 Gender of the Respondents
Gender Frequency PercentageMale 112 46.86Female 127 53.14TOTAL 239 100.00
Using frequency and percentage, the results in Table 1.3 showed that out of 239
respondents, 127 or 53.14 percent are females while 112 or 46.86 percent are males.
PROBLEM 2: What is the profile of the students in terms of preferred SNS,
frequency of SNS usage, purpose of using SNS and number of SNS friends?
Table 2.1 Preferred SNS of the Respondents
SNS Frequency PercentageFacebook 220 92.05Friendster 10 4.18Twitter 3 1.26Multiply 1 0.42Others 5 2.09TOTAL 239 100.00
Using frequency and percentage, the results in Table 1.4 showed that out of 239
respondents, 200 or 92.05 percent preferred Facebook, 10 or 4.18 percent preferred
Friendster, 5 or 2.09 percent preferred other SNS, 3 or 1.26 percent preferred Twitter,
and 1 or 0.42 percent preferred Multiply.
Table 2.2 Respondents’ Frequency of SNS Usage
Hours Frequency PercentageLess than 1 hour 21 8.791-2 Hours 80 33.473-4 Hours 76 31.805-6 Hours 27 11.30More than 6 Hours 35 14.64TOTAL 239 100.00
Using frequency and percentage, the results in Table 1.5 showed that out of 239
respondents, 80 or 33.47 percent use SNS for 1-2 hours, 76 or 31.80 percent use SNS
for 3-4 hours, 35 or 14.64 percent use SNS for more than 6 hours, 27 or 11.30 percent
use SNS for 5-6 hours, and 21 or 8.79 percent use SNS for less than an hour.
Table 2.3 Respondent’s Purpose of Using SNS
Purpose Frequency PercentageKeeping in Touch with family
25 10.46
Keeping in Touch with friends
76 31.80
To meet new people 18 7.53
Just for fun and entertainment
117 48.95
To be ‘in’ because it's popular nowadays
2 0.84
Others 1 0.42TOTAL 239 100.00
Using frequency and percentage, the results in Table 1.6 showed that out of 239
respondents, 117 or 48.95 percent agreed that their puspose of using SNS is “Just for
fun and entertainment; 76 or 31.80 percent agreed on “Keeping in touch with friends”;
25 or 10.46 percent agreed on “Keeping in touch with family”; 2 or 0.84 percent agreed
on “To be ‘in’ because it's popular nowadays”; and 1 or 0.42 percent agreed on other
purpose.
Table 2.4 Respondents’ Number of SNS Friends
Number of Friends Frequency PercentageLess than 100 18 7.53100+ 45 18.83200+ 39 16.32300+ 38 15.90400+ 28 11.72500+ 21 8.79600+ 15 6.28700+ 7 2.93800+ 8 3.35900+ 6 2.511000+ 14 5.86TOTAL 239 100.00
Using frequency and percentage, the results in Table 1.7 showed that out of 239
respondents, 45 or 18.83 percent has 100+ friends, 39 or 16.32 percent has 200+
friends, 38 or 15.90 percent has 300+ friends, 28 or 11.72 percent has 400+ friends, 21
or 8.79 percent has 500+ friends, 18 or 7.53 percent has less than 100 friends, 15 or
6.28 percent has 600+ friends, 14 or 5.86 percent has 1000+ friends, 8 or 3.35 percent
has 800+ friends, 7 or 2.93 percent has 700+ friends, and 6 or 2.51 percent has 900+
friends.
PROBLEM 3: What is the interpersonal relationship of students toward their
Family, Friends, Teachers, and Others?
Table 3.1 Respondents’ Interpersonal Relationship with their Family
QUESTIONS: MEAN INTERPRETATION1. You want to interact more with your family because of SNS.
2.75 Often
2. You prioritize on having quality time with your family.
3 Often
3. You always want to keep in touch with your family.
3 Often
4. You have better communication with your family.
3 Often
5. You can express yourself more with your family.
3 Often
6. You can balance your time with your family.
3 Often
7. Your relationship with your family is much better after using SNS.
2.5 Sometimes
8. You obey the rules of your parents.
3 Often
9. You’re ready to help when your family needs you
3 Often
10. You enjoy having time with your family.
3 Often
MEAN SCORE 2.93 Often
Legend: 3.51 – 4.00 = Always
2.51 – 3.50 = Often
1.51 – 2.50 = Sometimes
0.51 – 1.50 = Seldom
0. 00 – 0.50 = Never
Table 3.1 shows the respondents’ interpersonal relationship with their family. The
mean score of Table 3.1 is 2.9 or often. As a result of using social networking sites, the
respondents prioritize on having quality time with their family (3); want to keep in touch
with their family (3); have better communication with their family (3); express
themselves more with their family (3); balance their time with their family (3); obey the
rules of their parents (3); are ready to help when their family needs them (3); enjoy
having time with their family (3); want to interact more with their family (2.75); have
better relationship with their family (2.5).
Table 3.2 Respondents’ Interpersonal Relationship with their Friends
QUESTIONS MEAN INTERPRETATION1. You want to interact more with your friends because of SNS. 3 Often2. You can relate to your friends since you use SNS that they also use. 3 Often3. SNS makes you in good terms with your friends. 3 Often4. You always want to keep in touch with your friends. 3 Often5. Social networking sites help you much better in terms of communicating with your friends. 3 Often6. You prefer to spend more time with your friends like hanging-out with them. 3 Often7. You express yourself more with your friends in social networking sites. 3 Often8. You are open with your friends. 3 Often9. You’re ready to help when your friends need you. 3 Often10. You enjoy spending time with your friends. 3.25 Often MEAN SCORE 3.03 Often
Legend: 3.51 – 4.00 = Always
2.51 – 3.50 = Often
1.51 – 2.50 = Sometimes
0.51 – 1.50 = Seldom
0. 00 – 0.50 = Never
Table 3.2 shows the respondents interpersonal relationship with their friends.
The mean score of the Table 3.2 is 3.0 or often. As a result of using social networking
sites, the respondents enjoy spending time with their friends (3.25); interact more with
their friends because of SNS (3); relate to their friends since they also use SNS (3);
have good terms with their friends (3); always want to keep in touch with their friends
(3); have better communication with their friends because of SNS (3); prefer to spend
more time hanging-out with their friends (3); are open with their friends (3); are ready to
help when their friends need them (3).
Table 3.3 Respondents’ Interpersonal Relationship with their Teachers
QUESTIONS MEAN INTERPRETATION1. You want to interact more with your teachers because of SNS. 2 Sometimes2. You keep your focus on the lesson being discussed by your teacher. 3 Often3. You prioritize academic-related activities. 3 Often4. You can communicate with your teachers easily with the use of SNS. 2 Sometimes5. Social networking sites helped you much better in terms of asking your teachers regarding your school works. 2 Sometimes6. You can easily talk or approach your teachers. 2.5 Sometimes7. You can express yourself more with your teachers because of social networking sites. 2 Sometimes8. You are open with your teachers. 2 Sometimes9. You prioritize tasks given by your teachers. 3 Often10. You enjoy interacting with your teachers. 3 Often MEAN SCORE 2.45 Sometimes
Legend: 3.51 – 4.00 = Always
2.51 – 3.50 = Often
1.51 – 2.50 = Sometimes
0.51 – 1.50 = Seldom
0. 00 – 0.50 = Never
Table 3.3 shows the respondents’ interpersonal relationship with their teachers.
The mean score of Table 3.3 is 2.4 or sometimes. As a result of using social networking
sites, the respondents keep their focus on the lesson being discussed by their teachers
(3); prioritize academic-related activities (3); prioritize tasks given by their teachers (3);
enjoy interacting with their teachers (3); easily approach their teachers (2.5); interact
more with their teachers because of SNS (2); communicate easily with their teachers
with the use of SNS (2); have better communication with their teachers in terms of
school works with the help of SNS (2); express themselves more with their teachers
because of SNS (2); open with their teachers (2).
Table 3.4 Respondents’ Interpersonal Relationship with Others
QUESTIONS MEAN INTERPRETATION1. You ignore friend requests from people you don’t know. 2.25 Sometimes2. You block people that are suspicious. 2 Sometimes3. You are cautious to people that you meet in SNS. 2.75 Often4. You make your contact number and address visible only to your friends. 3 Often5. You delete comments or posts from other people that you don’t know but are added in your friend’s list. 2 Sometimes6. You only share limited information about yourself on your profile. 3 Often7. You make your profile visible only to your friends. 3 Often8. You visit profiles of people added in your list but you do not know. 2 Sometimes9. You post comments to people you don’t know but are added to your list. 2 Sometimes10. You send friend requests to people 1.75 Sometimes
you do not know. MEAN SCORE 2.38 Sometimes
Legend: 3.51 – 4.00 = Always
2.51 – 3.50 = Often
1.51 – 2.50 = Sometimes
0.51 – 1.50 = Seldom
0. 00 – 0.50 = Never
Table 3.4 shows the respondents’ interpersonal relationship with other people.
The mean score of Table 3.4 is 2.4 or sometimes. As a result of using social networking
sites, the respondents make their contact number and address visible only to their
friends (3); share limited information about themselves (3); make their profile visible only
to their friends (3);cautious to the people they meet in SNS (2.75); ignore friends
requests from the people they don’t know (2.25); block people that are suspicious (2);
delete comments or posts from other people that they don’t know but added in their
friend’s list(2); visit profiles of people added in their list but they don’t know (2);
comments to people they don’t but added in their list (2); send friends requests to
people they don’t know (1.75).
According to Vitak (2008), there are some reasons why an individual uses a
social networking site. The first reason is for them to meet strangers and become
friends with them.
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
A. Summary of Findings
The research was conducted for the purpose of finding out the influence of social
networking sites to the interpersonal relationship of students in Rogationist College. The
descriptive method of research was used and the descriptive survey technique was
used by the researchers in gathering data. The researchers made use of questionnaires
for the gathering of data. The sampling technique used was purposive sampling
technique. The researchers used 239 respondents for this research. This research was
conducted during the school year 2009-2010.
PROBLEM 1: What is the profile of the students in terms of (a) year level, (b) age,
(c) gender?
Out of 239 respondents, 75 or 31.38 percent are sophomores, 61 or 25.52
percent are freshmen, 60 or 25.10 percent are seniors, and 43 or 17.99 percent are
juniors. Out of 239 respondents, 70 or 21.29 percent are 13 years old, 54 or 22.59
percent are 14 years old, 49 or 20.50 percent are 15 years old, and 41 or 17.15 percent
are 16 years old, and 25 or 10.46 percent are 12 years old. Out of 239 respondents,
127 or 53.14 percent are females while 112 or 46.86 percent are males.
PROBLEM 2: What is the profile of the students in terms of preferred SNS,
frequency of SNS usage, purpose of using SNS and number of SNS friends?
Out of 239 respondents, 200 or 92.05 percent preferred Facebook, 10 or 4.18
percent preferred Friendster, 5 or 2.09 percent preferred other SNS, 3 or 1.26 percent
preferred Twitter, and 1 or 0.42 percent preferred Multiply. Out of 239 respondents, 80
or 33.47 percent use SNS for 1-2 hours, 76 or 31.80 percent use SNS for 3-4 hours, 35
or 14.64 percent use SNS for more than 6 hours, 27 or 11.30 percent use SNS for 5-6
hours, and 21 or 8.79 percent use SNS for less than an hour. Out of 239 respondents,
117 or 48.95 percent agreed that their puspose of using SNS is “Just for fun and
entertainment; 76 or 31.80 percent agreed on “Keeping in touch with friends”; 25 or
10.46 percent agreed on “Keeping in touch with family”; 2 or 0.84 percent agreed on “To
be ‘in’ because it's popular nowadays”; and 1 or 0.42 percent agreed on other purpose.
Out of 239 respondents, 45 or 18.83 percent has 100+ friends, 39 or 16.32 percent has
200+ friends, 38 or 15.90 percent has 300+ friends, 28 or 11.72 percent has 400+
friends, 21 or 8.79 percent has 500+ friends, 18 or 7.53 percent has less than 100
friends, 15 or 6.28 percent has 600+ friends, 14 or 5.86 percent has 1000+ friends, 8 or
3.35 percent has 800+ friends, 7 or 2.93 percent has 700+ friends, and 6 or 2.51
percent has 900+ friends.
PROBLEM 3: What is the interpersonal relationship of students toward their
Family, Friends, Teachers, and Others?
The mean score of Table 3.1 Respondent’s Interpersonal Relationship with their
family is 2.9 or often. All the statements were gathered under the mean of 2.50 to 3.49.
As a result of using social networking sites, the respondents want to interact more with
your family because of SNS(2.75), prioritize on having quality time with their family (3);
want to keep in touch with their family (3); have better communication with their family
(3); express themselves more with their family (3); balance their time with their family
(3); obey the rules of their parents (3); are ready to help when their family needs them
(3); enjoy having time with their family (3); want to interact more with their family (2.75);
and have better relationship with their family (2.5).
The mean score of the Table 3.2 Respondent’s Interpersonal Relationship with
their friends is 3.0 or often. All the statements were gathered under the mean of 2.55 to
3.55. As a result of using social networking sites, the respondents enjoy spending time
with their friends (3.25); interact more with their friends because of SNS (3); relate to
their friends since they also use SNS (3); have good terms with their friends (3); always
want to keep in touch with their friends (3); have better communication with their friends
because of SNS (3); prefer to spend more time hanging-out with their friends (3); are
open with their friends (3); and are ready to help when their friends need them (3).
The mean score of Table 3.3 Respondent’s Interpersonal Relationship with their
teachers is 2.4 or sometimes. The statements that were gathered under the mean of
2.55 to 3.54 are the ff.: the respondents keep their focus on the lesson being discussed
by their teachers (3); prioritize academic-related activities (3); prioritize tasks given by
their teachers (3); and enjoy interacting with their teachers (3). The statements that
were gathered under the mean of 1.55 to 2.54 are the ff: the respondents easily
approach their teachers (2.5); interact more with their teachers because of SNS (2);
communicate easily with their teachers with the use of SNS (2); have better
communication with their teachers in terms of school works with the help of SNS (2);
express themselves more with their teachers because of SNS (2); and open-up with
their teachers (2).
The mean score of Table 3.4 is 2.4 or sometimes. The statements that were
gathered under the mean of 2.55 to 3.54 are the ff: the respondents make their contact
number and address visible only to their friends (3); share limited information about
themselves (3); make their profile visible only to their friends (3); and cautious to the
people they meet in SNS (2.75). The statements that were gathered under the mean of
1.55 to 2.54 are the ff: the respondents ignore friends requests from the people they
don’t know (2.25); block people that are suspicious (2); delete comments or posts from
other people that they don’t know but added in their friend’s list(2); visit profiles of
people added in their list but they don’t know (2); comments to people they don’t but
added in their list (2); send friends requests to people they don’t know (1.75).
B. Conclusions
After analyzing the data gathered by the researchers, they arrived with the
following conclusions:
1.) Using social networking sites helped the respondents to develop a strong
interpersonal relationship with their family, friends, teachers, and with others.
2.) Most of the respondents are using Facebook just to have fun and entertainment
because of its available features for the users.
3.) The respondents are cautious with the strangers that they meet in SNS's because of
having a limited friends added to their account that they know.
4.) The respondents intend to open-up more with their friends in social networking sites
than with others.
5.) Most of the respondents use social networking sites for only 1-2 hours in a day.
C. Recommendations
Based on the conclusions that the researches made, they have formulated the
following recommendations:
1.) Parents, school administrators, teachers, and guidance counselors must encourage
the students to use SNS since it promotes good interpersonal relationships.
2.) Students must properly use social networking sites and not just for fun and
entertainment but for communication with their family, friends and teachers.
3.) Social networking site developers and companies must improve the security and
privacy that they are giving to its users to promote a safe environment especially for
children and teenagers.
4.) Students must also encourage their classmates to use SNS frequently since it
promotes good communication with their teachers regarding school works and related
activities.
5.) Students must also encourage their friends to use SNS since it promotes good
relationship making friendship ties grow stronger.
BIBLIOGRAPHY
2008. “Social networking the safe way”. Bato balani for science & technology, 28, 4-5.
Boyd, D. and N. Ellison. Social networking sites: definition, history, and scholarship”. http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html, September 1, 2009.
Boyd, D. and N. Ellison. Social networking sites: definition, history, and scholarship”. http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html, September 1, 2009.
Dwyer, C. “Digital relationship in the ‘myspace’ generation: results from a quantitative study”. http://[email protected], September 12, 2009.
Harris, K. 2008. “The internet and social relationships”. http://www.donah.org/ archieve3s.htm, September 12, 2009.
Harris, K. 2008. “Using social networking sites as student engagement tools”. http://donah.org/snstudents.htm, September 9, 2009.
Lenhart, A. “Social networking websites and teens”. http://www.peinternet.org?pDF?n?198?report_display.asp, September 12, 2009.
Nauert, R. “Social network may foster jealousy”. http://psychcentral.com/news/ 2009/08/07/social-network-may-foster-jealousy/7616.html, September 26, 2009.
Santos, M. 2009. “Everyone’s connected”. Crossroads, 5, 4-5.
CURRICILUM VITAE
Blk. 61 Lot 2 Ph. 2 CHRVDasmariñas, Cavite, Philippines
4114(046) 506-19-09
John Manuel Asilo I. Profile
Age: 16Birthdate: August 18, 1993Citizenship: FilipinoFather: Manuel C. AsiloMother: Eleonor C. Asilo
Gender: MaleBirthplace: Chinese General HospitalReligion: Roman CatholicOccupation: Civil EngineerOccupation: CPA
II. Accomplishments 1st Place – Diligence (3rd yr – St. Francis Xavier)2nd Place – Conduct (3rd Qtr. – St. Luke) 10th Place – Academics7th Place – Academics 4th Place – Academics3rd Place – Diligence(3rd Qtr. – St. Francis Xavier)1st Place – Diligence (1st Qtr. – St. Francis Xavier)3rd Place – Diligence (3rd Qtr. – St. Luke) 3rd Place – Diligence (1st Qtr. – St. Lorenzo Ruiz)
Rogationist College
Rogationist College
Rogationist College Rogationist College Rogationist CollegeRogationist College
Rogationist College
Rogationist College
Rogationist College
Year 2008
Year 2006
Year 2006-2007Year 2007-2008Year 2008-2009Year 2009
Year 2008
Year 2007
Year 2007
III. Activities Finalist-Talahasaan 2009 Student Teacher Participant – Apostle – look – a – Like Contest1st Place – Math Quiz BeeMember – Varsity Club
UP Angkan Rogationist CollegeRogationist College
St. Jude Academy Rogationist College
Year 2009Year 2009Year 2007
Year 2004Year 2006-2010
IV. Interests Playing ChessPlaying Computer GamesReading Books
V. Education Pre-School LevelQueen of Hearts Montessori Year 1997-1998Immaculate Conception Academy Year 1998-2000
Elementary LevelImmaculate Conception Academy Year 2000-2001
Mary Help of Christians Montessori Year 2001-2003St. Jude Academy of Dasmariñas Year 2003-2006
High School LevelRogationist College Year 2006-2010
VI. References Mrs. Nerissa Calimag Principal Rogationist CollegeMrs. Belinda Macalindong 1st yr. Adviser Rogationist CollegeMrs. Winiebel Mojica 2nd yr. Adviser Rogationist CollegeMrs. Renita Marasigan 3rd yr. Adviser Rogationist CollegeMr. Anthony Batuto 4th yr. Adviser Rogationist College Mr. Cesar M. Lago Guidance Counselor Rogationist College
Justine Angeli Manlapig
Ilayang Pulo, IbaSilang, Cavite, Philippines 4118
(046) [email protected]
I. Profile
Age: 16Birthdate: August 29, 1993Citizenship: FilipinoFather: Reynaldo B. ManlapigMother: Josephine P. Manlapig
Gender: FemaleBirthplace: Estrella HospitalReligion: Roman CatholicOccupation: BusinessmanOccupation: Housewife
II. Accomplishments 1st Place – Conduct (3rd Qtr.– St. Michael)2nd Place – Diligence(3rd Qtr. – St. Michael) 1st Place – Diligence (2nd Qtr. – St. Francis Xavier)
Rogationist College
Rogationist College
Rogationist College
Year 2007
Year 2007
Year 2008
III. Activities Member – Sports Club Vice President – Math Club
Rogationist College Rogationist College
Year 2006-2009Year 2009-2010
IV. Interests Playing BadmintonSurfing the NetWatching MoviesReading Books
V. Education Pre-School LevelFather Michael Donoher Memorial School Year 1997-1999
Elementary LevelFather Michael Donoher Memorial School Year 1999-2006
High School LevelRogationist College Year 2006-2010
VI. References Mrs. Nerissa Calimag Principal Rogationist CollegeMr. Allan Alovera 1st yr. Adviser Rogationist CollegeMrs. Winiebel Mojica 2nd yr. Adviser Rogationist CollegeMrs. Renita Marasigan 3rd yr. Adviser Rogationist CollegeMr. Anthony Batuto 4th yr. Adviser Rogationist College Mr. Cesar M. Lago Guidance Counselor Rogationist College
Jerremiah Josh R. Rementilla
I. Profile
176 Sampaloc 2, BucalDasmariñas, Cavite
(046) [email protected]
Age: 16Birthdate: October 29, 1993Citizenship: FilipinoFather: Gerry G. RementillaMother: Jesusa R. RementillaBlog: joshirobeats.wordpress.com
Gender: MaleBirthplace: DLSU Medical Center DasmariñasCivil Status: SingleOccupation: Self-EmployedOccupation: Self-Employed
II. Skills
Basic Knowledge in Analytic Geometry and Calculus Basic Skills in Computer Programming (C and Visual BASIC) Basic Skills in Food Trades Basic Skills in Graphic Arts Basic Skills in Video Editing Basic Skills in Photo Editing
III. Educational Background
LEVEL SCHOOL YEARElementary Silang Central School 2000-2006High School Rogationist College 2006-2010
IV. Clubs/Organizations/Affiliations
POSITION ORGANIZATION YEARBoard Member Student Council 2004-2005
Member Computer Club 2006-2007Junior Staffer FORUM 2007-2008Layout Head FORUM 2008-2009
Senior Staffer FORUM 2009-2010Admin/Founder Kimi ni Todoke Society 2009-Present
V. Honors/Awards Received
HONOR/AWARD ORGANIZATION YEAR1st Place – Blockbuster
CompetitionRogationist College 2007
1st Place – Blockbuster Competition
Rogationist College 2008
1st Place – Blockbuster Competition
Rogationist College 2009
1st Place Poster Making Contest
Rogationist College 2008
1st Place Poster Making Contest
Rogationist College 2009
1st Place in Conduct Rogationist College 2006
(1st Quarter)1st Place in Diligence
(2nd Quarter)Rogationist College 2007
3rd Place in Academics (1st Quarter)
Rogationist College 2007
1st Place in Academics (2nd Quarter)
Rogationist College 2007
1st Place in Academics (3rd Quarter)
Rogationist College 2007
1st Place in Academics (4th Quarter)
Rogationist College 2007
VI. Seminars/Workshop/Training
SEMINAR/WORKSHOP INSTITUTION/VENUE YEARCampus Journalism Seminar
WorkshopLa Sallette 2008
VII. Character Reference
NAME POSITION COMPANY NAMEMrs. Nerissa S.J. Calimag School Principal Rogationist College
Mr. Anthony F. Batuto Adviser/Science Teacher Rogationist CollegeMr. Cesar M. Lago Guidance Counselor Rogationist College
Mrs. Emelita R. Zamora FORUM – Club Moderator Rogationist College