Group 1 Final Full Manuscript - 20230904 - 195705

Online Shopping and Academic Performance of College Students i
“THE CORRELATION BETWEEN ONLINE SHOPPING AND ACADEMIC

PERFORMANCE OF COLLEGE STUDENTS: A QUANTITATIVE
ASSESSMENT”
A Research Presented to the
Faculty of the College of Management and Business Technology
Nueva Ecija University of Science and Technology
Off-Campus- San Leonardo
In Partial Fulfillment
of the Requirement for the Degree
Bachelor of Science in Business Administration
Major in Marketing Management
Alejandro, Cecilia D.
Antonino, Gabriel DA.
Biglang-Awa, Rosemarie DC.
Cuevo, Christian Rey O.
Diaz, Ericka Joyce N.
Maniquiz, Jillian Q.
Solis, Rhydell Jharen L.
Velasquez, Rosemarie P.
NOVEMBER 2022
Online Shopping and Academic Performance of College Students ii
CERTIFICATION OF ENGLISH EDITING
This is to certify that this manuscript entitled “The Correlation between Online
Shopping and Academic Performance of College Students: A Quantitative
Assessment” prepared by BSBA 3A Marketing Management was edited by the
undersigned. The said manuscript has been found to be acceptable according to the rules
of grammar and composition.
Angieleen Ignacio Tolentino, MA
Date: _____________
Online Shopping and Academic Performance of College Students iii
APPROVAL SHEET
This thesis entitled The Correlation between Online Shopping and Academic
Performance of College Students: A Quantitative Assessment, prepared and submitted
by BSBA 3A – MM in partial fulfilment of the requirements for the degree, Bachelor of
Science in Business Administration Major in Marketing Management, is hereby
approved and accepted.
__________________ BERNIE G. MAURO, MBA
Date Research Adviser
Approved in partial fulfilment of the requirements for the degree, Bachelor of
Science in Business Administration Major in Marketing Management.
Cris Norman P. Olipas, PhD
Chairman
Lyka Mae F. Ibarra, MBA,LPT Angieleen T. Ignacio, MA.LPT
Panel Member Panel Member
Accepted in partial fulfilment of the requirements for the degree, Bachelor of
Science in Business Administration Major in Marketing Management.
____________________ CHRIS EVERT T. INONCILLO, MPA
Date Campus Administrator

Online Shopping and Academic Performance of College Students iv
ACKNOWLEDGEMENT
The proponents would like to extend their sincere thanks to all the people who gave
their patience and assistance to support the completion of the beneficial study:
Bernie G. Mauro, MBA, their adviser, for his shared suggestions and ideas for the
excellence of the study.
Angieleen T. Ignacio, their English critic, for efficient editing and firm critiquing
of the content of the study for the validating grammar.
Dr. Fhrizz S. De Jesus, their research, for sharing endless support and knowledge
and instructions for developing and conducting a well-presented manuscript; and students
of NEUST.
Jarmel E. Carlos, statistician, for his support, advices, guidance, valuable
comments and suggestions that benefited his much in the completion and success of this
study.
Above all, to the God Almighty, for His countless love and the source of
knowledge and wisdom.
The Researchers
Online Shopping and Academic Performance of College Students v
DEDICATION
This study is wholeheartedly dedicated to the family of the proponents for
encouraging and supporting them in their endeavours to pursue and finish their studies for
their dreams of a better future.
The Researchers
Online Shopping and Academic Performance of College Students vi
ABSTRACT
Online shopping is becoming more and more popular with busy individuals, especially
young people and those who are knowledgeable about how to shop and make purchases
online. . It can boost your mood and give your brain a mental and emotional boost, whether
you are adding items to your shopping cart or just browsing. Stress and pressure related to
academic achievement have an impact on the body and mind. Because they provide time
to themselves and support their mental and physical health to be productive despite
pressure and stress, they want to enjoy their time as students by buying things online.
The primary objective of this research was to study the correlation between online
shopping and the academic performance of college students and what reasons drive them
to buy online. Researchers studied whether online shopping has significant correlation to
academic performance among the NEUST college students in the 4th District of Nueva
Ecija. The appropriate statistical treatment was applied to the collected data to total,
examine, and evaluate it. The design was quantitative research, using Percentage, Weighted
Mean, Frequency Distribution, and Pearson R to determine the Positive and Negative
effects of Online Shopping.
The results revealed that, in terms of the respondents’ profile, the majority of
respondents are female and young adults. The majority of the respondents utilize Shopee
as a platform and commonly purchased school supplies. The respondents frequently made
internet purchases on a daily basis and inch transaction, it consists of two products. In terms
of respondents' academic profile measurement, the majority of respondents' GWA in the
second semester of AY 2021-2022 is 2.00-3.00. When it comes to the positive effects,
respondents agreed that they typically perform well if they buy the things that they need
Online Shopping and Academic Performance of College Students vii
and when it comes to the negative effects, respondents agreed that even after making
multiple online purchases, their grades remain the same.
It is recommended to students should avoid being reliant on online purchasing
activities thinking that it may help them perform better at school. The students should also
monitor their spending pattern on online platforms and make their purchases be reasonable
since this study concluded that online shopping produces impact on the academic
performance of the students.
Keywords: Online Shopping, Academic Performance, College Students

Online Shopping and Academic Performance of College Students viii
Table of Contents
Title Page ............................................................................................................................ i
Certification of English Editing ....................................................................................... ii
Approval Sheet ................................................................................................................ iii
Acknowledgment ............................................................................................................. iv
Dedication ..........................................................................................................................v
Abstract............................................................................................................................. vi
Table of Contents .......................................................................................................... viii
List of Tables ................................................................................................................... xi
List of Figures ................................................................................................................. xii
Chapter 1 – THE PROBLEM AND ITS BACKGROUND
Introduction .........................................................................................................................1
Review of Related Literature ..............................................................................................3
Conceptual Framework .......................................................................................................9
Statement of the Problem ..................................................................................................12
Hypothesis .........................................................................................................................13
Scope and Delimitations ...................................................................................................14
Significance of the Study ..................................................................................................14
Definition of Terms ...........................................................................................................15

Online Shopping and Academic Performance of College Students ix
Chapter 2 – METHODS AND PROCEDURES
Research Design ................................................................................................................17
Research Locale ................................................................................................................18
Respondents of the Study ..................................................................................................19
Sample and Sampling Procedures .....................................................................................20
Research Instruments ........................................................................................................21
Data Gathering Procedures ...............................................................................................22
Data Analysis Techniques .................................................................................................24
Chapter 3 – PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
1. Profile of the Respondents ............................................................................................27
1.1 Sex ...................................................................................................................27
1.2 Age ..................................................................................................................28
1.3 Platform used in Online Shopping ..................................................................28
2. Online Shopping Profile ...............................................................................................29
2.1 Frequency of Purchase ....................................................................................29
2.2 Products ...........................................................................................................30
2.3 Volume of Purchase ........................................................................................31
3. Measurement of Academic Profile ...............................................................................32

Online Shopping and Academic Performance of College Students x
3.1 GWA ...............................................................................................................32
4. Positive and Negative Effects of Online Shopping .......................................................33
5. Relationship of Frequency Buying on Online Shopping to Academic Performance ...37
6. Relationship of Volume Buying on Online Shopping to Academic Performance .......39
7. Measurement of Reasons for Purchased Online ...........................................................41
Chapter 4 – SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
Summary of Findings ......................................................................................................42
Conclusions ......................................................................................................................45
Recommendations ...........................................................................................................46
REFERENCES .................................................................................................................48
APPENDICES ..................................................................................................................52
Appendix A ...........................................................................................................52
Appendix B ...........................................................................................................55
Appendix C ...........................................................................................................56
Appendix D ...........................................................................................................65
Appendix E ...........................................................................................................66
Appendix F ............................................................................................................67
Online Shopping and Academic Performance of College Students xi
LIST OF TABLES
Table 1- Distribution of the respondents ...........................................................................19
Table 2- Scale interpretation and description of data under the positive and negative
effects of online shopping .................................................................................................24
Table 3- Profile of the respondents in terms of sex ..........................................................27
Table 4- Profile of the respondents in terms of age ..........................................................28
Table 5- Profile of the respondents in terms of platform used in Online Shopping ..........28
Table 6- Profile of the respondents in terms of Frequency of products ............................29
Table 7- Profile of the respondents in terms of product ...................................................30
Table 8- Profile of the respondents in terms of Volume of Product ..................................31
Table 9- Profile of the respondents in terms of GWA ......................................................32
Table 10- Positive Effects .................................................................................................34
Table 11- Negative Effects ...............................................................................................35
Table 12- Pearson R Correlation for Purchasing Online Shopping and Academic ..........37
Table 13- Pearson R Correlation for Volume Online Shopping and Academic
Performance .......................................................................................................................39
Table 14- Reasons for Purchasing Online..........................................................................41

Online Shopping and Academic Performance of College Students xii
LIST OF FIGURES
Figure 1- Research Paradigm ............................................................................................11
Figure 2- Map of NEUST Southern Campuses in Nueva Ecija ........................................18

Online Shopping and Academic Performance of College Students 1
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
The internet is now recognized by the virtual market as a potential source of
corporate expansion. According to Todd et al., (1997), employing the virtual or platform
extends their market to all nations. In the earliest 2000s, internet and Online shopping could
be used to purchase products. One important source of information and pleasure is the
internet. Additionally, it might inspire customers who want to avoid time-consuming
activities. An emphasis is placed on the consumer who cannot go outdoors or visit a
physical store when a product is sold online. Online sales encourage people to sell their
goods even when unsure about the buyer's identity (Koivumaki, 2001).
Online purchasing was invented in 1979 by English businessman Michael Aldrich.
The residential TV connects into a telephone line. Online shopping is a popular trend in
this generation due to the numerous opportunities and changes. Development and
implementation are created. Both customers and sellers play a big part in internet buying.
The generation of today is one in which all opportunities are present. Online shopping
instills confidence in the consumer (Eunyu & Nis, 2014).
The Pandemic has altered the lives of many people, affecting them all. The
quarantine was approved to reduce the number of people affected by this sickness and to
prevent the spread or escalation of COVID-19 cases. As a result, online shopping has
become a popular method of purchasing.

Shopping had been associated with happiness and, in fact, the so-called "retail
therapy." As we progressed through this research, the proponents discussed the correlation
between the derived satisfaction from online shopping and students’ academic punctuality.
A student's academic performance is critical in determining the next level of their
education, which determines their career. Too much academic pressure might have long-
lasting and detrimental impacts during this time. The variety of clothing, shoes,
accessories, and other items is delightful to scroll through. They get the jitters when they
shop for less hassle. Online shopping can boost the mood and give the brain a mental and
emotional boost, whether adding items to the shopping cart or just browsing. Stress and
pressure related to academic achievement impact the body and mind. Because they provide
time to themselves and support their mental and physical health to be productive despite
pressure and stress, they want to enjoy their time as students by buying things online
(Niemi & Vainiomaki, 1999).
Online shopping is becoming increasingly popular with busy individuals, especially
young people and those who know how to shop and make purchases online. The
researchers assumed that students at NEUST's southern campuses attended college. In
order to determine whether this assumption is accurate, particularly with the NEUST
southern campuses, the researchers were motivated to carry out this study. This was done
specifically to find out if there is any significant correlation between online shopping and
the academic performance of college students.
Based on Andaya et al., (2021), “The Correlation between Online Shopping as
Motivating Factor and Academic Diligence among the Accountancy Students of Far
Eastern University-Manila”, analyses that although the respondents agreed that online
shopping relieves stress and makes them want to achieve higher grades, more than half of
the students still feel demotivated even after receiving their rewards and agreed that online
shopping does not influence their eagerness to learn. Overall, it is concluded that there is
no significant relationship between online shopping and the academic diligence of
accountancy students. This research's general objective was to evaluate and study the
correlation between online shopping to academic performance and what drives them to buy
online—analyzing concerns of the students and society. It has been conducted because this
task initiated the researchers that this is something to be studied about.
Academic Achievement of Students' Motivation and Online Shopping
Consumer motivations for online retail shopping were studied a few years ago
(Childers et al., 2001) characterizes them as "interest in using a new technology, simplicity
of navigation and use, and convenience of online shopping." The aforementioned research
examined customer motives, but because it concentrated on a small number of potential
online purchasing activity determinants, it represented just a small portion of what could
be learnt from consumer behaviour. Although this point is listed as a motivator in the
authors' research, the primary focus of the study was on potential trust concerns with
internet shopping. Comparing this particular consumer motivator to other consumer
motivators still needs to be done.
It is quite beneficial to have an online presence to distinguish the physical store.
Online commerce is superior to traditional retail. Online sales equate to financial benefits.
By offering online business to website visitors, it can accelerate the company's growth
(Brigita Go, 2012). It and tactics are employed to improve the online business. Exploring
internet business support tools (Anderson, 2012). Philippines' online sales generated
US$1,237 million in revenue for the country's e-commerce in that year. Expecting to appear
after 2022, one website may provide more cutting-edge goods to introduce to online
shoppers. Particularly among students, various technology, including smartphones,
desktop, computers, and laptops, is well known and widely used. Students most frequently
buy casual clothes and bags from small online retailers. Online shopping may appeal more
to students than a physical store. Students who need to manage their time to choose and
select the button can do so by saving time due to their busy schedules. More products are
being sent out and introduced (Macarayo, 2017). Because individuals prefer to buy things
online rather than at a physical store, internet shopping is increasing in the Philippines.
Especially on holidays like Christmas, New Year, or even on a regular day. While seasonal,
consumers prefer to shop online to reduce time spent traveling to actual stores
(Manglinong, 2018).
The southeast Asian nation of the Philippines is regarded as a leader in internet
retail. Online shopping centers are emerging and expanding across the nation. Lazada is
the most popular online retailer in the Philippines, and every Filipino is familiar with it.
This website involves students as well. The investors of this website include Tesco PLC,
Access Industries Investment ABKinnevik and Verlinvest. A group of investors
contributed $ 250 million to the venture. Technology has given rise to online purchasing
(Tesco, 2014).
Positive Effects of Online Shopping
According to Bramall et al. (2004), "the 24-hour passage afforded or approved by
most online purchasing platforms is motivation by consumers. As a result, consumers use

the internet channel since it gives them access to information, customer service, and
shopping opportunities around the clock." Online purchasing benefit consumers in general
and students in particular. Many programs, like Lazada, Shopee, Barter, and other online
shops, are available around-the-clock. Every consumer gets a great opportunity to shop
online whenever they want to. They can purchase items online when they have time to
choose and press the button. It is influenced by customer likers. Customers choose to wait
in a long line instead of purchasing in a physical store. Online merchants and sellers can
cut their prices in this manner to win over customers. Automatically created and
experienced faster and more convenient. Less time is spent on tasks. Physical stores require
customers to spend a lot of time there. The outcomes of online shopping are favorable
(Svonavec, 2017). Positive benefits are produced by balancing the working hours of the
jobs and the online business. Employees should balance their time and effort due to the
busy work environment to run the internet business fairly (Cheng, 1995). Students can
achieve this by gaining information, abilities, and experience in various jobs (Green, 2001).
Negative Effects of Online Shopping
This is a problem since some customers use the internet to perform their "window
shopping" before going to physical stores to try things on and make purchases (Dodes,
2006). There are some organizational consequences to this development. In the case of
Kohl's, one issue with the expanded product selection was that Kohl's needed to provide
more online in their physical retail locations. According to the study, more than 80% of
internet shoppers conduct online product research before occasionally visiting stores to
inspect the goods physically. It would be good for online businesses to clarify which
products are and are not accessible in stores, given that not all products are sold in stores.
When it comes to quality, online buying might be risky. Not physically inspecting
things is one of the drawbacks of internet shopping. Without consumer safety monitoring,
there will be ignorance (Lee & Turban, 2001). Online shopping may cause customers to
develop unfavorable opinions. Someone who wants to make an online purchase is
misbehaving (Doolin, 2005; Liu & Wei, 2003; Van der Heidjen et al., 2003). Some buyers
may browse for a product but are unwilling to purchase it. They each made their own
choice. Online commerce and advertising may not appeal to frequent internet users (Corbitt
et al., 2003; Jarvenpaa et al., 1999).
The low participation of products like confectionery and ice cream is thought to be
a drawback of internet shopping. They lack a loyal customer base to purchase their low-
involvement goods. Some customers aren't always interested in these goods (Pires et al.,
2004). Price is regarded as being negative. Consumer preferences influence pricing and
quality. Consumers cannot return goods if they decide not to use them after delivery
(Bhatnagar et al., 2000; Jarvenpaa & Todd, 1997; Tan, 1999; Vijayasarathy and Jones,
2000).
Frequency of Online Purchases
When researching the rising Internet usage, Rodgers and Sheldon (2002), stated
that "highlighted shopping as one of the primary drivers for growing consumer use." The
authors of this study examined the role that shopping plays in encouraging consumers to
utilize products more frequently. It should be pressed that there has been remarkable
growth in Internet access and usage, and this has created a significant market in marketing
and communications of organizations (Ko et al., 2005; Tamimi et al., 2005; Dadzie et al.,
2005). Organizations have been focusing more on creating the internet channel to increase
their share of the consumer's wallet as online purchasing has increased.
In comparison to last year's period, 37% of Filipino respondents said their online
shopping frequency had stayed the same during the last three months. Comparatively, 26%
of respondents said they made fewer purchases during this time (Rakuten, 2022). Three
hundred eight customers of the top four Indian e-retailers who had made at least one online
purchase in the previous six months participated in the web poll (Kalia, 2019). More than
7 out of 10 internet users from the 12 months before the poll (hereafter referred to as
"internet users") are thought to have made online purchases during that time. Overall, more
people are shopping online, with the youngest age group of 16 to 24 having the highest
percentage (80%), followed closely by the oldest age group of 25 to 54 (79%).
Volume of Online Purchases
The volume of UK Internet users who shop online (including booking tickets or
purchasing products and services) went from 36% in 2000 to 61% in 2005, indicating that
the number of online shoppers has greatly enlarged in the UK (Datamonitor, 2006). "Online
purchasing can refer to any providing of service quality, product quality, or e-Business
quality where the purpose is the customer-based value generation for organizations" (Hult
et al., 2007). Developing your own website and applications is the best strategy to persuade
customers. Technology and the current age offer the finest chance to use media for
advertising goods and services. It depends on how internet shopping websites are valued.
The enjoyment offered by online websites is quick and reveals consumer behavior.
Websites catering to customer needs and wants must consider internal and exterior
shopping values. The research was undertaken to examine the internal and external
components of the firm in detail (Vijay et al., 2017). A website is the best resource for
creating and marketing your stuff to buyers. Adding value to the products encourages
customers to make online purchases. Technology has a significant power to connect
consumers and increase their satisfaction with online buying. Online shoppers may be
attracted by the website's and the internet's popularity. It's crucial to see the products on
the next page to determine whether they're decent. The expansion and acceptance are
increasing (Aldin, Brehmer, and Johanson, 2014).
Conceptual Framework
The growth of Online Shopping in the world of technology is ascending rapidly has
found a strong impact on global business. The internet created a new environment of e-
commerce and has provided opportunities to connect driving through internet worldwide
(Alkailani & Kumar, 2011). The study was based on a similar study entitled ”The
Correlation between Online Shopping as a Motivating Factor and Academic Diligence
among Accountancy Students of Far Eastern University - Manila” written by Andaya et
al., (2021). This paper analyzes the level of Online Shopping as Motivating Factor to
distinguish the academic diligence among Accountancy Students of Far Eastern University
- Manila. This paper analyzes that although the respondents agreed that online shopping
relieves stress and makes them want to achieve higher grades, more than half of the students
still feel demotivated even after receiving their rewards and agreed that online shopping
does not influence their eagerness to learn. The researchers also found out that the results
indicate stagnant grades even after shopping online. Overall, it is concluded that there is
no significant relationship between online shopping and the academic diligence of
accountancy students.
In this study, the researchers used the input, process, and output. As shown in
figure.
The Input phase is about the profile of the respondents, students’ online shopping
behaviour, students’ academic performance and motivation of online purchases. To
produce outcome, these inputs was needed as variables.
The Process phase composes the use of a questionnaire and statistical treatment of
data to produce the desired outcome.
At last, for the Output phase, propose the correlation between online shopping and
academic performance of college students; A quantitative assessment.

INPUT
PROCESS
1. Profile of the respondents according to:
Frequency Distribution
1.1 Sex
1.2 Age; and Pearson R
1.3 Platform used in online
shopping? Percentage
2. Online Shopping Profile Questionnaire
2.1 Frequency of purchase; Weighted Mean

2.2 Product; and
2.3 Volume of purchase?
3. Academic Profile
3.1 GWA for the last 2nd Sem. of
A.Y 2021-2022 OUTPUT
4. Assess the Positive and Negative The correlation between online
effects of Online Shopping.
shopping and academic
5. Significant correlation between the
Frequency of Online purchases used as performance of college students:
motivation in Academic Performance?
A quantitative assessment.
6. Significant correlation between the
Volume of Online purchases used as
7. Reasons for Purchasing Online
Figure 1. Research Paradigm

Statement of the Problem
The aim of this study is to determine a significant correlation between online
shopping and the academic performance of college students; A quantitative assessment.
Particularly, it is intended to answer the following research questions:
1. How may the demographic profile of the respondents be described in terms of:
1.1 Sex;
1.2 Age; and
1.3 Platform used in Online Shopping?
2. How may the profile of the respondents be described in terms of online shopping:
2.1 Frequency of Purchase;
2.2 Product; and
2.3 Volume of Purchase?
3. How may the academic profile of the respondents be described in terms:
3.1 GWA for the last 2nd Sem. of A.Y 2021-2022?
4. What are the effects of Online Shopping in terms of:
4.1 Positive; and
4.2 Negative?
5. Is there a significant correlation between the Frequency of Online purchases used as

6. Is there a significant correlation between the Volume of Online purchases used as
7. What are the reasons why the respondents purchased online?
Hypothesis
Null Hypothesis
H01: There is no significant relationship between Online Shopping and the
academic performance of college students in the southern area of 4th district,
Nueva Ecija.
H02: There is no significant relationship between the Frequency ofOnline
purchases used as motivation in Academic Performance.
H03: There is no significant relationship between the Volume of Online
Alternative Hypothesis
Ha1: There is a significant relationship between Online Shopping and the
academic performance of college students in the southern area of 4th district,
Nueva Ecija.
Ha2: There is a significant relationship between the Frequency ofOnline
Ha3: There is a significant relationship between the Volume of Online
purchasesused as motivation in Academic Performance.

Scope and Delimitations
This quantitative study focuses on the influence of online shopping as a self-reward
to motivate one, which correlates with their academic performance. The population in this
study was the college students in southern 4th district, Nueva Ecija.
The study was not cover other problems that are not associated with online
shopping, motivation drivers, and academic performance. The respondents of this study
were limited to all-year-level of Southern Campuses Students who are currently enrolled
in the academic year 2022 to 2023. Along with this, the study was conducted during the
first semester of the said academic year of the researchers in San Leonardo, Nueva Ecija.
Significance of the Study
The researchers conducted this study to spread knowledge to all the students about
the ideas and information on how online shopping affects the academic performance of the
learners. It was beneficial to the following beneficiaries;
Students– The result of this study provided an insight about on how online shopping
affects their academic performance.
Teachers/Professors- It is possible that the professors or teachers have a thorough
understanding of the various factors that influence the behavior of their students.
Researchers- Since the researchers are students, they may also be aware of the potential
role that online shopping can play in encouraging academic performance.
Owners of online shops- This study can be used by online store owners to learn more
about the purchasing habits of students who shop online, particularly those who cater to
students as their primary target market. This might influence how they choose which
products to concentrate on in order to make money.
Future Researchers – It can serve as a basis for the next generations researchers when
they conducted their own research projects relating or not relating to the chosen topic.
Definition of Terms
The following significant terms were operationally defined:
Academic Performance. It refers to a technique for evaluating pupils’ performance in a
range of academic subjects. Teachers frequently gauge it by looking at students'
classroom behavior, such as precipitation, and their performance on standardized tests. It
is regarded as a component of academic assiduity and is assessed using the student's
overall weighted average from the preceding semester.
Consumers. It refers to students who purchase and utilize any goods or services through
the internet.
E-commerce. It refers to the term used to describe any internet companies. It is speaking
of the online payments and transactions for the purchase and sale of goods and services.
To complete the transaction, data must be transferred.
Effects. It refers to the positive and negative effects of online shopping to academic
performance.
GWA (general weighted average; often known as GPA). It refers to the measurement
of a student's overall academic status that is used for evaluation.

Internet. It refers to through the Internet, people can share information and communicate
from anywhere with an Internet connection.
Motivation. It refers to the reason underlying one's behavior or actions.
It indicates to the behavioral factors impacting intellectual standards in the research
analysis.
Online shopping. It refers to the act of making an online purchase of products or services.
It involves using the internet to find a retailer's website, making a purchase, and setting up
delivery.
Stress. It refers to being brought on by excessive mental or emotional pressure of students.
When you feel unable to handle the pressure, it becomes stress.
Students. It refers to the NEUST College students studying in Southern area of 4th district
in Nueva Ecija that currently enrolled in the academic year 2022 to 2023.
Chapter 2
RESEARCH METHODOLOGY
This chapter presented the research approach, method, and technique that was used
in this study the research method, research locale, instrument, development, administration
of the instrument, reliability, and validity, and statistical treatment of data that be utilized
in conducting the study.
Research Method
In order to see whether online shopping has a significant correlation to academic
performance among the NEUST college students in 4th District of Nueva Ecija,
quantitative descriptive research design was adopted.
In this research, descriptive research design was used because according to Cooper
and Schindler (2003), this type of research designs involves surveying people and getting
their responses for analysis. The design's adaptability justifies its capacity to gather the
required data from the selected participants. The relevant data was gathered through
questionnaires, which ensured that all information would be kept private. The researchers
were able to carefully describe and comprehend the correlation to the administered
questionnaires, which also helped them gather key information. The appropriate statistical
treatment was applied to the collected data to total, examine, and evaluate it.
Research Locale
The study was carried out in Nueva Ecija Southern district, the Philippines, where
there were identified respondents. Participants in this study were came from a variety of
southern district municipalities and the barangays in Southern District of Nueva Ecija.
One of the congressional districts in Nueva Ecija is District 4 (4th district of
Nueva Ecija), which was held by the House of Representatives’ Mr. Emerson D. Pascual.
The areas that have NEUST campuses include the San Antonio, Peñaranda, General
Tiñio Papaya, and San Leonardo in Nueva Ecija’s southern region.
Word Disk 2022, stated that 534,988 people live in District 4, which has a land
area of 1,351.76 square kilometers (521.92 square miles).
Figure 2. Map of NEUST Southern Campuses in Nueva Ecija
The southern campuses are one of the few branches of NEUST in the province of
Nueva Ecija, Philippines. The branches of NEUST in southern district consist of General
Tinio, Peñaranda, San Antonio, and San Leonardo.

Respondents of the Study
The researchers get the total list of the respondents by giving formal request letters
to each registrar’s office in different southern campuses of NEUST.
The distribution of the responders is shown in the table below, wherein the
population sample located.
Respondents Population Sample Population

San Leonardo campus 766 111
General Tiñio Papaya campus 646 93
Peñaranda campus 486 70
San Antonio Campus 377 55
Total 2275 329
Table 1 displays the respondents’ distribution by school campuses across in the
Philippines Southern District of Nueva Ecija. The expected total enrolment of college
students who was act as the 2275 people participated in this study. The application used
was Raosoft application with a 95% confidence level and 5% error rate which computed
as 329 students’ online shoppers over 2275 students be interviewed about their online
shopping motivation to their academic performance. The estimated number was derived
from the number college students enrolled in any courses offered only at NEUST colleges
through surveys. The people derived from Word Disk.

Sample and Sampling Procedure
The researchers collected data using a purposive sampling method. Purposive
sampling, sometimes referred as the term “judgmental sampling” refers to a type of non-
probability sampling in which when choosing people from the population to take part in
their research, researchers rely on their judgment surveys (Alchemer, 2021). The criteria
utilized for selecting the respondents must be a college students and using online platform
for shopping.
The application used was Raosoft application with a 95% confidence level and 5%
error rate.
Utilizing the generated sample of 329 NEUST college students produced sample
from the total population of 2275 students who completed their questionnaire was
calculated by multiplying the number of students enrolled every academic year by the
number of students available. For a number of courses and the NUEST college portals. By
employing this technique, the entire population can be chosen. As a component of the
study’s sample size.
Sampling Technique
The total sample size of the respondents of the study has a frequency of 329 of the
total population of 2275. This study uses the Raosoft application to determine the sample
size with a 95% confidence level and 5% error of margin.

Research Instrument
This study was conducted through an online survey form, with a database that
collects and stores data, it also provides statistical software analysis of the findings. Survey
research is the most fundamental tool for all quantitative outcome research methodologies
and studies.
Survey questionnaires are a set of questions to accomplish the objectives of the
study, participants encourage to complete them over the internet via a Google form. The
online survey questionnaire conducted in the Google form consisted of five parts.
Part I includes the demographic profile of respondents of the consumers. It was
constructed by the researchers in a check list form.
Part II includes the consumer's internet shopping profile the researchers in a check
list form created it.
Part III includes the academic profile of the consumers. It was constructed by the
researchers in a check list form.
Part IV consists of the questions of the effects of online shopping with the variables
such as positive and negative effects. It is formulated in the modified 4- point Likert scale
(4) Strongly Agree; (3) Agree; (2) Disagree; (1) Strongly Disagree. Participants were
instructed to rate the statement and answer the question. This part from the questionnaire
was adapted and modified from the work of Andaya et. al, (2021), “The Correlation
between Online Shopping as Motivating Factor and Academic Diligence among the
Accountancy Students of Far Eastern University-Manila”, Chapter V, Page 93.
Part V consists of open-ended question about the reason why respondents
purchased online. The respondents were asked to state their honest opinion regarding the
questions being asked.
The research instrument was validated; corrections and suggestion were
incorporated in the final draft; surveys were done with the other respondents to check the
reliability and validity of the instrument.
Data Gathering Procedures
After the approval of the research topic entitled “The Correlation between Online
Shopping and Academic Performance of College students; A quantitative assessment”, the
researchers begin to gather and merge related data and information from the internet. The
Data gathered were used as a basis for the research questionnaires, which were validated
by experts who provided opinions and suggestions to further improve the research
instrument. The researchers conducted a dry run to check the reliability and validity of the
formulated questionnaire. The reliability coefficient of the instrument was tested and
measured to check the internal consistency. The validity of the research instrument was
established by presenting the developed research instrument for the comments of the
experts who rate the instrument. The reliability coefficient of the instrument was tested and
measured with a score of 0.7938, which means that the instrument that has been utilized
has a very good internal consistency. The validity of the research instrument was
established by presenting the developed research instrument for the comments of the
experts who rated the instrument with 4.74 as its weighted mean having a verbal
interpretation of very good. After validation of the questionnaires, the researchers were
conduct a pilot test to ensure the accuracy, reliability, and effectiveness of the research
instruments.
Thereafter, upon getting favourable results of reliability, the researchers requested
approval from their respective research advisers to conduct the study since the survey
questionnaires are posted online with some social media platforms, and lastly, the
researchers are free to conduct a survey.
The researchers formulated questionnaires that may answer the factors and
concerns indicated in the statement of the problem. The survey form is divided into five
(5) parts namely the profile of the respondents, profile purchase, academic profile, positive
and negative effects and reasons of purchase. Enumerated and explained in the consent part
is the voluntary participation indicating that the involvement in the study is completely
under the respondent’s discretion and right to withdraw from the study explaining that
respondents have the right to withdraw from the study. For the survey questionnaire part,
a notice was written addressed to the respondent containing an awareness that all
information was kept with utmost confidentiality. Also, the questionnaire proper is divided
into five parts namely the profile of the respondents, the survey questions, and the profile
of the respondents establishes the credibility of the respondents to ensure that all data
gathered are suitable and relevant. The survey questions answered the following objectives
indicated in the statement of the problem. Furthermore, the researchers formulated
multiple-choice questions that determined the online shopping behaviour of the

respondents and the measurement of academic performance. A Likert scale was also used
in identifying the positive and negative effects of online shopping. An open-ended was to
identify the reason of purchase. Then, the researchers was proceed with the data gathering
properly by sending the survey questionnaires to our respondents. The data analysed by the
researchers to determine the analysis of data using different statistical methods, results and
conclusions, and recommendations.
Data Analysis Techniques
The information gathered from the locale was encoded, totaled, and examined. The
data collected were analyzed using statistical techniques such as percentage, frequency
distribution, weighted mean, Pearson R, and Thematic Analysis using Collaizi’s 7 Steps
Method. Results were interpreted using the scale.
SCALE MEAN RANGE INTERPRETATION DESCRIPTION

4 3.00 – 3. 75 Strongly Agree Highly in Favor
3 2.25 – 3.00 Agree In Favor
2 1.50 – 2.25 Disagree Not in Favor
1 0.75 – 1.50 Strongly Disagree Highly not in
Favor
Table 2 present the scales applied by the researchers in the interpretation and
description of data under the positive and negative effects of online shopping buying
behavior of the respondents to assess the level of impact. To determine the favorable using
a 4-point Likert scale. The purpose of the researchers is to identify the perspective of the
respondents which among the online shopping beliefs are being in highly in favor, in favor,
not in favor, and highly not in favor.

Aside from the said scale, the researchers used the following statistical tools to
classify, tabulate, and analyze the data following the v of the research study.
1. In describing the profile of the respondents, the researchers used frequency and
percentage.
2. In describing the profile of online shopping, the researchers used frequency and
percentage.
3. In measuring the academic profile of the respondents. The researchers used frequency
and percentage.
4. To assess and analyze the positive and negative effects of online shopping, the
researchers employed weighted mean and ranking.
5. In describing if there is a significant correlation between the frequency of online
purchases used as motivation in academic performance, the researchers used Pearson R
Correlation.
6. In describing if there is a significant correlation between the volume of online purchases
used as motivation in academic performance, the researchers used Pearson R Correlation.
7. In describing and analyzing the reason of the respondents to purchase online, the
thematic analysis was applied and treated with frequency, percentage, and ranking.
Treatment of Data
The statistical treatment used are; Frequency distribution table, Percentage, and Person’s
R Correlation.
Percentage:
&= F/N x 100
Where:
&= Percentage
F= Total number of response
N= Total number of respondents
100= Constant
Person R Correlation
n(∑XY)– (∑X)(∑Y)
𝑟=
√(𝑛(∑𝑥 2 ) − (∑𝑥)2 )(𝑛(∑𝑦 2 ) − (∑𝑌)²
Where:
n= sample size
∑X= summation of x
∑Y= summation of y
∑XY= summation of XY
∑X²= summation of square of x
∑Y²= summation of square of y
(∑X)²= square summation of x
(∑Y)²= square of summation of y

Chapter 3
PRESENTATION, INTERPERETION, AND ANALYSIS DATA
This chapter presents analyses and interprets all the data gathered through the textual and
tabular form.
1. Profile of the respondents in terms of:
1.1 Sex
Table 3 presents the results of the profile of the respondents in terms of sex.
Table 3. Profile of the respondents in terms of Sex
Sex Frequency Percentage (%)

MALE 121 37
FEMALE 208 63
TOTAL 329 100
Table 3 indicates the percentage of responses based on their sex. According to the
findings above, 63% of respondents were female and 37% were male. Most female
respondents were more interested in purchasing online because they are self-conscious
about their appearance and avoid Self Reward. Women are far more savvy buyers than
males since they have greater needs. They must provide for many of their own needs.
According to Ha and Stoel (2004), women searched the Internet for information
about clothing products more frequently than men, hinting that women may be more likely
to become true online consumers in the future.

1.2 Age
Table 4 presents the results of the profile of the respondents in terms of sex.
Table 4. Profile of the respondents in terms of Age
Age Frequency Percentage (%)

18-21 years old 256 78
22-24 years old 55 17
25 years old and above 18 5
Total 329 100
Table 4 displays the percentage of responses based on their age. According to the
data, the bulk of respondents (78% were between the ages of 18 and 21) and 5% were
between the ages of 25 and above. The majority of responders are teenagers or adolescents
who are accustomed to buying online, which implies they are readily enticed to purchase
the things advertised online.
According to the World Global Index (2021), more than 60% of millennials and
Generation Z prefer to shop online rather than in-store.
1.3 Platform used in Online Shopping
Table 5 presents the results of the profile of the respondents in terms of platform.
Table 5. Profile of the respondents in terms of Online Platform
Online Platform Frequency Percentage (%)

Lazada 152 23
Shopee 281 42
Amazon 5 1
Continuation of Table 5.
Facebook Pages 90 13
Facebook Marketplace 39 6
Instagram 62 9
Zalora 3 0
Others 40 6
Total 672 100
Table 5 displays the percentage of respondents who used an online platform.
According to the statistics, Shopee accounts for 42% or 281 of the online platforms utilized
by respondents, while Zalora accounts for 0% or 3. The Shopee app or website, according
to the respondents, allows them to shop for and buy anything they need or want online.
Respondents said it's really convenient, especially because they can't go to malls or
shopping centers right now.
According to The Map of E-Commerce in Malaysia (2019), an iPrice website post
about Malaysian online shopping. Shopee has the greatest traffic and the highest ranking
on the web platform.
2. Online Shopping Profile
2.1 Frequency of Purchase
Table 6 presents the results of the online shopping profile of the respondents.
Table 6. Profile of the respondents in terms of frequency of purchase.
Frequency of Purchase Frequency Percentage (%)

Daily 23 7
Once a week 74 22
Once a month 138 42
Twice a month 78 24
Others 16 5
Total 329 100
Table 6 illustrates the percentage of respondents based on their Frequency of
Purchase Online Shopping Profile. According to the findings, 42% or 138 of the majority
of respondents frequently purchased Once a month, while 5% or 16 purchased the least.
The need for convenience among respondents is growing. According to the respondents,
more than 75% of them make an online purchase at least once a month.
According to Kristensen (2022), it is vital to remember that the vast majority of
consumers who buy online do so relatively frequently, with 75% doing so at least once
each month.
2.2 Products
Table 7 presents the results of the profile of the respondents in terms of products.
Table 7 Profile of the respondents in terms of Products
Product Frequency Percentage (%)

School Supplies 209 27
Health and Beauty Products 136 18
Gadgets 83 11
Garments 48 6
Furniture 5 1
Home Accessories 115 15
Home Appliances 49 6
Foods 83 11
Vouchers 15 2
Others 21 3
Total 764 100
Table 7 displays the percentage of responders by product. According to the
statistics, 27% or 209 of the things purchased by respondents are School Supplies, whereas
1% or 5 are Furniture. Respondents offers the opportunity to buy school goods in bulk and
resell them at a reasonable price, saving money for both the school and the pupils.
Tighe (2021) found that parents with in-person learning children were more
inclined to purchase in-store, whereas guardians with online learning children were more
likely to purchase online.
2.3 Volume of Purchase
Table 8 presents the results of the profile of the respondents in terms of pieces.
Table 8. Profile of the respondents in terms of Volume of Purchase
Volume of Purchase Frequency Percentage (%)

(per transaction)
1 Piece 145 44
2 Pieces 90 27
3 Pieces 59 18
4 Pieces 15 5
5 or more Pieces 20 6
Total 329 100
Table 8 displays the percentage of respondents by item. According to the findings,
44% or 145 of the bulk of the things purchased by respondents are 1 piece, while 5% or 15
have the fewest, which are 4 pieces. More customers saved time and money by not driving
from store to store looking for the perfect item. Respondents inspect the actual goods to
check if they match the image they saw on the internet.
According to Haver (2008), today's millennials purchase online whenever possible,
restricting their options to one or two items before coming to the store to feel, taste, bounce,
and inspect the genuine product to see if it appears the same as it does online.
3. Measurement of Academic Profile
3.1 GWA
Table 9 presents the results of the profile of the respondents in terms of GWA.
Table 9. Profile of the respondents in terms of GWA
GWA Frequency Percentage (%)

4.01-5.00 6 2
3.01-4.00 27 8
2.01-3.00 212 64
1.00-2.00 84 25
Total 329 100
Table 9 indicates the percentage of responders who have GWA. According to the
findings, 64% or 212 of the majority of respondents have a GWA of 2.01 - 3.00, while 2%
or 6 have a GWA of 4.01-5.00. The impact of internet shopping on academic students is
that they do not have to travel outside to obtain what they require, which does not effect
their financial savings or academic performance. According to the respondents, rewarding
themselves is a fantastic motivator to keep going and feel proud of their accomplishments.
According to Yang (2022), permits students to evaluate if internet purchasing has
a substantial impact on their academic achievement as well as what motivates them as
students. Students are motivated to improve their academic performance by preserving
their grades while making internet purchases.
4. Assessment of Positive and Negative Effects of Online Shopping
4.1 Positive Effects of Online Shopping
Table 10 shows the findings of an evaluation of the beneficial benefits of online
purchasing.
Table 10 shows the favorable benefits of online purchasing, with a weighted mean
of 2.87 read as "Agree" with the description of "In Favor." Online purchases assist
respondents attain their academic goals and had the greatest weighted mean of 3.12 with
the interpretation of "Strongly Agree." On the other hand, online purchasing motivates
respondents to acquire higher marks and obtain the lowest mean, 2.60, which is understood
as "Agree." The majority of respondents make internet purchases that assist pupils attain
academic goals. According to the respondents, their grades and online purchases can
motivate them to meet their academic goals, while online purchases had no effect on their
motivation to meet their goals. Their online purchase has no effect on their grades.
Table 10. Assessment of Positive Effects of Online Shopping
Positive Weighted Verbal Rank Description

Effects Mean Interpretation
I feel that online shopping 3.11 Strongly Agree 2 Highly In
compensates all the hard works. Favor
I usually perform well if there is 3.00 Strongly Agree 3 Highly In
something that I want to buy Favor
afterwards.
Online shopping makes me want to 2.60 Agree 12 In Favor
achieve higher grades.
My GWA is positively 2.94 Agree 6 In Favor
affected when I am
motivated due toOnline
Shopping.
Online shopping represents a way to 2.97 Agree 4 In Favor
appreciate my efforts.
Online shopping stimulates my 2.66 Agree 11.5 In Favor
academic diligence.
Online shopping relieves my stress. 2.81 Agree 9 In Favor
I perform well in class so that I 2.90 Agree 7 In Favor
can reward myself throughonline
shopping later.
Buying online for myself makes 2.71 Agree 10 In Favor
me feel satisfied about my
academic achievements.
My online purchases help me achieve 3.12 Strongly Agree 1 Highly In
my academic goals. Favor
When I feel discouraged, online 2.82 Agree 8 In Favor
shopping motivates me.
Online Shopping can drive 2.96 Agree 5 In Favor
motivation.
Making online purchases saves time 2.66 Agree 11.5 In Favor
which canbe spent for academic
requirements.
Average Weighted Mean 2.87 Agree In Favor
When it comes to dealing with academics, Galla & Lewis et al., (2014) believe that
constant effort and work have a long way to go. Academic diligence is a targeted stage that
eventually serves a specific purpose. While students attempt to do well in class, certain
circumstances may compel them to behave inappropriately. Thus, self-rewarding is one of
the primary places where motivation appeared. Motivation can play a role in a person's
motivation to learn on a constant basis. It should be highlighted that motivation gives a
clear path for action plans and effective solutions. A study, however, demonstrates that
motivation isn't the main driver of higher marks, supporting Sikhawari's contention that
female students are more motivated than male students. It just implies the possibility of
gender.
4.2 Negative Effects of Online Shopping
Table 11 presents the results of the assessment of the positive effects of online
shopping.
Table 11. Assessment of Negative Effects of Online Shopping
Negative Effects Weighted Verbal Rank Description

Mean Interpretation
1. I still buy online even 2.73 Agree 6 In Favor

without accomplishing any
achievements.
2. Even after I reward 2.53 Agree 9 In Favor

myself, I still feel
demotivated.
3. Online shopping urges 2.87 Agree 4 In Favor
unnecessary expenses.
4. I waste time at night 2.48 Agree 10 In Favor

waiting for
promotions/coupons
instead of studying.
5. Students say online 2.67 Agree 7 In Favor
shopping is a form of
motivation as an excuse to
justify impulsive buying.
6. Students may spend so 2.79 Agree 5 In Favor

much time in browsing on
online shopping
applications
7. Online Shopping may 3.06 Strongly 1 Highly In
be addictive. Agree Favor
8. I easily get swindled by 2.57 Agree 8 In Favor

promotion.
9. My online purchases do 2.98 Agree 3 In Favor
not affect my learning
enthusiasm.
10. Even after several 3.02 Strongly 2 Highly In
purchases online, my Agree Favor
grades are still the same.
Table 11 shows the findings of the negative consequences of online shopping,
which received a weighted mean of 2.77 and was interpreted as "Agree" with the
description of "In Favor." Online purchasing has the highest weighted mean of 3.06 with
the interpretation of "Strongly Agree." On the other hand, wasting time at night waiting for
promotion/coupons instead of studying earn the lowest mean which is 2.48 translated as
"Agree". According to the students, they only make one online purchase each month and
it is for a single item. Instead of being addicted to online shopping, students spend their
time studying. They only make one online buy per month rather than waiting for a
promotion.
According to company General Technology (2018), addicted recent studies have
revealed that internet purchasing, like conventional shopping, may become addictive. Not
everyone becomes addicted to online shopping, but a sizable proportion of people do.
Addicts frequently find it impossible to stop purchasing products online, to the point where
they were quickly begin acquiring items they do not need, and it is only a matter of time
before they incur significant debt.
5. Relationship of Frequency Buying on Online Shopping to Academic Performance
Table 12 displays the independent (purchase frequency) and dependent (academic
performance) variables. The researchers acquire a R value of -0.00456 using Pearson R
correlation, indicating that there is no significant correlation between the dependent and
independent variables. According to the table, the frequency of online buying appears to
be decreasing while the number of motivated students is increasing. This suggests that the
frequency of online shopping as a source of motivation is inversely related to academic
performance. Students who buy online perform better academically than those who shop
more frequently; thus, the frequency of students' online purchasing does not predict
academic achievement. This suggests that students are addicted, and they are waiting for
offers in online purchases is negatively related to academic achievement. Because the
researchers found a R-value near to zero, they reject the null hypothesis that there is no
meaningful association between the frequency of online purchases and academic
performance, as demonstrated by the figures.

Table 12. Pearson R Correlation for Frequency of Purchasing Online Shopping and
Academic Performance
X
Y Academic
Sample Frequency
Performance
Size of online
(GWA)
purchases
=∑ (X) = 997
1 - 30 143 72
31 - 60 120 117 =∑ (Y) = 1,564
61 - 90 120 120 =∑ (X2) = 3329
91 - 120 97 120 =∑ (Y2) = 7,870
121 -150 90 142 =∑ (XY) = 4,402
151 -180 90 150 =(∑X)2 = 994,009
181 - 210 90 150 =(∑Y)2 = 2,446,096
211 - 240 85 150 r = -0.00456
241 - 270 60 175
271 - 300 60 180
301 - 329 42 188
TOTAL 997 1,564
The researchers examine the students' general purchasing behavior and it can be
observed that the odds ratio lowers as the number of purchases increases, which contradicts
the assumption of the buying for which online shopping is seen as a motivating factor by
others. A behavioral pattern implies a connection between the frequency of internet
purchases and academic performance.

6. Relationship of Volume Buying on Online Shopping to Academic Performance
Table 13 depicts the independent (purchase volume) and dependent (academic
performance) factors. The researchers acquire a R value of -0.5555 using Pearson R
correlation, indicating a moderate correlation between the dependent and independent
variables. According to the table, some amount of online buying appears to be
decreasing, and students' academic performance appears to be decreasing. This suggests
that the volume of internet shopping as a motivator is only moderately related to
academic success. Students' academic achievement is associated with a significant degree
of online purchasing; thus, the volume of students' online shopping indicates academic
performance. Because the researchers achieved a R value close to zero, they reject the
null hypothesis that there is a substantial association between the frequency of online
transactions and academic performance. The pupils' academic performance is moderately
affected by their online purchase of one piece in one month. They would rather study
than shop online.

Table 13. Pearson R Correlation for Volume Online Shopping and Academic
Performance
Y Academic
Sample X Volume
Performance
Size of Product
(GWA)
1-30 140 111 =∑ (X) = 1,572
31-60 120 78 =∑ (Y) = 1,564
61-90 120 75 =∑ (X2) = 7,688
91-120 100 75 =∑ (Y2) = 7,870
121-150 90 75 =∑ (XY) = 7,338
151-180 90 75 =(∑X)2 = 2,475,900
181-210 90 75 =(∑Y)2 = 2,446,096
211-240 90 75 r = -0.5555
241-270 70 50
271-300 60 45
301-329 49 43.5
TOTAL 1,572 1,564
The ability of the family to provide, purchase intention, and personal and family
gain all influence the amount of purchases made by student-consumers, according to
Chiu et al (2014). According to the study's findings, while there is a strong association for
the class of necessary spenders, this is inadequate to suggest that the hypothesis should be
rejected because it does not apply to the entire spender classes.

Table 14. Reasons for Purchasing Online
Reasons Frequency Percentage (%)

Self-Reward 262 80
Need Based/Necessity in 39 12
School
Save Time/ Fast Transaction 12 4
Price 10 3
Impulsive Buying 5 1
Free Shipping 1 0
Total 329 100
Table 14 shows the findings of the reasons for purchasing online, with Self-Reward
representing for 80% or 262 of the respondents and Free Shipping accounting for 0% or 1.
Students buy online to motivate and de-stress themselves after completing schoolwork.
Students seek to make the most of their time as students by purchasing items online.
External awards, according to Jovanovic (2014), are no longer available. In terms
of student motivation, this is the dominating criteria. This study focuses on the impact of
internet shopping as a self-reward for motivating oneself, and how it corresponds with
academic success, self-efficacy, and academic rigor.

Chapter 4
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of findings as to the result of analysis and
interpretation, and conclusions and recommendations were presented based on the gathered
data.
Summary of Findings
1. The Profile of the Respondents in terms of Sex, Age, and Platform used in Online
Shopping.
In terms of Sex, two hundred eight (208) or 63% of the respondents were female
and one hundred twenty-one (121) or 37% were male. In terms of Age, two hundred fifty-
six (256) or 78% of the respondents were 18-21 years old and eighteen (18) or 5% of the
respondents were 25 years old and above. In terms of Platform used in Online Shopping,
two hundred eighty-one (281) or 42% of the respondents have the most online platform
used is Shopee, and Three (3) or 0% of the respondents have the least online platform used
is Zalora.
2. The Profile Online Shopping in terms of Frequency of Purchase, Products and
Volume of Purchase.
In terms of Frequency of Purchase, one hundred thirty-eight (138) or 42% of the
respondents purchased products once a month and sixteen (16) or 5% of the respondents
have other often when they purchased products. In terms of Products, two hundred nine
(209) or 27% of the respondents usually buy School Supplies and five (5) or 1% of the
respondents usually buy Furniture. In terms of Volume of Purchase, one hundred forty-
five (145) or 44% of the respondents purchased one product in every transaction and fifteen
(15) or 5% of the respondents purchased four products in every transaction.
3. Academic Profile
In terms of GWA, two hundred twelve (212) or 64% of the respondents have an
average of 2.01 – 3.00 and six (6) or 2% of the respondents have an average of 4.01-5.00.
4. Positive and Negative Effects of Online Shopping.
Positive effects
In terms of Positive effects, the results of positive effects of online shopping and
got a weighted mean of 2.87 interpreted as "Agree" with the description of “In Favor".
Online purchases help to achieve academic goals of the respondents and have the highest
weighted mean of 3.12 with the interpretation of "Strongly Agree". On the other hand,
Online shopping makes the respondents want to achieve higher grades and get the lowest
mean which is 2.60 interpreted as "Agree".
Negative effects
In terms of Negative effects, the results of negative effects of online shopping and
got a weighted mean of 2.77 interpreted as "Agree" with the description of “In Favor".
Online shopping may be addictive and have the highest weighted mean of 3.06 with the
interpretation of "Strongly Agree". On the other hand, wasting time at night waiting for
promotion/coupons instead of studying get the lowest mean which is 2.48 interpreted as
"Agree"
5. Significant Correlation between the Frequency of Online purchases used as
motivation in Academic Performance.
In terms of using Pearson r correlation, the Significant Correlation between the
Frequency of Online Purchases used as motivation in Academic Performance obtained an
R value of -0.00456 which means that there is no significant correlation between the
dependent and independent variables. Based on the table, the frequency of online shopping
seems to decrease and motivated students increases. This indicates that the frequency of
online shopping as motivation is negatively associated with academic performance.
Students who purchase online tend to have a better academic performance to achieve
academic goals than those who shop more frequently, hence the frequency of students’
online shopping does not correlate with academic performance.
6. Significant Correlation between the Volume of Online purchases used as
motivation in Academic Performance.
In terms of using Pearson r correlation, the Significant Correlation between the
Volume of Online Purchases used as motivation in Academic Performance obtained an R
value of -0.5555 which means that there is a moderate correlation between the dependent
and independent variables. Based on the table, some volume of online shopping seems to
decrease and students’ academic performance seems to decrease. This indicates that the
volume of online shopping as motivation is moderately associated with academic
performance. Students most likely want to spend their time achieving academic goals rather
than spending their time browsing on online shopping which may lead to addiction.
Students’ academic performance has a significant level of volume of online shopping,
hence the volume of students’ online shopping indicates academic performance.

In terms of using frequency distribution, 80% or 262 of the respondents Reason of
Purchasing Online is self-reward while 0% or 1 has the least percentage is free shipping.
It indicates the result of reasons for purchased online, Students buy online to reward them
self to motivate and to lessen their stress after achieving their academic goals.
Conclusions
Based on the findings, the researchers were able draw the following conclusion:
1. The majority of the respondents were female college students 18-21 years old. Most of
the platform that used to purchase online is Shopee.
2. Most of the products that respondents purchased is school supplies. Most often the
respondents purchased online is once a month. Most of the pieces of items that the
respondents purchased per transaction is one product
3. Most of the respondents General Weighted Average (GWA) were 2.01 – 3.00.
4. The majority of the positive effects of online shopping were to achieve academic goals.
The majority of the negative effects of online shopping were it can lead to addiction.
5. Frequency of online purchase has no significant correlations to academic performance
of the students.
6. Volume of online purchase has a moderate significant correlations to academic
performance of the students.
7. The majority of the reason of purchased online were self-reward.

Recommendations
Based on the findings, the researchers were able to present the following recommendations:
1. The retail business should be aware that the majority of teenagers prefer to shop online,
and they would benefit from ceasing advertising on teen-friendly platforms such as
Facebook, Snapchat, YouTube, and Instagram. This is especially true now that more
teenagers have smartphone access.
2. It is recommended that online shopping platforms continue to pursue their well-delivery
procedure in order to maintain consumer trust, since keeping people satisfied leads to
achieving client loyalty. Sellers should be reasonable in their delivery charges for products
that customers always buy because shipping costs might sometimes deter shoppers from
purchasing. Even if the products are cheaper, they may be more expensive than those
offered in a physical store due to the high cost of transporting a purchased product. Giving
the customer frequent purchases helped a company catch and attract more existing and
future customers who patronized your firm, maximizing sales. Online shopping is
encouraged to persuade clients to acquire as many things as possible.
3. Online purchasing should continue to serve the objective of motivating students'
academic performance.
4.It is advised that students avoid becoming overly dependent on internet shopping
activities in the hope that it will help them perform better in school. Students should also
watch their spending habits on online platforms and make acceptable purchases, as this
study indicated that internet buying had an impact on students' academic performance.
Although internet purchases can be motivating when used as a reward for each piece of
schoolwork completed, material enjoyment may diminish once the acquired products are
gone. Students should consequently focus a greater emphasis on the internal variables that
encourage them to attain academic success, such as their study habits, learning styles,
dedication to their studies and goals, and consistency.
5. Online shopping is advocated as a more convenient way for students to receive their
desired things or services with no effort.
6.Future researchers conducting a similar study should look for a relationship between
academic vigilance and a different motivating element, such as students' drive to perform
harder in school in order to gain financial aid Scholarships, for example, can help to reduce
their financial problems. Indeed, by understanding the student's financial status and
family's ability to support, the Researchers can collect not only useful information on the
elements impacting academic achievement, but also pertinent data on their internet buying
habits. The student's financial position will almost likely influence the "Type" of products
purchased, the "Frequency" of online purchases, and the "Amount Spent" on online
shopping platforms.
7. Online buying does not encourage students or boost their academic performance;
instead, each student should be accountable for their online purchases and ensure that they
will benefit from them; they should avoid making impulsive purchases.
8. Parents encourage their children in purchasing and spending money online, despite the
fact that internet shopping can be addictive to the students.

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Appendix A: Inquiry Letter

Appendix B: Documentation
Image 2.1 Reliability Test (Professors of NEUST General Tiñio Cabanatuan City)
Appendix C: Raw Data
Table 1
Distribution of the respondents.
Respondents Population
Southern NEUST College Students 329
Table 2
Scale interpretation and description of data under the positive and negative effects of
online shopping buying behaviour of the respondents to assess the level of impact.
Scale Mean Range Interpretation Description

4 3.00 – 3.75 Strongly Agree Highly in favor
3 2.25 – 3.00 Agree In favor
2 1.50 – 2.25 Disagree Not in favor
1 0.75 – 1.50 Strongly Disagree Highly not in favor
Table 3
Profile of the respondents in terms of their Sex.
Sex Frequency Percentage (%)

Female 208 63%
Male 121 37%
Total 329 100%
Table 4
Profile of the respondents in terms of their Age.
Age Frequency Percentage (%)

18-21 256 78%
22-24 55 17%
25 and older 18 5%
Total 329 100%
Table 5
Profile of the respondents in terms of Platform used in Online Shopping
Online Platform Frequency Percentage (%)

Lazada 152 23
Shopee 281 42
Amazon 5 1
Facebook Pages 90 13
Facebook Marketplace 39 6
Instagram 62 9
Zalora 3 0
Others 40 6
Total 672 100
Table 6
Profile of the respondents in terms of Frequency of Purchase
Often Frequency Percentage (%)

Daily 23 7
Once a week 74 22
Once a month 138 42
Twice a month 78 24
Others 16 5
Total 329 100
Table 7
Profile of the respondents in terms of Products.
Product Frequency Percentage (%)

School Supplies 209 27
Health and Beauty Products 136 18
Gadgets 83 11
Garments 48 6
Furniture 5 1
Home Accessories 115 15
Home Appliances 49 6
Foods 83 11
Vouchers 15 2
Others 21 3
Total 764 100
Table 8
Profile of the respondents in terms of Volume of Purchase.
Volume Frequency Percentage (%)

1 Piece 145 44
2 Pieces 90 27
3 Pieces 59 18
4 Pieces 15 5
5 or more Pieces 20 6
Total 329 100
Table 9
Profile of the respondents in terms of GWA.
GWA Frequency Percentage (%)

4.01-500 6 2
3.01-4.00 27 8
2.01-3.00 212 64
1.00-2.00 84 25
Total 329 100
Table 10
Assessment of Positive Effects of Online Shopping
Positive Weighted Verbal Rank Description

Effects Mean Interpretation
I feel that online shopping 3.11 Strongly Agree 2 Highly In
compensates all the hard works. Favor
I usually perform well if there is 3.00 Strongly Agree 3 Highly In
something that I want to buy Favor
afterwards.
Online shopping makes me want to 2.60 Agree 12 In Favor
achieve higher grades.
My GWA is positively 2.94 Agree 6 In Favor
affected when I am
motivated due toOnline
Shopping.
Online shopping represents a way to 2.97 Agree 4 In Favor
appreciate my efforts.
Online shopping stimulates my 2.66 Agree 11.5 In Favor
academic diligence.
Online shopping relieves my stress. 2.81 Agree 9 In Favor
I perform well in class so that I 2.90 Agree 7 In Favor
can reward myself throughonline
shopping later.
Buying online for myself makes 2.71 Agree 10 In Favor
me feel satisfied about my
academic achievements.
My online purchases help me achieve 3.12 Strongly Agree 1 Highly In
my academic goals. Favor
When I feel discouraged, online 2.82 Agree 8 In Favor
shopping motivates me.
Online Shopping can drive 2.96 Agree 5 In Favor
motivation.
Making online purchases saves time 2.66 Agree 11.5 In Favor
which canbe spent for academic
requirements.
Table 11
Assessment of Negative Effects of Online Shopping
Negative Effects Weighted Verbal Rank Description

Mean Interpretation
1. I still buy online even 2.73 Agree 6 In Favor

without accomplishing any
achievements.
2. Even after I reward myself, 2.53 Agree 9 In Favor

I still feel demotivated.
3. Online shopping urges 2.87 Agree 4 In Favor

unnecessary expenses.
4. I waste time at night waiting 2.48 Agree 10 In Favor

for promotions/coupons
instead of studying.
5. Students say online 2.67 Agree 7 In Favor

shopping is a form of
motivation as an excuse to
justify impulsive buying.
6. Students may spend so 2.79 Agree 5 In Favor

much time in browsing on
online shopping applications
7. Online Shopping may be 3.06 Strongly 1 Highlt In

addictive. Agree Favor
8. I easily get swindled by 2.57 Agree 8 In Favor

promotion.
9. My online purchases do not 2.98 Agree 3 In Favor
affect my learning enthusiasm.
10. Even after several 3.02 Strongly 2 Highlt In

purchases online, my grades Agree Favor
are still the same.

Table 12
Pearson R Correlation for Frequency of Purchasing Online Shopping and Academic
Performance
X Frequency Y Academic
Sample Size of online Performance
purchases (GWA)
1 - 30 143 72
31 - 60 120 117
=∑ (X) = 997
61 - 90 120 120
91 - 120 97 120 =∑ (Y) = 1,564
121 -150 90 142 =∑ (X2) = 3329
151 -180 90 150 =∑ (Y2) = 7,870
181 - 210 90 150 =∑ (XY) = 4,402
211 - 240 85 150 =(∑X)2 = 994,009
241 - 270 60 175 =(∑Y)2 = 2,446,096
271 - 300 60 180 r = -0.00456
301 - 329 42 188

TOTAL 997 1,564
Table 13
Pearson R Correlation for Volume Online Shopping and Academic Performance
Y Academic
Sample X Volume
Performance
Size of Product
(GWA)
=∑ (X) = 1,572
1-30 140 111
=∑ (Y) = 1,564
31-60 120 78
=∑ (X2) = 7,688
61-90 120 75 =∑ (Y2) = 7,870
91-120 100 75 =∑ (XY) = 7,338
121-150 90 75 =(∑X)2 = 2,475,900
151-180 90 75 =(∑Y)2 = 2,446,096
181-210 90 75 r = -0.5555
211-240 90 75
241-270 70 50
271-300 60 45
301-329 49 43.5
TOTAL 1,572 1,564

Table 14
Reasons for Purchasing Online
Reasons Frequency Percentage (%)

Self-Reward 262 80
Need Based/Necessity in 39 12
School
Save Time/ Fast Transaction 12 4
Price 10 3
Impulsive Buying 5 1
Free Shipping 1 0
Total 329 100
Appendix D: Questionnaire (Reliability Test)
Image 3.1 Sample questionnaire during reliability test (Part A)
Image 3.2 Sample questionnaire during reliability test (Part B)

Appendix E: Questionnaire (Actual)
Image 4.1 Sample Questionnaire during actual experimentation

Appendix F: Questionnaire
CURRICULUM VITAE
Name: Alejandro, Cecilia D.
Address: Nieves San Leonardo Nueva Ecija
Email: ceciliaalejandro73@gmail.com
Personal Background
Age: 20
Birthday: December 22 2001
Citizenship: Filipino
Status: Single
Languages: Filipino
Educational Background
Grade School: Nieves Elementary School
Nieves, San Leonardo, Nueva Ecija
2008 - 2014
Junior High School: Mambangnan National High School
Mambangnan, San Leonardo, Nueva Ecija
2014 – 2018
Senior High School: Mambangnan National High School
2018-2020
CURRICULUM VITAE
Name: Antonino, Gabriel D.A.
Address: San Bartolome San Leonardo Nueva Ecija
Email: antoninogabriel481@gmail.com
Personal Background
Age: 20
Birthday: October 11 2002
Status: Single
Languages: Filipino
Grade School: San Leonardo Central School
San Bartolome, San Leonardo, Nueva Ecija
2008 - 2014
Junior High School: Mallorca National High School
Mallorca, San Leonardo, Nueva Ecija
2014 - 2018
Senior High School: San Lorenzo Ruiz Dioscesan Academy
San Bartoleme, San Leonardo, Nueva Ecija
2018 - 2020
CURRICULUM VITAE
Name: Biglang-Awa, Rosemarie DC.
Address: San Bartolome, San Leonardo Nueva Ecija
Email: rhosemariebiglangawa@gmail.com
Personal Background
Age: 20
Birthday: January 14, 2002
Status: Single
Languages: Filipino
2008 - 2014
2014 – 2018
Senior High School: Kinect Academy Inc.
San Vicente, Gapan City, Nueva Ecija
2018-2020
CURRICULUM VITAE
Name: Cuevo, Christian Rey O.
Address: Mallorca, San Leonardo Nueva Ecija
Email: christianreycuevo1930@gmail.com
Personal Background
Age: 20
Birthday: June 19, 2002
Status: Single
Languages: Filipino
Grade School: Mallorca Elementary School
2008 - 2014
2014 – 2018
Senior High School: Mallorca National High School
2018-2020
CURRICULUM VITAE
Name: Diaz, Ericka Joyce N.
Address: Mambangnan, San Leonardo Nueva Ecija
Email: erickajoycediaz@gmail.com
Personal Background
Age: 20
Birthday: April 30, 2002
Status: Single
Languages: Filipino
Grade School: Mambangnan Elementary School
2008 - 2014
2014 – 2018
2018-2020
CURRICULUM VITAE
Name: Maniquiz, Jillian Q.
Address: Las Piñas, Peñaranda Nueva Ecija
Email: maniquizjillian5@gmail.com
Personal Background
Age: 20
Birthday: May 24, 2002
Status: Single
Languages: Filipino
Grade School: Las Piñas Elementary School
Las Piñas, Peñaranda, Nueva Ecija
2008 - 2014
2014 – 2018
Senior High School: Kinect Academy Inc.
San Vicente, Gapan City, Nueva Ecija
2018-2020
CURRICULUM VITAE
Name: Solis, Rhydell Jharen L.
Address: Mambangnan, San Leonardo Nueva Ecija
Email: solisrhydelljharen@gmail.com
Personal Background
Age: 20
Birthday: December 18, 2001
Status: Single
Languages: Filipino
Grade School: Mambangnan Elementary School
2008 - 2014
2014 – 2018
2018-2020
CURRICULUM VITAE
Name: Velasquez, Rosemarie P.
Address: Burgos, San Leonardo Nueva Ecija
Email: rosemarievelasquez000@gmail.com
Personal Background
Age: 20
Birthday: February 28, 2002
Status: Single
Languages: Filipino
2008 - 2014
2014 – 2018
Senior High School: Mallorca National High School
2018-2020

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Online Shopping and Academic Performance of College Students i

“THE CORRELATION BETWEEN ONLINE SHOPPING AND ACADEMIC

A Research Presented to the

Faculty of the College of Management and Business Technology

Nueva Ecija University of Science and Technology

Off-Campus- San Leonardo

of the Requirement for the Degree

Bachelor of Science in Business Administration

Major in Marketing Management

CERTIFICATION OF ENGLISH EDITING

Shopping and Academic Performance of College Students: A Quantitative

Assessment” prepared by BSBA 3A Marketing Management was edited by the

of grammar and composition.

Angieleen Ignacio Tolentino, MA

Performance of College Students: A Quantitative Assessment, prepared and submitted

by BSBA 3A – MM in partial fulfilment of the requirements for the degree, Bachelor of

Science in Business Administration Major in Marketing Management, is hereby

approved and accepted.

__________________ BERNIE G. MAURO, MBA

Date Research Adviser

Approved in partial fulfilment of the requirements for the degree, Bachelor of

Science in Business Administration Major in Marketing Management.

Cris Norman P. Olipas, PhD

Lyka Mae F. Ibarra, MBA,LPT Angieleen T. Ignacio, MA.LPT

Panel Member Panel Member

Accepted in partial fulfilment of the requirements for the degree, Bachelor of

Science in Business Administration Major in Marketing Management.

____________________ CHRIS EVERT T. INONCILLO, MPA

Date Campus Administrator

excellence of the study.

of the content of the study for the validating grammar.

Jarmel E. Carlos, statistician, for his support, advices, guidance, valuable

knowledge and wisdom.

This study is wholeheartedly dedicated to the family of the proponents for

their dreams of a better future.

effects of Online Shopping.

of respondents' academic profile measurement, the majority of respondents' GWA in the

second semester of AY 2021-2022 is 2.00-3.00. When it comes to the positive effects,

multiple online purchases, their grades remain the same.

It is recommended to students should avoid being reliant on online purchasing

performance of the students.

Keywords: Online Shopping, Academic Performance, College Students

Title Page ............................................................................................................................ i

Certification of English Editing ....................................................................................... ii

Approval Sheet ................................................................................................................ iii

Table of Contents .......................................................................................................... viii

List of Tables ................................................................................................................... xi

List of Figures ................................................................................................................. xii

Chapter 1 – THE PROBLEM AND ITS BACKGROUND

Review of Related Literature ..............................................................................................3

Conceptual Framework .......................................................................................................9

Statement of the Problem ..................................................................................................12

Scope and Delimitations ...................................................................................................14

Significance of the Study ..................................................................................................14

Definition of Terms ...........................................................................................................15

Chapter 2 – METHODS AND PROCEDURES

Research Design ................................................................................................................17

Research Locale ................................................................................................................18

Respondents of the Study ..................................................................................................19

Sample and Sampling Procedures .....................................................................................20

Research Instruments ........................................................................................................21

Data Gathering Procedures ...............................................................................................22

Data Analysis Techniques .................................................................................................24