ENGAGEMENT IN ONLINE ACTIVITIES AND ITS

EFFECTS TO THE ACADEMIC PERFORMANCE OF

SELECTED SENIOR HIGH SCHOOL LEARNERS
OF DR. CARLOS S. LANTING COLLEGE
By:
Leader: Pun, Jeramy
Adipen, James
Alemania, John Kerby
Asuncion, Caile Andrey
Cataylo, Joshua
Dacallos, Jhonmick
Fernandez, Redgiemahr
Onday, Jan Laurence
Tengco, Karl Edward
Introduction/Background of the study
The Internet can be a good tool or a bad tool depending on the person that has access and use it, the internet
is a technology that can be used for millions of years to come. According to Gray, V. (2019). Many of us are
almost completely dependent on the internet; we do everything online and can spend 24 hours a day online-
based anywhere thanks to mobile devices. The internet can be used for learning, for entertainment, for work, for
meeting new people and for trying to change the world, and even for complaining about whatever is bothering
us. If you are one of the people on the planet who has the privilege of being able to access the network of
networks, you must know that you have access to a tool that can bring about a great improvement in your life;
indeed, some studies and statistics demonstrate that the internet is good for us. That is, of course, as long as
we apply common sense when using it.

 The researchers would like to make a study about the effects of online activities on the academic
performance of students to become more aware of the power of the internet. According to Kahn, R., and
Dennis, Michael Aaron (2020, July 17). Internet, a system architecture that has revolutionized
communications and methods of commerce by allowing various computer networks around the world to
interconnect. Sometimes referred to as a “network of networks,” the Internet emerged in the United States in
the 1970s but did not become visible to the general public until the early 1990s. By 2020, approximately 4.5
billion people, or more than half of the world’s population, were estimated to have access to the Internet.
Statement of the Problem
The researchers aim to know and have an in-depth understanding of the online activities of selected
DCLC SHS learners and its effects to their academic performance.
Specifically, this study aims to seek answers for the following questions:
1.) What is the demographic profile of the respondents as to:
a. Age,

b. Strand, and;

c. Grade
2.) What is the respondents’ extent of engagement in online activities in terms of:
a.) type of online activities involved in;
b.) frequency of engagement with online activities, and;
c.) length of time spent in online activities?
 
3. What are the effects of engagement in online activities to the academic performance of the
respondents?
4. Is there a significant difference on the effects of the respondents’ engagement in online activities and
their academic performance when grouped according to their extent of engagement?
5. What recommendations may be drawn based on the findings of the study?
Materials and Methods
 This study will utilize mixed method type of research via
sequential explanatory design where qualitative data initially
gathered will be supplemented by the quantitative data to be
gathered. The research sample is composed of 50 selected SHS
Students from Dr. Carlos S. Lanting College (DCLC), the
researchers are required to accumulate at least 50 respondents
for the study, located at # 16 Tandang Sora Ave. Sangandaan
Novaliches, Quezon City, 1116 Metro Manila, in the 1st semester
of the academic year 2020-2021. All the data will be compiled
and treated based on parametric and nonparametric measures.
For the profile of the respondents, frequency and percentage
distribution will be used; weighted mean; for the significant
difference, t-test; and for the qualitative data will be thematic
analysis.
Summary of Findings
Data shows that 15 (30%) of the respondents are 17 years old, while 29 (58%) are 18 years old. Five (5 or 10%) of the respondents are
19 years old, and only 1 (2%) is 21 years old. Meanwhile, 4 (8%) of our respondents are from the ABM strand, 2 (4%) are from the
STEM strand and 5 (10%) are from the HUMSS strand. Furthermore, 33 (66%) of the respondents are from TVL strand, 3 (6%) are
from the MARITIME strand and 3 (6%) are from the GAS strand. Finally, data shows that 1 (2%) of the respondents are in Grade 11,
while 49 (98%) are in Grade 12. Data reflects that 39% are involved in online gaming while 16% are involved in online shopping. Forty-
five percent indicated that the respondents are involved in social media activities. Data shows that 1 (2%) of the respondents are
engaged in online activities only once a week, 6 (12%) are engaged in online activities only twice a week, and 43 (86%) are engaged in
online activities every day. Out of the 50 respondents, 13 (26%) of the respondents are engaged in online activities for 4 hours and
below while 18 (36%) are engaged for 4-8 hours. On the other hand, 12 (24%) of the respondents are engaged in online activities for 8-
12 hours, and 7 (14%) are involved in online activities for more than 13 hours. Ranking first and second respectively, the respondents
agreed that they learned how to balance their time well between online activities and their school (WM=3.06) and they can maintain a
consistent schedule of their academics and when they should access other online activities (WM=3.04). Meanwhile, the respondents
disagreed that they spend most of their time with various online activities that they neglect the things they need to do for school
(WM=2.28). Finally, they disagreed that they spend most of their time with various online activities that they lose focus when having
classes or doing school requirements (WM=2.42). the respondents primarily agreed that through online activities, they can quickly
communicate with other people especially their classmates and instructors (WM=3.08). They also agreed of learning how to interact
more with their classmates and instructors making them more open to their ideas (WM=2.96). Ranking third, the respondents similarly
agreed that they communicate more with people in the online activities than they do with their classmates and instructors (WM=2.70).
Finally, it is interesting to note that the respondents disagreed that they do not talk much by phone or face to face with their family
members about the status of their academics (WM=2.48). Both ranking first and with similar weighted mean of 2.96, the respondents
agreed that they are able to hone various skills that can be applied to their studies and the same time they are provided with means of
relaxation which helps them to be more motivated in doing school activities. Also, with similar rank and weighted mean of 2.92, the
respondents agreed that they can access the necessary information for studies and they are able to improve their grades due to their
access to various online activities. Meanwhile, the respondents disagreed that they submit school requirements late (WM=2.28) and
they experience having low grades because they are engaged with online activities (WM=2.16). the respondents have a higher
agreement on the effect of online activities engagement to interpersonal communication as depicted by the mean of 2.81. Meanwhile,
the respondents have equal agreement on the effects of online activities to time management, school behavior and activities (M=2.70).
There is no significant difference on the effects of the respondents’ engagement in online activities and their academic performance.
Conclusion
 Majority of respondents are 18 years old, currently at 12th grade
and majority of them came from the TVL strand. When it comes
to the type of online activity they are engaged in, the
respondents are generally involved in social media activities,
they are engaged in online activities 4-8 hours on a daily basis.
The respondents generally agreed to the effects of online
activities to their time management, interpersonal
communication, school behavior and, school activities. There is
no significant difference on the effects of the respondents’
engagement in online activities and their academic performance
when they are grouped according to strand; hence, the null
hypothesis is accepted.
Recommendations
The students may help themselves to become more aware and avoid the negative
effects that may harm them in any way, the adults can be a strong motivator and
guide them into becoming better people and be healthy. However, respondents
are satisfied with the help of online activities in their daily life, the students may
conduct a careful approach in observing and recognizing what makes their work
easy.
Future researchers may be able to get information and idea as to what are some
of the effects of online activities on the academic performances of Dr. Carlos S.
Lanting College Senior High School students. In light of some limitations of this
study, they may widen their focus and work on improving the generality of the
results presented in this study by venturing on other school levels and other
schools.
THANK YOU!