1

Effects of Social Networking to the Classroom Performance Of

BSN III Students of the USI.

CHAPTER 1
THE PROBLEM
Nursing Education is considered as one of the influencing
profession in the development of the nation (Macaraeg, 2009). Nursing
Education are Knowledge transmission and high Quality of nursing
practice. Survival of the nursing profession depends largely on how it
responds to societys demand and how it meets its needs. Nursing
education programs are designed to ensure that students acquire the
knowledge necessary to be competent along with the capacity for lifelong learning. The level of learning can be measured through academic
performance. Academic performance refers to the knowledge attained
of skills developed in nursing subjects (Hall, 2003). Individual has
inherent capabilities that may influence his behavior and later his
performance in every undertaking he engages himself in.
Borucki and Krouse (2005) assert that todays nursing students
are vastly different from nursing students of the past. No longer are
they passive purveyors of information but they wanted to be actively
involve themselves in attaining and applying information and thus,
expect immediate feedback and interactive learning. An individual is
able to do today depend not only upon his natural capacities and
maturational level but also upon what he has learned in the past.
As technology grow and develop, students tend to acquire new
factors and concepts influencing generation development. Along with
these, media are everywhere influencing youth developments, with 1720 years old youth investing approximately 5-6 hours per day with
online social networking (Robert, 2005). In reality social networking
sites have captured the interest of many adolescents and young
adults. The survey conducted at the University of Illinois in Chicago last
2008 by Eszter Hargittai, results to a conclusion that use of websites in
socialization is nearly universal. Spending time on social networking
sites appears to be part of most young adults daily activities. In one
study by Sharon Hurley Hall in 2008 it was rebates that half of 12-17
years old with social networking site memberships log on daily 22%
logged on to social networking sites several times per day 26% once a
day, 17% three to five days per week, 15% one or two weeks per week,
and only 20% every few weeks or less (Lenhart and Madden, 2007).
These current studies add to this literature by asking why college
aged students invest their time and how much they interact with each
other at these sites. An article made by Karpinski, 2009 that gender

differences between male and female have different perception in

utilizing the use of social networking.
Relative to this, media provides an important backdrop for the
social, emotional and cognitive development of youth, accounting for a
large portion of their time (Robert, Foehr, and Rideout, 2005). One type
of online application that has grown rapidly in prevalence and
popularly in recent years is social networking on the Internet. Social
networking websites, such as Facebook, Myspace, Friendster,
LiveJournals, and Bebo, are member-based Internet communities that
allow users to post profile information, such as username and
photograph, and to communicate with other in innovative ways such as
sending public or private online messages or sharing photos online.
Moreover, a part from the social benefits, social networking sites can
be used to documents school researches, promote artistic talents and
experiments with other forms of content creation. They provide a way
to interact with other who shares the same interests and to get
constructive feedback ongoing projects (Karpinski, 2009).
A recent survey of college students showed, about half of teens
use social networking sites to make new friend (Lenhart and Madden,
2007) Hence, about half of college students use them to let others
know about Me (Wiley and Sison, 2006) which is consistent with
Buhrmester and Pragers (1995) model of self disclosure; that peer
feedback influence the users self esteem. In relation, to this, positive
feedback was related to positive self esteem and negative feedback to
negative self- esteem. A study made by Valkenburg, Peter, and
Schouten, 2006 in the U.S.A reveals that adolescent use social
networking site as a way to gauge peer opinion about them, which
may consequently influence time management. In term of the
accessibility of the student in their internet connection greatly affect
their attitude in using social networking. Student having internet
access at home are greatly engage in spending more time in social
networking.
The end products of the socialization process significantly influence
mans responses to cultural products, to other persons or group of
persons, to objects and to events or situations. If the attitude of a
person towards a given object is known, it can be used in conjunction
with situational and other dispositional variables to predict and explain
reactions of the person to that class of objects.
To extent that principles governing the change of attitude are
known, they may be to manipulate the individuals reactions to
relevant objects as is exemplified in education (Freedman, 2006).
One of the purposes of this research to identify the effects of social
networking to the classroom performance of students taking Bachelor
of Science in Nursing.
To the nursing profession, this study may serve as an indicator of the
quality on nursing education through the use of technology. This may

become a mode of monitoring students activities and continue

interactive learning experience during leisure;
To the subject Nursing Research, the future result of this study
serve as future reference for those who are intend to conduct future
research studies on the subject matter;
To the nursing students, this study will somehow provide and
determine the positive and negative influences of social networking to
their day to day activities especially to classroom performances. And
may become an inspiration to success when utilized on the best way

Theoretical Framework
Jean Piagets Cognitive Theory in 1995 talks about human
intelligence as means of biological adaptation. Human intelligence
evolves in a series of stages are related to age. At each successive
age, intellectual adaptation is general and shows a higher level with
logical organization than at the previous stages.
In this theory of Jean Piaget it says that human intelligence
develop by stages of cognitive development that are age related.
These processes are seen as elementary connections between
measurable behavior and stimuli. As a person matures they become
more responsible. Teenagers have higher human intelligence because
they know more in social networking as compared to those children.
Ivan Pavlovs well known Classical Conditioning Theory in 1936
is what the researchers observe in a students response whenever his
class is about to end. The conditioned stimulus (class about to end) is
able to evoke the response (excited) formerly reserved for the
unconditional stimulus (access to social to networks).
Pavlov theory supported the present study; the students of this
generation tend to apply social networking as stimuli and affect the
inclusion of the knowledge, skills and attitude as basis in carrying out
the activities being assigned to them.
In relation to this study, cognitive learning involves a change in
the individuals level of understanding or knowledge. Learning the
principle behind why a particular medicine must be injected into a
muscle, as opposed to subcutaneous tissue, is cognitive learning.
Cognitive learning requires adequate development, intelligence, and
attention span. It can be gained through exposure to any teaching
techniques but usually learned through lecture, reading and audio
visual aids (Jonston, 1997).
Psychomotor learning requires a change in a persons ability to
perform a skill. Learning to hold a syringe, draw up medicine, and
inject it into a muscle is an example of psychomotor learning. Acquiring

psychomotor skills depends on muscle and neurologic coordination. It

is mastered best through practice, demonstration and return
demonstration (Jonston, 1997).
Affective learning involves a change in a persons attitude. It is
the most difficult area in which to bring about change. To successfully
teach a child the reason for and the skill of giving a self-injection, for
example, may be easy; teaching the child to like giving a self-injection
may never be possible. The goal could be that the child will value the
procedure because it will prevent him from developing hyperglycemia.
Affective learning is gained best through role modeling, role playing, or
shared-experience discussion (Jonston, 1997).
For these Theorist, the researchers decided to include such
variable to see if there are any differences that contributes to the
effects to Social Networking to classroom performance.
The paradigm used by, the researchers take into account the
independent variables, Effects of social networking in terms of: 1.)
cognitive domain, 2.) psychomotor domain, and 3.) affective domain.
The dependent variable covers the classroom performance of UB BSN
III students. For the moderator variable, Gender and Access of internet
will be considered.

Dependent
Variable

Independent
Variable

Classroom
Performance of UB
BSN III students

Effects of Social
Networking in terms
of these domains:
1. Cognitive
2. Psychomotor
3. Affective

Moderator
Variable
Internet Access
Gender

Figure 1: Research Paradigm

Statement of the problem and hypothesis

This study aims to determine the effects of social networking to
the classroom performance of BSN III Students of University of Baguio.
Specifically it seeks to answer the following questions:
1. What is the effect of social networking to the classroom performance
of UB BSN III students in terms of:
1.1 Cognitive Domain
1.2 Psychomotor Domain
1.3 Affective Domain
The effect of social networking to the classroom performance of UB
BSN III students in terms of the 3 domains: cognitive, psychomotor,
and affective is moderate.
2. Is there a significant difference in the effects of social networking to
the classroom performance of UB BSN III students when grouped
according to:
2.1 Gender
2.2 Access of Internet
There is no significant difference in the effects of social networking
to the classroom performance of UB BSN III students when they are
grouped according to gender, and access to internet.

NAWAWALA ANG CHAPTER II haha

CHAPTER 3
DESIGN AND METHODOLOGY
In this chapter the researchers will be discussing about the
population and locale of their study also with the scope and

delimitation. In this part they are also going to discuss the data
gathering tools and procedures that they are going to use in their
study.
Research Design
The study will utilize the quantitative research design. It focuses
on understanding and breaking down the different parts of a
phenomenon or picture to see how they do or do not connect.
Therefore, quantitative methods involve collecting information that is
specific and limited to the particular parts of events or phenomena
being studied (Polit and Beck, 2008).
Moreover, descriptive type of research will be used in this study
for this type of research is present oriented; and it attempts to
describe what exists. It is also a means of discovering new meaning in
which the researchers uses a questionnaire to describe the
phenomenon (Polit and Beck, 2008).
The researchers employed the quantitative descriptive research
design because it was appropriate in accumulation of facts regarding
the effects of social networking to the classroom performance of BSN III
students.

Population and Locale of the study

The study was conducted at the School of Nursing of the
University of Baguio which is located at General Luna Rd., Baguio City.
Among the 366 enrolled BSN III students of the University of Baguio,
the group had chosen 174 students as their respondents. The total
respondents were derived through random sampling using the Slovens
formula. This is the basic and the best known probability sampling
technique. It gives each unit an equal non-zero probability or chance of
being chosen as a sample.
Distribution of Respondent
Gender
Frequency
Male
66
Female
108
Total
174

Percentage
37.93%
62.07%
100%

The respondents chosen in this study were regular BSN III

students of the University of Baguio who are active users of Social
Networking and are enrolled during the second semester of school year
2010 2011. It could be seen in table 1 that the total population of
respondents is 174 which was derive using the Slovins formula
wherein there are 66 male students having the percentage37.93 and
108 female students having the percentage of 62.07, a total of 100%
of the entire population.
Data Gathering Tools

Questionnaire is the main instrument in gathering relevant data.

It is based from suggestions, observations and actual testimonies of
people who always utilize online networking sites. The manner of
questions are formulate in a negative form of statement. It has three
parts, the cover letter, demography and the question proper. The
manner of questions was all done in positive sentences.
Data Gathering Procedure
The researchers solicited the permission from the dean of the
School of Nursing Dr. Gay Marie Cabrera prior to the distribution of the
questionnaires. Upon approval of the request, to test the validity and
reliability the researchers conducted a pre test and chose 10 from the
BSN II students and personally distributed the questionnaires to them
which then supplemented by verbal explanations to items that were
hardly met.
Treatment of Data
The collected data was analyzed using the following statistical
measures:
Arithmetic mean
For the interpretation of the respondents effects of Social Networking,
the table below represents the arbitrary value, range and its
corresponding interpretations.
Arbitrary
Range
Interpretation
values
4
3.26 4.00
Always. Social networking has a great
effect on the classroom performance of
UB BSN III students
3
2.51 3.25
Often. Social networking has an effect
on the classroom performance of UB
BSN III students
2
1.76 2.50
Seldom. Social networking has less
effect on the classroom performance of
UB BSN III students
1
1.00 1.75
Never. Social Networking has no effect
in Classroom Performance of UB BSN III
students
The T Test was used to test the significant differences in the
effects of Social Networking to the classroom performance of UB BSN III
students according to the moderator variables
The terms needed are presented
Formula:

x1

x 1 + x ( x 2 2) ( n1 + n1 )
2

2
1

x 1x 2

Where:
x 1 = mean of the first
x2

= mean of the second

n1

= number of population of the first

n2

= number of population of the second

x1

= summation of the first mean of the variable

x2

= summation of the second mean of the variable

Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
The data is presented through: Textual mode which enhances the
discussion and analysis of data, and Tabular mode where in data
presented with the use of tables.
Effects of Social Networking to the Classroom Performance of
the BSN III students of The University of Baguio in terms of
Different Domains.
The tables below show the effects of Social Networking to the
Classroom Performance of BSN III students of University of Baguio
classified in terms of cognitive, psychomotor and affective domain. It is
obtainable based on the perceptions of the BSN III students.
Perception of students on the effects Social Networking in the
Classroom Performance of the BSN III students
Effects of Social Networking in the Classroom Performance of
the BSN III Students of the University of Baguio in terms of
Cognitive, Psychomotor and Affective Domain
COGNITIVE DOMAIN

Mean

1. I encounter difficulty in memorizing

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

2.3

SELDOM

1.9

SELDOM

1.6

NEVER

4. No initiative to ask Questions during

classroom discussions because, I merely do
not want to stay long and to be able to chat
immediately to my friends waiting from
internet surfing.
5. I experience difficulty in understanding
with our classroom discussions because, I
dont have time to read in advance, I give
more priority chatting with friends online
Computed Mean

1.6

NEVER

1.7

NEVER

1.82

SELDOM

PHYCHOMOTOR
6. I cram to study prior to Quizzes.

1.98

SELDOM

1.75

SELDOM

1.53

NEVER

1.62

NEVER

1.64

NEVER

1.7

NEVER

1.7

NEVER

1.47

NEVER

1.47

NEVER

7. I am sleepy during class hours because, I

stay late at night chatting with friends online.
8. I go to school late and lazy to attend class
because I am not yet through of my online
activities.
9. I easily get fatigue and loose my energy
because I spend more time in social
networking and fail to have enough rest
10. I show little interest to my fellow students
and prefer online friends instead.
Computed Mean
AFFECTIVE
11. I hastily go home after class to access
online networks.
12. I experience cutting classes just to have
time for social networking.
13. I ask for more allowance to my parents
and reason out because of school project

10

but instead to finance my social networking

activities.
14. I fail to pass requirements on time
because I prefer to surf the internet
especially on social networking rather than
working on my requirements to be pass on
time.
15. I lose my patience in waiting class
dismissal because; Im excited to access
online networks.
Computed Mean

Legend: Score/ Range

Interpretation:

3.26 4.0

Always

2.51 3.25

Often

1.76 2.50

Seldom

1.0 1.75

Never

1.49

NEVER

1.42

NEVER

1.51

NEVER

Table 1. Shows the numerical presentation of the effects of Social

Networking to the BSN III students. Using the computed weighted
mean and the computed scale for the guidelines, seldom level of effect
is being manifested to the BSN III students.
This table contains the checklist on the domains that is affected
in the Classroom Performance of the students. Based from the table,
the computed mean shows values ranging from 1.76 to 2.50, which
implies that there is seldom level of effect is being manifested to the
BSN III students. This entails that Social Networking has an effect to
the Classroom Performance of the BSN III students.
Table 2. Effects of Social Networking to the classroom
performance according to the tree domains and gender of BSN
III students as to the three domains (N=174)
Moderator Variables
Gender
Domains
Male
Female
Total
Mean
I
Mean
I
Mean
I
Cognitive
2.03
Seldom
1.80 Seldom 1.92 Seldom
Psychomotor
1.88
Seldom
1.58 Never
1.73 Never
Affective
1.73
Never
1.39 Never
1.59 Never
Total
1.88
Seldom
1.59 Never
1.74 Never

11

It could be seen in table 2 that the students perceived the effects

of social networking to the classroom performance of male as seldom
(1.88) and in female as never (1.59) in the three domains which is
cognitive, psychomotor and affective domain. Therefore the article
made by Karpinski, 2009 gender differences between male and female
have different perception in utilizing the use of social networking has
been proved by the researchers.
Table 3. Effects of Social Networking to the classroom
performance according to the tree domains and internet
access of BSN III students as to the three domains (N=174)
Moderator Variables
Internet Access
Domains
Owned
Rented
Total
Mean
I
Mean
I
Mean
I
Cognitive
1.86
Seldom
1.87 Seldom 1.86 Seldom
Psychomotor
1.84
Seldom
1.60 Never
1.72 Never
Affective
1.60
Never
1.42 Never
1.51 Never
Total
1.77
Seldom
1.63 Never
1.7 Never
It could be seen in table 3 that the students perceived the effects
of social networking to the classroom performance of those who owned
an internet connection as seldom (1.77) and those who doesnt have
as never (1.63) in the three domains which is cognitive, psychomotor
and affective domain.
A study made by Valkenburg, Peter, and Schouten, 2006 in the
U.S.A reveals that adolescent use social networking site as a way to
gauge peer opinion about them, which may consequently influence
time management. In term of the accessibility of the student in their
internet connection greatly affect their attitude in using social
networking. Student having internet access at home are greatly
engage in spending more time in social networking.
The effect of social networking to the classroom performance of
UB BSN III students in terms of cognitive, psychomotor and affective
domains is seldom and never, is there by accepted. It implies that
Social Networking has no effect on the performance in the classroom of
the UB BSN III students either male or female or either owned or rented
internet connections.
Therefore utilizing any kind of social networking has a minor or
no effect on the Classroom Performance of the UB BSN III students
however as a students we must not forget that our first priority is
education.
Chapter 5

12

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter contains the conclusion derived from the results of
the study and the recommendations based from the conclusion drawn.
Conclusions
Based on the results and findings of this study, the UB BSN III
students perceived that the use of Social Networking Seldom affects
their Classroom Performance collectively.
In terms of gender, theres a significant difference of perception
as to the effect of utilizing Social Networking with their Classroom
Performance. The female population perceives that there is no effect of
utilizing Social Networking with their Classroom Performance.
As to whether the students rent or have their own Internet
Connection to utilize Social Networkings, there is a significant
difference of the effect to the Classroom Performance of the UB BSN III
students. Those who have their own Internet Connection have Seldom
effect on their Classroom Performance while those students who rent
for them to utilize Social Networking doesnt perceive any effect on
their performance inside the classroom.
Recommendations
From the findings and conclusion drawn, the following
recommendations are forwarded.
For the Nursing management teams headed by the dean and
with the coordination of the clinical instructors, to continuously monitor
the Classroom Performance of the BSN III students of the University of
Baguio and identify effective methods to improve their classroom
performance.
To the nurse researchers, a follow up research may be done to
determine the effects of Social Networking in classroom performance
of BSN students, where in the respondents are the incoming 2 nd year
BSN students of the University of Baguio.
APPENDIX
QUESTIONNAIRES
Name: (Optional) __________________________
Gender:
Male (____)
Female (____)
Internet connection:
Own (____) Rented (____)

13

Directions: Please indicate your responses with a check according to

the gender, and rented or own internet connection.
Legend:
VALUE
4
3
2
1

Verbal Interpretation
Always
Often
Seldom
Never
APPENDIX
COGNITIVE

1. I encounter difficulty in memorizing because I

spend more time in social networking.
2. I forget doing assignments, because I am always
pre occupied with meeting friends online.
3. I encounter difficulty on focusing during classroom
discussions because, I day dream and think of online
surfing most of the time.
4. No initiative to ask Questions during classroom
discussions because, I merely do not want to stay
long and to be able to chat immediately to my
friends waiting from internet surfing.
5. I experience difficulty in understanding with our
classroom discussions because, I dont have time to
read in advance, I give more priority chatting with
friends online
PHYCHOMOTOR
6. I cram to study prior to Quizzes.
7. I am sleepy during class hours because, I stay late
at night chatting with friends online.
8. I go to school late and lazy to attend class because
I am not yet through of my online activities.
9. I easily get fatigue and lose my energy because I
spend more time in social networking and fail to have
enough rest

14

10. I show little interest to my fellow students and

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

15

Date(2010)
June 7

Time table
Activities
Orientation with the adviser
and identifying the final
name of the group (NMB II

June 14,15,16,21,22,23

Angels)
Formulation, selection and
identifying the problem
(Correlation of time spent
on Facebook with the time
spent on studying of
selected nursing students of

June 28, 29, 30

University of Baguio.)
Collection of Review of

July 5-7

Related Literature
Analyzing data and
discussion with the adviser;
Making of Statement of the
Problem, finalization of the

June -10

background of the study

Finalization of all the
outputs, discussion with the
adviser, and preparation for

July 12

the title defense.

Title Defense

16

July 19-21
July 26-28

Revision of the introduction

Formulation of Theoretical

August

2-3

Framework
Formulation of Research

9-11

Paradigm
Formulation of chapter II

August

Formulation of Methods and

Procedures, Revision of
August 9-11

Methods and Procedure

Revision of Methods and
Procedures, Formulation of
Research, locale and

August 16-18

population
Formulation of Data
gathering Tool and Data,
Formulation of

August 23-24

questionnaires
Continuation of revision for

September 6

finalization of output
Chapter 1 and Chapter 2

September 7 22

Group Defense
Revision week, changed title
to Effects of Social
Networking to the Classroom
Performance of BSN III
Students of University of
Baguio

17

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