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WESLEYAN WESLEYAN UNIVERSITY – PHILIPPINES Maria Aurora, Aurora HIGH SCHOOL SCHOOL DEPA DEPARTMENT RTMENT

EFFECTS OF TECHNOLOGY AMONG HIGH SCHOOL STUDENTS OF WESLEYAN WESLEYAN UNIVERSITY – PHILIPPINES ON ACADEMIC EXCELLENCE

By:

KAYE GONZALES JIMWELL PARIÑAS JOHN PAUL PILARDO EDNA CAPULONG


CHAPTER 1 THE PROBLEM AND ITS SETTINGS I!"#$%&!'#: Technology is he !ranch o" #no$le%ge ha %eals $ih he creaion an% use o" echnical &eans an% heir inerrelai inerrelaion on $ih li"e, sociey, sociey, an% he en'iron&en en'iron&en,, %ra$ing %ra$ing u(on such su!)ecs su!)ecs as in%usrial in%usrial ars, engine engineeri ering, ng, a((lie a((lie% % science science,, an% (ure (ure science science** Accor Accor%in %ing g o Hough+ Hough+-. -../ ./ Wih%r ih%ra$al a$al sy&(o& sy&(o&ss e0(erience% !y young (eo(le %e(ri'e% o" ga%ges an% echnology is co&(are% o hose "el !y %rug a%%ics or s&o#ers going 1col% ur#ey2, a su%y has conclu%e%* Researchers "oun% nearly "our in "i'e su%ens ha% signi"ican &enal an% (hysical %isress, (anic, con"usion an% e0re&e isolaion $hen "orce% o un(lug "ro& echnology "or an enire %ay* The researchers use o con%uc his su%y !ecause (ersonally hey ha% e0(erience% his #in% o" (ro!le& an% !elie'e ha his (ro!le& e0is a&ong su%ens an% $ill !eco&e $orse i" no gi'en aenion* The %e!iliaing e""ecs o" echnology a%%icion on su%ens $ill increase o'eri&e, i" unreae%* Inclu%e% Inclu%e% in his su%y are a%%e% in"or&aio in"or&aion n he researcher researcher gahere% o hel( high school su%ens, su%ens, eachers an% (arens un%ersan% echnology a%%icion an% is e""ec o high school su%ens3 aca%e&ic (er"or&ance* The researcher !elie'e% ha his su%y coul% conri!ue o a'oi% echnology a%%icion*


S!(!)*)! #+ !,) P"#-.)* The (ur(ose o" his su%y $as o loo# in echnology a%%icion an% is e""ecs o he aca%e&ic e0cellence o" high school su%ens o" Wesleyan Uni'ersiy – Phili((ines4 %uring he school year -.5 6-.7

S(eci"ically, i ae&(s o ans$er he "ollo$ing 8uesion9

1. What are are the causes causes of of technolog technology y addiction addiction 2. What are the eects of technology on the high school students of Wesleyan University - Philippines. 3. What are the possible remedial remedial solutions that teachers, parents parents , and students students should or! out to minimi"e technology addiction# $. What is the pro%le of the respondents respondents in terms terms of a.& gender, b.& age and c.& 'eneral Percentage ('P)&# *. What are are the common common indicators indicators or symptoms symptoms of technology technology addiction addiction# #

S'/'+'&(&) #+ !,) S!%$y +he folloing personalities stand stand to bene%t from the study.. study..


tudent. +hey become more aare of the eects of technology addiction in their performance and they improved in terms of !noledge and s!ills. Parents. Parents. +hey might plan out better ays ays for their children children to use the proper ay of using technology and become aare of the symptoms of technology addiction. +eachers. +eachers. +hey can help students to properly properly use the technology. technology. +hey can also guide the students aay from technology addiction. esearchers, esearchers, in their on little ay they could be help to contribute in the development of the study. cope and elimitation of the tudy +his study as conducted in Wesleyan Wesleyan University-Philippine University-Philippines s during the school year 2/1$ 0 2/1*. t focused on technology addiction and its eects to the academic ecellence ecellence of  students, indicators of having technology addiction, causes of technology addiction and the possible remedial solutions that teachers, parent and students should or! out to ma!e students overcome overcome such as technology addiction. +his study as limited to $/ students students of Wesleyan Wesleyan University University Philippines. t as limited the instruments used in the research process. process.


e%nitions of terms )ddi )d dict ctio ion n

0

de%n de%ned ed as a chro chroni nic, c, relap elapsi sing ng brai brain n dise diseas ase e that that is char charac acte teri ri"e "ed d

by compulsive drug see!ing and use, despite harmful conse4uences. t is considered a brain disease because drugs change the brain5 they change its structure and ho it or!s +echnology0a +echnology0a machine, piece of e4uipment e4uipment 6ect

0

Perfo erforrmance ance

an outcome or result of one7s eistence 0

the the acco accom mpli plish made ade by the the stud stude ents nts

)cademic 6cellence 6cellence - +he promotion promotion and achievement achievement of demonstrated success success and 4uality in teaching and scholarship on undergraduate and graduate levels tud tudy y )rea )rea

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this this is refer eferrred to Wesle esleya yan n Univ Univer ersi sity ty 0 Ph Phil ilip ippi pine nes s


8)P+6 2 69)+6 9+6)+U6 n this chapter, focus is on various relevant literatures that concerns ith the eects of misuse technology to the students. +he materials used are usually printed and found in the boo!s, internet and other publications. :oreign 9iterature )ccording to ;oyer(2/1/&, today7s teens may be reading as headlined, ?=ne in four read read no boo!s boo!s last year@ and noted noted that those those age */ and older older report reported ed higher higher rates of boo! reading, as did college educated people and omen. eaders ho responded to this poll most often reported reading %ction and religious or!s. )lso in


2//>, the A6) conducted a follo-up, compendium, and analysis of reading focusing on children called +o ead or Aot to ead. esults indicated that children and young adults ere reading signi%cantly less than in the past. ?9ess than one-third of 13year-olds are daily readers, a 1$ percent decline from 2/ years earlier. )mong 1>year year-olds, -olds, the percen percentage tage of non-r non-read eaders ers double doubled d over over a 2/ 2/-y -year ear period period,, from from nineteen percent in 1BC$ to nine percent in 2//$. =n average, )mericans ages 1* to 2$ spend almost to hours a day atching +D, and only seven minutes of their daily leisure leisure time time on reading.@ reading.@ f nearly all nternet nternet sur%ng and social social netor!ing netor!ing is tetbase based, d, ho ho can can this this be true true# # s this this true true for for toda today7 y7s s teen teens, s, or this this data data mor more reEective reEective of teens from previous decades ith less (or no& nternet access# :ri""ihs+--5/, (oine% ou Peo(le can !eco&e a%%ice% o ga&es* Young ga&ers ha'e sho$n si&ilar sy&(o&s o (eo(le $ho ha'e %rug or alcohol %e(en%ence – an ina!iliy o so( (laying, an% $ih%ra$al sy&(o&s +an0iey, agiaion/ i" hey go $ihou access o heir ga&ing ;"i0;*:a&ers also re(or ha hey (lay ga&es o esca(e hings li#e "a&ily or (ersonal (ro!le&s – in a si&ilar $ay o (eo(le $ho use %rugs or alcohol o esca(e heir (ro!le&s* There ha'e !een re(ors o" a%uls $ho (lay so &uch hey neglec heir "a&ilies* There are e'en su((or grou(s "or "a&ily &e&!ers o" (eo(le $ih an a%%icion o one ga&e in (aricular*So&e ga&ers see& o rerea ino a cy!er$orl% an% ha'e %i""iculy relaing o realiy* I" you "eel ga&ing is !eco&ing a real (ro!le&, (erha(s you shoul% ha'e a cha $ih a counsellor 6 see !elo$ "or so&e conacs* Vi%eo ga&es are no all 'iolen, !u &os o" he& are, an% &any o" he& are (rey grueso&e* I has !een esi&ae% ha u( o <-= o" ga&es conain so&e 'iolen conen*


Peo(le are concerne% ha 'iolen ga&es &igh !e causing young (eo(le o !eco&e 'iolen 6 an% here is so&e e'i%ence o su((or his* Su%ies ha'e sho$n ha 'iolen ga&es can9

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increase (hysiological arousal +he ;"igh or "ligh; res(onse/

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increase aggressi'e houghs an% e&oions

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increase aggressi'e !eha'iour

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re%uce hel(ing !eha'iour +$here (eo(le !eco&e less li#ely o hel( ohers/*

These e""ecs see& o !e sronger in young (eo(le $ho alrea%y en% o !e aggressi'e* I has !een argue% ha &ore hosile or aggressi'e young (eo(le $ill !e arace% o 'iolen ga&es, an% ha i is no he ga&es causing he (ro!le&* Ho$e'er, e'en a#ing ino accoun he (erson;s hosiliy, i is clear ha e0(osure o 'iolen ga&es is lin#e% o increase% aggressi'e !eha'iour +as in%icae% !y hings li#e he %egree o $hich hey ge ino (hysical "ighs or argue $ih eachers/* >esensii?aion o 'iolence has !een suggese% as (ar o" he (ro!le&* >esensii?aion is $hen so&eone gra%ually !egins o "eel ha 'iolence is nor&al* When ga&es re$ar% (layers "or %oing 'iolen acions, i is easy o see ho$ his coul% ha((en* There is also so&e e'i%ence ha 'iolen ga&es can change he $ay (eo(le hin#* @ne su%y ha% $o grou(s (laying ga&es, one o" he& a 'iolen ga&e* A"er (laying he ga&es i $as "oun% ha he grou( (laying he 'iolen ga&e $as &ore li#ely o9

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hin# i $as @ o use alcohol an% &ari)uana


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!e co&(eii'e in anoher as#

hin# hey $ere !eing accuse% o" cheaing in anoher as#*

CHAPTER 0 METHODOLOGY This cha(er (resens he &eho% o" research an% (roce%ures use% in he su%y*

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R)2)("&, D)2'/ This su%y use% he %escri(i'e &eho% o" research $hich is also he no&inai'e sur'ey &eho%*

This %escri(i'e &eho% accor%ing o A8uino is "ac "in%ing $ih a%e8uae iner(reaion* I has (ur(ose o" (resening "acs he naure an% saus o" anyhing*


The %escri(i'e &eho% o" research is an organi?e% ae&( o analy?e%, iner(re an% re(or E""ecs o" echnology a&ong High School S chool Su%ens o" Wesleyan Wesleyan Uni'ersiy6Phili((ines on aca%e&ic e0cellence* This su%y $as concerne% generally o see ho$ echnology a""ecs high school su%ens*

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This su%y $ill !e !ase% on high school su%ens ran%o&ly selece% in each secion o" he High School >e(ar&en o" We Wesleyan sleyan Uni'ersiy6Phili((ines*

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R)2)( 2)("&, I2! I2!"% "%*) *) ! Wih he use o" a 8uesionnaire as research insru&en $e gahere% %aa "or (ers(eci'e o" su%en on he o(ic o" our su%y $hich is e""ecs o" echnology a&ong high school o" Wesleyan Uni'ersiy6Phili((ines on Aca%e&ic E0cellence in he school year -.56-.7*

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D(!( G(!,)"'/ The 8uesionnaire ha $as use% in his su%y $as co&(ose% o" 8uesions ha relaes o he su%y such as ho$ &any hours %o hey s(en in using ga%ges The 8uesionnaire $as %isri!ue% o en su%ens (er secion o accu&ulae accu &ulae %aa*

CHAPTER 4


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F'$'/2: The %aa sho$e% ha &os o" he res(on%ens $ere &ales ha are aci'e users o" echnology, unli#e "e&ales* This i&(lie% ha in er&s o" co&(uer a%%icion, &ales are &ore (rone o i* The %aa also sho$e% ha as eenagers (rogress an% gro$ ol%er hey en% o ge &ore in'ol'e% an% a%%ice% o he li#es o"


echnology* I also sho$s ha in er&s o" su%ying inerne is &ore use% "or researching an% re"erences ha !oo#s*

CHAPTER ; SUMMARY5 CONCLUSIONS AND RECOMMENDATIONS


This This cha( cha(e err (res (resen ens s he he su&& su&&ar ary y o" he he su% su%y y "in% "in%in ing g conc conclu lusi sion onss %ra$ %ra$n n an% an% hei heir r reco&&en%aion &a%e lease% on he "in%ing o" he su%y*

S%**("y This su%y enile% 1Technology A%%icion an% Is E""ecs o he Aca%e&ic E0cellence o" High school Su%ens2 %uring he school year -.56-.7* S(eci"ically i ae&(e% o ans$er o he "ollo$ing 8uesions*

1. What are are the causes causes of of technolog technology y addiction# addiction# 2. What What are are the eects eects of techno technolog logy y on the high high school school student students s of Wesle Wesleyan yan University 0 Philippines# 3. What are the possible possible remedial remedial solutions solutions that teachers, teachers, parents parents , and students should or! out to minimi"e technology addiction# $. What is the pro%le pro%le of the respon respondents dents in terms terms of a.& gender gender and b.& grade and section# *. What are are the common common indicators indicators or symptoms symptoms of technology technology addiction addiction# #


+his study used descriptive method method of research research ith the 4uestionnaire chec!list chec!list in gathering data from the respondents. +he respondents ere 31 students from Wesleyan esleyan Universit University-P y-Phili hilippines ppines,, chosen chosen to random random sampling. sampling. +he informatio information n gathered from them for tabulated tallied according to the number gathered. :indings Fased Fased in the infor informat mation ion gather gathered ed by the resea researc rcher hers, s, the follo folloing ing are are the %ndingsG .

Pro%le of the espondents 1.& 'ender 'ender - +he data shoed that most of the responden respondents ts ere males that are acti active ve us user ers s of tech techno nolo logy gy,, unli unli! !e fema female les. s. +his +his impl implie ied d that that in ter terms of computer addiction, males are more prone to it. 2.& 2.& )g )ge e 0 ;ost ;ost of the the olde olderr respo espond nden ents ts are are mor more asso associ ciat ated ed ith ith soci social al netor!ing and dierent uses of technology unli!e the younger ones.

. . ).

8omm 8ommon on ndi ndica cato tors rs of +echn echnol olog ogy y) )dd ddic icti tion on

Physical +he common indicator of technology addiction in physical aspects is they tend to become thinner, as they neglect eating for using or playing laptop, tablet or any form of gadgets.


F. ;ental Houng Houng gamers have shon similar symptoms to people ho have drug or alco alcohol hol depe depend nden ence ce 0 an inab inabil ilit ity y to stop stop play playin ing, g, and and ith ithdr dra aal al sy symp mpto toms ms (aniety, agitation& if they go ithout access to their gaming I%I.'amers also report that they play games to escape things li!e family or personal problems 0 in a similar ay to people ho use drugs or alcohol to escape their problems. . .

8au 8auses ses of of techn echnol olog ogy y )ddi ddicti ction Fased on the data gathered by the researchers e can see that one of the main

causes of technology addiction is entertainment and sociali"ing ith other people through the use o technology. D. D. 6ects of technology addiction to the academic academic ecellence ecellence of students Fased on the data gathered on of the most common problem ith technology addiction is absentism by students and relying to much to technology. ;ost of the respondents agreed that they cannot stand not using gadgets, thus distracting from studying. 8onclusions n the light of above %ndings of this study, s tudy, the folloing conclusions ere dranG


1. +he biggest number number of respondents respondents as males and only only fe ere ere females. females. 2. ;ales tend tend to be more more addicted addicted to technology technology than than females. females. 3. +echnology echnology addiction addiction causes people people to be la"y, distracted distracted and discouraged discouraged in terms of studying. $. +echnology echnology has both positive positive and negative negative eect to the academic academic ecelle ecellence nce of students. :rom it7s positive side technology helps in terms teaching and learn learning ing to be easier easier and eJcien eJcientt

and from from it7s it7s negati negative ve side technol technology ogy

distracts and causes students to be la"y in terms studying studying and also it causes students to become anti-social hen it comes to reality. *. With With regards regards to the possible solutions solutions to minimi"e minimi"e technology technology addiction addiction,, it as revealed that the teachers, parents and student should ccoperate. ecommendation 1. Parent arent should monitor monitor their their children children hen using gadgets. gadgets. 2. Parents Parents should have more time and attention attention for their children. children. 3. +he tudents should discipline themselves themselves hen using any form form of technology technology.. $. +eachers should be aare aare of the behavior of the student during classes. *. Parents Parents should limit the use of technology to their children.

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