INTERNET CONNECTIVITY ON THE ACADEMIC PERFORMANCE OF INFORMATION

COMMUNICATION, AND TECHNOLOGY, STUDENTS

Internet Connectivity on the Academic Performance of Information Communication, and

Technology, Students

Leader: Paculan, Andrei John

Members: Baluyut, Mark Julian

Espino, Ivie Dianne

Ferraris, Zyrus

Guerrero, Antoneth

Miranda, John Carl

November 2024
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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The rapid advancement of technology has transformed various aspects of modern life,

and education is no exception. In the digital age, the Internet has evolved into a

fundamental tool for learning, communication, and research. Its integration into

educational practices has become indispensable, particularly for students pursuing

programs in Information, Communication, and Technology (ICT). The Internet has

allowed students to access a wealth of resources and engage in learning environments

that extend beyond the physical boundaries of the classroom. Consequently, access to

high-speed Internet is no longer a luxury but a necessity in today’s academic landscape,

shaping how students learn and perform in their academic endeavors (Smith & Johnson,

2023.)

The Internet's role in education has grown dramatically in recent years. Studies show that

students increasingly rely on the Internet for research, e-learning platforms, online

discussions, and communication with peers and instructors (Rizvi & Nabi, 2022). This

shift towards digital learning has become especially significant among Grade 11 and 12

Information, Communication, and Technology (ICT) students, who are not only expected

to develop technological skills but also stay updated with the latest trends and

innovations in the ever-evolving field of information technology. From coding tutorials to

collaborative projects, high-speed Internet facilitates these students' learning process,

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helping them complete coursework, collaborate with peers, and engage with academic

content in ways that would be impossible with slower or unreliable Internet connections.

However, the benefits of internet connectivity are not equally accessible to all students.

Despite the widespread availability of the Internet, disparities in the speed and quality of

connections continue to affect students' academic performance.

Several studies have highlighted the ' Digital divide ' — the gap between those who have

access to reliable, high-speed Internet and those who do not (Lopez, 2019). This divide

disproportionately impacts students from rural or underdeveloped areas, where slow or

unstable internet connections are common. Grade 11 and 12 Information,

Communication, and Technology (ICT) students, who are expected to engage in

technologically intensive activities, face significant challenges when confronted with

unreliable Internet. These challenges include difficulties in attending virtual classes,

delays in submitting assignments, limited access to online resources, and an overall

reduction in learning engagement. As a result, their academic performance can suffer,

making it harder for them to keep up with their peers who enjoy stable internet

connections.

This research addresses the critical challenge of uneven internet access, particularly its

impact on Grade 11 and 12 ICT students at Mabalacat National Senior High School. As

digital tools and online learning become integral to education, equitable internet access is

essential for academic success (Johnson & Brown, 2021). The study explores how

varying internet speeds influence students' ability to complete assignments, engage in

discussions, and access learning materials, highlighting the negative effects of poor

connectivity on grades, completion rates, and motivation (Smith et al., 2020).

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Additionally, the research aims to contribute to educational policy by providing

recommendations for improving internet infrastructure, fostering digital literacy, and

promoting equity (Adams & Lee, 2022). The findings will inform decisions on

infrastructure investment, benefiting not only students and educators but also broader

stakeholders in shaping the future of education in a technology-driven world (O'Connor,

2023).

Statement of the Problem

1. What factors related to poor internet connectivity significantly affect the academic

performance of students?

- What problems do you face with your internet connection?

- What Type of Internet Connection do you have at home?

- How satisfied are you with your internet speed?

2. How does the quality of internet connection impact the academic performance of

students at Mabalacat National Senior High School?

- How satisfied are you with your internet connectivity when it comes to submitting

assignments on time?

- How satisfied are you with how your internet connection affects your schoolwork?

- How satisfied are you with how internet connectivity affects your overall academic

performance?
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3. What solutions can be implemented to improve internet access for students

experiencing poor connectivity, and how would these solutions affect their academic

performance?

- What could help improve your internet access?

4. Is there a significant relationship between internet connection speed and academic

performance among students?

Hypothesis

There is no significant relationship between internet connection speed and academic

performance among students.

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Significance of the Study

This Study is conducted to benefit the following:

• Students: This study may serve as a guide and reference for the students undertaking

similar studies

• Administrators and Staff: This study will help them determine the struggles of students

in terms of their access to Internet Connection

• Teachers: This study would guide the teachers on what to do with the students who

have either good or bad Internet Connections. Also, the teachers would be able to

understand the reason behind why some of the students don’t pass activities when it

comes to online kind of stuff.

• Future Researchers: This research will be a useful reference for the researchers who

plan to make any related study precisely the standard underlying the Information,

Communication, and Technology Program.

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Overall, this research study will aid Mabalacat National Senior High School itself;

Students, Administrators and Staff, Teachers, and Future Researchers in determining the

problem in terms of internet connectivity among Grade 11 & 12 Students.

Scope and Delimitation of the Study

This study focuses on Grade 11 and 12 Information, Communication, and Technology

Students at Mabalacat National Senior High School who can access the internet at home

through their cell phones and who are facing difficulties in using online resources due to

either slow connection speeds or data limits from local providers.

Students with better broadband access at home generally possess higher digital skills. In

comparison, communities with slower internet access gain fewer advantages from digital

transformation than those with faster connectivity.

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CHAPTER II

REVIEW OF RELATED LITERATURE

Related Literatures and Related Studies

The growing concern over digital dependency and its impact on young people's academic

performance and personal development has attracted significant attention from

researchers. Some studies indicate that internet use can enhance academic performance

(Çebi & Güyer, 2020; Chen et al., 2016; Hou et al., 2021; Gil, 2017; Naqshbandi et al.,

2017; Zhu et al., 2016). For instance, Chen et al. (2015) explored the relationship

between seeking information online, academic performance, and academic self-efficacy,

finding that self-efficacy mediates the connection between the first two. They

distinguished between educational and leisure internet use, concluding that both

positively influenced the academic self-efficacy of twelfth-grade students, thereby

improving their academic performance. In contrast, Hou et al. (2021) investigated the

effects of the Chinese social network WeChat on university students' academic outcomes,

concluding that its impact largely depended on students' self-control; sharing information

via WeChat had a positive effect when self-control was high.

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Similarly, research has shown a positive correlation between ICT use and academic

performance (Mo et al., 2023; Cabras & Tena Horrillo, 2016; Gubbels et al., 2020; Lei et

al., 2021). Notably, Cabras and Tena Horrillo (2016) utilized PISA 2012 data and

identified a causal link between ICT use and improved mathematics performance among

Spanish students, particularly benefiting those from lower-income backgrounds. Gubbels

et al. (2020) found that moderate ICT use was positively associated with reading

achievements among 15-year-old Dutch students, although excessive use had a negative

impact. Machin et al. (2021) reported that increased ICT investment in English schools

positively affected reading and science skills but had no significant effect on

mathematics. Villafuerte and Romero (2017) discovered that watching videos and

engaging with social networks improved English skills, enhancing motivation and

engagement in writing and listening. This finding contrasts with most empirical studies,

which typically identify a negative impact of social networks on educational outcomes

(see meta-analysis by Liu et al., 2017).

However, other studies suggest a negative correlation between internet/ICT use and

academic performance (Azizi et al., 2019; Chang et al., 2019; Hsiao et al., 2017; Junco,

2015; Karpinski et al., 2016; Kim et al., 2017). Kim et al. (2017) examined confounding

factors such as gender, drug use, and parental education and found that general internet

use negatively correlated with higher school performance, unlike use specifically for

studying.

Lastly, some research indicates that internet and ICT usage does not significantly affect

educational outcomes (Cristia et al., 2017; Fairlie & Robinson, 2017; Leuven et al., 2018;

Mbaeze et al., 2019; Raines, 2012; Spiezia, 2020; Woessmann & Fuchs, 2017).
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Information and communication technology (ICT) has become an essential tool for

driving innovation and improving academic standards across various sectors globally. For

high school students, ICT plays a vital role both inside and outside the classroom. The

Internet serves as a vast network enabling international communication and providing

access to a wide range of data resources, connecting commercial, public, business,

academic, and governmental networks. Although "Internet" and "World Wide Web" are

often used interchangeably, they are not the same. The Internet refers to the overall global

communication network, including its hardware and infrastructure, while the Web is just

one of the services available through the Internet (Techopedia, 2020).

Ngoumandjoka (2017) classified internet users into heavy and light users. He found that

college students primarily use the internet for academic reasons, with heavy users

engaging in more leisure activities online compared to light users. His research also

indicated that the perceived positive impact of the internet on academic performance

increases with greater use for educational purposes. Many researchers, including Torres

(2016), agree that internet usage has a positive effect on academic success, suggesting

that students who frequently use the internet for educational resources are less likely to

struggle with exams.

The internet enhances consumers' awareness of their environment and the vastness of the

world. Akin-Adaeamola (2019) and Yebowaah (2018) note that the internet gathers

various data used by college students and high school seniors. Olatokun (2018) suggests

that if individuals can access the internet freely, usage will increase. Recent studies

indicate that the Internet provides access to a range of websites, including social

networking sites, online gaming, and adult content (Yebowaah, 2018). Research by
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Ellore et al. (2021) highlights that many students access the internet via their mobile

phones, which promotes academic growth and enhances face-to-face communication.

This accessibility helps students expand their intellectual horizons (Akin-Adaeamola,

2019; Yebowaah, 2018).

Singh (2016) argues that using the internet mainly for social networking and email can

lead to psychological issues like mood swings, behavioral changes, withdrawal, and

feelings of loneliness due to the persistence of a virtual online environment. Turel and

Toraman (2015) found that as students' academic performance improves, their average

levels of internet addiction tend to decrease, suggesting that internet addiction negatively

impacts academic success.

Aitokhuehi (2021) observed that students who are skilled with computers but not reliant

on them tend to perform better than those who are dependent. Kakkar (2015) emphasized

that internet addiction significantly harms children's academic performance and mental

health. He noted that students classified as severely addicted to the internet experience

negative effects on both their academic achievements and physical well-being, unlike

those who use the internet in moderation.

Austin (2022) reached a similar conclusion in their research, categorizing internet users

into three groups: light, moderate, and heavy users. They found that students who use the

internet moderately both at school and at home achieve better academic results than those

who do not. Furthermore, students who only use the internet at school (light users)

performed worse academically compared to those who do not use it at all.

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Ensuring equitable access to technology and reliable internet connectivity for all students,

especially in underserved communities, remains a significant challenge (Ilic, 2021).

Additionally, the effective use of ICT requires comprehensive teacher training and

ongoing support to navigate technical complexities and improve educational outcomes

(Timotheou et al., 2023). Efforts to implement these technologies are often hindered by

resistance from both students and educators who prefer traditional teaching methods or

lack familiarity with technology in the classroom.

Moreover, digital education brings challenges such as shifts in the teacher's role,

decreased face-to-face interaction, and increased workloads, all of which necessitate

advancements in teacher digital competence (TDC) (Babushko et al., 2022). Familiarity

with new digital tools can inspire teachers to integrate various technologies into their

classrooms, thereby enhancing their digital skills (Timotheou et al., 2023). Tools like

ChatGPT, a prominent example of generative AI, provide valuable resources and ease of

use, helping teachers tackle the challenges of developing TDC.

In a survey, 60% of respondents reported studying online from their homes in urban or

suburban areas, 31% in rural regions, and 9% in university residence halls. Access to

reliable internet is crucial for effective online learning (Dublas et al., 2021), as it opens

up a vast array of knowledge, skills, and learning materials, thereby enhancing

educational opportunities. It also promotes student collaboration, improves language

performance, and enriches vocabulary. Learning Management Systems and Google Apps

facilitate collaborative activities in both physical and online settings, supporting skill

development and knowledge acquisition (Balol, 2023; Begum & Naga Dhana Lakshmi,

2023; Dahal, 2023; Misra et al., 2024; Vali, 2023).

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The importance of collaborative learning enabled by internet access is crucial for

students' educational development. This highlights the positive impact of modern

technology, particularly internet use, on collaborative learning (Vali, 2023). However, as

experienced by tertiary students in Palembang, this can sometimes result in unequal

participation within groups.

A survey conducted by Aynas and Aslan (2021) examined the effects of authentic

learning on learners' problem-solving skills. They found that while authentic learning

environments can enhance learners' motivation and engagement, they may not be as

effective in developing specific skills such as problem identification and task execution.

This suggests that educators and curriculum designers should carefully weigh the trade-

offs of implementing authentic learning approaches. In a separate study, Ilie (2023)

investigated the impact of collaborative learning on communication skills. The findings

indicated that cooperative learning can improve learners' ability to communicate

effectively, collaborate in teams, and articulate their ideas clearly. This aligns with

previous research, suggesting that collaborative learning can be an effective method for

fostering specific productive competencies.

To achieve the positive outcomes associated with cooperative learning, teachers must

make informed instructional decisions, taking into account contextual factors such as the

number of groups, class size, and the integration of technology to facilitate collaboration.

These factors ultimately influence the level of supervision a teacher can provide. Ilie

(2023) emphasizes that while collaboration enhances learning, it's important to create

opportunities for students to work together and identify the conditions that best support

both individual and group learning. Digital content should be engaging and interactive to
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promote active learning by boosting student participation and involvement in learning

activities.

Sampath Kumar and Manjunath (2023) found in their quantitative studies that teachers

and researchers have been utilizing the Internet to enhance their research and teaching

efforts. This usage has positively influenced their academic performance, particularly in

writing research papers, which in turn improves their research capabilities and overall

learning experience. On the other hand, Sushma et al. (2021) noted that increased time

spent on the internet correlates with higher levels of internet addiction among students.

Their study indicated that the amount of time spent online is increasingly seen as a

measure of academic success, although excessive internet use does not necessarily

correlate with academic achievement.

The internet broadens users' awareness of the world around them. It collects various types

of data that are utilized by college students and high school seniors (Akin-Adaeamola,

2016; Yebowaah, 2018). If users are no longer restricted in their access, internet usage is

likely to continue growing (Olatokun, 2018). Recent research indicates that the Internet

facilitates access to various data sites, including social networking platforms, online

sports, and adult content (Yebowaah, 2018). According to a study by Ellore et al. (2020),

most students access the internet via their mobile phones, which helps broaden their

intellectual horizons (Akin-Adaeamola, 2016; Yebowaah, 2018). Additionally, the use of

laptops and access to online resources are vital for learners (Akande & Bamise, 2017).

Yesilyurt et al. (2017) suggest that having a computer at home with internet access is as

essential for learners' academic performance as self-learning skills. Olatokun (2018)

found that many learners in Nigeria considered the Internet to be more effective and
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accessible than their school libraries. The study revealed that students view the internet as

a valuable source of general knowledge, which helps cultivate their reading habits and

ultimately enhances their academic performance. Akin-Adaeamola (2019) and Siraj et al.

(2015) noted that students regard the Internet as a supplementary source of information,

contributing to improved academic outcomes. According to Ogedebe (2017), most

students seek relevant educational materials online, which indicates they utilize the

Internet to bolster their academic performance. Sahin et al. (2015) examined university

students' internet use and argued that reliable online resources are crucial for academic

study, especially for advanced topics that require thorough literature assessments.

According to Ngoumandjoka (2017), the Internet is primarily used for leisure activities

rather than educational purposes. Singh et al. (2018) noted that while students are

increasingly inclined to use the Internet, they predominantly engage in non-academic

activities such as email, gaming, and social networking. This trend has led to setbacks in

their academic pursuits, helping to explain the mixed research findings regarding the

impact of internet use on academic performance. Akin-Adaramola (2019) found that

students' most common online activities include chatting, followed by uploading and

watching multimedia videos, browsing the internet, and searching for school-related

information, along with visiting websites for sports, online news, gaming, and shopping.

Demographic variables are believed to influence internet usage and academic

performance. A comparison of demographics revealed that adult males are more likely to

engage in internet use than females (Akande & Bamise, 2017). Additionally, a

comparative assessment showed that male college students tend to spend more time

online (Ellore et al., 2015). Rabiu, Muhammed, Umaru, and Ahmed (2016) identified
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smartphones as a significant device for accessing the internet, noting that they have a

substantial impact on academic success for both male and female senior students.

Furthermore, Kim (2015) explored the effects of internet usage on intellectual satisfaction

and behavioral improvement among South Korean teenage girls, finding that girls are

more inclined than boys to use the internet for educational resources and blogs, while

boys tend to use it primarily for gaming.

A study examining the socio-economic context, internet access, and student performance

found no strong link between students' socio-economic backgrounds and their internet

access (Adegoke, 2018). The findings indicated that students from low-income families

often rely on their friends' phones to access the internet or have friends cover their costs

at cafés. In some cases, they manage to pay for access themselves. However, other

studies suggest that students do invest in internet access (Osunade, 2020). Adegoke

(2018) noted that socio-economic factors significantly influence a student's satisfaction,

while internet usage alone does not impact academic achievement. Instead, the

combination of socio-economic background and internet use plays a substantial role in

shaping educational outcomes.

Ngoumandjoka (2018) categorized internet users as heavy or moderate, asserting that

academic work is the primary motivation for students using the internet on campus. He

noted that the more academic resources are shared online, the greater the positive impact

on students' grades. Engaging in constructive social activities with friends and teachers or

utilizing online tools for academic tasks tends to enhance academic performance (Torres-

Diaz et al., 2016). Aitokhuehi et al. (2017) found that students who are proficient with the

internet perform better academically than those who are not. Similarly, Samual (2019)
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observed this trend among Nigerian secondary students, noting that internet usage in

public colleges in Lagos is comparatively low. While the internet has become an integral

part of many people's lives, its addictive nature poses risks. Singh et al. (2017)

highlighted that frequent use of social networking and email can lead to psychological

issues.

Theoretical Framework

This theoretical framework examines the relationship between Internet connectivity and

academic performance, positing that Internet connectivity is a critical independent

variable that impacts student learning. Other independent variables, such as study habits,

digital literacy, motivation, and socio-economic status, are also integrated into the

framework to provide a comprehensive understanding of the factors influencing academic

outcomes.

Internet Connectivity

Study Habits

Digital Literacy
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Academic Performance

Socio-Economic Status

Independent Variables Dependent Variables

Independent Variables

1. Internet Connectivity

Definition: Refers to the availability and quality of Internet access that students have for

academic purposes, including factors such as speed, reliability, and access to digital

resources.

Rationale: Internet connectivity enables students to access online learning platforms,

digital resources, and research materials, and participate in virtual discussions. Reliable

and fast Internet connectivity enhances students' ability to engage in online learning,

thereby improving their academic performance. In contrast, poor connectivity can limit

access to educational content, hinder engagement, and reduce the quality of learning.
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2. Study Habits

Definition: The routines and practices students adopt to enhance their learning, including

time management, note-taking, and review techniques.

Rationale: Students with strong study habits are more likely to perform well

academically. Internet connectivity can enhance study habits by providing access to

resources such as study guides, online tutorials, and academic forums. However, poor

study habits can result in diminished academic performance, regardless of Internet

access.

3. Digital Literacy

Definition: The ability to effectively use digital tools and platforms for academic

purposes, including proficiency in using search engines, online learning platforms, and

academic databases.

Rationale: Students who are more digitally literate can navigate and utilize the Internet

more effectively for academic purposes. Digital literacy influences how efficiently

students search for information, collaborate online, and engage in digital learning

environments, which in turn affects their academic performance.

4. Socio-economic Status (SES)

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Definition: The socio-economic standing of a student's family, typically measured by

factors such as income, education, and occupation, which influences access to resources

like technology and the Internet.

Rationale: Students from higher socio-economic backgrounds are more likely to have

reliable Internet access, personal devices, and an environment conducive to studying, all

of which can positively impact academic performance. In contrast, students from lower

socio-economic backgrounds may face challenges such as inconsistent Internet access

and limited educational resources.

Dependent Variable

1. Academic Performance

Definition: The measurable outcomes of a student's educational activities, often reflected

in grades, test scores, and overall academic achievement.

Rationale: Academic performance is influenced by various factors, including the

availability of Internet connectivity and how students use it to enhance their learning.

Better Internet access facilitates improved academic engagement, provides access to a

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broader range of educational materials, and fosters collaboration with peers and

instructors, all of which contribute to higher academic performance.

Definition of Terms

Authentic learning

 An instructional approach that allows students to explore, discuss, and

meaningfully construct concepts and relationships in contexts that involve

real-world problems and projects relevant to the learner.

Bolster

 To offer support or strengthen.

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Disparity

 A noticeable and usually significant difference or dissimilarity

Endeavor

 Serious determined effort

Equitable

 Fair in a way that accounts for and attempts to offset disparities in the way

people of different races, genders, etc. are treated

Hinder

 To make slow or difficult the progress of

Indispensable

 Necessary or too important not to have.

Integration

 The act or process or an instance of integrating

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Intellectual horizon

 An area of insight or knowledge that one can strive to expand.

Interchangeably

 Capable of being interchanged

Patronize

 Provide aid or support for

Proficient

 Able to do something to a higher-than-average standard

Self-efficacy

 An individual's belief in his or her capacity to execute behaviors necessary to

produce specific performance attainments.

Vastness
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 Very great in size, amount, degree, intensity, or especially in extent or range

CHAPTER III

METHODS OF RESEARCH

Methods and Technique of the Study

This section outlines the methods and techniques used to investigate the relationship

between internet connectivity and academic performance. A descriptive correlational

research design was chosen to examine this association, ensuring a comprehensive

understanding of how internet connectivity impacts academic outcomes. The study will

select a representative sample of students from Grades 11 and 12 and employ a

combination of surveys, academic record analysis, and focus group discussions to gather

data. By using these methods, the study aims to provide meaningful insights into the role

of internet connectivity in shaping students' academic success. Analytical techniques,

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including correlation analysis and thematic analysis, will be used to explore how

connectivity influences academic performance and engagement. Ethical considerations,

such as confidentiality and informed consent, will be prioritized to maintain the integrity

of the research and ensure participant trust.

This study will utilize a descriptive correlational research design to analyze the

relationship between internet connectivity and academic performance. Descriptive

research will gather data on students' internet access, connectivity speeds, and usage

habits, while correlational analysis will examine how these factors are associated with

academic performance.

Population and Sample of the Study

Population: The target population for this study consists of Grade 11 and Grade 12

students enrolled in the Information, Communication, and Technology (ICT) strand at

Mabalacat National Senior High School, hereafter referred to as “Nationalians.”

Sample Size and Sampling Technique: A representative sample will be selected using

stratified random sampling to ensure balanced representation from both Grade 11 and

Grade 12 students. The sample size will be determined based on the total student

population, to achieve statistical significance to enhance the reliability of the findings.

Grade 11 Students:

Babbage = 23
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Aiken = 26

Grade 12 Students:

Torvalds = 23

Gates = 24

Total Number of Grade 11 and Grade 12 ICT Students: 96

Slovin’s Formula = n = N / 1 + 96 * (0.05)^2

1. Substitute the values into the formula:

𝑛 = 96 / 1+96*(0.05)^2

2. Calculate the squared margin of error:

0.05^2 = 0.0025

3. Multiply the Population Size by the squared margin of error:

96*0.0025 = 0.24

4. Add 1 to the result:

1 + 0.24 = 1.24
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5. Finally, divide the Population Size by the result:

96/1.24 = 77.42

Therefore, n = 77

Research Instrument

The research instrument will consist of structured questionnaires and surveys tailored to

assess students' internet access, usage patterns, and perceived impact on their academic

performance. Additionally, it will incorporate performance metrics, such as grades and

project completion rates, to provide a comprehensive view of the relationship between

connectivity and educational outcomes. By ensuring that the instrument is both reliable

and valid, the study will generate meaningful insights that can inform educational

practices and policies, ultimately enhancing the learning experience for students in ICT

programs.

1. Type of Internet Connection at Home:

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[] PLDT [] Converge [] Mobile Data [] No Internet at Home

2. How satisfied are you with how your internet connection affects your schoolwork?

[] Very Dissatisfied [] Dissatisfied [] Satisfied [] Very Satisfied

3. How satisfied are you with your internet speed?

[] Very Dissatisfied [] Dissatisfied [] Satisfied [] Very Satisfied

4. How satisfied are you with your internet connectivity when it comes to submitting

assignments on time?

[] Very Dissatisfied [] Dissatisfied [] Satisfied [] Very Satisfied

5. How satisfied are you with how internet connectivity affects your overall academic

performance?

[] Very Dissatisfied [] Dissatisfied [] Satisfied [] Very Satisfied

6. What problems do you face with your internet connection? (Select one or more)

[] Slow speed [] Frequent disconnections [] Trouble accessing online

resources [] Difficulty in online classes

7. What could help improve your internet access? (Select one or more)

[] Better school infrastructure [] Financial support internet costs

[] Community Wi-Fi access [] Offline study materials

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Data Gathering Procedure

The Data-Gathering procedure will involve the distribution of structured questionnaires

to a selected sample of Grade 11 and 12 ICT students. These questionnaires will assess

various dimensions of internet connectivity, including access speed, reliability, and

frequency of use, alongside academic performance indicators such as grades and

engagement in digital learning activities. To ensure comprehensive data, focus group

discussions may also be conducted, allowing students to share their experiences and

insights regarding the impact of internet connectivity on their studies. This mixed-

methods approach will enhance the richness of the data collected, ultimately leading to

more nuanced conclusions and recommendations for improving educational practices in a

digitally connected world.

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1. Preparation Phase

Literature Review: Conduct a preliminary review of existing literature on internet

connectivity and academic performance to refine your research questions and hypotheses.

Instrument Development: Design the data collection instruments, including:

Questionnaire: Create a structured survey with sections on demographic information,

internet connectivity (speed, reliability), and academic performance metrics.

2. Sampling

Identify Target Population: Define the population of Grade 11 and 12 ICT students.

Select Sample: Use stratified random sampling to select approximately all of the

Information, Communication, and Technology students (100 from each grade). Ensure

diversity in terms of gender, socio-economic background, and academic performance.

3. Ethical Considerations

Obtain Approval: Seek approval from the school administration and relevant ethics

review board, if applicable.

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Informed Consent: Prepare consent forms detailing the study's purpose, procedures,

potential risks, and the confidentiality of responses. Ensure both students and their

parents/guardians understand and sign these forms.

4. Data Collection Process

Survey Administration:

Distribution: Distribute the questionnaire both online (via Google Forms or similar

platforms) and in paper format, depending on accessibility and convenience for the

students.

Instructions: Provide clear instructions on how to complete the questionnaire,

emphasizing the importance of honest and thoughtful responses.

Timeframe: Allow 1-2 weeks for completion, sending reminders to encourage

participation.
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5. Collection of Academic Records

Accessing Data: Coordinate with the school administration to obtain academic

performance data (Average, assignment scores) for the surveyed students. Ensure this is

done in compliance with privacy regulations.

Consent for Data Access: Ensure that consent is obtained from students or their guardians

for the use of academic records in the study.

6. Data Management

Organizing Data: Create a secure database to store quantitative survey responses. Ensure

that all data is anonymized.

Data Backup: Regularly back up data to prevent loss and ensure data integrity.

7. Data Analysis Preparation

Coding Surveys: Prepare the survey data for analysis by coding responses and entering

them into statistical software.

8. Timeline
INTERNET TOWARDS ACADEMIC PERFORMANCE

Establish a Schedule: Develop a timeline that outlines each phase of data collection, from

instrument development to analysis and reporting. Allocate specific time frames for each

activity.

Data Processing and Statistical Treatment

In this section, the methods used to analyze the data collected in this study will be

outlined. The main objective of the analysis is to examine the relationship between

internet connectivity and academic performance among Grade 11 and Grade 12 students

in the ICT strand at Mabalacat National Senior High School. By employing a range of

statistical techniques, this research aims to uncover patterns and correlations that shed

light on how internet access, usage habits, and connectivity influence students’ academic

outcomes.

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