final nursing research ii

8/7/2019 Final Nursing research II

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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 society¶s 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 life-long 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 today¶s 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



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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 17-20 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



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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



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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 ³know about Me´ (Wiley and

Sison, 2006) which is consistent with Buhrmester and

Prager¶s (1995) model of self disclosure; that peer

feedback influence the user¶s 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 man¶s responses to cultural

products, to other persons or group of persons, to objects

and to events or situations. If the attitude of a person



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especially to classroom performances. And may become an

inspiration to success when utilized on the best way

Theoretical Framework

Jean Piaget¶s 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 Pavlov¶s well known Classical Conditioning Theory

in 1936 is what the researchers observe in a student¶s

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).



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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 individual¶s 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 person¶s

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 person¶s

attitude. It is the most difficult area in which to bring



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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.



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Ind epend ent

Variable

Effects of Social

Networking in terms

of these domains:

1. Cognitive

2. Psychomotor

3. Affective

Depend ent

Variable

Classroom

Performance of UBBSN III students

Mod erator

Variable

Internet Access

Gender



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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



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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.



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CHAPTER 2

DESIGN A ND 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).



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174 which was derive using the Slovin¶s 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 Proced ure

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.



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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.

Arbitraryvalues

Range Interpretation

4 3.26 ± 4.00 Always. Social networking has agreat effect on the classroomperformance of UB BSN III students

3 2.51 ± 3.25 Often. Social networking has aneffect on the classroomperformance of UB BSN III students

2 1.76 ± 2.50 Seldom. Social networking has lesseffect on the classroomperformance of UB BSN III students

1 1.00 ± 1.75 Never. Social Networking has noeffect in Classroom Performance ofUB 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:



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Where:

= mean of the first

= mean of the second

= number of population of the first

= number of population of the second

= summation of the first mean of the variable

= summation of the second mean of the variable



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Chapter 3

PRESE NTATIO N, A N ALYSIS, A ND INTERPRETATIO N 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 BS N III stud ents 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 stud ents on the effects Social Networking in

the Classroom Performance of the BS N III stud ents

Effects of Social Networking in the Classroom

Performance of the BS N III Stud ents of the University of

Baguio in terms of Cognitive, Psychomotor and Affective

Domain

COGNITI VE DOMA IN Mean I

1. I encounter difficulty inmemorizing because I spend more timein social networking.

2.3 SELDOM

2. I forget doing assignments, becauseI am always pre ± occupied withmeeting friends online.

1.9 SELDOM



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3. I encounter difficulty on focusingduring classroom discussions because,I day dream and think of onlinesurfing most of the time.

1.6 NEVER

4. No initiative to ask Questions

during classroom discussions because,I merely do not want to stay long andto be able to chat immediately to myfriends waiting from internet surfing.

1.6 NEVER

5. I experience difficulty inunderstanding with our classroomdiscussions because, I don¶t have timeto read in advance, I give morepriority chatting with friends online

1.7 NEVER

Computed Mean 1.82 SELDOM

PHYCHOMOTOR 6. I cram to study prior to Quizzes. 1.98 SELDOM

7. I am sleepy during class hoursbecause, I stay late at night chattingwith friends online.

1.75 SELDOM

8. I go to school late and lazy toattend class because I am not yetthrough of my online activities.

1.53 NEVER

9. I easily get fatigue and loose myenergy because I spend more time in

social networking and fail to haveenough rest

1.62 NEVER

10. I show little interest to myfellow students and prefer onlinefriends instead.

1.64 NEVER

Computed Mean 1.7 NEVER

AFFECTI VE

11. I hastily go home after class toaccess online networks.

1.7 NEVER

12. I experience cutting classes just

to have time for social networking.

1.47 NEVER

13. I ask for more allowance to myparents and reason out ³because ofschool project´ but instead to financemy social networking activities.

1.47 NEVER

14. I fail to pass requirements ontime because I prefer to surf theinternet especially on social

1.49 NEVER



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networking rather than working on myrequirements to be pass on time.15. I lose my patience in waitingclass dismissal because; I¶m excitedto access online networks.

1.42 NEVER

Computed Mean 1.51 NEVER

Legend: Score/ Range Interpretation:

3.26 ± 4.0 Always

2.51 ± 3.25 Often

1.76 ± 2.50 Seldom

1.0 ± 1.75 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.



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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 VariablesGender

Domains Male Female TotalMean I Mean I Mean I

Cognitive 2.03 Seldom 1.80 Seldom 1.92 SeldomPsychomotor 1.88 Seldom 1.58 Never 1.73 NeverAffective 1.73 Never 1.39 Never 1.59 NeverTotal 1.88 Seldom 1.59 Never 1.74 Never

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.



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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 VariablesInternet Access

Domains Owned Rented TotalMean I Mean I Mean I

Cognitive 1.86 Seldom 1.87 Seldom 1.86 SeldomPsychomotor 1.84 Seldom 1.60 Never 1.72 NeverAffective 1.60 Never 1.42 Never 1.51 NeverTotal 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 doesn¶t 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.



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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 student¶s we must not forget

that our first priority is education.



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Chapter 4

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, there¶s 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 Networking¶s, 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



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them to utilize Social Networking doesn¶t 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 2nd year BSN students of the

University of Baguio.



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APPENDIX

UNIVERSITY OF BAGUIOSCHOOL OF NURSING

GENERAL LUNA ROAD, BAGUIO CITY

TO: JOCELYN A. APALLA , R N, MCD

Department Head for Academic InstructionsUniversity of BaguioSchool of Nursing

THRU: KATE M. BA NW A , R N

Subject Head, BSN IIIUniversity of BaguioSchool of Nursing

DATE: September 27, 2010RE: Letter of Permission

Dear Madam;

Greetings!

We the researchers of BSN third year students of theUniversity of Baguio, School of Nursing will be conducting astudy entitled; ³Effects of Social Networking to the Classroom

Performance Of BS N III Stud ents of the University of Baguio´.

We are asking for your good office to allow us float

questionnaire to our fellow students on the months ofSeptember and October. This is line in the completion of oursubject ³Introduction to Nursing Research´.

We are looking forward for your favorable responseregarding this matter. Thank you very much.

Respectfully yours,

THE E NLIGHTE NED TEAM

Noted By;

MA THERES A L. MACARAEG, R N, MA N

Research Adviser

Approved by;

G A Y MAR IE L.CABRERA , R N, M S N, PhD

Dean



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APPENDIX

UNIVERSITY OF BAGUIOSCHOOL OF NURSING

GENERAL LUNA ROAD, BAGUIO CITY

Dear Respondents;

Greetings!

We the researchers of University of Baguio, Third YearBachelor Science in Nursing will be conducting a studyentitled; ³Effects of Social Networking to the Classroom

Performance Of BS N III Stud ents of the University ofBaguio´.

In connection with this, we would like to ask for your

utmost participation on answering our questionnaire. Rest

assured that your answers will be held with

confidentiality.

The effort extends to this endeavor will be highly

appreciated. Thank you very much for your cooperation.

Respectfully yours;

THE ENLIGHTENED TEAM

Noted by

MA THERES A L. MACARAEG, R N, MA N

Research Adviser



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12. I experience cutting classes just to havetime for social networking.13. I ask for more allowance to my parentsand reason out ³because of school project´but instead to finance my social networking

activities.14. I fail to pass requirements on timebecause I prefer to surf the internetespecially on social networking rather thanworking on my requirements to be pass ontime.15. I lose my patience in waiting classdismissal because; I¶m excited to accessonline networks.



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Time table

Date(2010) Activities

June 7 Orientation with the adviser

and identifying the final

name of the group (NMB II

Angel¶s)

June 14,15,16,21,22,23 Formulation, selection and

identifying the problem

(Correlation of time spent on

Facebook with the time spent

on studying of selected

nursing students of

University of Baguio.)

June 28, 29, 30 Collection of Review of

Related Literature

July 5-7 Analyzing data and discussion

with the adviser; Making of

Statement of the Problem,

finalization of the

background of the study

June -10 Finalization of all the

outputs, discussion with the

adviser, and preparation for



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to Effects of Social

Networking to the Classroom

Performance of BSN III

Students of University of

Baguio



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