final nursing research ii
TRANSCRIPT
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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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