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BANISIL NATIONAL HIGH SCHOOL

Tambler, General Santos City, Philippines
SY. 2021-2022

Academic Use of Wi-Fi Among High School Students: A

Preliminary Case Study at Banisil National High School

Sarah Mae C. Odango

Igeri R. Sulanting
Mevin James D. Nogodula
Cristel Joy A. Gadiano
Joedel M. Delvalle
Jaylord A. Lapeña
Dave Patayon

Banisil National High School Tambler, General Santos City

Science Technology Engineering Program

Sharelee D. Araquil

April 12, 2023

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TABLE OF CONTENTS
1 INTRODUCTION 3
1. STATEMENT OF THE PROBLEM 4
1. SCOPE AND DELIMITATION 4
1. SIGNIFICANCE OF THE STUDY 5
2 REVIEW OF RELATED LITERATURE 5
2.1 Legal Bases 5
2.2 School Wi-Fi 6
2.3 Internet Access 6
2.4 Students’ Satisfaction 7
2.6 Related Studies 8
2.6.1 Local Studies 8
2.6.2 Foreign Studies 8
2.7 Conceptual Framework 9
2.8 Hypothesis 9
2.8.1 Null Hypothesis 9
2.8.2 Alternate Hypothesis 9
3 METHODOLOGY 10
3.1 Research Design 10
3.2 Sample and Sampling Procedure 12
3.3 Instrument 12
3.4 Data Collection Methods 12
3.5 Data Analysis 13
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1 INTRODUCTION

The foundation of capacity-building is education. People acquire the skills they need

to find employment, launch businesses, lead fulfilling lives, and support their families

through education. Education develops the skills that societies need to manage health and

social services, increase productivity and achieve economic growth, and participate fully in

the international community of nations (Internet Society, 2021). Information and

communication technology (ICT) has been a tool for innovation and raising academic

standards in many fields around the world. For high school students, ICT has been a crucial

component of teaching and learning from both inside and outside the classroom in the

educational sector. To facilitate international communication and access to data resources, the

internet is a vast network system that connects a variety of commercial, public, business,

academic, and governmental networks. Although they are not synonymous, the terms

"Internet" and "World Wide Web" are frequently used interchangeably. The internet,

however, refers to the global communication system, which includes hardware and

infrastructure, whereas the web is merely one of the services offered through the internet

(Techopedia, 2020).

According to Lynch (2018), a lack of internet access can have a variety of negative

effects on a student's academic performance. Without the internet, students are unable to

communicate with their professors or peers, conduct their research, or access online

homework assistance. Families without internet access risk missing out on information or

losing contact with their children's schools and teachers.

Today, empirical studies (Akende, 2015) report that access to information can affect

students' academic performance. Internet connectivity has significantly improved over the

past few decades and is now available everywhere, including homes, offices, travel
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destinations, and schools (Ellore, 2014). Nearly everyone has access to the internet, and most

students use their cell phones to do so (Ellore, 2014). By having access to information from

around the world, students can expand their academic knowledge, conduct research, and

complete assignments. This also facilitates simple communication with the academic

community (Siraj, 2015). As a result, research on how internet use affects students' learning

outcomes is essential before implementing it in the classroom. The connection between

internet use and learning will offer a way to improve the learning environment and

technology for solving economic, social, and political problems. We confirm that this is an

area of informatics as a result (Ms & Adjoa, 2018).

1. STATEMENT OF THE PROBLEM

The researchers would like to answer the following questions based on the given

problems:

1.) How did the installation of Wi-Fi on the respective classrooms affect the students

in terms of:

a. academic performance

2.) What are the challenges and limitations that students encounter when using Wi-Fi

for academic purposes?

a. slow or unreliable Wi-Fi connection

b. lack of access to devices

c. lack of relevant learning resources online

d. difficulty in navigating online platforms and tools

e. lack of technical support

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1. SCOPE AND DELIMITATION

In this quantitative study, the influence of Wi-Fi service quality on students’

satisfaction and how this affects their academic performance will be investigated.

To achieve this understanding, the researchers will conduct a survey by providing the

students with hard copies to fill out inside their classrooms with Wi-Fi access.

This study will be conducted during the month of April in the year of 2023 at Banisil

National High School Tambler General Santos City.

1. SIGNIFICANCE OF THE STUDY

Students: This study aims to determine the effectiveness of internet use toward

student’s academic tasks, its benefits towards making school more fun and easier for students

and its overall convenience for our teachers and fellow students.

Future researchers: Future researchers could use the results of this study to increase

their understanding of how successful internet use is for students' academic tasks as well as

how it improves the quality of our lives.

2 REVIEW OF RELATED LITERATURE

2.1 Legal Bases

According to "Republic Act 10929 Act Establishing the Free Internet Connection

Program in Public Places Across the Nation and Appropriating Fund Therefor".

Everyone ought to be equipped with the knowledge and abilities needed to utilize and shape

the Internet.
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Everyone should have access to the information, tools, and resources available online.

Children's ability to use the internet effectively and exercise their human rights depends on

their level of digital literacy. More civic engagement in the political, social, and economic

arenas will be made possible by digital literacy.

2.2 School Wi-Fi

The Internet is the world's largest repository of human knowledge, allowing many

communities worldwide to manage communication and solve problems more quickly. A wide

range of ideas, teaching and learning resources, techniques, and innovations have been

widely shared due to Internet access in education. According to the findings, internet use for

educational purposes has increased in secondary schools (Almasi et al., 2017). Wi-Fi

provides students with ubiquitous internet access to enhance their learning experience.

Internet use is essential to understand how Wi-Fi should be used to determine whether its

availability enhances or degrades the learning process (O'Brien et al., 2022). According to

research findings, sustaining the learning process through technology can improve learners'

performance, ability, positive attitude, and gaining knowledge. The internet has been

described as a powerful tool with a wealth of information for educational purposes. The

Internet is also described as a collection of tools that allow students to communicate with one

another and share their knowledge, experience, and culture (Suana et al., 2019).

One main concern that requires significant investments from the educational provider

is the student’s academic performance. One of the investments is in technology support,

specifically the campus Wi-Fi, to provide students with an enjoyable educational experience.

For decades, scholars have debated the influence of Wi-Fi connectivity on students' academic

orientation. Many academics argue that Wi-Fi technology benefits students greatly in

learning services provided on campus. Students with Internet access can follow and receive
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lessons outside of the prescribed class. Teachers now have more freedom to facilitate student

interaction outside the classroom when Wi-Fi is available (Omar et al., 2018).

2.3 Internet Access

UNICEF and the International Telecommunication Union (ITU) have published a

joint report revealing that 1.3 billion children worldwide, aged 3 to 17, do not have internet

access at home. The study also found that 759 million teenagers aged 15 to 24, or 63%, lack

connectivity at home. This digital divide, referred to as a "digital canyon" by UNICEF

Executive Director Henrietta Fore, has far-reaching consequences. It hinders children's and

young people's ability to compete in the modern economy, limits their access to education

during school closures, and isolates them from the world. The report's findings indicate that

the lack of internet access is jeopardizing the future of the younger generation.

According to UNICEF Executive Director Henrietta Fore, "The fact that so many

children and young people lack access to the internet at home is more than a digital gap—it's

the digital canyon." "The inability to connect online isn't just a problem for kids and

teenagers. They are unable to compete in the modern economy because of it. It cuts them off

from the outside world. And it prevents them from receiving an education in the event of

school closures, like the ones that millions of people are currently experiencing as a result of

COVID-19. To put it plainly: Lack of internet access is costing the next generation their

futures.”

The COVID-19 school closures continue to have an impact on close to a billion

students worldwide, forcing hundreds of millions of students to rely on virtual learning.

Education may not be accessible to those without internet access. In order to compete in the

21st-century economy even before the pandemic, a growing cohort of young people needed
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to learn fundamental, transferable, digital, job-specific, and entrepreneurial skills (UNICEF,

2020).

2.4 Students’ Satisfaction

Satisfaction has been defined as "A judgment that a product or service feature, or the

product or service itself, provides a pleasurable level of consumption-related fulfillment”

(Parahoo, 2015). An attitude arising from evaluating students' educational experiences and

the services and facilities offered by the institution can be described as student satisfaction

(Kanwar and Sanjeeva, 2022). A critical factor in measuring the institution’s success is how

satisfied the students are. The quality of the system and the support services provided by

institutions are two factors that influence student satisfaction (Kanwar and Sanjeeva, 2022). It

is because system quality and support services contribute to the quality of learning

experiences and academic success of students (Ciobanu, 2013).

One of these system attributes and support services is the Wi-Fi service. Several

previous studies have assessed student satisfaction with the Wi-Fi services provided (Omar,

2021; Sriram and Sarrayrih, 2016). It has been shown that satisfied students appear to be

engaged and motivated to use Wi-Fi services in their daily learning processes (Sriram and

Sarrayrih, 2016).

2.6 Related Studies

2.6.1 Local Studies

There are millions of pupils affected worldwide. Some have already given up being

considered students. Another key barrier to resolving the learning issue is the availability of
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technological resources and internet connectivity. With these ideas and facts, internet

connectivity affects teachers, the organization, and not simply the [Link] pertinent

and crucial subject in this study is the accessibility of learning resources or technologies.

Even though technology tools and gadgets are widely accessible today, some people still do

not have one. The study's findings will give school administrators a sneak peek at how

faculty and students will alter their teaching-learning processes. The result will also act as a

base for institutionalizing a flexible learning strategy in the future (Abarintos et al., 2021).

2.6.2 Foreign Studies

Student access to the Internet is facilitated by a variety of factors, including the

availability of Internet connections in schools, an adequate number of computers, the

student’s level of information literacy, the speed and cost of the connection, the stability of

the network, power availability, and the quality of the information accessed. If the

environment is not supportive, students at schools won't be interested in having access to the

Internet. Teachers are motivated by the aforementioned factors and should encourage kids to

utilize the Internet even when it is inconvenient for them to do so. (Ukpebor and Emwanta

2012).

2.7 Conceptual Framework

The study's independent variable is the School Wi-Fi connectivity, and the dependent

variable is the Academic Performance of Students. The graphical representation of the

Conceptual Framework of the study is shown on figure 1.

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Figure 1. Conceptual Framework.

2.8 Hypothesis

2.8.1 Null Hypothesis

There is no significant relationship between high school student’s academic

performance and internet connection use.

2.8.2 Alternate Hypothesis

There is a significant relationship between high school student’s academic

performance and internet connection use.

Definition of Terms

Conceptually, connecting a local area network (LAN) with high-frequency wireless is

known as wireless fidelity (Wi-Fi). Wi-Fi facilitates Internet access for gadgets like

computers, smartphones, and tablets by connecting them to LAN networks (Moate et al.

2017).

Academic achievement represents an essential component of the variables influencing

student success. It also dramatically impacts education, mainly as a practical method to gauge

students' learning progress. (Tus, 2020).

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3 METHODOLOGY

This chapter covers the research design and methodologies, including sample and sampling

procedure, instrument, data collection methods, and data analysis.

3.1 Research Design

To achieve the study's objectives, the researchers will use a non-experimental and

correlational research design which is called descriptive research design. Non-experimental

studies differ from experimental studies in that no variables are manipulated. On the contrary,

they rely on observation and analysis of existing information or natural occurrences to gain

important insights into our world's understanding (Arteaga, 2022). When using a correlational

study design, no variables are within the researcher's direct control or manipulation. The

degree and/or direction of the association between two (or more) variables is reflected in a

correlation. A correlation may go in either a positive or negative direction (Bhandari, 2021).

The goal of descriptive research is to accurately and thoroughly describe a population,

situation, or phenomenon. The researchers will not control or manipulate any of the variables

in this study but will simply observe and measure them (McCombes, 2019). The researchers

will use quantitative research, which utilizes numbers and graphs to investigate or verify

theories and assumptions and can be used to develop generalizable facts about a subject

(Streefkerk, 2019). Furthermore, an open-ended question was added to the survey for the

researchers to gain more knowledge of how Wireless Fidelity affects the student's academic

performance.
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3.2 Sample and Sampling Procedure

This study will target a sample of 10 Classroom-containing Wi-fi connections ranging

from 7th grade to senior high at Banisil National High School. Convenience Sampling will be

employed to collect data from students present during the conduct of this study. Ten different

classrooms are expected to participate in the research and fill out the questionnaire

voluntarily.

3.3 Instrument

In this study, the researchers will utilize a survey questionnaire as their research

instrument. The instrument consisted of three parts to measure each variable—a cover letter

from the researchers, the respondents' profile, and questions comprising reliability,

tangibility, responsiveness, assurance, and empathy, adapted from Ismail et al. (2021) and

Masri et al. (2017). The questionnaire is composed of 24 items in total. The Likert-type scale,

which spans from strongly disagree to strongly agree, is also present in this form.

The questionnaires will be printed out and distributed by the researchers. The

researchers attached a cover letter; informing the respondents that the survey was optional

and that all information gathered would be kept private.

3.4 Data Collection Methods

The researcher will go to the chosen classrooms during the students' free time, hand

out the survey questionnaire, which has been carefully reviewed, and briefly introduce the

study. The participants will be given 10 to 15 minutes to complete the survey in their

classroom. On the survey questionnaire, the Likert scale will be used. To preserve the study's
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secrecy and safeguard the respondents' identities, adding the participants' names is not

advised.

3.5 Data Analysis

The researchers will use several software programs to enter the responses manually

and for analysis. Frequency distribution tables and a summary of the findings will be

presented using descriptive statistics. The answer rates for all 24 items and each rating scale

will be displayed using frequency tables. The Spearman Rank Correlation Coefficient, a

nonparametric technique, will also be used to assess the degree of correlation between the

variables. The interpretation of correlation coefficients in the analysis will be entirely based

on Evans' (1996) procedures, with coefficient values closer to 1 denoting a higher correlation

between variables.

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[Link]

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Secondary School Students in Osun State, Nigeria.

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a77952182f64922543e2234a2b3efdf0645ef901

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Success in Selected Senior High Schools in Cape Coast metropolis, Ghana.

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Some Students – The Advocate. The Advocate.

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for-some-students/

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students. Media Education Research Journal, 61-70. Retrieved on June 26,

2020, from [Link]. DOI. [Link]

2016-06
 21

Ellore, S. B.(2014). The influence of internet usage on academic performance

and face-to-face communication. Journal of psychology and behavioral science.

2(2): 163-186. Siraj. H.H. 2015. Professional learning community: a literature

review. The online journal of quality higher education. 2(2): 65-78. Siraj, H. H.

2015.

Internet use and academic performance. A study in a Malaysian public

university. International medical journal. 22(2), 83-86. Amponsah, K. D, et al,.

(2022). The Impact of Internet Usage on Students’ Success in Selected Senior

High Schools in Cape Coast metropolis, Ghana. European Journal of

Educational Sciences, 9(2), 1–18. [Link]

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