I.

INTRODUCTION

Information and communications technology (ICT) is an extensional term for information

technology (IT) that stresses the role of unified communications and the integration of

telecommunications (telephone lines and wireless signals) and computers, as well as necessary

enterprise software, middleware, storage, and audiovisual systems, that enable users to access,

store, transmit, and manipulate information.

In education, it is the mode that uses information and communications technology to

support, enhance, and optimise the delivery of information.

Worldwide research has shown that ICT can lead to an improved student learning and

better teaching methods. A report made by the National Institute of Multimedia Education in

Japan, proved that an increase in the use of ICT in education with integrating technology to the

curriculum has a significant and positive impact on students’ achievements. The results

specifically showed that the students who are continuously exposed to technology through

education has better ‘knowledge’, presentation skills, innovative capabilities, and are ready to

take more efforts into learning as compared to their counterparts.

What makes the integration of ICT in education unique is that it has outgrown the

physical constraints of the classrooms and acquired mobility. Students access information

whenever and wherever they want, and institutions that provides such advanced technological

terrains is rising in number day by day.

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 At present, whether social media is favourable or unfavourable, many students utilize

these sites on a daily basis. As social media sites continue to grow in popularity, it is our belief

that technology is a vital part of today’s student success equation. Many researchers have been

diving into a considerable amount of research on how social media influences student retention

at colleges. Therefore, this research ascertains the relationship between the social media and

students’ study efficiency.

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 II. Key Issues and Concerns

Numerous factors contribute to the integration of ICT in Philippine education. Some of

whom are policymakers and educators. The government’s role in ICT education is to create a
framework and exercise decision making with regards to all aspects of implementing programs.
As for educators, their task is to implement the educational policies and programs in ICT
education. Teachers have a vital role of effectively and appropriately using technology in
educational institutions.

In order to ensure that success factors in the frameworks are all satisfied DepEd
implemented systems and programs that would aid in improving competency, provision of
equipment and ease of access to online material, the following factors are the e-learning success
factors used as frameworks for ICT implementations in developing countries:

Instructors’ Characteristics

Instructors play an important role in teaching the students and must be well trained in
order to achieve effectiveness in ICT programs. The use of technology and/or implementation of
ICT impacts educational learning outcomes. The general characteristics of the instructor’s
teaching methods also fall under this factor.

E-learning Environment

This pertains to the students’ access to online resources, online systems for access to
curriculum and communication, tutoring and assessment. A positive e-learning environment
encourages students to interact with their instructors to achieve the maximum benefit from e-
learning outcomes.

Institution and Service Quality

Providing support, equipment, and training are the key qualities of this success criteria.
Administrative concerns such as management, funding, maintenance, and the delivery of
resources also fall under service quality.

Infrastructure and System Quality

System quality concerns itself with facilitating interactions, organization and collection
of data. Factors that are relevant for infrastructure and system quality include Internet quality,
facilitating conditions, reliability, ease of use, system functionality, system interactivity, system
response, and equipment accessibility.

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Course and Information Quality

Course quality focuses on well-designed courses, curriculum, and learning materials

facilitate meaningful educational experiences. Information quality is about the data’s accuracy,
relevance, consistency and timeliness.

Local Studies

Morallo (2014) states that the student-respondents tended to use SNSs to interact with

their friends and not use for academic reasons. Specifically, his study found out that the higher

the time spent on SNSs showed the lower is the time spent on studying. The results revealed that

as these mentioned variables increases, the GPA also increases, showing that SNSs had made a

contribution in the attainment of higher grades. However, such relationships are not significant.

Therefore, the study found that SNSs usage had no significant relationship on student academic

performance. The improvement in the grade relies on other factors within the teaching-learning

process and thus could not be attributed to the use of SNS alone.

The study of Judilla and Gemora (2015) states that the extent of influence of social

networking on students as an entire group and regardless of age, sex, socio economic status, and

educational attainment of their parents was high. It also proved that the respondents’ study habits

and academic performance were to a high extent influenced by social networking. Most likely

that this high influence may have been result of easy access to and brought about by the

accessibility of gadgets like cell phones with mobile data and Wi-Fi connection. The

affordability and availability of these gadgets in the market may have been another reason.

Dela Cruz and Tamayo (2014) shows that students’ diversion from school activities to

social media usage largely affects their academic performance. Based on the results of the study,

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using social media has effect on student’s academic performance. Students who participated in

the study rarely participate on class activities, perform well on class and attend class regularly.

Foreign Studies

Some authors and researches such as Lenhart, et al., 2010; Tiryakioglu & Erzurum, 2010;

Chen & Bryer, 2010 says that despite the popularity of social media for personal use only a low

percentage of students and faculty use them for academic practice. Online social networking

(OSN) sites, such as Facebook, Twitter and Myspace, are used on a regular basis by many

millions of people. The majority of this online networking community is made up of college

students. In fact, a recent survey of 3000 students from across the US revealed that 90% of

college students use Facebook and 37% use Twitter (Dahlstrom, de Boor, Grunwald,& Vockley,

2011).

On contrary, result from the study of Abdulahi, Gharleghi, and Samadi (2014) shows

that social network sites such as Facebook affects the scholars of Asia Pacific University. They

found out that time spent on Facebook and checking Facebook was negatively related to the

overall GPA. Time spent on social network sites is shown to negatively impact academic

performance. As time spent on social networking sites increases, the academic performance of

the students is seen to deteriorate.

In addition, results indicated at study of Wang et.al (2011) that while most college

students use social media and spend many hours checking social media sites, there was a

negative aspect to college students’ use of social media. Their research has revealed that college

students were likely to be affected by social media. Social media is attractive; it not only

provides college students another world to make friends, also provides a good way to release

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pressure. To some degree, it absolutely affects the lives of college students including the grades.

Their research also indicates that an approach is needed to better balance the relationship

between social media and academic study.

As to the relationship between social media and grades, a study released by Ohio State

University reveals that college students who utilize Facebook spend less time on studying and

have lower grades than students who do not use the popular social networking sites (Kalpidou,

Costin, & Morris, 2011). Moreover, according to a new study by doctoral candidate Aryn

Karpinski of Ohio State University and her co-author, Adam Duberstein of Ohio Dominican

University, college students who use the 500 million member social network have significantly

lower grade-point averages (GPAs) than those who do not.

As shown in the study of Choney (2010) due to the increased popularity of SNSs,

economists and professors are questioning whether grades of students are being affected by how

much time is being spent on these sites. Essentially, the environment and other factors may affect

the way a student views learning and studying. Truly SNSs are one of the factors that can affect

student’s time, insight, and outlook about learning and studying. With the prevalence of SNSs,

the study of Karpinski and Kirschner (2010) validated that students’ study time and their

academic performance could be affected. Moreover, the study of Karpinski (2009) shows that

users who spend more time on SNSs like Facebook spend less time in studying. Hence, school

authorities are one of the primary people who oppose it’s use particularly in schools, which is the

reason why they usually ban it during class hours. The teachers and administrators are likewise

affected because of these negative implications. Many schools have opted for strict restrictions

on SNSs usage in campuses amid concerns about safety, privacy and confidentiality, and lack of

knowledge about how best to ensure it’s appropriate use.

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 III. Summary

If designed and implemented properly, ICT-supported education can promote the

acquisition of the knowledge and skills that will empower students for lifelong learning.

When used appropriately, ICTs, especially computers and Internet technologies, enable new

ways of teaching and learning rather than simply allow teachers and students to do what they

have done before in a better way. These new ways of teaching and learning are underpinned

by constructivist theories of learning and constitute a shift from a teacher-centered pedagogy,

in its worst form characterized by memorization and rote learning, to one that is learner-

centered (Tinio, 2002). The introduction of the modern library and the pencil in the mid-

1600s marked the beginning of the use of technology in education? In the latter part of the

1970s, the very first computer was integrated into schools. By the early 1980s when IBM

created the first PC, nearly twenty percent of schools in the UK and the US had computers in

use. By the year 2005, more than 50% of public schools included laptops for students in their

technology budget. It was at this same time, more than 90% of schools had access to the

Internet. By 2011, many schools were including tablet PCs for students and teachers in their

technology budget. Concerns over educational relevance and quality coexist with the

imperative of expanding education- al opportunities to those made most vulnerable by

globalization—developing countries in general; low-income groups, girls and women, and

low-skilled workers in particular. Global changes also put pressure on all groups to

constantly acquire and apply new skills. The International Labor Organization defines the

requirements for education and training in the new global economy simply as “Basic

Education for All” “Core Work Skills for All” and “Lifelong Learning for All”.

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 BIBLIOGRAPHY

Ahmed et al. (2011). A look out for academic impacts of Social networking sites (SNSs): A

student based perspective. African Journal of Business Management, 5(12), 5022-5031.

Choney, Suzanne (2010). Facebook Use Can Lower Grades by 20 Percent, Study Says.

http://www.msnbc.com/id/39038581/ns.technology_and_science-tech_and_gadgets/.

Gemora, R.B. and Judilla A.R (2015). Influence of Social Networking on the Study Habits and

Performance of Students in a State University

Karpinski AC and Kirschner PA (2010). Facebook and Academic Performance.

Lenhart, A., Purcell, K., Smith, A., & Zickuhr, K. (2010). Social Media & Mobile Internet Use

Among Teens and Young Adults. Pew Internet & American Life Project, 1-37.

Lewis et al (2008). The Taste for Privacy: An Analysis of College Student Privacy Settings in an

Online Social Network. Journal of Computer-Mediated Communication Volume 14, Issue 1,

pages 79–100

Morallo, I.M. (2014).The Effects of Social Networking Sites on Students’ Academic Performance

in Lyceum of the Philippines –Laguna.

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