I.

INTRODUCTION

Scop

Definition of Terms

Social networking sites- are

r young people. On the contrary, it is a wonderful thing that with balance, helps them grow, helps their

mental abilities develop and it should be encouraged.

Another study tells a different side. According to Arya Karprinski’s study of about 219

students, 148 Facebook users had a full grade point lower than those who do not have Facebook. People

that did not use Facebook reported that they study about 11-15 hours and those who had Facebook

only studies 1-5 hours per week. The Ohio report shows that students who used Facebook had a

significantly lower grade point average-the marking system used in US universities-than those who did

not use this site.

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 A team of researchers from Harvard and University of California, Los Angeles are monitoring

the Facebook profile of an entire class of students at one college. Their goal is to study how personal

tastes, habits and values affect the formation of social relationships and how social relationships affect

tastes, habits and values.

According to a research presented at the American Educational Research Association 2009

annual conference in San Diego, California, US, college students who use Internet social networking sites

study less and have lower grades.

S. Shyam Sundar, a professor and founder of the Media Effects Research Laboratory at Penn

State, has led students in several Facebook studies exploring identity. One involved the creation of mock

Facebook profiles. Researchers learned that while people perceive someone who has a high number of

friends as popular, attractive and self-confident, people who accumulate too many friends (about 800)

or more are seen as insecure.

In Hargittai’s study, he said no evidence was found that Facebook use correlates with lower

academic achievement. He further added that basic Facebook use simply does not have generalizable

consequences for grades. According to his study, the doubts about the use of social networking sites vis-

a-vis students are reminiscent to those cast on earlier new media, including TV and motion pictures, and

their effect on children. He emphasized however that if students are spending excessive time on

Facebook at the expense of studying, their academic performance may suffer.

Students are using social networking sites more than many school administrators may realize.

Despite the fact that most schools block access to such sites via school computers, 9-17 year olds spend
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as much time using the Internet for social activities as they spend watching television-about 9 hours a

week, according to a 2007 study by the Alexandria, VA-based NSBA. The study of more than 1,200

students found that 96 % of those with online access had used social networking technology-including

text messaging- and 81 % said they had visited a social networking website at least once within the 3

months before the study was conducted.

A. Online Gaming

In a study of the impact of online-game playing on life satisfaction of gamers on different

personality dimensions, Chen et al found that neuroticism in gamers had a negative influence on life

satisfaction. Neuroticism also has a significant negative influence on subjective well being in teen

gamers. A negative relationship between web surfing frequency and life satisfaction has also been

found.

In another study, Parker et al found that emotional intelligence was a strong-to-moderate

predictor of addiction-related behaviours like excessive Internet use, online gaming addiction and online

gambling problems.; youth with deficiencies in ability to read, express and elicit desired emotions may

be more prone to partake in online-addiction behaviours. Ko et al reached a similar conclusion and

found out that Internet addiction was related to problematic alcohol use in a sample of Taiwanese high

school students.

At the Syracuse University, Associate Professor of Psychology Joshua Smyth has conducted one

study to try to determine the negative and positive effects of gambling. He assigned gamers to four

groups: single-player console games, single- player PC games, single- player arcade games and fantasy

themed MMORPG. For the gamers of the MMORPG group, they reported a much lower level of overall
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health and well-being than the other groups. They were also observed to not be sleeping as well as they

should and their quality and quantity of real-life socialization and academic work saw a sharp decrease.

It was theorized that MMORPGs were so complex, so fantastical and alluring and so involved that the

gamers reported they had “lost track of time while playing, had gone to bed late and forgotten to eat.”

After only a few days of such activity, all the gamers of the MMORPG group showed a dramatic decrease

in all areas of health.

From the same study, Prof. Smyth found that the MMORPG gamers group reported a much

greater enjoyment and sense of reward from the game. They also reported having a high interest of

going back to the game to play some more at a later time. One more surprising benefit found was the

rise in the gaining of new friends as compared with the single-player groups, and the level of cohesion

that often develops among players of MMORPGs.

However, although there are some positive effects that are possible from computer game use

there are mostly negative effects. Several professors conducted a research project to determine the

effect of gaming on academic performance. According to the Australians Journal of Educational

Technology: “Gaming Frequency and Academic Performance” individuals who spend two or more hours

playing games on a daily basis score lower in every subject than their non-gaming counterparts. By

spending a high percentage of time on video games there is not enough time left to spend in studying

for classes. The study found out that there was not a single positive correlation between gaming and

academic performance.

Review of Related Literature

A. How Social Network Sites Work

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 Social networking sites are web-based services that allow individuals to construct a public or a

semi-public profile within a bounded system, articulate a list of other users whom they share a

connection and view and traverse their list of connections and those made by others within the system.

The nature and nomenclature of these connections may vary from site to site.

For the past years, social networking has been very popular for people worldwide. Social

networking is a great form of entertainment. It allows users to meet new people, reconcile with old

friends, and find friends across the globe with the same interests.

The term “social network site” is used to describe this phenomenon, and is alternately used

with “social networking sites”. The term “networking” emphasizes relationship initiation, often between

strangers. On most sites, participants are not necessarily looking to meet new people, rather they are

primarily communicating with people who are already part of their extended social network.

The main types of social networking services are those which contain category divisions, (such as

former classmates), means to connect with friends (usually with self-description pages) and a

recommendation system linked to trust. Popular methods now combine many of these. Facebook is

widely used worldwide.

The backbone of social network sites consists of visible profiles that display an articulated list

of friends who are also users of the system. Profiles are unique pages where one can type itself into

being. After joining a site, an individual is asked to fill out forms containing a series of questions. The

profile is generated using the answers to these questions, which typically include descriptors such as

age, location, interests and an “about me” section. Most sites also encourage users to upload a profile
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photo. Some sites allow users to enhance their profiles by adding multimedia content or modifying their

profile’s look and feel. Other, such as Facebook, allow users to add modules or applications that

enhance their profile.

The visibility of a profile varies by site and according to user discretion. By default, profiles

on Orkut or hi5.com are crawled by search engines, making them visible to anyone, regardless of

whether or not the viewer has an account. Alternatively, sites like MySpace allow users to choose

whether they want their profile to be public of “Friends only”. Facebook takes a different approach-by

default, users who are part of the same network can view each other’s profiles, unless a profile owner

has decided to deny permission to those in their network. Structural variations around visibility and

access are one of the primary ways that social network sites differentiate themselves from each other.

After joining a social network site, users are prompted to identify others in the system in

which they have a relationship. The label for these relationships differs depending on the site popular

terms include “Friends”, “Contacts” and “Fans”. Most social network sites require bi-directional

confirmation for friendship, but some do not. These one-directional ties are sometimes labelled as

“Fans” or “Followers” but many sites call these “Friends” as well. According to Boyd (2006), the term

“Friends” can be misleading, because the connection does not necessarily mean friendship in the

everyday vernacular sense, and the reasons people connect are varied.

The public display of connections is a crucial component of social network sites. The Friend’s

list contains links to each Friend’s profile, enabling viewers to traverse the network graph by clicking

through the Friends list. On most sites, the list of friends is visible to everyone who is permitted to view

the profile, although there are exceptions.

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 Most social network sites also provide a mechanism for users to leave messages on their

Friend’s profiles. This feature typically involves leaving “comments” although sites employ various labels

for this feature. In addition, social network sites often have a private messaging feature similar to

webmail. While both private messages and comments are popular on most of the major social network

sites, they are not universally available.

Beyond profiles, Friends, comments and private messaging, these sites vary greatly in their

features and user base. Some have photo-sharing or video sharing capabilities; others have built-in

blogging and instant messaging technology.

While social network sites are often designed to be widely accessible, many attract homogenous

populations initially, so it is not uncommon to find groups using sites to segregate themselves by

nationality, age, educational level, or other factors that typically segment society, even if that was not

the intention of the designers.

b. Social Network Sites have favourable effects

A favorable aspect of social networking sites is their ability to connect people of seemingly

different culture, background and living location despite the glaring distance in between, promoting

intercultural relations and stronger ties. It also increases the chance for single individuals to find their

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potential partners and with such a vast array to choose from, nonetheless. But even with these obvious

advantages, there is still the looming threat of the misuse of these websites. A pressing danger is those

of internet sexual predators, who use these networking sites to lure in potential victims, most of which

are children ranging from nine to seventeen years old, sometimes even younger.

Wikipedia reports that social networks are also being used by teachers and students as a

communication tool. Because many students are already using a wide-range of social networking sites,

teachers have begun to familiarize themselves with this trend and are now using it to their advantage.

Teachers and professors are doing everything from creating chat-room forums and groups to extend

classroom discussion to posting assignments, tests and quizzes, to assisting with homework outside of

the classroom setting. Social networks are also being used to foster teacher-parent communication.

These sites make it possible and more convenient for parents to ask questions and voice concerns

without having to meet face-to-face.

c. Social network sites have adverse effects

Dr. Himanshu Tyagi forwarded the idea that sites like Facebook and MySpace could be harmful

for the young people that frequent them. According to him, the problem is that when teens begin to live

their lives actively online, they may begin to put less value on their own “real” lives.

Social networking in the middle and high school and even college can become a detriment to

education. Attention and popularity is the most important for which most of them tend to misuse social

networking sites and use them for socializing and meeting new people instead of using it for educational

purposes. It tends to become a distraction to these kids; they tend to pay more attention to these sites

instead of the teachers.

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 Not only do social networking sites affect one’s academic performance negatively, they are also

causes of damage in a student’s chance of being successful in the future.

Tim Pychyl, an associate professor of psychology at Carleton University, says the problem with

using Facebook and other commercial social networking tools goes beyond the privacy concerns. He

argues that while discussion groups, chat, blogs, and email can be valuable tools in the classroom, using

commercial products such as Facebook and Twitter can lead to distraction and procrastination. Because

these social networking tools can be used to follow friends and celebrities, view pictures, chat and play

games, they can create problems in the classroom.

The National School Boards Association (USA) in partnership with research firm Grunwald

Associates LLC and the support of Microsoft, Newscorp and Verizon has just published a data-rich survey

dissecting social and education related activity patterns by American students. In about 1 in 5 (22%) of

all students surveyed, and about one in three tens (31 %) are nonconformists, students who report

breaking one or more online safety and behaviour rules, such as using inappropriate language, posting

inappropriate pictures, sharing personal information with strangers of pretending to be someone they

are not.

These nonconformists are significantly heavier users of social networking sites than other

students, participating in every single type of social networking activity surveyed (28 in all) significantly

more frequently than other students both at home and at school-which likely means that they break

school rules to do so.

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 B. Online Gaming

The existence of games as a source of interaction and individual stimulation have always been

linked to the technological availability of the time and place. With the transition to a information-based

society, computers and computer games have evolved from monstrous room-sized computing machines

to complex multi-use personal computers. Much has been improved from the first computer in game in

1962 called the Space War to the MMOPRG (Massively Multiplayer Role Playing Games) which was

introduced in 1997 and is taking up everyone by storm. In MMOPR, countless number of people can

interact and work together to create a massive virtual representation of reality. This increase in virtual

worlds have been found out to instigate social interaction and communication.

Online gaming provides emotional escape and relief from high intervals of stress and social

interaction. Since college students continue to actively meet an endless array of deadlines, stress

becomes an innate aspect of college life. With the simultaneous exposure of an intense social

atmosphere, many students are fearful to expose themselves as shy and vulnerable human beings. The

games allow people to protect themselves from the real world, both socially and emotionally, while

stimulating excitement. Thus, online gaming is a source of addiction.

It is important to stress that many people focus on the negative effects of these games and fail

to see the opportunity for learning and growth. According to Raise Smart Kids: “The Good and Bad

Effects of Video Games” there are several positive effects that come from spending time playing video

games. Most games do not teach kids math, history and other subjects, however, they do provide

students indirect opportunities to learn principles that can help them in their academic pursuits. Certain
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types of video games can help train kids to follow instructions as well as help them develop their

problem solving and logical thought processes. These skills translate directly to the classroom as

students are asked by teachers to complete tasks and are presented problems that require them to use

logical problem solving skills. Kids can also learn inductive reasoning and hypothesis testing.

Excessive computer game playing can wreck player’s academic performances, along with

exacting steep tolls on their personal relationships. Psychotherapist Hilarie Cash notes playing computer

games can cause the brain to increase the production of dopamine, a neurotransmitter that stimulates

pleasure. Excessive game playing conditions players to keep playing for the dopamine rush, prompting

these players to neglect all other aspects of their lives. Richard Ries, a psychology professor at the

University of Washington cautions that not enough studies have been conducted on intensive playing to

classify this behaviour as an addiction, noting the medical profession tends to view excessive computer

gaming as compulsive behaviour.

In a 2008 bulletin for the American Medical Association, Dr. Ronald M. Davis cited a Swiss study

which found that every hour children spent playing on computer games each day, the risk of obesity

doubled. In addition to the effects of prolonged sedentary activity, KidsHealth notes many computer

games require repeated motions from players that puts stress on joints, tendons and muscles,

increasing their risk for suffering reprtitive stress injuries such as carpal tunnel syndrome and tendinitis.

In their paper "Working with Gamers: Implications for Counselors," Gerra W. Perkins and her co-authors

note that computers games' flashing images can trigger epileptic seizures, even in players with no prior

history of convulsions.

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 The effects of violent games on players' behavior remains a controversial topic among

researchers. Writing in "Review of General Psychology," Christopher J. Ferguson, Ph.D., noted that

despite initial concerns over violent computer games, researchers found children who grew up with

video gaming didn't exhibit increased aggression as a whole. Patrick Markey, Ph.D., cautions that violent

games tend to exacerbate aggressive tendencies in players with specific personality traits. Using the

Five-Factor Model of personality, Markey found that players who scored low in agreeableness and

conscientiousness, while registering high levels of neurosis, were likely to exhibit increased aggression

after playing games which rewarded violent behavior. Dr. L. Rowell Huesmann of the University of

Michigan postulates that violent computer games can affect children more subtly, desensitizing them to

violence over time and influencing them to believe violence is an acceptable problem-solving method.

Massively multiplayer online role-playing games often require substantial time commitments

from players to develop alter egos and progress through open-ended game worlds. Many players join

guilds, collectives of players within a game, and the relationships players develop online can take

precedence over their real-world relationships and obligations. Cash notes young players may devote

themselves so much to playing they neglect coursework, sabotaging their academic careers and job

prospects.

C. Performance

On the point of academic performance or excellence, Tuckman (1975) said that performance is used

to label the observable manifestation of knowledge, skills, concepts, understanding and ideas. Thereby,
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performance is the application of a learning product that at the end of the process provides mastery. It

is the acquisition of particular grades on examinations indicates candidates’ ability, mastery of the

content, skills in applying learned knowledge to particular situations. A student’s success is generally

judged on examination performance. Wiseman (1961) added that success on examinations is a crucial

indicator that a student has benefited from a course of study.

In schools and other educational institutions, success is measured by academic performance, or

how well a student meets standards set out by local government and the institution itself. As career

competition grows ever fiercer in the working world, the importance of students doing well in school

has caught the attention of parents, legislators and government education departments alike.

Therefore, when the term “low” is integrated with “academic performance”, it is the inability to

acquire particular grades on examinations that indicated the individual’s mastery of the content, and

skills in applying learned knowledge to specific circumstances.

II. METHODOLOGY

Research Design

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 The research is a descriptive study to gauge the relationship between social networking sites

and online gaming to academic performance of 2nd year BS Nursing Students in RTRMF, 2011. The study

is interested to determine what is the effect of those two variables to the grades of students. This study

utilized standardized testing instrument, which was administered to respondents. Statistical tool has

been applied to check the dependency of one condition to the other.

Research Environment

This study was conducted at Remedios Trinidad Romualdez Medical Foundation (RTRMF)

located at Tacloban City. RTRMF is a tertiary school which specializes in courses related to medical and

health science, particularly BS Research Environment, BS Medical Technology, BS Physical Therapy, BS

Medicine and BS Nursing. The school is a non-stock, non-profit and non-sectarian institution which was

established in 1980 with the primary aim of solving the shortage of doctors in Eastern Visayas and to

make medical education accessible to students in the region.

The school was chosen as the setting of the study for its advantage in terms of accessibility and

familiarity with the environment and the respondents.

Research Instrument

A survey was developed containing three sections of closed response (e.g yes/no and Likert-type

scaling) and open-responsive items. Section 1 of the instrument asked respondents to provide
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demographic information (e.g name, course, age, sex). Section 2 invited students to provide academic

information (GWA, number of hours spent studying, extracurricular activities). Section 3 asked about

computer and Internet usage (number of hours spent in the internet for social network sites, and

number of hours spent in the internet for computer games, social network sites they visit, type of

computer games they play). The fourth section solicited information related to students’ perceptions of

the impact of social network sites on their own academic achievement. The fifth section gathered

information on the students perceptions on the impact of online games to their own academic

achievement. The test was administered for 10 minutes. We also interviewed the respondents as to

specific questions in the survey.

Research Instrument Validation

Validity evidence for the instrument was provided by reviewing the questionnaire for the following:

(1) Clarity in wording, (2) relevance of the items, (3) use of standard English, (4) absence of biased words

and phrases, (5) formatting of items, and (6) clarity of the instructions (Fowler, 2002). The team

members used these guidelines to review the instrument. Based on their comments, the instrument was

revised prior to administration.

Research Locale

The study will be conducted at RTRMF Tacloban City, with its concern on 2nd year BS Nursing

students.
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Respondent

Sixty students from the different section of 2nd year BS Nursing enrolled at RTRMF during 1st

semester AY 2011-2012 will be the respondents of the study. These respondents are composed of

various individuals who differ in age, sex, preferences, social status and the likes will be randomly

chosen from the sections comprising the 2nd year level.

Data Gathering Procedure

Respondents were recruited by visiting classes and asking for volunteers to complete surveys in

the 2nd semester of 2011-2012. Permission from instructors was obtained prior to visiting the classes.

The sampling method began as a convenience sample, which eventually developed into snowball

sampling as students began referring their friends who were willing to be respondents of the study. A

script to introduce the study, explain the consent process and recruit respondents was followed. A

description of the instructions was also included at the top of the study, as well as an introduction of the

group. The survey took approximately 15-20 minutes to complete. Students completed and returned the

survey at the time of recruitment.

Statistical Analysis

Data analysis was both quantitative and qualitative. Quantitative data (means, standard

deviations, frequencies, percentages) were analyzed. Aside from basic descriptive analyses, the main

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analytic technique implemented was an analysis of variance (ANOVA) which was used to examine the

relationship between use of social networking sites and online gaming to academic performance.

III. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

I. Demographic Profile
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Table 1.1 Distribution of Respondents by Sex

Sex Frequency Percentage

Male 12 20%

Female 48 80%

TOTAL 60 100%

The results in Table 1.1 shows the distribution of sex of the respondents. Results show that among the

60 respondents, 80% are female, while the remaining 20% are male. The disparity in the equal

distribution of gender can have an effect on the results of the study.

Table 1.2 Distribution of Respondents by Age

Age Frequency Percentage

16-17 15 25%
18-19 33 55%
20-above 12 20%
TOTAL 60 100

Shown in Table 1.2 is the Distribution of Respondents by Age. Since the respondents came from a class

of 2nd year nursing students, another way to describe them would be to group them by age. Based on

the results, majority of our respondents are aged from 18-19, followed by 20-above age group. The

mean and mode age is 18.

II. Academic Information

Table 2 :GWA for 1st Semester of the Respondents

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 GWA Frequency Percentage
1.6-2.0 9 15%
2.1-2.5 27 45%
2.6-3.0 24 40%
TOTAL 60 100%

One of the variables of the study was the academic performance of the students. This is a

constant factor that will be the basis of determining if their gaming and social networking pattern has an

impact on their grades. For purposes of this research, we shall use the General Weighted Average for 1 st

semester of our respondents. The highest GWA is 1.96, while the lowest is 2.89. The mean GWA of our

respondents is 2.380.

The results show that 45% of our respondents’ GWA fall within the 2.1 to 2.5 range. The other

40% belonged to the 2.6 to 3.0 range, while the remaining 15% form part of the 1.6-2.0 range.

It should be stressed however that there could be other factors which could have affected the

GWA of the students which includes study habits, the technicality of the course, pressures from

family/peer and others.

Figure 1: How many hours do you spend studying in a day?

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 Chart Title

1 hour and below

2-4 hours
5-beyond

As part of the academic information of the respondents, we asked as to how long they study

in a day. Majority of them 58% said they spend 2-4 hours of study in a day while 42% said consume 1

hour of study. None of them respond that they study 5 hours and beyond.

Figure 2: Extra-curricular activities involvement

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 The research also inquired on extra-curricular activities the respondents were involved in.

Results are presented in Figure 2. The majority of the are involved in sports, followed by literature, club

and theatre arts. Only 10% claim not to be involved in any extra-curricular activities. Those belonging to

this group said they felt pressured by their lessons thus they need to focus on their studies. The others

said playing online games is the only thing that takes up their time when they are not studying.

We talked to those who are involved in extra-curricular activities and they said that it is

important for them to have a life outside social networking sites so they can update their status with

whatever it is that is happening in their daily lives.

III. Assessment of the Gaming Behaviour

Table 3.1 Time Spent on Online Gaming (per day) of the Respondents

Time Spent on Online Frequency Percentage

Gaming

1 minute-1 hour 44 73%

2-5 hours 11 18%

5-9 hours 5 8%

10 hours-beyond 0 0

TOTAL 60 100%

In order to establish the pattern of online gaming behaviour, we asked the respondents how

long do they usually engage in online gaming on a daily basis. Results of the study showed that 73% said

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that they spend up to an hour of online gaming daily, while 18% claimed that they can go from 2-5 hours

of online playing each day. Notably, 8% are heavy online gamers.

However, it is essential to note that the said figure is only a modest estimate of their game

time in a day. Some students said they play up to 8 hours especially on a weekend. But on weekdays,

they only devote 1-2 hours to play.

Among those who said they play 5-9 hours, they said that they only play at night-time but

they still attend their classes. Those who were engaged in online games were observed to be thrill

seekers. They play computer games because they are after the friendly competition they have with their

peers, and the challenge and excitement of winning.

However, there were some who claimed they have moved out of their heavy online gaming

habit. One of them said “ I was into heavy gaming in high school but when I entered college my priorities

changed. My course (BS Nursing) is a demanding course that requires lots of time to study and attend to

school requirements.”

Table 3.2 Type of Computer Games Played

Type of Computer Frequency Percentage

Games Played
Facebook Games 29 48%
MMORPG 4 6.67%
First-person shooter 8 13%
games
Adult/gambling/erotic 0 0
games
Puzzle/strategy games 10 16.67%
Racing/stimulation 3 5%
games
*Facebook games & 4 6.67%
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 MMORPG
*Facebook 2 3%
games,MMORPG &
shooter games
TOTAL 60 100%

Playing online gaming is a widely-used leisure activity by students, male and female alike. We

wanted to determine what type of online games our respondents are addicted to and how certain

students perceive each game genre.

As shown in Table 2.2, majority of the respondents are into Facebook games. The social

networking sites known as Facebook features more than a way to connect with friends-it is also known

for a myriad of activities and Facebook games for various age groups. It offers simulation games, card

games and board games. Cityville and Farmville, are the most popular Facebook games. These features a

wide array of virtual world application, similar to simulation games. Users are into these games due to

great graphics and a low yearning curve. The results show that 48% of the population are engaged in

Facebook games.

A female respondent said although she does not play Farmville for an hour or more, she

visits her farm multiple times daily. She said she like the game because it puts her in a virtual world she

can brag and compare with her friends.

Puzzle/strategy games make up for 16.67% of our respondents. The most common one are

online Sudoku and Tetris. These type of games stimulate the mind by presenting challenges and puzzles

to the player. Students dig this game type because it keeps the mind active and alert. Others claim these

games are relaxing and soothing.

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 First-person shooter games are also popular among our respondents, as 13% of them are

into this genre. The most common shooter games are Counterstrike, Special Force and Call of Duty.

Respondents say they prefer shooter games because they are easy to understand and to play. It gives

them a high entertainment value.

Five percent of the population prefer racing games respectively. Racing games are those in

which a player partake in a racing competition with any type of land, air or sea vehicles. One of the

most common racing game is Gran Turismo.

The remaining 6.67% are into MMORPG. This is another genre of computer game, where the

players role play animated characters while interacting with many other users online simultaneously.

The World of Warcraft (WOW) is one of the more famous MMORPG games due to its widespread

popularity. One of the respondents said, “Many people perceive it as an addicting game which leads to

lack of sleep and poor health. For me, playing Warcraft gives me greater enjoyment and sense of reward

from the game.”

An interesting response came out of the survey and thus we were forced to make two

additional categories. 6.67 percent of the population said they play both Facebook games and

MMORPG while 3% play Facebook games, MMORPG and shooter games altogether.

In summary, majority of the respondents are average online gamers who prefer Facebook

games. They log-in to their Facebook account both to check their status updates and play games. One

respondent says she only spend a few minutes on the site, but she checks it frequently. Collectively, she

could have spent a lot of time in it.

Not one of the respondent said that they are into adult, gambling or any erotic game. They said

that is only for mature audience and that they perceive themselves to be too young to engage in such.
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 Chart Title

Surf the net for school work

Play online games

To determine the behaviour of the respondents, the researcher asked if they are more inclined

to surf the internet for schoolwork or to play online games. The results are presented in Figure 3:Which

do you do more, surf the net for schoolwork or play computer games? Results showed that 60% of the

students would rather play games with the computer rather than use it for school-related activities. One

respondent offered an explanation, “We use the computer to relax and entertain, but rarely for

schoolwork. Most of our lessons are in the textbook anyway, so if I would want to study, I would just

read my books rather than surf the net for schoolwork. I would not be able to resist playing online games

and that would just divide my time and attention.”

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 However, the remaining 40% who answered that they would rather surf the net for schoolwork

says they use the internet to gain additional information on their lessons. They say some medical terms

require further reading and the internet has a huge library for them to research on.

Still, the results show that students are more inclined to play online games than do research on the

internet.

Chart Title

Yes
No

The researchers were interested to get the perception of the respondents as to whether online

gaming affect their academic performance negatively. Figure 4 showed that majority of the students

claim that online gaming has no adverse effect on their performance. These students claim that they are

in control of their studies and their gaming behaviour. One respondent even added, “It will only affect

your grades negatively if you let it be. Discipline and time management is very important. On hectic

schedules and on examinations, I refrain myself from playing.”

Those in the 30% who attest that online gaming has affected their academic performance

negatively said that it is because their attention and their time for their studies has been divided.
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 Figure 5: Have
you experienced circumstances where you
play computer games when you are supposed to be
studying?

Yes
No

In another situational question, the respondents were asked if they have experienced

circumstances where they play computer games when they are supposed to be studying. Figure 5

presents the results where 60% of the students said Yes.

“It is hard to focus on studies when you keep thinking about your character or your farm. It’s so tempting

to just sit beside the computer and play,” confirmed one respondent.

The remaining 40% suggested that it is only a matter of priority setting. Though they admit to

have the urge play, they said they try to resist it.

27
 Chart Title

Yes
No

As for the question, “Compare your grades before you have become engaged in computer

games and after you have become involved. Do you see a drop in academic performance?”, and as

shown in Figure 6, most of the students responded No. These respondents believe that playing

computer games does not have significant effect to their studies, and as further mentioned, if there is a

decrease in their academic performance, it could be due to other factors, but not solely because of

online gaming.

For the remaining 30% who said that involvement in computer games have resulted to a drop in

academic performance, they attributed this cause to poor time management and lack of priority setting

on their part, mainly because they were engrossed in computer games.

28
 Chart Title

Yes
No

The respondents were asked their insight as to whether they think they are addicted to

online games. The results were astonishing. As presented in Figure 7, 80% of the respondents say they

perceive themselves not addicted to online games. One respondent said, “I may play a lot of Facebook

games but it is only for fun. So far, I have not yet neglected any of my school obligations because of it. “

Wikipedia defines computer addiction as excessive use of computers to the extent that it interferes with

daily life. Excessive use may explain problems in social interaction, mood, personality, work ethic,

relationship, thought processes, or sleep deprivation.

Whereas, only 20% said they believe they are already addicted to computer games. A male

respondent offered an explanation. He said, “I think I am addicted to computer and online games

because I play it every day and I think I cannot live without it. “

29
 Chart Title

Yes
No

As for the question, “Do you think your time for studying is reduced because of the time you

spent for online gaming?”, we got mixed response, as 52% claimed that their time for studying has

indeed been reduced while the remaining 48% says the opposite.

Among the 52% of respondents who said their time for study has been reduced also reported

that playing games has caused them to stay up late and get less sleep.

Those who said their time for studying has been reduced further stressed that although their

time for studies has been reduced, their grades have not been affected.

30
 IV. Assessment of Social Networking Pattern

Socializing via the Internet has become an important part of young adult life. Related literature

shows that adolescents and young adults are the heaviest computer and internet users, primary using it

social network sites. The research looked into the behaviour of the respondent in terms of Internet use

for social network sites.

Table 4.1 Time Spent on Social Networking Sites of Respondents

Time Spent on Social Frequency Percentage

Networking Sites
1 minute-1 hour 46 76.67%
2-5 hours 11 18%
5-9 hours 3 5%
10 hours-beyond 0 0
TOTAL 60 100%

The researchers were interested to know the time spent on social networking sites of our

respondents. Youth and students use social networking sites as a means of interaction, socializing and

for purely entertainment purposes.

Table 3.1 presents the results. Majority of the respondents or 76.67% consume an average of one hour

internet usage on social networking sites per day while 18% extend up to 5 hours. The remaining 5% are

heavy users of social networking sites.

One respondent said that she frequently checks her social networking account to check for any updates.

According to Facebook statistics, an average Facebook user spends more than 55 minutes a day on the

31
site, thus most of our respondents fall under the average user group. As evidenced above, social

network sites is undoubtedly a popular time-consuming activity for most of our respondents.

Table 4.2 Type of Social Networking Sites Frequently Visited

Social Networking Sites Frequency Percentage

Facebook 55 91.67%
Twitter 1 1.67%
Others 4 6.67%
TOTAL 60 100%

Social networking sites are being patronized for increasing connection between strangers and friends,

and the other features it offers.

The most common social networking site is Facebook, with 91.67% of our population are users of this

site. The site was created by Mark Zuckerberg to help residential college and university students identify

students in other residence halls. It is described as an online directory that connects people to social

networks at colleges and universities. Currently, there are more than 350 million active users of the site.

Meanwhile, the remaining 6.67% are into other social networking sites not specified in the survey, while

1.67% is into Twitter.

One respondent confessed, “Browsing through my Facebook account is very entertaining. You would not

notice that time has passed by. I update my status from time to time, check on my friend’s updates and

chat with my online friends. It is a great way to relax.”

32
 Figure 9: Which do you do more; surf the net for school work or for entertainment?

School work
Entertainment

In reference to the discussion above in computer games, we also asked the students if they are more

inclined to use the internet for school work or for entertainment. As presented in Figure 9, 60% of the

students said they use it for social network sites while only 40% claim to use it for school work. One

student shared, “Actually, I do both. I do my research on the internet for school and check into my

Facebook account at the same time. I have practiced the habit of multi-tasking. In that way, I can do two

things at a time.”

Related studies define multi-tasking as the simultaneous execution of two or more processing activities

at the same time. The current generation has through practice developed the ability to quickly switch

between different tasks or different media. However, this does not mean that

33
 Figure 10: Social Networking Sites Affect Academic Performance Adversely

Positively
Negatively
Uncertain

We also asked the respondents their perception as to whether they think social networking

sites affect academic performance. The results show that 52% of the respondents said that being

hooked to social networking sites affected their performance negatively. In addition, these students

reported that they feel not being in complete control of their Internet use and that it has hurt their time

for schoolwork. They said they have spent more hours online than necessary and that they are more

likely to stay up late and get less sleep.

Meanwhile, 46% percent said that social networking site has no effect on their academic

performance. These students claim that leisure and study are two different activities and they are in

total control of the time they devote for the two activities. During interviews, participants reported they

keep the website open in a browser almost all of the time they are using the computer to study. They

said they would sometimes take a peek on the site just to check if there are new updates but they would

immediately go back to studying after. For this students, the use of Facebook and other sites is not a

separate activity, but rather, something that the students carry our while studying or during lectures.

34
 Figure 11:
Do you find it hard to concentrate on schoolwork
knowing that you can log in to your Facebook account?

Yes
No

The research also wanted to know if students can maintain their addiction to social network

sites. Thus, we asked, “Do you find it hard to concentrate on schoolwork knowing that you can log in to

your Facebook account?” and the results are interpreted in Figure 11. Based on the graph, 76% said that

they have no problem maintaining their focus on their studies even if they know that they can visit

Facebook if they want to. These students introduced to us the concept of multi-tasking. They reported

that they check Facebook and study at the same time without losing their focus or feeling interrupted.

One student said, “I enjoy this kind of scheme because I do not feel burdened with my lessons if I can

check Facebook once in awhile while I am reading my book.”

Another student shed light, “If I am cramming for an exam or a deadline, I see to it that I do

not get disturbed by Facebook.”

The remaining 24% said that if they would not be able to open Facebook, they would not feel at

ease that is why they have made a compromise with themselves that they will open the site but they

will still study.

35
 Figure 12: Comparison of grades before engaging in social networking sites

Yes
No

Another survey question on social network site was: “Compare your grades before you become

engaged in social networking sites and after you became involved. Did you see a drop in your academic

performance? (Please consider even the slightest bit of slip).”

The responses of the students were analyzed and presented in Figure 12. As shown, 66% of the

student maintained that engaging in Facebook and other social network site has not affected their

grades in anyway, while only 34% claimed that their grades have lowered due to social network sites.

36
 Figure 13: Do you think you are addicted to social networking sites?

Yes
No

The researchers asked the respondents if they think they are addicted to social networking

sites. The results are interpreted in Fig. 9: Do you think you are addicted to social networking sites.

Majority of the students or 68% (34) responded No while only 32 (16%) responded Yes.

A respondent shared her thought, “Although we frequently log-in to social networking sites,

we still do not think our behaviour is addictive. We think of Facebook only as a way to spend our leisure

time, but we still prioritize our studies and school projects over it.”

It can therefore be implied that social networking sites are only addictive to people who

cannot control themselves into constantly using these sites, prioritize entertainment over schoolwork

and gives too much attention to social acceptance and affiliation.

Another respondent added, “My Facebook status is important to me, but my relationships

with my friends and family are more essential. I try to spend more time with them than by going online.

Besides, what can I put into my account if I do not have a social life outside of Facebook?”

37
In the same light, it is interesting to note that the respondents value interpersonal relationships and

face-to-face conversations over their connections in the internet.

Figure 14: Perception on reduced time for studying due to social networking sites

Yes
No

Figure 10 presents the student’s response to the question “Do you think your time for studying

is reduced because of the time you spent logging in to social networking sites?”. The results show that

54% (27) of the students perceive that their time for studying has been reduced due to engagement to

social networking sites, while 46% (23) think otherwise. We therefore conclude that time management

is very important. Social networking sites can only affect academic performance adversely if the

students’ excessively engage in such activities instead of managing his/her time wisely.

Such that, according to the result of this research, 100% of Facebook users accessed their

account daily, usually checking it several times to see if they had received new messages and updates

from their friends and other contacts, or to play online games. The amount of time spent on Facebook at

each log-in varied only from just a few minutes to more than an hour. The time devoted into checking

their accounts is taken from the time for studying. This decline on the studying hours of a student may
38
result to poorer performances in exams, recitations, class discussions and other academic activities. The

time which could be spent reading, studying, taking rests are spent playing, gaming, chatting, socializing

and keeping up with friends which may be done after they have finished their school requirements. This

shows that a lot of students have difficulty in prioritizing the most important things.

In the same manner, students also show the act of procrastination and cramming because of

social networking sites that exist in the present day. We talked to our respondents and found out that

the everyday habit of procrastination and regular cramming of homeworks and studying of lessons have

been the most tremendous factor of acquiring substandard scores, the cause of which is the excessive

usage of social networking sites.

Table 5: Analysis of Variance

Source of DF SS MS F P Interpretation Decision

variation

Factor 2 0.036 0.018 0.31538 <.1 Not Accepted

I:Social Significant
Network
Site

Factor 1 0.0667 0.0667 1.168657 <.1 Not Accepted

II:Online Significant
Gaming

Interaction 2 0.0653 0.03265 0.572064 <.1 Not Accepted

Significant

Within 54 3.082 0.057074

Total 59 3.25

To test and verify the hypotheses made in the study, the F values for Factor 1 (social network

sites), Factor 2 (online gaming) and the interaction of these two factors should be compared to the

39
corresponding probability values of F (P column). For social network sites, F value of 0.31538 is less than

2.404 at 10% level of significance, with degrees of freedom set at (2/54). This means that the students

perceive that engagement to social networking sites has no significant effect on academic performance.

Factor 2 (online gaming) shows the same result. For online gaming, 1.168657 F value is less than the

2.801 based on 10% significance level, with degrees of freedom set at (1/54). Therefore, online gaming

provides no direct and significant effect on academic performance of students. The interaction of both

social network sites and online gaming does not affect academic performance. This is only logical

because the two factors do not have a separate main effect on the independent variable. Based on

Table on Analysis of Variance, F value of 0.52064 is less than the P value 2.404 at 10% significant level,

with degrees of freedom 2/54. For that reason, the interaction of the dependent variables of the study

has no significant effect on the independent variable.

Therefore the entire null hypothesis that were formulated are accepted:

1. There is no significant relationship between indulgence in social networking sites and academic

performance of 2nd year BS Nursing students. (ACCEPTED)

2. There is no significant relationship between online gaming and academic performance of 2 nd

year BS Nursing students (ACCEPTED)

3. There is no significant relationship between engagement in social networking sites and online

gaming on academic performance of 2nd year BS Nursing students. (ACCEPTED)

40
 V. SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary

Social networking sites and online gaming are two popular recreational activities students

and youth engage in. Related literature suggests that these factors, separately, may have an adverse

effect on academic performance, however, others say it has no effect.

The main objective of the research was to determine the relationship between indulgence in

social networking sites and online gaming and its effect on academic performance. The study focuses on

individual and combined relationship among engagement in social networking sites, online gaming and

academic performance on 2nd year BS Nursing students. Specifically, it aims to answer the following:

1. Is there a significant difference between social networking involvement and academic

performance of 2nd year BS Nursing students?

2. Is there a significant difference between exposure to online gaming and academic performance

of 2nd year BS Nursing students?

3. Which of the two factors affect the students the most?

The following hypothesis were tested.

1. There is no significant relationship between Social Networking Involvement and Academic

Performance of 2nd year BS Nursing students.

2. There is no significant relationship between Exposure to Online Gaming and Academic

Performance of 2nd year BS Nursing students.

3. There is no significant difference between Social Networking Involvement and Exposure to

Online Gaming of 2nd year BS Nursing students.

41
A total of 60 BS Nursing students were chosen as respondents from the total population enrolled during

the 1st semester of school year 2011-2012. The respondents were chosen through convenience

sampling.

A survey was developed to assess the perception of students. The questionnaire was properly validated

and were used to gather the data needed in the study.

Basis for academic performance is the General Weighted Average of the students as deemed most

relevant to the researchers. Analysis of variance was used in interpretation of data.

Findings

The purpose of the research was to determine whether online gaming and social network sites have an

impact on the academic performance of 2nd year BSN students in RTRMF.

It has been reported that the respondents are more addicted to social network sites than to online

games. This can be attributed to the fact that majority of the respondents are female.

The findings of the study reported that moderate and heavy users of social network sites and those who

frequent online gaming spends fewer hours per week studying than average and mild users.

Further, mild and moderate users reported comparable average daily use of social network sites and

game play. Also, majority of these users claimed to use their accounts daily and multiple time per day,

with many saying they spend between 45 minutes to one hour per day.

42
The researchers would like to reiterate however, that the results of the study are solely based on self-

reports of the student and that the respondents were not subjected in an experimental setting to

measure the number of times they devote for internet use and online gaming.

Based on the result of the statistical method applied, the following findings were derived:

1. There is no significant relationship between indulgence in social network sites and academic

performance.

2. There is no significant relationship between student’s online gaming habit and academic

performance.

3. There is no significant relationship between indulgence in social networking sites and online

gaming on academic performance.

It should be noted that the student’s reported a decrease in their study time because of these two

recreational activities but its impact on academic performance was not established.

Conclusion

Based on the findings there is no relationship among the three factors studied, social networking site

indulgence, online gaming and academic performance. Meaning, being addicted to social networking

site and online games does not necessarily translate to impaired grades.

However, the researchers feel that there were so many factors left unaddressed and that it is not

enough to make a conclusion at this point. We would also like to stress that there might be other factors

that could affect academic performance, as well as use of social networking sites and online gaming.

43
For example, certain personalities are more inclined to use social networking sites and online games.

Also, time could be a factor. It could be that some students are too busy with their academic lives to

engage in and be active with their online social profile or that playing games is not a priority. This is a

topic that could use specific future research.

Further, we have made additional conclusions on the internet-use of students:

1. Students are indeed capable of playing with technology, but they are not using it efficiently.

With the current technological trends, it may make it easier to engage in multiple activities

while trying to study.

2. Quantity is not as important as quality when it comes to technology use and student

achievement. When the quality of technology use is not closely monitored or ensured,

computer use may do more harm than good to student achievement in school. Further, too

much recreational internet use can lead to impaired academic performance because the student

losses focus and time in studying.

3. Time management and setting of priorities is very important so that our students will not be

robbed of their time to study because they are already hooked to social networking sites.

Interruptions has been found out to result to higher workload, more stress, higher frustration,

more time pressure and effort.

Finally, the study also yielded some interesting qualitative results:

1. First, majority of those who use social networking sites or play online games reported that it did

not impact their academic performance to not using these sites or play online games for such an

effect to occur. They also emphasized that academics was a priority for them.

44
 2. For those who reported a negative impact, the majority relate it to procrastination behaviour on

their party. These students reported having poor time management skills and that using social

network sites or playing online allows them to put off studying while not giving them the feeling

that they are not working, evidenced by their statements that these is also beneficial to their

learning.

3. Clearly, they place the locus of control of their social network use and online gaming and its

effect outside of these two factors and in their own personalities.

Recommendation

After interpretation and analysis of data gathered, we these are our recommendations:

1. Parents should encourage the educational use of technology to improve academic achievement.

2. It is necessary that the results of the study be re-analyzed and presented in another paper. The

overall consensus of the researchers is that more research needs to be done and that

questioned relationship between social networking sites, online gaming and academic

performance remains largely unanswered.

3. The use of internet for social networking sites and online gaming is a multi-faceted phenomenon

where there are many factors that can influence each other. This research only exposes the top

of the iceberg, but as with all icebergs-though we cannot see what is under the tip, we know it is

there and we know that it can cause damage if not heeded.

45
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http://www.cbc.ca/technology/story/2009/08/26/f-back-to-school-social-media.html

Boyd, D. M., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship.Journal of
Computer-Mediated Communication, 13(1), article 11. Retrieved October 15,2011, from
http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html

Cheong, I. (2009, April 14). Study shows college students who use Facebook may earn lowerPAs.
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ook_gets_lower_gpas_041420098383/

Chowdhry, A. (2009, April 14). Ohio State Researcher Aryn Karpinski Conducts Study Concluding
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state-researcher-aryn-karpinski-conducts-study-concluding-facebook-causes-lower-grades

Davis, M.R. (2008, June 9). Friend or Foe? Balancing the Good and Bad of Social-NetworkingSites.
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Freedman, T. (2009, February 29). Can social networking sites affect your ability to
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freedman.org.uk/artman/publish/article_1474.php

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Folwer, F. J. (2002). Survey research methods. (3rd ed). Thousand Oaks, CA: Sage.

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NSBA-20071109.htm

Kirschner, P. (2010). Computers in Human Behavior. October 12, 2011 from http://ou-
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Rosenbloom, S. (2007, December 17). On Facebook, Scholars Link Up With the Data. The New

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48
ANNEX A: LETTER REQUEST TO CONDUCT STUDY

49
ANNEX B: COVER LETTER TO RESPONDENTS

50
ANNEX C: QUESTIONNAIRE

Section I:

Name: ______________ Year Level/Section:_______

Age:________ Gender:___________

Section 2:

1. Please provide us with your General Weighted Average (GWA) for the 1st semester AY 2011-
2012: _____________
2. How many hours do you spend studying in a day?
o 1 hour and below
o 2-4 hours
o 5 hours and beyond
3. What extracurricular activities are you engaged in?
o Theatre Arts (acting, singing, dancing)
o Literature-related (reading and writing)
o Sports
o Club participations

None

Section 3:

1. At an average, how many hours do you spend on social networking sites per day?
o 10 hours and beyond
o 5-9 hours
o 2-5 hours
o 1 hour and below
2. At an average, how many hours do you spend on online gaming per day?
o 10 hours and beyond
o 5-9 hours
o 2-5 hours
o 1 hour and below
3. Which social networking site do you visit frequently?
o Facebook
o Twitter
o Others ______
4. What kind of computer games do you subscribe to?
o Facebook games (Farmville, Cityville, Restaurant City, Sims Social etc)
o Massive Multiplayer Role Playing Games (Warcraft)
51
 o First-person shooter games (Counterstrike)
o Adult/gambling/erotic games (Poker Online)
o Puzzle Games (Tetris)
o Racing games (Need for Speed, Gran Turismo)

Section 4:

1. Which do you do more?

o Surf the net for schoolwork
o Surf for entertainment
2. Do social networking sites affect your academic performance?
o Positively
o Negatively
3. Have you experienced circumstances where you attend to these social networking sites when
you are supposed to be studying?
o Yes
o No
4. Do you find it hard to concentrate on your schoolwork knowing that you can log in to your
Facebook account?
o Yes
o No
5. Compare your grades before you become engaged in social networking sites and after you have
become involved. Do you see a drop in your academic performance?
o Yes
o No
6. Do you think you are addicted to social networking sites?
o Yes
o No
7. Do you think your time for studying is reduced because of the time you spent for social
networking sites?
o Yes
o No

Section 5:

1. Which do you do more?

o Surf the net for schoolwork
o Play computer games
2. Does online games affect your academic performance?
52
 o Positively
o Negatively
3. Have you experienced circumstances where you play computer games when you are supposed
to be studying?
o Yes
o No
4. Do you find it hard to concentrate on your schoolwork knowing that you can play computer
games?
o Yes
o No
5. Compare your grades before you become engaged in computer games and after you have
become involved. Do you see a drop in your academic performance?
o Yes
o No
6. Do you think you are addicted to computer games?
o Yes
o No
7. Do you think your time for studying is reduced because of the time you spent for online games?
o Yes
o No

53
 ANNEX D: COMPUTATIONS

A A2 B B2 C C2 D D2 E F

(Low (Low (Low

(High SNS, (Moderate SNS, Gamin gaming, Low
High SNS, High High g,High moderate gaming,
Gaming) Gaming) Gaming SNS) SNS) low SNS
2.7 7.29 2.4 5.76 2.9 8.41 3 9 2.5 6.25 3 9
2.6 6.76 2.9 8.41 2.7 7.29 2.6 6.76 2.5 6.25 2.5 6.25
2.2 4.84 3 9 2.8 7.84 2.9 8.41 2.8 7.84 2.8 7.84
2.6 6.76 2 4 2.8 7.84 3 9 2.6 6.76 2.8 7.84
2.9 8.41 2 4 2.8 7.84 2.9 8.41 2.9 8.41 2.7 7.29
2.8 7.84 2.8 7.84 2.6 6.76 2.7 7.29 2.9 8.41 2.5 6.25
2.7 7.29 3 9 2.8 7.84 2.8 7.84 2.7 7.29 3 9
2.8 7.84 3 9 2.7 7.29 3 9 3 9 2.6 6.76
3 9 2.5 6.25 2.8 7.84 2.4 5.76 3 9 2.8 7.84
2.8 7.84 2.9 8.41 3 9 2.6 6.76 3 9 3 9

27.1 73.87 26.5 71.67 27.9 77.95 27.9 78.23 27.9 78.21 27.7 77.07
25.9833
n 3.011111 8.207778 2.208333 5.9725 9.3 3 1.116 3.1292 1.116 3.1284 1.108 3.0828
734.41 702.25 778.41 778.41 778.41 767.29

165 27225 544.5

457

6642.2
A+D 55 3025 A+B+C 81.5 5
6972.2
B+E 54.4 2959.36 D+E+F 83.5 5
13614.
C+F 55.6 3091.36 SUM 5
567.27
SUM 9075.72 08
567.2325

Computing for SSt

SSt = - (∑X)2
2
∑X N

(165)2
SSt =
457
-
60

54
 =
SSt 3.25

Computing for SSw

∑(A2+B2+C2+D2+E2+F2)
2
SSW = ∑X - n

(27.1)2 + (26.5)2 + (27.9)2 +(27.9)2 +(27.7)2

SSW = 457 - 10

SSW = 3.082

Computing for SSc:

(A+D)2 + (B+E)2 +(C+F)2 (∑X)2

-
SSc = n*2 N

(27.1+27.9)2 + (26.5+27.9)2 + (27.9+27.7)2 (165)2

-
SSc = 10*2 60

SSc = 0.036

Computing for SSr

(A+B+C)2 + (D+E+F)2 (∑x)2

SSr = n*3 - N

(27.1+26.5+27.9)2
+(27.9+27.9+27.7)2 - (165)2
SSr = 30 60

SSr = 0.0667

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Computing for SSc-r

SSc-r = SSt-SSw-SSc-SSr

SSc-r = 3.25-3.082-0.036-0.0667

SSc-r = 0.0653

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