A PHENOMENOLOGICAL STUDY OF SENIOR HIGH SCHOOL STUDENTS

EXPERIENCING THE UNAVAILABILITY OF INTERNET CONNECTION AT

HOME

A Qualitative Research Proposal Presented to

The Senior High School Department

Malayan Colleges Mindanao

Doble, Shellee Carmela R.

Jauod, Faith Nina F.

Loreto, Jhan Marie C.

Serrano, Simon Arziah O.

Tevar, Jake Joseph M.

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February 2020

CHAPTER 1

INTRODUCTION

Background of the Study

During this age technology the Internet has been utilized by all areas of

society this involves educational institutions or schools. This constitutes Malayan

Colleges Mindanao, which operates the utilization of the Internet as a platform

where students and teachers may obtain knowledge and do before-mentioned

exercises or other subject demands for educational objectives. However, some of

the students may have an obstinate time executing these activities due to the

absence of wireless infidelity in their household. In addition to that, are their

encounters in the difficulties in accomplishing these projects due to not owning

Wi-Fi or Internet access in their home which may or may not influence their

performances in their online activities such as an example is the aforementioned

BlackBoard activities.

A third of households in United States of America with school-age children

that do not have home Internet cite the expense as the main reason, according to

federal Education Department statistics gathered in 2017 and released in May.

The survey found the number of households without Internet has been declining

overall but was still at 14 percent for metropolitan areas and 18 percent in

nonmetropolitan areas. An estimated 17% of U.S. students do not have access

to computers at home and 18% do not have home access to broadband Internet,
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according to an Associated Press analysis of census data. A commissioner at the

Federal Communications Commission, Jessica Rosenworcel, called the

homework gap “the cruelest part of the digital divide (Melia, Amy, & Fenn, 2019).

Reps. Janette Garin (1st District, Iloilo) and Girogidi Aggabao (4th District,

Isabela) made the call-in light of a recent survey by US-based research institute

Gallup showing that only about one in five Filipino homes has Internet access.

Having Internet access will be of big help to Filipinos especially those students

who sometimes have to stay late at computer shops to research their

assignments online, said Garin. It is ironic that while the Philippines has been

considered a center for social media, the majority of Filipinos have no Internet

access at their very own homes. Because of the high cost of a broadband

subscription, Filipinos would rather spend on other essential items like food,

transportation, water, and electricity bills, Aggabao said. In addition to that is

home Internet connections would allow more Filipinos easy access to vital

information like news and livelihood opportunities (Orosa, 2013).

In the locale, a study found that the lack of ability to manipulate computers

and operate the Internet as well as having no access to Internet technologies

caused difficulty among students in their learning, making them feel inadequate

compared to those who had Internet access. The study also found that the use of

digital computer technology became a source of anxiety among learners.

Students shared that they would have to travel long distances in order to be able

to use the Internet. (Tagaytay, Panganiban & Jayson, 2017)

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Indeed this research must be conducted due to the different diverse

experiences of the senior high school students specifically on Malayan Colleges

Mindanao that do not have Internet connection have not been thoroughly studied

on by different researches and must be further analyzed to understand what the

effects, perception, and struggles of these students having the unavailability or

unstable Internet connection on their households.

Research Questions

This study aims to discuss the different life experiences of the senior high

school students who does not have access to Internet connection at home; this

includes their perception of the participants, struggles, and actions done in order

to overcome the problem.

1. What are the perceptions of the participants in terms of having no

Internet connection at home?

2. What are the specific struggles and inconveniences that the

participants encounter while doing schoolwork due to the absence

of the Internet connection in their individual households?

3. What do the participants do to overcome the inconveniences that

are brought upon by the absence of the Internet connection, in their

different school-related activities?

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Purpose of the Study

The purpose of this phenomenological study is to understand the struggle

on how to cope with the academic performances of the students having no

Internet access at home among the senior high school of Malayan Colleges

Mindanao. At this stage in the research, the narratives of senior high school

students experiencing the unavailability of Internet connection at home will be

generally defined as the struggles of experiencing of no Internet connection.

Theoretical Framework

These theories help illustrate the behavior and experiences shown by the

participants or students that have no Internet and how they deal with the

struggles throughout the study. These Theories Include Both Theory X

(Negative) and Y (Positive) of McGregor’s Participation Theory and Self-

Determination Theory/ Intrinsic Theory of Motivation of Richard M. Ryan and

Edward L. Deci.

The McGregor’s Participation Theory (Theory X & Y)

According to Douglas McGregor, (1966) The McGregor’s Participation

Theory: Theory X & Y; is a traditional theory of what workers are like and what

management must do to motivate them. As in this situation, the workers

described are the students who do not have the tool which is the Internet

connection at home which they need in order to do their online task, who may
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have to be persuaded and pushed into performance by either themselves or an

exterior force.

Theory X. Theory X assumes that people dislike work and must be

coerced, controlled, and directed toward organizational goals. Furthermore, most

people prefer to be treated this way, so they can avoid responsibility.

This includes students that have or may not have an Internet connection.

Whether they have the advantage of owning an Internet connection or not these

are the students that are lazy in doing work that needed to be forced into doing

the task, not having their own motivating factor.

Theory Y. In the other hand, Theory Y Emphasizes the average person’s

intrinsic interest in his work, his desire to be self-directing and to seek

responsibility, and his capacity to be creative in solving business problems; in

correlation to the students who may not have an Internet connection at home but

still is able to do the different tasks. Their effort in work is as natural as work and

play and would apply self-control and self-direction in the pursuit of

organizational objectives, without external control or the threat of punishment.

They are committed to the objectives as a function of rewards associated with

their achievement.

These people or students usually accept and often seek responsibility,

and their capacity to use a high degree of imagination, ingenuity, and creativity in

solving organizational problems is wide, not narrowly, distributed in the

population. In industry, the intellectual potential of the average person is only

partly utilized. This also applies to the students how they creatively find solutions
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to their problems such as properly managing their time or finding new methods to

pass their projects on time while having no Internet connection at home.

Self-Determination Theory/ Intrinsic Theory of Motivation

According to Ryan and Deci (2000) Intrinsic motivation is an energizing of

behavior that comes from within an individual, out of will and interest in the

activity at hand. This refers to each one’s self-determination, in which no

external rewards are required to incite the intrinsically motivated person into

action. The reward is the behavior itself. This is in relation to people who may not

have an Internet connection at home however still manages to cope up with

different challenges through the pure intrinsic motivation of oneself to pass or to

finish the task, which may also explain the behavior displayed by the students

who still manages to finish their online tasks or assessments event if certain

obstacles are facing them. These obstacles include the circumstances of the

different deadlines given to them and the lack of access to information or

resources which are all due to not having an Internet connection at home.

Significance of the Study

This study seeks to explore the collective commonality of the experiences

of the senior high school students who are experiencing unavailability of Internet

at home. This study will prove significant in showing and promoting Internet use

as well as the persistency of one’s self to overcome problems even if certain

obstacles are present. This would become a catalyst to students who desire
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academic success and persistency. This study would also be beneficial to the

following beneficiaries:

The Governing Bodies in the Educational Sector. The Department of

Education and Commission on Higher Education that would benefit from this

study. Both departments may use this study as an analysis of students’

experiences having an Internet connection as a tool in education; at the same

time recognize the handicap that the other students have by not owning this tool.

The School. The Institution of Malayan Colleges Mindanao will benefit in

this study by looking on their methods of handling diverse types of students, and

apply measures to improve the different inconveniences of the students not to

consider the problem but to train the students how to deal with the problem at the

same time strengthening the student’s motivation to finish different activities

using different methods in which utilizes the Internet while not compromising the

students availability of the tools.

The Parents. Parents would get the further understanding on how the

significance and usage that provides Internet connection at home which would

help them reconsider and then lessen the inconveniences of both the student

and the family itself.

The Learners. This study would also be of benefit to the learners

themselves, by sharing the narratives and methods of these participants on how

they deal with this handicap or disadvantage of not having Internet connection at

home at the same time this would give value to the importance and benefits that

Internet could give to a senior high school student of this age of technology.
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Limitation of the Study

In every study, bonds emerge that to be constraint. These aspects are

what the researchers cannot control and that influence the outcomes of the

research. These constraints are as follows:

Time. Due to the inadequacy of time, the results may be affected. The

participants are still students which all have hectic schedule and deadline to

attend to which may affect the different information gained from them. This

includes the allotment of time for interviewing; it may be shortened, and this

might result participants in answering the questions irrationally and inaccurate.

Furthermore, the duration of this study is in the span of 4 months; the analysis

and interpretation of information that has been gathered is laborious and unless

the time constraint is alleviated

The Research Locale. The conduct of this study is only limited within the

locale, Malayan Colleges Mindanao; the data collected at the local level is thus

informed by the institution's blended learning approach. The experiences of those

students who do not have access to Internet connection coming from the

research locale is significantly different from the experiences of those students

who do not have access to the Internet in traditional schools.

The Number of Participants. This analysis makes only 5 participants; this

can affect the outcome of our research for the reason that, the test must have 10

participants in order to obtain more satisfactory answers. The participants of our

study are the students who do not have access to Internet connection of Malayan

Colleges Mindanao; due to the fact that in order to further strengthen the support
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our argument, the proponents need more data and hard evidence which are only

available if the proponents have more diverse types and number of participants

available in contact

Definition of Terms

In order to acquire improved understanding of the study, the used key

terms will be defined, and they are as follows:

Internet Connection. This is what refers to the tool that most of the

students use to access information, gain knowledge, do preliminary exercises at

the same time is a bridge that connects the students and the instructors of the

institution that enables them to collaborate with each other to do tasks

individually and together.

Unavailability of Internet Connection. It is what affects the student’s

academic performance. One of the disadvantages and a handicap to students

without Internet connection is that they cannot connect with their teachers and

classmates and do their online homework. This is also the reason why some

students cannot pass their tasks on time.

Digital Divide. Digital gap refers to the gap between students who have

access to the Internet and those who do not have. Students who do not have

access to the Internet experiences Digital gap, it is like a gap that divides

students that have access to the Internet and those who do not have.
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Organization of Study

This section provides the description of each chapter, its constituent parts

and characterization of each part. This study composed of ten chapters namely:

the introduction, review related literature, methodology, Student 1, Student 2,

Student 3, Student 4, Student 5, cross-case analysis, the summary and the

conclusion.

Chapter 1 (Introduction) includes the discussion of the Importance of the

study, Limitation of the study, Definition of terms, Research questions,

Theoretical framework, Purpose of the study and Organization of study. In the

background of the study, it will provide context to the problem identified and

articulated in this study, which will then be given direction using the next section,

the purpose of the study.

Supporting the study context will be achieved by existing theories, as set

out in the theoretical framework. Chapter 1 also discusses the study’s

importance. It will include the study's stakeholders and recipients. The study's

limitations will follow as will the definition of terms. Lastly, the structure of the

study will be seen in the organization of the study.

Chapter 2 (Review of Related Literature) will feature the review of relative

literature, in which it will tackle the different supplemental data obtained from

varying external sources. These auxiliary data will be used to provide more clarity

and context to the study's data analysis.

Chapter 3 (Methodology) defines the methods and strategies used in the

execution of the research by the proponents. This chapter also includes the
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design of the study, the participants description and the sampling process. The

primary data source (locality of the study) is also included in this chapter as well

as the process of data collection. Finally, amid the proponents' ethical

considerations, the study's legitimacy, including its causes, is clarified.

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CHAPTER 2

REVIEW OF RELATED LITERATURE

This is the chapter in which multiple literature and related studies are

placed in order to support and strengthen the different arguments and points of

the researchers across the study’s entirety. This review of related literature

involves five themes this includes; Importance of Internet connection to students,

struggles of students of having a poor Internet connection, disadvantages of not

having access to an Internet connection as a student, advantages of having

access to an Internet connection as a student, and How Internet affect in

academic performances of students.

Importance of Internet connection to students

According to Lynch (2017), students without the Internet cannot connect

with teachers or classmates, do independent research, or get online homework

help. However, students without the Internet cannot connect with teachers or

classmates, do independent research, or get online homework help. For families,

not having Internet access can mean missing out on information or losing out on

a direct line of communication with schools and teachers.

Wright (2020) stated that, the Internet has also introduced improvements

in technology, communication, and online entertainment, but it is also incredibly

useful for educational purposes as well. Teachers use the Internet to supplement

their lessons, and several prestigious universities have opened free online

lectures and courses to everyone.

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According to Herris (2017), the Internet has been useful in many respects

but not only does the Internet provide education, but it can also provide a path

between students and between students and teachers, from which students can

share their ideas, and the teacher listens to them and tells you about your results

and your ideas about your studies. Most schools, such as Harvard and many

others, have opened free courses for the benefit of students who are free of

charge. This is really a big advantage for students, they can get lectures, video

sessions, without paying any fees.

Sharma (2016) has also stated that the importance of Internet as a

learning tool is significant. The development of Internet technologies has raised

the education level in all countries, and it has changed the way students are

being taught at schools. That is why it is very important for the present

generation that they provide Internet education for their young generations.

Internet programs respond in real-time to students and other people's questions.

Students see Google as a new teacher and the Internet as a campus.

In addition to the reserves of knowledge, Morris (2017) said that the

Internet has some additional resources, such as interactive games and lessons.

Three-dimensional models are used in some courses that minimize the need for

class meetings. Testing, homework, and research can be carried out on the

Internet. Going through information on the Internet is definitely faster than

reading a whole book on the same subject. As well as Investing in research

material additionally, the students can access the content Internet sites,

dictionaries and Internet encyclopedias anywhere and anytime they want to.
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Its growth in the world provides many opportunities for many people

around the world in many ways. When students are considered, the use of the

Internet is mainly for social and entertainment purposes. However, it is obvious

that the Internet provides not only social connection and entertainment but also

academic and scientific information as well. In addition, the Internet can be used

as a tool to discover the latest news from around the world, as well as to access

any kind of knowledge that serves different purposes, such as learning more

about hobbies or health (Dogruer, Eyyam, & Menevis, 2011).

Morris (2017) also added that the Internet is a source to keep an individual

up to date on current affairs. As seen students are in dire need of historical

speeches, biographies, and photographs in their research projects. They are

easily accessible on the Internet is accurate and detailed versions. When a

student misses a lecture or requires assistance in the assignment, the Internet

acts as a source of instantaneous connection between classmates and teachers

it affects by bridging the communication gap and facilitates the distribution of

information. Students can contact their teachers for queries by e-mail.

Dogniez (2019) added that the access to the Internet is essential to

pursuing the vision for the future that the world is committed to achieving by

2030. It can improve the quality of education in many aspects. It opens doors to a

wealth of information, skills and educational resources, through opportunities for

learning in and beyond the classroom. Internet access opens the door to a

wealth of information, etc. Teachers use online resources to expand their range

of learning.
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Struggles of students of having a poor Internet connection

According to Matthew (2017), One of the biggest problems faced by

students without access to the Internet at home is their failure to complete

homework. Homework has long been a subject of heated debate within the

education community. Homework allows students to continue learning at home

and prepare them for the rigors of college. Others argue that homework is unfair

home is not a level playing field, and some students have access to more

resources and a better homework environment. Up to 70% of teachers assign

homework that requires the use of the Internet.

The Integration of technology into almost all aspects of education has

made Internet connectivity, whether at home or at school, essential for children.

Any student without access namely connectivity that is fast enough inevitably

falls behind. While access to the Internet may have been necessary strictly for

research purposes in the recent past, many home assignments can only be

completed via online software (Ross, 2015).

However, Education today is subject to a digital divide that makes it

impossible to have equal access to the Internet. Students without Internet access

lose out on an immense educational opportunity, which in effect has an impact

on the future of the country. Smarter citizens will create better solutions and

improve the quality of life for all concerned an example of this is the actions of

Innovative schools which leads the way when it comes to providing Internet

access to vulnerable students. (Brouwer, 2018)

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As poor access to the Internet outside the classroom and poor parental

involvement are two of the biggest obstacles that poor student achievement

faces in Florida, according to a national study, in fact more than half of Florida's

teachers say the lack of parent involvement is a major problem. 55% of teachers

believe that students have inadequate access to the Internet. Internet access

may be a challenging obstacle for some students. Most tasks are now online,

and the Internet is often the place to go to study (Stofan, 2017).

According to Exa Networks (2016), Internet-based services have proved

invaluable for classrooms. The use of online resources in schools has increased

significantly, which has been a challenge for some schools. This means that

some school Internet networks simply cannot keep up with demand. This leads

some students to be cut off from some extremely valuable online educational

resources, a problem that is only going to get more prevalent as demands

increase over the coming years.

Arestivo (2019) added that the students in the Bethlehem Area School

District face everyday limitations in receiving appropriate and consistent Internet

access at home, according to Broughal Middle School Principal Rick Amato. The

lack of access for some forms a digital divide and creates constant challenges to

the education students receive. Whether they have Internet access at home or

not. The Internet should no longer be a luxury for people who can afford it, it

should be a necessity for everybody.

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Disadvantages of not having access to an Internet connection as a student

Lynch (2017) stated that almost everyone has Internet access, however

there exists a shocking number of families lack fast or reliable Internet

connections. There are roughly 5 million households with school-age children

who do not have broadband Internet access at home. That means millions of

students are being left behind and there are many ways that a lack of Internet

access can affect a student’s academic performance. Students without the

Internet cannot connect with teachers or classmates, do independent research,

or get online homework help.

Davies (2013) added that adults tend to be quite ambivalent about the part

that new technologies play in teenagers' lives. However, that does not hinder

parents providing their children with the best technology they can afford or

teachers from seeking the best ways of drawing on this unruly resource. It was

observed that home computer and Internet access had become integral to the

way many teenagers. but for those who cannot, the lack of it seems like an

intolerable exclusion from their social and educational success.

Brouwer (2018) also pointed out that low-income students often do not

have access to Internet devices. With the wealth of knowledge and educational

resources available on the Internet, students from working-class families can

improve their social status and even help their families get out of poverty.
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Technological advancements are not correspondingly available to all

students. Without Internet access, they miss out on a huge educational

opportunity, which in turn impacts the future of the country. The smarter citizens

will create better solutions and increase the quality of life for everyone involved.

About 70% of schools nationwide do not have a high-speed Internet connection.

High-speed Internet allows users to keep up with growing Internet site demands

and access information in a timely manner In correlation not having this valuable

asset makes it difficult for students to access educational content throughout the

Internet (Brouwer, 2018).

Kang (2016) emphasized that many educators pushing for students to use

resources on the Internet with classwork, between students who have high-

speed Internet at home and an estimated 5 million families who are without it and

who are struggling to keep up. The challenge is felt across the nation and some

students in Coachella, California, etc. depends on school buses that have free

Wi-Fi to complete their homework. The said buses are sometimes parked in

residential neighborhoods overnight so that children can connect and continue

studying

Subsequently, students without Internet access at home are more likely to

be students of coming from low-income families or households with lower

parental education levels. Janice Flemming-Butler, who has researched barriers

to Internet access in Hartford’s largely black north end, said the disadvantage for

minority students is an injustice on the equivalence as “when black people didn’t

have books (Melia, Amy, & Fenn, 2019).

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As has been pointed out the high-speed Internet allows users to keep up

with growing Internetsite demands and access information in a timely manner.

Not having this valuable asset makes it difficult for students to access

educational videos on YouTube, articles addressing current events that impact

their lives, and online tests or quizzes required in their coursework (Brouwer,

2018).

According to Melia, Amy, and Fenn (2019), the consequences can be dire

for children in these situations because students with home Internet consistently

score higher in reading, math, and science. And the homework gap in many

ways mirrors wider the educational barriers for poor and minority students.

School districts, local governments, and others have tried to help. Districts

mounted wireless Internet on buses and loaned out hot spots. Numerous

communities compiled lists of Wi-Fi-enabled restaurants and other businesses

where children are welcome to linger and do schoolwork. Some students study in

the parking lots of schools, libraries or restaurants or wherever they can find a

signal.

Teachers might find this information overload to be a disadvantage. With

all the information obtainable to students, it may be problematic to select which

information is most important to the subject and to stop looking. In addition, the

authenticity of Internet sources varies significantly from Internet site to Internet

site. However, online education means that there is no face-to-face teaching or

opportunity to get instant feedback on class assignments in many cases. they

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can also damage social skills. Make it difficult to learn the development of each

students listening skills (Barski, 2018).

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Advantages of having access to an Internet connection as a student

According to Yebowaah (2018), multiple authors equally agreed that

Internet usage has a positive impact on academic performance. The authors

opined that students who tend to use the Internet more on educational materials

are less likely to fail their examinations. Consequently, the disadvantages of a

lack of access to the Internet surpasses the advantages. Also, people who

perform interactive activities with peers and teachers or when they make

balanced use of Internet tools for their course work tend to have greater

academic performance.

As the use of Internet technology, it would make it easier for people to

obtain various information and the latest information quickly and effectively. The

use of the Internet is useful to the world, especially for students. Many individuals

are doing their tasks using the Internet. Conversely, as a student, the

advancement of Internet technology should be used as well as possible. They

should take advantage of the Internet benefits without abuse (Shahibi & Rusli,

2017).

According to Luaran, Samsuri, Nadzri, and Mohamad Rom (2014), the

Internet has been widely used as a research and educational tool, providing

society with access to global information and instant communication. The access

to the Internet can occur anywhere including homes, work, schools, fast-food

restaurants, on an airplane and even on a beach. Additionally, E-Learning which

is one of the services provided by the Internet is one of the instructional

education programs that can help students in their studies. It provides them
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greater flexibility to select either instructor-led or self-study courses and enables

them the control and ability to be flexible of their time.

Storz and Hoffman (2015) added that the impact of a one-to-one

computation of the initiative at a Midwestern urban middle school was examined

through phenomenological research techniques focused on the voices of eighth-

grade students and their teachers and the analysis of transcripts from pre-and

post-implementation interviews. Learned experiences and teachers’ instructional

practices are key themes that emerged were changes in teacher pedagogy, the

effect on student learning experiences, impact on classroom behavior and

management, the potential for improved communications, and suggestions to

address professional development needs.

Herris (2017) stated that the Internet is beneficial for students in all

aspects. It is a world of knowledge. It serves as a teacher to students from

where you can ask everything, and it would answer you. It can be used for very

fast purposes such as to get information and knowledge to want to get your

subject, field, education, institution, etc. Although it has revolutionized the world

from games to business. Having millions of benefits, it is discussed here a few of

which describes how it is beneficial for students and schools.

Brouwer (2018) said that about 90% of the information on the Internet has

been generated in a year. Having access to the Internet allows students to keep

up with data that might not make them into textbooks, or that might become

obsolete when it is distributed in a traditional format. Its Access to this

information empowers students to take charge of their education, and research

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backs that up. Test scores of low-income students increased by 30% after

access to Internet-enabled devices was delivered.

As believed by Storz and Hoffman (2015), students demonstrated their

learning in varied and inventive ways through the use of computer-based

lessons. However, the altered format presented new difficulties for teachers as a

delivery model. Although some students were sidetracked by gaming and

chatting opportunities, learning benefits were conveyed for students of varying

ability levels. This study builds on the theoretical framework supporting the role of

self-motivation in once self to further push through boundaries of the prominent

digital divide. This focus on student voices provided the opportunity to discover

new perspectives.

According to Guia (2018), during the past years, doing group assignments

meant meeting in your groupmate's house to prepare, discuss, and write for your

needs or papers. Thanks to the Internet, it is not a need to travel long distances

slowly to communicate with them. If they do not have a secure Internet

connection at home, they can always visit fast-connected Internet stores to meet

their needs. Students can now work on a community paper through Google Docs

without having to be physically close to each other as well as teachers use social

media to communicate openly on academic issues.

Moreover, the Internet also offers additional resources and innovative

learning methods. Teachers can choose to have online classes that students

attend from the ease of their homes. Substitute methods of learning and learning

materials (including crash course recordings, pictures, interactive videos, and

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educational games) are also accessible on the Internet. Teachers and students

would interconnect on Internet sites in a timely manner and they do not have to

wait until the next class to interact with their peers or teachers (Kwach, 2018).
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Shahibi and Rusil (2017) thought that exposure to new technologies

provides many benefits for everyone. It includes the benefits that can be gained

by students through the development of the Internet as a medium of learning.

Now, that students are familiarizing themselves with the Internet, it can be

advantageous for those who want to take the chance and adopt digital media as

a place for those seeking information materials. Therefore, the use of the Internet

makes it easier for students to obtain the desired information easily and quickly

as well as the use of the Internet would be a factor that will affect the academic

performance of students.

In accordance to Kwach (2018), the Internet has a wide range of

information that both teachers and students can access at the convenience of

their choice. Its distinction between scholarly domains and personal,

organizational and government domains makes it easy to find reliable

information. Students also have access to resources published at any time

because most of them are accessible on Internet platforms thus making

education is accessible now more than ever.

Additionally, a student’s life has evolved thanks to the impact of the

Internet on education, communication, and social interaction. For better or worse,

the Internet has undoubtedly altered the way students live. Students of this

generation have substantial advantages over students who grew up minus the

Internet. Some people could control the Internet to their own advantage with its

vast assortment of informative, entertaining, and educational resources. Tidbits

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of many pieces of information can be easily found through various searching

platforms throughout the Internet (Guia, 2018).

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According to Weish (2018), the Internet’s growing use has opened up

schooling in poorer countries and distance learning opportunities for a wider

range of people. It is also a solution to the problems of many young students.

Today, they are forced to mix jobs with studies to make money for their lives.

Professional help to such students is necessary. Very often, students get

assignments that they cannot complete due to lack of time, resources and

information, and this is where the Internet can come in handy.

In addition Barski (2018) said that the major benefit of the Internet is its

ability to easily access all kinds of information from library services around the

world, including magazines, books, newspapers and journal publications. Such

research increases the learning capacity by presenting students with the latest

information. Online education provides students with the ease of going to school

and doing tasks in their own time. Students can take courses from college or

university nowhere near their home and get an educational experience that is not

available to them locally such as traveling with a job that may take a class at

home.

Lastly according to Bodhi, Vishakha, Kaur, and Jagpreet (2017) the vast

majority of people believed the Internet boost their academic performance.

Various studies have shown that the use of the Internet has a positive impact on

education by increasing contact with classmates and teachers, increasing access

to libraries and educational databases, and enhancing research hours and study

habits. Additionally, studies concluded that the use of the Internet advances high
 29

academic success which then additionally improving student’s morale and

different aspects of academic performances in their perspective schools.

The Effects of Having Access to the Internet to Student’s Academic

Performances

According to Yebowaah (2018), the Internet is an innovation that has

become an enormous part of individuals' day by day lives. In the course of the

most recent decades, the Internet’s availability has improved enormously and is

accessible all over the place. Observational investigations report that entrance to

data can impact the scholastic execution of understudies. Be that as it may,

examines Internet use among senior high school students are restricted in the

Wa Municipality.

An examination explored Internet use and its effects on Senior High

School understudies in the Wa Municipality. Essential information was acquired

from an irregular choice of 314 Senior High School Students who are in their third

year. The outcomes show that wellsprings of the Internet to the understudies

incorporate the School Information Communication Laboratory, family Internet

offices, and open Internet bistros. Furthermore, understudies' entrance to the

Internet was found to affect their scholastic execution (ES Soegoto, 2018).

Reyes (2017) said that for students, devoting a whole lot of time on the

Internet can do more damage than good. It naturally impacts students each

negatively and positively. While it may be a reliable useful resource to assist

them with homework and school projects, things can without difficulty flip downhill

while time on the Internet overtakes time for examination and faculty. Moreover,
 30

it also affects students by depriving them of face-to-face lessons that could be

beneficial to multiple students across the globe.

According to Senthil (2018), the Internet is an accessible useful resource

to college students for their day these days instructional sports and its miles now

occupy a central role in any instructional environment. Student’s educational

references have modified dramatically in the latest years. The contemporary

college students spending greater time on the Internet and their reading and

reference style are changed notably from the traditional strategies

On the other hand, Soegoto and Tjokroadiponto (2018) stated that the

various features of the Internet among understudies do not impact their scholarly

exhibition outcomes of this observation can show that the students' social life is

influenced by the net. Graphical representation of net utilization and its impact on

students' social lifestyles suggests that the usage of the net may be very high,

will minimize scholar social activity. This examination indicates that the usage of

the Internet for looking at purposes and academic achievement is directly

proportional to every other whilst inversely proportional to student social

existence.

In contrast, Yebowaah (2018) added that most outcomes show that

wellsprings of the Internet to the understudies incorporate the School Information

Communication Laboratory, cell phones, family Internet offices, and open

Internet bistros. Furthermore, deputies' entrance to the Internet was found to

affect their scholastic execution and that the examination presumes that

accessibility of various Internet sources to understudies doesn't allow every one

 31

of them quick access. It is hence, prescribed that Heads of Senior High School

ought to liaise with arrangement creators and the executives of Ghana Education

Service to give Internet foundation in schools.

The net behaviors such as information utilization (upload, download) and

traveling range of Internet sites to their positive (or negative) effect on

Cumulative Grade Point Average (CGPA) are analyzed in this paper. The sample

information in an academic environment is used in this research to elicit the

impact on their academic performance. Both descriptive and inferential statistical

strategies are applied to these studies and the research effects indicated that

Internet utilization has a marginal impact on college students’ instructional

performance (Senthil, 2018).

Soleymani, Garivani, and Zare-Farashbandi (2016) emphasized that

students want the Internet more than other people because of their educational

or research needs. The price and type of Internet use may affect their

information-searching for conduct too. The results of some studies demonstrate

that students utilize the non-printed resources (information banks or Internet

resources) more than printed resources (e.g. books, journals, etc.) to access

their required information.

In education, the Internet plays a key role in the areas of language study,

research resource center, and information retrieval and sharing. It also plays a

part in the field of education It has an invaluable source of information for

students and to improve their competitiveness. It also helps students to extend

their academic knowledge through access to the information world and easy
 32

contact with their academic community thus making students big users of the

Internet relative to the general public (Bodhi, Vishakha, Kaur, & Jagpreet, 2017).
 33

According to the NMC Horizon Report: 2015 Higher Education Edition, as

the Internet has brought the ability to learn almost anything in the palm of one’s

hand, there is an increasing interest in the kinds of self-directed, curiosity-based

learning that has long been common in museums, science centers, and personal

learning networks. With the proliferation of the Internet, other technologies that

are now pervasive in education, and has expanded to encompass understanding

information (Acut, Carpo, Caparoso, Magsayo, & Sombilon, 2016).

Weish (2018) added that the advancement in technology brings major

impacts on education, the Philippine Educational System may expand their

investment in promoting Internet use in school/university education to enhance

the performance of the students and produce better results. Educators may

inculcate the habit of using the Internet to students by giving the students a set of

assignments, projects, and online quizzes that will encourage them to use it for

academic purposes.

Last of all Shahibi and Rusli (2017) stated that the use of the Internet

would be a factor that will affect the academic performance of students.

However, if the use of the Internet is not controlled properly, it will have a

negative impact on students' academic performance. Nonetheless, if the student

can better manage Internet usage, it will have a positive effect on the academic

performance of students. The role of the Internet that allows access to

information easily and assists students in completing the task will be significant in

increasing student academic achievement. This implies and indicates the impact
 34

of the Internet on academic refers to how Internet resources and services helped

students.

Related Studies

These include the significant studies that support the researcher’s work

and serve as a guide in their findings or as a basis for the researcher’s aim and

scope for their study. These related studies include; Internet Use by Secondary

School Students: A Digital Divide in Sustainable Societies? and Exploring the

Digital Divide: The Use of Digital Technologies in Ontario Public Schools which

further explores the division of students due to their difference in availability of

tools and equipment that could aid students in their school tasks.

According to Pagán, Martínez, and Máiquez (2018) in their paper Internet

Use by Secondary School Students: A Digital Divide in Sustainable Societies?

there exists a digital divide affecting vulnerable or disadvantaged groups:

students of foreign origin and students with special educational needs. It is

necessary to identify how inequality can be overcome to reach the objectives set

by the United Nations regarding sustainable forms of development for education

and to foster more inclusive and egalitarian societies. In this research with

students aged 12–16, the objective was to establish profiles according to gender,

social class, ethnic background, and educational special needs.

The results show in this research that, although most students have

Internet access, students of foreign origin and students with special educational

needs use this resource less frequently. Likewise, the social divide has an impact

on the learning potential of the Internet. Some proposals for improvement are
 35

provided, from the framework of the school, with a view to improving socio-

educational equity and inclusion in societies in search of a more sustainable form

of development.

Regarding students’ equipment at home for computer-mediated Internet

access, it is highlighted that most students, 85.1%, have a computer at home

with access to the Internet. 15% of the students who do not have Internet access

at home, 9.2%, have a computer with no Internet connection service, and only

5.7% of the students do not have any computers at home. If this result are

analyzed in-depth, it is observed that there is a significant difference with regard

to the possibilities of access to the Internet-based on the students’ origin and

depending on if they present Specific Needs of Learning Support (NEAE) or not.

In this study the digital divide was seen prominently in the equipment of

the students according to the nationality; It was noticed that students of foreign

origin have less computer equipment at home, as almost twice autochthonous

students have several computers with Internet access, whereas students of

foreign origin have much fewer computers and plenty of them have a computer at

home with no Internet access. The time spent using computers and the Internet

is lower too.

It was found that students with such needs have less computer equipment

available as, unlike their classmates, they have fewer computers at home and

more students who belong to this group do not have any computers or have one

but with no Internet access. In addition, these students spend less time using the

Internet, and there is a lower use of this tool as a training resource to do their
 36

homework. From these results, it can be deduced that the most socially

disadvantaged families have less mediation at home and often useless technical

mediation tools both in computers and in mobile devices; therefore, promoting

digital inclusion has become a priority

According to Chen (2015), in their study, Exploring the Digital Divide: The

Use of Digital Technologies in Ontario Public Schools that it aimed to investigate

the general patterns of ICT integration in Ontario’s publicly funded schools and

their potential linkages with student academic achievement and individual

empowerment as well as use the combined data from the school principal of the

Ontario Public Schools and survey with student demographics and achievement

data, the present study also aimed to develop a much-needed understanding of

Information and Communications Technology (ICT) use in Ontario’s K-12 public

schools.

Results indicated in the study that equitable first-order access to

technology in school, frequent application of ICT in day-to-day teaching, and an

enabling effect of ICT on additional access to learning resources and distance

learning. However, challenges were also uncovered by the researchers in

building technology infrastructure for a small fraction of schools, ensuring home

access for schools with lower family incomes, of smaller size or from remote

regions.

Ontario public schools provided almost universal access to technologies

for students. Among surveyed elementary and secondary schools, 99% of them

provided students with access to computers in school. This number was higher
 37

than 84%—the percentage of Ontario’s households with home Internet access in

2012 according to Statistics Canada (2013). Exploring the Digital Divide: The

Use of Digital Technologies in Ontario Public Schools 8 specific SES groups.

However, we found four of these schools also reporting having students without

Internet access at home, raising concern of not serving the needs of some

students.

According to the 2012-2013 EQAO student survey data, 10% of Grade 6

students reported that they were not using the Internet either before or after

school. Although this non-use could be attributed to parent supervision, chances

are that it was caused by the lack of access at home, given 16% of Ontario

households did not have home Internet access in 2012. The P4E data showed

73% elementary and 74% secondary school principals reported that they were

aware of having students without access to technology at home.

Further analysis of the study, combined with EQAO school-level

demographics data found that schools with lower family incomes, smaller school

sizes, or from more remote regions were more likely to have students without

access to technology at home. It was known that the average family income of

elementary schools having students without access at home was significantly

lower than those schools without such students. Seventy-nine percent of schools

reported having students without home access to the Internet, compared to 70%

for schools.

Given that digital literacies are becoming increasingly important in the so-

called information age, it is of significant public interest to examine this area and
 38

to probe possible “digital divides” within the public education system, in order to

inform policymaking and future research. Grounded on a multi-level digital divide

conceptualization (Hohlfeld, Ritzhaupt, Barron, & Kemker, 2010), this study

highlighted the current challenges of ICT use in public schools, together with

interesting trends and opportunities. Given the importance of parent involvement,

schools need to engage families in the dialogue of digital literacies.

CHAPTER 3

METHODOLOGY

The research design, research participants, data sources, trustworthiness

of the study, and the ethical considerations that were set by the proponents will

be thoroughly discussed in the following chapter. This chapter will further dwell in

the explication of the research design which was used in this study as a basis in

the method of dealing and approaching the research problem. It also explicates

how the collection and analysis of data would be done. This chapter also

addresses the approaches used by the proponents to understand the narratives

of the students without an Internet connection at home. These following methods

will also investigate the different factors on how the absence of Internet

connection at their homes affects the students.

Research Design

The aim of the current study is to interview and observe students

experiencing the absence of Internet connection at home. This study used a

Phenomenological approach which is a qualitative approach that allows effective

collection of lived experiences which will be analyzed to find the commonality

 39

amongst the experiences of the participants. In addition, it is also used to

discover patterns in thought and opinion and to dive deeper into the issue. The

respondents are chosen to meet the quota (DeFranzo,2011), this is in order to let

the participants feel capable of deciding what they want, to experience and

explain a research topic without affecting or manipulating the variables in any

way which is significant since the study aims to understand the lived experiences

of student of Malayan Colleges Mindanao without Internet connection at home.

Research Participants

This study will employ and apply the purposive sampling technique as its

approach of participant selection. According to Foley (2018), it is a form of non-

probability sampling in which the proponents depend on their own ruling and

criteria when choosing the participants in the study.

There will be a total of five participants (students) specifically based on

these following criteria: first, the participants are senior high school students from

Malayan Colleges Mindanao, with no specifications on gender, age, strand, or

grade level. Second, they should have no Internet access at home; however

seven of the participants do not have Internet access at home but, should have

mobile data connection and the other three are students without Internet access

at home and should have slow or no mobile data connection at their homes at all.

Data Sources

Primary data are information collected by a researcher specifically for a

research assignment. In other words, primary data are information that the

proponents must gather because no one has compiled and published the
 40

information in a forum accessible to the public. The information gathered from the

participants and the proponents meeting with them as well as the following

sources from where data originated or derived from the information gathered in

the focus group discussion (FGD). These following data will be collected from the

students of Malayan Colleges Mindanao, which focuses on the experiences,

struggles, and coping mechanism about not having Internet collection at their

households.

Secondary Data are the data collected by the proponents in order to

expound the study. This information will be collected for support to the different

claims and themes presented in the related literatures and studies and are

available in written, typed or in electronic forms.

Data Collection Procedure

The process of collecting data was necessary in order to systematically

obtain the data necessary for the study. The data collection process uses

multiple steps to acquire the data required for the analysis

First, the proponents will produce a guide for the interview wherein it will

be containing the five queries or questions, as well as journal questions that that

both aid in answering the three research questions indicated in the introduction

from Chapter 1. Second, the validation of the said questionnaires will occur with

the aid of the researcher’s adviser. Third, after the making of the aforementioned

interview guide, the researchers will then hand out the permission letters to the

participants in order to safely assure the participant’s role in the study, his or her

rights, and lastly their approval in participating the study. Fourth, once the letters
 41

are returned and signed by the participants, the researchers will then advance in

the interview sessions which will be done by FGD (Focus group discussion) in

order to gather data with the same type of approach and manner displayed by

the proponents to each of the participants. There will be three proponents to

interview the proponents ;one to facilitate the recording of data, another to ask

the participants the interview questions at the same time the participants are also

given the journals to answer in a span of three(3) weeks. It will serve as the

written data in further support to the interview, and return once the entries are

filled in.

The fifth stage is for transcription of the participants’ answers. After the

interview the researcher will then transfer the tape-recorded data onto paper and

interpreted the written data to get further information from the participants’ journal

entry and interview answers and to get the idea of what important and significant

information the data contains. Sixth, checking and editing, the data gathered from

the participants are then divided into smaller related and meaningful units to

highlight each information carefully and equally. Seventh, generalization, this is

the step wherein the difference, and similarities are examined between the

different interviews, and are identified, allowing typologies to develop and to

further categorize the information form the participants as the primary source of

data.

Lastly, is the validation, the validity of the data will be checked by going

through the transcripts again and allowing the researchers to check the accuracy
 42

of the data by confirming it to the following participants and to validate the

findings from the collection of data.

 43

Trustworthiness of the Study

Trustworthiness must be accurately recognized in order to reserve and

observe the conscionably and consistency of this study. In doing so the

subsequent sections will discuss the study’s trustworthiness in terms of its

credibility, transferability, dependability, and confirmability.

       Credibility. The first aspect, of criterion, credibility is achieved by ensuring

the data used and analyzed in the study through data triangulation method. This

is a method of guaranteeing the credibility of the study by using more than one

method of obtaining information on the same topic. It also is a tool to get multiple

angles of a similar study. In addition, the data collected from primary sources that

come from the participants will be supported by the professional judgment by

supporting authors, and related literature which was discussed in Chapter 2. The

different predominant sections will be used as the recurring themes in this study.

These actions are done to develop a rapport with the participants and to maintain

and assure trustworthiness of the study.

       Transferability. The degree of transferability is present in two occasions

which include the transferability of the data or information collected from the

proponents as well as the transferability of the results. Both in the area of

information collection, and results’, presents its transferability to be high since in

the area of data collection, the information can be applied to other similar forms

of study. At the same time in the results, it can also be applied not only to the

senior high school students who do not have an Internet connection at home, but
 44

also different individuals who are from different levels of education and for other

institutions that have similar experiences to the focus or proponents of the study.

Dependability. To certify the reliability of the study, a third-party evaluator

will methodically examine the study’s methods of data gathering. This is made to

ensure the consistency of the results even with the repetitive methods of the

queries done in the interview. These following queries or questions will undergo

checking, revision, reviewing, proofreading to keep clear of the amount of biases

and to assure perspicuity and clarity of the questions.

Confirmability. The final aspect to ensure the trustworthiness of the study,

to guarantee conformability Before the transcribed reports are published, the raw

information collected by the proponents from the participants will be presented

again to enable them to thoroughly check the statements or reports. And If the

participants desired to change or withdraw the information, then the participants

may willingly do so.

Ethical Considerations

As this following research will be conducted, it honors the ethical

standards set by the generic research ethics. In doing so the participants will be

informed about the steps that were taken in this research, that the study is

completely voluntary, and that confidentiality is provided and prioritized to ensure

and protect the identities of the subjects. These also emphasized by the following

proper measures to assure confidentiality and participation of the participants on

the study:
 45

First, are the proper methods of maintaining the confidentiality of the

participants, this is done by designation with codenames or pseudonyms to each

of the participants. The aforementioned pseudonyms will be done through

random method of selection to ensure that they are far-off from their original

names with the use of numerals to indicate their differences between them. The

pseudonyms are namely, Student 1, Student 2, Student 3, Student 4, etc.

Second, permission letters will be delivered to the chosen participants.

The following will be stated in the letter: the rights of the participants in the study,

which includes their right to revise or withdraw their statements and their right to

be anonymous as well as their participation in the study. Afterwards these letters

will be signed by the participants which forthrightly means they have

acknowledged that they have read the letter and comprehended the precise

situation in the letter prepared for the study.

Lastly, is the reviewal of the transcription of the interview which will be

done by submission of the transcripts to the participants in advance for them to

thoroughly check for mistakes, vagueness, or clarifications in their statements.

 46

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