Rannie O. MedinaJean Arielle P. SantosMc Jazer R. MalondaMrs. Cristina D. MalanaEnglish IV TeacherMarch 16, 2011 Impact of Using Facebook on Lakan Dula High School Students S.Y. 2010-2011
Impact of Using Facebook on Lakan Dula High School Students S.Y. 2010-2011 by Rannie O. Medina Jean Arielle P. Santos Mc Jazer R. Malonda IV- AmiableApproved by:Mrs. Cristina D. MalanaEnglish IV Teacher
Acknowledgment We would like to acknowledge the guidance of God in doing this research. Wewould like to thank Him for giving us enough knowledge to complete this study andgiving us guidance in conducting this research. To the Freshmen and Sophomores who participated in our research, thank youfor honestly answering the questionnaire. To Mrs. Cristina D. Malana, for helping us inmaking this research possible. To our parents, thank you for showing patience. The Researchers Rannie O. Medina Jean Arielle P. Santos Mc Jazer R. Malonda
Table of ContentsApproval SheetAcknowledgmentTable of Contents I. Introductory Chapters A. Introduction B. Statement of the Problem C. Significance of the Study D. Scope and Limitations E. Definition of Terms F. Hypothesis II. Survey of Related Literature III. Methods of Study and Sources of Data IV. Presentation, Analysis and Interpretation of Statistical Data V. Summary of Findings , Conclusions and Recommendation VI. References A. Researcher’s Profile B. Work Cited
I. Introductory Chapters A. Introduction As time pass by, things have been innovated and one of these are computers.Computers are used in many different ways such as in transactions, computations,surfing, gathering information and in communication. Everyone is familiar of socialnetworking sites such as Friendster, Facebook and Myspace. We will focus on themostpopuplar – Facebook. We all know that many students have Facebook accounts andmany of them are addicted to it, so we will concentrate on the topic “Impact of Facebookon Students.” What was once a website created exclusively for students of Harvard Universityhas become the Ultimate Social Staple of our era. Facebook has gone so far that it israre to meet anyone these days who has not gave in to making their own profile. Whilethese are obvious benefits to the ease of communication Facebook provides, it isimportant to take into consideration that this kind of fingertip access to just aboutanyone has its downsides as well. B. Statement of the Problem It is common to hear people who use Facebook on a daily basis refer to it as“addictive” because of a seemingly uncontrollable need to check the page for updates ,or update their own Status several times a day. Status messages how become a sort ofa running diary of events in a person’s life. Every time a person logs on, there are likely to be several new posts givinginsight, sometimes very personal, into the lives of their friends, making them want tocheck over and over again for the latest news and gossip. In this case, how can we assure our privacy when we tend to post and post ourdaily lives for the sake of these gossipers? That is what this research will uncover. C. Significance of the Study This study aims to acknowledge students about the impact of Facebook on them.It is also to tell the students that Facebook can affect their behavior. It is also intends toopen the minds of the students that there is nothing private online now because of these
people known as hackers or scammers. Many students burn their time in logging on toFacebook rather than studying. Students think that Facebook has no ill effects, but thisis a misconception that needs to be corrected. D. Scope and Limitations The study focuses on how Facebook has greatly influenced Lakan Dula HighSchool students. There is a false sense of privacy. Couple this false sense of privacywith the feeling of anonymity and lack of social responsibility that often develops fromusing text-centered telecommunications and we see that many students postembarrassing, humiliating, disintegrating and hurtful content on both text, photos andvideos. We show them example of the serious consequences that have occurred tothose whose egregious online behavior has been made public. Students’ passwords are easily guessed or hacked with readily available creatingsoftware. Also, they don’t realize that the instant they post something to Facebook,they’ve own limitations. Some Information can be only found on Harvard Universitywhere Facebook started. But even though, this limitation cannot be a big problem indoing this research. What you cannot find here: An all-encompassing or large-scale dataset on Facebook A company, team or community of researchers ready to help you out with your thesis Any kind of official or formal affiliation with the Facebook Corporation Direct connection to any of the major professors, graduate students or company researchers interested in Facebook E. Definition of TermsChat – taking part in a discussion with someone on the Internet.Facebook – a social networking site that was once a website created in 2004 for thestudents of Harvard University.Friends – people who you consider as friends; cefore one can be your friend, youshould accept his/her.Info – personal information, such as birthday, mobile number and relationship statusNews – the most recent updatesPost – a message that can also be read by the receiver’s friends
Privacy - one’s right to keep their personal matters and relationships secret.Profile - consists of one’s wall, info, photos and messagesStatus – an update message that can be seen by your friendsWall – here is where you can read people’s posts F. Hypothesis Maybe our students are not aware of their privacy because they are not checkingthe privacy rights of Facebook.
II. Review of Related Literature Findings indicate a tendency among students to identity dualities within theirperceptions of self, family, real communities, and virtual communities. Sally Mcmillanand Margaret Morrison explore the impacts and implications of this in their pieceComing of Age with the Internet: A qualitative exploration of how the internet hasbecome an integral part of young people’s lives (2006). Many students found the internet parallels their active and passive developmentof self as they determined their identities growing up. Most participants felt the internetwas an active place of participation where they could solidify their offline identities andutilized an instrumental more than hedonic approach in their exploration (Mcmillan andMorrison 2006). Students acquired skills more so on their own then from the aid ofeducators, parents, or other outside forces because they found motivation as a result ofrelevance of the internet to their everyday lives. Mcmillan and Morrison’s study, in agreement with numerous others, found thatmost of the time youth were not concerned with radically altering their personality onlineand felt their identities on and offline were not substantially different. Though concernsabout sexual predators and masquerading criminals run rampant, the actual negativeoutcomes for even the most vulnerable of participants, high schoolers, are almost non-existent and in fact educators ought to pay more attention to the extension of morecommon face to face world problems on Facebook, such as student behavioraldisorders and misconduct (National School Boards Association 2007). It would seem that even Lisa Nakamura’s identity tourism (2002) fades away inthe face of Facebook’s non-fantasy based and typically thoroughly evaluative identityrepresentation system. This trend is further enforced by Facebook’s policy to removefalse profiles and the recent influx of older members.
III. Methods of Study and Sources of Data To gather data and information, we conducted a survey form first year to fourthyear students. A survey is a good way of gathering data, information, and the thesis thatone wants to know, about the stand of the concerned people. It is asking of importantquestions to concerned people get facts and legal data. A survey needs intense patience in asking questions. An effective answer couldnot be revealed if there is no hard work. The answer of the majority will be the basis ofthe results. We did not only used surveying, but also reading books and newspapersand surfing the net. Therefore, we used many ways to come up with a perspective and factual datathat I will present.
IV. Presentation, Analysis and Interpretation of Statistical Data Students who use Facebook Yes No It can be seen from these data that 99 out of 100 students (99%) from first yearto fourth year know how to use computers, while I students doesn’t. There are 94 (94%)students. Computer Duration 6% 11% 1-2 hours 3-4 hours 5-6 hours 25% 58% Never Use
Who have enough knowledge of using computers; 6 (6%) students don’t have inusing computers, 62 (62%) students use 1-2 hours long; 26 (26%) students 3-4 hourslong; 12 students (12%), 5-6 hours long. Use of Computers 60 50 40 Studying 30 Communication Gathering Info 20 Games 10 0 For Studying; 51 students (51%) use computers; 17 students (17%) forcommunications; 23 students (23%) for gathering information; and 9 students (9%) forfun and games. Further, 100 students (100%) are familiar with social networking sites, and 95students (95%) of them use Facebook. There are 96 students (96%) who think thatthere are negative effects of using Facebook, while 4 students (4%) don’t ; majority toldthat they spend more time on using computers than bonding with their family
Students who believe that using Facebook has a big effect on their everyday life Yes No In addition , 99 students (99%) believe that using Facebook has a big effect ontheir everyday life, while 1 student (1%) doesn’t; majority of which answered that it isbecause less time with family means missing a big part of your life. Almost all said thatthey tend to skip meals, as an ill effect in their health. Lastly, 100 students (100%) are not sure of their privacy in using Facebook;majority answered that they are not sure because there are so-called “hackers” who caneasily get their private information online.
V. Summary of Findings A. Conclusions We therefore conclude that Lakan Dula High School students S.Y 2010-2011 are not aware of their privacy because they are not checking the privacy rights ofFacebook. To our students using Facebook, there is a false sense privacy. Students need tobe thought that nothing is private online, especially their social Networks. They need tobe shown examples of the serious consequences. Security and software flows are exposed. Software is hacked. Accounts arephished when users are tricked into clicking an e-mail taking them to or link fake loginpages. Perhaps the most common reason that students’ private information to exposedis because they are easily tricked into accepting friend requests from strangers. B. Recommendation We recommend that students check their privacy rights of Facebook. There issomething there that is quite an eye opener. Facebook is for many, or even all of itsusers, an escape from real life. If used properly, there are many good things that can be done with Facebook.The problem is... Human kind is never satisfied and is just too curious. So... Theyalways end up going further than they should... And always paying the price. It is the choice we make that defines how good or how bad things may turn out tobe... But we must always consider the consequences for us and for others. If face toface contact is rare, If you are losing your grasp on real life... And reducing yourself to amere user of a Facebook page, then maybe you should change. Life is to live, and not to Facebook!! VI. References A. Works Cited 1. Abram, Carolyn. “Have a taste…” The Facbeook Blog. Feb 23 2007. <http://blog.facebook.com/blog.php?post=2245132130>
2. Akitunde, Ololade I, Damon P. Coleman, Chioma B. Onyenso, and Melanie D. Sillas. “The Role of the Chief.” Afro 398 Ethnography of the University Project, Dec 2004.3. Arrington, Michael. 85% of College Students use Facebook. Techcrunch. Sep 7 2005. <http://www.techcrunch.com/2005/09/07/85-of-college-students- use-facebook>4. Ellison, Nicole, Charles Steinfield, and Cliff Lampe. “Spatially Bounded Online Social Networks and Social Capital: The Role of Facebook.” Annual Conference of the International Communication Association. Dresden, Germany: June 19-23, 2006.5. Freiert, Max. “14 Million people interacted with Facebook Applications in August.” Compete.com. Sep 14 2007. <http://blog.compete.com/2007/09/14/facebook-activity-breakdown- application/>6. Golder, Scott, Dennis Wilkinson, and Bernardo Huberman. “Rhythms of social interaction: messaging within a massive online network.” HP Labs, 2005.7. Jones, Harvey and Jose Hiram Soltren. (2005). Facebook: Threats to Privacy. MIT 6.805/STS085.8. Lipsman, Andrew. “Facebook Sees Flood of New Traffic from Teenagers and Adults.” ComScore. Jul 5 2007. <http://www.comscore.com/press/release.asp?press=1519>9. Lipsman, Andrew. “Social Networking Goes Global.” Comscore. Jul 31 2007. <http://www.comscore.com/press/release.asp?press=1555>