The Relationship Between Internet Usage and Study Habits

A set of vocabulary flashcards covering the research variables, theoretical framework, methodology, sampling, and statistical treatment for the study on Internet Usage and Study Habits among Grade 12 ASSH students.

Uses and Gratifications Theory

A theory by Katz, Blumler, & Gurevitch (1973) stating that students actively choose how and why they use the internet for purposes such as academic activities, information seeking, communication, and entertainment.

Self-Regulated Learning Theory

A theory by Zimmerman (1989) stating that students actively regulate their own learning through goal setting, time management, learning strategies, self-monitoring, and responsibility.

Independent Variable (Internet Usage)

The variable in the study measured through frequency of internet use, internet use for academic purposes, internet distractions, and responsible internet use.

Dependent Variable (Study Habits)

The variable in the study measured through study schedule and time management, learning practices, concentration while studying, and learning responsibility.

Null Hypothesis ($H_0$)

The hypothesis stating that there is no significant relationship between internet usage and study habits among Grade 12 ASSH students.

Descriptive-Correlational Design

The quantitative research design used to describe levels of internet usage and study habits, and to determine whether a significant relationship exists between them.

Target Population

A group consisting of $1,146$ Grade 12 ASSH students across $28$ sections at Agusan National High School–Senior High School.

Sample Size

A final group of $288$ respondents calculated using Cochran's Formula with Finite Population Correction at a $95\%$ confidence level and $5\%$ margin of error.

Simple Random Sampling

The sampling method where every eligible Grade 12 ASSH student has an equal opportunity to be selected.

5-Point Rating Scale

The scale used in the researcher-made questionnaire consisting of 5 – Always, 4 – Often, 3 – Sometimes, 2 – Rarely, and 1 – Never.

Weighted Mean

The statistical treatment used to determine the level of Internet Usage and Study Habits.

Reverse Scoring

The statistical technique applied specifically to negatively worded Internet Distractions items in the questionnaire.

Pearson's r

The statistical tool used to determine the strength and direction of the relationship between Internet Usage and Study Habits.

Decision Rule for Hypothesis Testing

The rule stating to reject $H_0$ if $p \le 0.05$ and do not reject $H_0$ if $p > 0.05$, based on a $0.05$ level of significance.

Delimitations of the Study

Factors excluded from the study, such as family environment, peer influence, academic motivation, socioeconomic status, learning environment, teacher supervision, and academic performance.