The Relationship Between Internet Usage and Study Habits

Background of the Study

• The internet has become an essential tool in modern education, providing support for research, academic tasks, communication, and online learning.
• Excessive or inappropriate internet use may negatively impact time management, concentration, and study routines.
• Purpose and manner of internet usage are directly associated with students' learning behaviors.
• Target Study Population: Grade 12 ASSH students of Agusan National High School.
• Main Objective: To determine the relationship between internet usage and study habits among Grade 12 ASSH students.

Research Gap and Problem Statement

• Focus of Previous Studies:
  • Internet usage and academic performance
  • Social media usage
  • Gadget use and learning challenges
  • Study habits and academic achievement
• Identified Research Gap:
  • There is limited research directly examining the relationship between internet usage and study habits, specifically among Grade 12 ASSH students of Agusan National High School–Senior High School (ANHS-SHS).
• Central Research Question:
  • Is there a significant relationship between internet usage and study habits among Grade 12 ASSH students?

Statement of the Problem

• Problem 1: What is the level of internet usage among Grade 12 ASSH students in terms of:
  • 1.1 Frequency of internet use
  • 1.2 Internet use for academic purposes
  • 1.3 Internet distractions
  • 1.4 Responsible internet use
• Problem 2: What is the level of study habits among Grade 12 ASSH students in terms of:
  • 2.1 Study schedule and time management
  • 2.2 Learning practices
  • 2.3 Concentration while studying
  • 2.4 Learning responsibility
• Problem 3: Is there a significant relationship between internet usage and study habits among Grade 12 ASSH students of Agusan National High School–Senior High School (ANHS-SHS)?

Hypothesis

• Null Hypothesis ($\text{H}_0$):
  • $\text{H}_0$: There is no significant relationship between internet usage and study habits among Grade 12 ASSH students.

Theoretical Framework

• Uses and Gratifications Theory:
  • Authors: Katz, Blumler, & Gurevitch (1973)
  • Premise: Students actively choose how and why they use the internet.
  • Key Explanations: Analyzes different purposes of internet use, including academic activities, information seeking, communication, and entertainment.
• Self-Regulated Learning Theory:
  • Author: Zimmerman (1989)
  • Premise: Students actively regulate their own learning process.
  • Key Focus Areas: Goal setting, time management, learning strategies, self-monitoring, and learning responsibility.

Conceptual Framework

• Independent Variable: INTERNET USAGE
  • Frequency of Internet Use
  • Internet Use for Academic Purposes
  • Internet Distractions
  • Responsible Internet Use
• Dependent Variable: STUDY HABITS
  • Study Schedule & Time Management
  • Learning Practices
  • Concentration While Studying
  • Learning Responsibility

Significance of the Study

• Students: Increases awareness of responsible internet use and effective study habits.
• Teachers: Provides insights for developing appropriate teaching strategies and learning activities.
• Parents: Guides parents in helping students balance internet usage with academic responsibilities.
• School Administrators: Serves as a basis for programs and policies that promote responsible internet use.
• Future Researchers: Acts as a reference for related studies examining internet usage and study habits.

Scope and Delimitation

• Scope:
  • Target Respondents: Grade 12 ASSH students
  • Institution: Agusan National High School–SHS
  • Academic Year: School Year 2026–2027
  • Measured Variables: Internet Usage and Study Habits
  • Primary Instrument: Researcher-made questionnaire
  • Primary Purpose: To determine usage/habit levels and examine the relationship between the two variables.
• Delimitations (Excluded Variables):
  • Family environment
  • Peer influence
  • Academic motivation
  • Socioeconomic status
  • Learning environment
  • Teacher supervision
  • Academic performance

Review of Related Literature (RRL) Themes

• Theme 1: Internet Usage in Education:
  • The internet provides access to learning resources and communication channels (Szymkowiak et al., 2021; Hemal et al., 2024).
• Theme 2: Responsible vs. Excessive Internet Use:
  • Appropriate internet use supports learning, whereas excessive or non-academic use interferes with academic responsibilities (Sabatini, 2023; Masezerano et al., 2025).
• Theme 3: Internet Usage and Study Habits:
  • Internet use and time management directly associate with students' study behaviors (Rajput & Chaudhary, 2025; Ortizo & Rodriguez, 2025).
• Theme 4: Study Habits and Academic Behavior:
  • Effective study routines correlate with improved learning outcomes (Abenes et al., 2021; Garay & Gonzales, 2023).
• Theme 5: Identified Research Gap:
  • Limited studies directly examine the link between internet usage and study habits among Grade 12 ASSH students at ANHS-SHS.

Research Methodology and Design

• Research Approach: Quantitative Research (utilizes numerical data analyzed via statistical methods).
• Research Design: Descriptive-Correlational Design
  • Objectives of the Design:
  • 1. Describe the level of internet usage.
  • 2. Describe the level of study habits.
  • 3. Determine whether a significant relationship exists between the two variables.

Participants and Sampling Procedure

• Target Population:
  • Total Population: $1,146$ Grade 12 ASSH students
  • Total Sections: $28$ Grade 12 ASSH sections
• Final Sample Size: $288$ respondents
• Sampling Method: Simple Random Sampling (ensures every eligible Grade 12 ASSH student has an equal opportunity to be selected).
• Formula Used: Cochran's Formula with Finite Population Correction
  • Confidence Level: $95\%$
  • Margin of Error: $5\%$

Research Instrument

• Type: Researcher-Made Questionnaire
• Basis of Development: Research objectives, conceptual framework, related literature, and previous empirical studies.
• Measurement Scale: 5-point rating scale:
  • $5$ – Always
  • $4$ – Often
  • $3$ – Sometimes
  • $2$ – Rarely
  • $1$ – Never
• Core Variables Measured: Internet Usage and Study Habits.

Data Gathering Procedure

• Phase 1 – Preparation:
  • Develop the researcher-made questionnaire.
  • Validate the instrument with the research adviser and qualified validators.
  • Conduct pilot testing and implement necessary revisions.
• Phase 2 – Authorization:
  • Secure permission from school authorities.
  • Coordinate with Grade 12 advisers and selected respondents.
• Phase 3 – Data Collection:
  • Administer the validated questionnaire to the selected Grade 12 ASSH respondents.
  • Explain the purpose of the study, instructions, confidentiality protocols, and voluntary participation.
• Phase 4 – Data Processing:
  • Retrieve and verify completed questionnaires.
  • Organize and tabulate the collected data.
• Phase 5 – Data Analysis:
  • Analyze the data using specified statistical tools.
  • Interpret results according to the research questions and hypothesis.
• Phase 6 – Ethical Compliance:
  • Maintain confidentiality and secure handling of all data.
  • Ensure informed consent/assent and voluntary participation throughout all stages.

Statistical Treatment of Data

• Weighted Mean: Applied to determine the level of Internet Usage and Study Habits.
• Reverse Scoring: Applied to negatively worded items under Internet Distractions.
• Pearson's r: Applied to determine the strength and direction of the linear relationship between Internet Usage and Study Habits.
• Alpha Level: $0.05$ Level of Significance to evaluate statistical significance.
• Decision Rule for Hypothesis Testing:
  • If $p \le 0.05$ $\rightarrow$ Reject $\text{H}_0$
  • If $p > 0.05$ $\rightarrow$ Do not reject $\text{H}_0$

Complete Reference List

• Abenes et al. (2021)
• Szymkowiak et al. (2021)
• Sabatini (2023)
• Garay & Gonzales (2023)
• Hemal et al. (2024)
• Mangacop & Guillena (2024)
• Cuenca et al. (2024)
• Masezerano et al. (2025)
• Ortizo & Rodriguez (2025)
• Rajput & Chaudhary (2025)
• Katz et al. (1973)
• Zimmerman (1989)
• Department of Education (2009)
• Republic Act No. 10173 (2012)