Rannie O. Medina

Jean Arielle P. Santos

Mc Jazer R. Malonda

Mrs. Cristina D. Malana

English IV Teacher

March 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- Amiable

Approved by:

Mrs. Cristina D. MalanaEnglish IV Teacher

Acknowledgment

We would like to acknowledge the guidance of God in doing this research. We would like to thank Him for giving us enough knowledge to complete this study and giving us guidance in conducting this research.

To the Freshmen and Sophomores who participated in our research, thank you for honestly answering the questionnaire. To Mrs. Cristina D. Malana, for helping us in making 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 Contents

Approval Sheet

Acknowledgment

Table of Contents

I. Introductory ChaptersA. IntroductionB. Statement of the ProblemC. Significance of the StudyD. Scope and LimitationsE. Definition of TermsF. Hypothesis

II. Survey of Related LiteratureIII. Methods of Study and Sources of DataIV. Presentation, Analysis and Interpretation of Statistical DataV. Summary of Findings , Conclusions and Recommendation VI. References

A. Researcher’s ProfileB. Work Cited

I. Introductory ChaptersA. 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 social networking sites such as Friendster, Facebook and Myspace. We will focus on themost popuplar – Facebook. We all know that many students have Facebook accounts and many of them are addicted to it, so we will concentrate on the topic “Impact of Facebook on Students.”

What was once a website created exclusively for students of Harvard University has become the Ultimate Social Staple of our era. Facebook has gone so far that it is rare to meet anyone these days who has not gave in to making their own profile. While these are obvious benefits to the ease of communication Facebook provides, it is important to take into consideration that this kind of fingertip access to just about anyone 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 of a running diary of events in a person’s life.

Every time a person logs on, there are likely to be several new posts giving insight, sometimes very personal, into the lives of their friends, making them want to check 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 our daily 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 to open 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 to Facebook rather than studying. Students think that Facebook has no ill effects, but this is a misconception that needs to be corrected.

D.Scope and Limitations

The study focuses on how Facebook has greatly influenced Lakan Dula High School students. There is a false sense of privacy. Couple this false sense of privacy with the feeling of anonymity and lack of social responsibility that often develops from using text-centered telecommunications and we see that many students post embarrassing, humiliating, disintegrating and hurtful content on both text, photos and videos. We show them example of the serious consequences that have occurred to those whose egregious online behavior has been made public.

Students’ passwords are easily guessed or hacked with readily available creating software. 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 University where Facebook started. But even though, this limitation cannot be a big problem in doing 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 Terms

Chat – taking part in a discussion with someone on the Internet.

Facebook – a social networking site that was once a website created in 2004 for the students of Harvard University.

Friends – people who you consider as friends; cefore one can be your friend, you should accept his/her.

Info – personal information, such as birthday, mobile number and relationship status

News – the most recent updates

Post – 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 messages

Status – an update message that can be seen by your friends

Wall – here is where you can read people’s posts

F. Hypothesis

Maybe our students are not aware of their privacy because they are not checking the privacy rights of Facebook.

II. Review of Related Literature

Findings indicate a tendency among students to identity dualities within their perceptions of self, family, real communities, and virtual communities.  Sally Mcmillan and Margaret Morrison explore the impacts and implications of this in their piece Coming of Age with the Internet: A qualitative exploration of how the internet has become an integral part of young people’s lives (2006). 

Many students found the internet parallels their active and passive development of self as they determined their identities growing up.  Most participants felt the internet was an active place of participation where they could solidify their offline identities and utilized an instrumental more than hedonic approach in their exploration (Mcmillan and Morrison 2006).  Students acquired skills more so on their own then from the aid of educators, parents, or other outside forces because they found motivation as a result of relevance of the internet to their everyday lives. 

Mcmillan and Morrison’s study, in agreement with numerous others, found that most of the time youth were not concerned with radically altering their personality online and felt their identities on and offline were not substantially different.  Though concerns about sexual predators and masquerading criminals run rampant, the actual negative outcomes 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 more common face to face world problems on Facebook, such as student behavioral disorders and misconduct (National School Boards Association 2007). 

It would seem that even Lisa Nakamura’s identity tourism (2002) fades away in the face of Facebook’s non-fantasy based and typically thoroughly evaluative identity representation system.  This trend is further enforced by Facebook’s policy to remove false 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 fourth year students. A survey is a good way of gathering data, information, and the thesis that one wants to know, about the stand of the concerned people. It is asking of important questions to concerned people get facts and legal data.

A survey needs intense patience in asking questions. An effective answer could not be revealed if there is no hard work. The answer of the majority will be the basis of the results. We did not only used surveying, but also reading books and newspapers and surfing the net.

Therefore, we used many ways to come up with a perspective and factual data that I will present.

IV. Presentation, Analysis and Interpretation of Statistical Data

Students who use Facebook

YesNo

It can be seen from these data that 99 out of 100 students (99%) from first year to fourth year know how to use computers, while I students doesn’t. There are 94 (94%) students.

58%25%

11%

6%

Computer Duration

1-2 hours3-4 hours5-6 hoursNever Use

Who have enough knowledge of using computers; 6 (6%) students don’t have in using computers, 62 (62%) students use 1-2 hours long; 26 (26%) students 3-4 hours long; 12 students (12%), 5-6 hours long.

0

10

20

30

40

50

60

Use of Computers

StudyingCommunicationGathering InfoGames

For Studying; 51 students (51%) use computers; 17 students (17%) for communications; 23 students (23%) for gathering information; and 9 students (9%) for fun and games.

Further, 100 students (100%) are familiar with social networking sites, and 95 students (95%) of them use Facebook. There are 96 students (96%) who think that there are negative effects of using Facebook, while 4 students (4%) don’t ; majority told that 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

YesNo

In addition , 99 students (99%) believe that using Facebook has a big effect on their everyday life, while 1 student (1%) doesn’t; majority of which answered that it is because less time with family means missing a big part of your life. Almost all said that they 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 can easily get their private information online.

V. Summary of FindingsA.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 of Facebook.

To our students using Facebook, there is a false sense privacy. Students need to be thought that nothing is private online, especially their social Networks. They need to be shown examples of the serious consequences.

Security and software flows are exposed. Software is hacked. Accounts are phished when users are tricked into clicking an e-mail taking them to or link fake login pages. Perhaps the most common reason that students’ private information to exposed is because they are easily tricked into accepting friend requests from strangers.

B.Recommendation

We recommend that students check their privacy rights of Facebook. There is

something there that is quite an eye opener. Facebook is for many, or even all of its

users, 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... They

always 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 to

be... But we must always consider the consequences for us and for others. If face to

face contact is rare, If you are losing your grasp on real life... And reducing yourself to a

mere 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 ofFacebook.” 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>