Republic act no. 8792 known as the “electronic commerce act” or an act providing for the recognition and use of electronic commercial and non -commercial transactions and documents, penalties for unlawful use thereof and for other purposes.
That the State recognizes the vital role of information and communications technology (ICT) in nation-building; the need to create an information-friendly environment which supports and ensures the availability, diversity and affordability of ICT products and services; the primary responsibility of the private sector in contributing investments and services in telecommunications and information technology; the need to develop, with appropriate training programs and institutional policy changes, human resources for the information technology age, a labor force skilled in the use of ICT and a population capable of operating and utilizing electronic appliances and computers; its obligation to facilitate the transfer and promotion of adaptation technology, to ensure network security, connectivity and neutrality of technology for the national benefit; and the need to marshal, organize and deploy national information infrastructures, comprising in both telecommunications network and strategic information services, including their interconnection to the global information networks, with the necessary and appropriate legal, financial, diplomatic and technical framework, systems and facilities.
This Act aims to facilitate domestic and international dealings, transactions, arrangements, agreements, contracts and exchanges and storage of information through the utilization of electronic, optical and similar medium, mode, instrumentality and technology to recognize the authenticity and reliability of electronic documents related to such activities and to promote the universal use of electronic transaction in the government and general public. Sphere of Application. This Act shall apply to any kind of data message and electronic document used in the context of commercial and non-commercial activities to include domestic and international dealings, transactions, arrangements, agreements, contracts and exchanges and storage of information. The necessary technical means by which electronic documents of an originator may e stored and made accessible to a designated or undesignated third party; such service providers shall have no authority to modify or alter the content of the electronic data message or electronic document received or to make any entry therein on behalf of the originator, addressee or any third party unless specifically authorized to do so, and who shall retain the electronic document in accordance with the specific request or as necessary for the purpose of performing the services it was engaged to perform. One of the best examples under this law is the Social Networking sites where exchanfeod data and information always takes place. When it comes to online social networking, websites are commonly used. These websites are known as social networking sites.
Social networking websites function like an online community of internet users. Depending on the website in question, many of these online community members share common interests in hobbies, religion, politics and alternative lifestyles. Once you are granted access to a social networking website you can begin to socialize. This socialization may include reading the profile pages of other members and possibly even contacting them. The friends that you can make are just one of the many benefits to social networking online. Another one of those benefits includes diversity because the internet gives individuals from all around the world access to social networking sites.
This means that although you are in the United States, you could develop an online friendship with someone in Philippines or China. Not only will you make new friends, but you just might learn a thing or two about new cultures or new languages and learning is always a good thing. As mentioned, social networking often involves grouping specific individuals or organizations together. While there are a number of social networking websites that focus on particular interests, there are others that do not. The websites without a main focus are often referred to as “traditional” social networking websites and usually have open memberships. This means that anyone can become a member, no matter what their hobbies, beliefs, or views are.
However, once you are inside this online community, you can begin to create your own network of friends and eliminate members that do not share common interests or goals. Once you are well informed and comfortable with your findings, you can begin your search from hundreds of networking communities to join. This can easily be done by performing a standard internet search. Your search will likely return a number of results, including MySpace, Twitter, Facebook, Yahoo and etc. As a part of the generation who uses social networking sites, we are not fully aware of its effects in ourselves. There is this thinking that these kinds of service are leading us through the progress of our community because it provides ease and efficiency in our daily life.
But considering its effects to every individual especially to the students, does it help them make progress on their selves? How does it affect their behaviors and the way they think? Does it help the individual improve his talents and skills? How does it help its users to become more productive in his work? Does it give any sense of responsibility to the people? In this study, those questions are only some of the things we want to know. This study is not supposed to criticize social networking sites. We just want to elaborate its effects for us to be aware what should be avoided and what should be improved in terms of using those social networking sites.
Background of the Study The advent of social networking platforms may also be impacting the ways in which learners engage with technology in general. For a number of years, Prensky’s (2001) dichotomy between Digital Natives and Digital Immigrants has been considered a relatively accurate representation of the ease with which people of a certain age range—in particular those born before and after 1980—use technology. Prensky’s theory has been largely disproved, however, and not least on account of the burgeoning popularity of social networking sites and other metaphors such as White and Le Cornu’s “Visitors” and “Residents” (2011) are greater currency.
The use of online social networks by school libraries is also increasingly prevalent and they are being used to communicate with potential library users, as well as extending the services provided by individual school libraries. Social networks and their educational uses are of interest to many researchers. According to Livingstone and Brake (2010), “Social networking sites, like much else on the internet, represent a moving target for researchers and policy makers. ”Recent trends indicate that 47% of American adults use a social network.. A national survey in 2009 found that 73% of online teenagers use SNS, which is an increase from 55% three years earlier. Lenhart, Purcell, Smith, ;amp;Zickuhr, 2010) Recent studies have shown that social network services provide opportunities within professional education, curriculum education, and learning. However, there are constraints in this area. Researches, especially in Africa, have disclosed that the use of social networks among students have been known to negatively affect their academic life. This is buttressed by the fact that their use constitutes distractions, as well as that the students tend to invest a good deal of time in the use of such technologies. Professional use of social networking services refers to the employment of a network site to connect with other professionals within a given field of interest.
SNSs like LinkedIn, a social networking website geared towards companies and industry professionals looking to make new business contacts or keep in touch with previous co-workers, affiliates, and clients. Other network sites are now being used in this manner, Twitter has become [a] mainstay for professional development as well as promotion and online SNSs support both the maintenance of existing social ties and the formation of new connections. Much of the early research on online communities assume that individuals using these systems would be connecting with others outside their preexisting social group or location, liberating them to form communities around shared interests, as opposed to shared geography.
Other researchers have suggested that the professional use of network sites produce “social capital. ” For individuals, social capital allows a person to draw on resources from other members of the networks to which he or she belongs. These resources can take the form of useful information, personal relationships, or the capacity to organize groups. As well, networks within these services also can be established or built by joining special interest groups that others have made, or creating one and asking others to join. According to Doering, Beach and O’Brien, a future English curriculum needs to recognize a major shift in how adolescents are communicating with each other.
Curriculum uses of social networking services also can include sharing curriculum-related resources. Educators tap into user-generated content to find and discuss curriculum-related content for students. Responding to the popularity of social networking services among many students, teachers are increasingly using social networks to supplement teaching and learning in traditional classroom environments as they can provide new opportunities for enriching existing curriculum through creative, authentic and/or flexible, non-linear learning experiences. Some social networks, such as English, baby! And Live Mocha, are explicitly education-focused and couple instructional content with an educational peer environment. The new Web 2. technologies built into most social networking services promote conferencing, interaction, creation, research on a global scale, enabling educators to share, remix, and repurpose curriculum resources. In short, social networking services can become research networks as well as learning networks. Educators and advocates of new digital literacies are confident that social networking encourages the development of transferable, technical, and social skills of value in formal and informal learning. In a formal learning environment, goals or objectives are determined by an outside department or agency. Tweeting, instant messaging, or blogging enhances student involvement.
Students who would not normally participate in class are more apt to partake through social network services. Networking allows participants the opportunity for just-in-time learning and higher levels of engagement. The use of SNS allows educators to enhance the prescribed curriculum. When learning experiences are infused into a website, students utilize everyday for fun; students realize that learning can and should be a part of everyday life. It does not have to be separate and unattached. Informal learning consists of the learner setting the goals and objectives. It has been claimed that media no longer just influence our culture. They are our culture. With such a high number of users between the ages of 13-18, a number of skills are developed.
Participants hone technical skills in choosing to navigate through social networking services. This includes elementary items such as sending an instant message or updating a status. The developments of new media skills are paramount in helping youth navigate the digital world with confidence. Social networking services foster learning through what Jenkins (2006) describes as a “Participatory Culture. ” A participatory culture consists of a space that allows engagement, sharing, mentoring, and an opportunity for social interaction. Participants of social network services avail of this opportunity. Informal learning, in the forms of participatory and social learning online, is an excellent tool for teachers to sneak in aterial and ideas that students will identify with and therefore, in a secondary manner, students will learn skills that would normally be taught in a formal setting in the more interesting and engaging environment of social learning. Sites like Twitter provide students with the opportunity to converse and collaborate with others in real time. Social networking services provide a virtual “space” for learners. James Gee (2004) suggests that affinity spaces instantiate participation, collaboration, distribution, dispersion of expertise, and relatedness. Registered users share and search for knowledge which contributes to informal learning. In the past, social networking services were viewed as a distraction and offered no educational benefit.
Blocking these social networks was a form of protection for students against wasting time, bullying, and invasions of privacy. In an educational setting, Facebook, for example, is seen by many instructors and educators as a frivolous, time-wasting distraction from schoolwork, and it is not uncommon to be banned in junior high or high school computer labs. Cyberbullying has become an issue of concern with social networking services. According to the UK Children Go Online survey of 9-19 year olds, it was found that a third have received bullying comments online. To avoid this problem, many school districts/boards have blocked access to social networking services such as Facebook, MySpace, and Twitter within the school environment.
Social networking services often include a lot of personal information posted publicly, and many believe that sharing personal information is a window into privacy theft. Schools have taken action to protect students from this. It is believed that this outpouring of identifiable information and the easy communication vehicle that social networking service opens the door to sexual predators, cyber bullying, and cyber stalking. In contrast, however, 70% of social media using teens and 85% of adults believe that people are mostly kind to one another on social network sites. Recent research suggests that there has been a shift in blocking the use of social networking services. In many cases, the opposite is occurring as the potential of online networking services is being realized.
It has been suggested that if schools block them [social networking services], they’re preventing students from learning the skills they need. Banning social networking is not only inappropriate but also borderline irresponsible when it comes to providing the best educational experiences for students. Schools and school districts have the option of educating safe media usage as well as incorporating digital media into the classroom experience, thus preparing students for the literacy they will encounter in the future. Statement of the problem The researchers come up with these researches because the group believed that social networking sites play a vital role in this area as well.
Being able to meet someone as a “friend” and see what common interests you share and how you have built up your friend base and “likes” you can truly see a fuller picture of the person you are talking with. Most sites are free instead of being paid based which allows younger people with stricter budgets to enjoy some of the same features as those of adults who are more likely to be able to afford pay based sites. While not the intended or original use for these social sites, a large area of their current function has stemmed from people wanting to meet other people in person and with the extremely busy schedules of most people, it is a fast, reliable and easy way in which to do so that costs you little time and money (if any).
Users do not necessarily share with others the content which is of most interest to them, but rather that which projects a good impression of themselves. Specifically it will seek answer to the following questions; 1. What is the profile of the respondents in terms of: a. Age b. Gender c. Academic performance d. Socio economic status e. Course 2. What are the perceptions of the respondents in terms of: A. Cyber Bullying B. Necessity to join in social networking sites C. People they meet or interact with in social networking sites. D. Their relationship between their friends and family. E. Daily usage of social networking sites. F. Their study habits. 3. Is there any significant relationship in terms of: A. Cyber bullying to their academic performance. B.
Their gender and to the people they meet in SNS. C. The people our respondents meet in social networking websites and to their age and socio economic status. D. Their relationship to their friends and family; and to their daily usage of social networking sites. E. Daily usage of social networking sites to their socio-economic status. F. Their academic performance and their study habits. G. The people they meet in social networking websites and to their course. Conceptual framework Figure 1 on the next page shows the research paradigm of the study. The input-process-output (IPO) model or system is applied. The IPO model is composed of three important steps.
In this research, we are asked to find the effects of SNS to the selected students of Taguig City University. The researchers decide to make the demographic profile of the respondents as the independent variable of our study. In order to come up with our dependent variable which is the effects of SNS to the selected students, we must go on with a process. The first thing to do in the process is the collection of data to different resources such as making research about our topic, making and distributing survey questionnaires to our respondents, interview, and using statistical tools to interpret the result of our survey. After undergoing in a process, we can now analyze the effects of SNS to the students. Conceptual Paradigm
INPUT PROCESSS OUTPUT 1. Analysis of the effects of SNS to the students. 2. Proposal of the solutions to the negative effects of SNS. 3. Proposal of the ways on how to maintain the positive effects of SNS. Assessment through: 1. Research 2. Survey Questionnaires 2. Interview 3. Observation 4. Statistical Tool 1. Demographical profile of the respondents: – Age -Gender -Academic performance -Socio economic status -Daily usage of SNS FEEDBACK Figure 1 Paradigm of the Study ‘’The Effect of Social Network to the Selected Students of Taguig City University: An assessment’’ Scope and limitations of the study
This research is conducted to determine the effects of the SNS to the students of Taguig City University S. Y. 2013-2014. The aspects looked into were the academic performance of the students, their social interaction to others, problems caused by the negative effects of SNS and proposed solutions to the problems; and the positive effects of SNS and the proposed ways to maintain those effects. Definition of terms To provide a common frame of reference for a better understanding of the study, the following terms are defined hereunder in the context of the study. Internet- SNS- Network- E-commerce- Data collection- they include here the information
Communication- Information- Electronic- Cyber crime- Cyber bullying Acronyms SNS- Social Networking Sites ICT- Information Communication Technology II. Review of related lit. Related studies Foreign studies Local literature Synthesis III. Research methodology The research design The descriptive narrative research will be used to gather the data needed in the study. This study focused on the influences of social networking sites to the interpersonal relationship and academic performance of the students. The respondents We will be having a total of 100 respondents. The 100 respondents will be coming from 10 different courses at Taguig City University.
We will select 10 students each course. Sampling Technique. The respondents will be chosen through random sampling. Random sampling is the selected target population that is involved in the study. The respondents will be chosen on the basis of their knowledge about the information desired. The Instrumentation Used For this study, the survey-questionnaire instrument is used to achieve the main goal of this research. A self-administered questionnaire will be distributed to the selected students of Taguig City University. The questionnaire given to the students will be used and utilized in the data gathering.. The questionnaire is composed of two significant parts.
The first part of the questionnaire refers to the demographic profile of the respondents in terms of age, gender, academic performance, socio economic status and their course. In the second part of our questionnaire, the questions are designed to test the 9 hypotheses of this thesis. It will investigate the attitudes of the students towards to these following factors; cyber bullying, the necessity to join in social networking sites, the people they meet in or interact with in social networking sites, their relationship between their friends and family, daily usage of social networking sites, their study habits. The questionnaire was structured in such a way that respondents will be able to answer it easily. Thus, the set of questionnaire was structured using the multiple choice questions format.
A multiple choice questions format is a set of Questions with two or more answer options. Useful for all types of feedback, including collecting demographic information. Answers can be “yes/no” or a choice of multiple answers . The result of the assessment will be used to identify the effects of social network to the respondents. Data collection Statistical treatment of data The statistical treatment, which will be used are the frequency, percentage, weighted mean, and CHI-SQUARE. Frequency and Percentage. This will be used to present the responses of the respondents. Percentage Formula: P = f x 100% N Where: f = the frequency of response N= the total number of respondents
Ranking. Ranking will be used to present the order of importance of the data gathered. Weighted Mean. Weighted mean will be used to identify the trend of the responses of the respondents. Weighted Mean Formula: ? = fX N Where: ? = average weighted mean f = frequency of response N= total number of respondents = summation sign CHI-SQUARE. Chi-square will be applied where the significant difference in the assessment of respondents on the problem The Effect of Social Network to the Selected Students of Bachelor of Science in Office Management at Taguig City University: An assessment. In terms of the demographic profile of the respondents. sssss