Chapter 1

THE PROBLEM AND RELATED LITERATURE

Introduction

In today's digital playground, kids are growing up surrounded by

screens and connectivity. It is not just about playdates in the neighborhood

anymore; their friendships and social interactions are happening online, too.

There is a need to figure out how all this screen time is shaping the way kids

socialize. It is not just about saying, "too much screen time is bad," but about

finding out the details – what kind of online activities help or hinder their social

skills. It's about making sure the little ones are growing up with the right mix of

real-world and online social skills to thrive in this digital age.

Globally, Canada faces challenges related to internet access and

childhood sociability. The use of online communication among children and

adolescents has become central in their social lives, but it elicits mixed

reactions among adults. Concerns have been raised about the potential

negative effects of online communication, such as shallow relationships, risks

of online solicitation, and cyber-bullying Mesch, (2013, p. 292).

Additionally, there are disparities in internet access between rural and

urban areas in Canada, with rural communities having lower levels of access.

Efforts to increase access to high-speed internet in Aboriginal communities

have also been limited in some regions. These challenges in internet access

can impact childhood sociability, as the ability to communicate and form

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relationships online is influenced by the availability and quail was tie of

internet access Curie et. al. (2014)

However, internet access has been found to have an impact on

children's face-to-face sociability in America. Many social commentators

argue that children's social skills are declining due to exposure to technology.

The use of the internet by teenagers has been found to reduce the time they

spend engaging in face-to-face communication with their friends and family

members (Mesch, 2013, p. 292).

Similarly, internet access in the Philippines has had both positive and

negative effects on childhood sociability. On one hand, it has provided

opportunities for identity exploration, access to social support and information,

and the development of meaningful relationships (Bristol et al., 2016). On the

other hand, it has led to less social involvement, more loneliness, and less

communication within the family. Additionally, the Filipino youth have a high

level of digital media usage, which has both positive and negative effects on

their interpersonal relationships. It has a more positive impact on their peer

relationships, but a somewhat negative impact on their relationships with their

family. Overall, internet access has expanded the social circle of children and

adolescents, allowing them to form new and geographically dispersed

contacts, but it has also raised concerns about the depth and quality of these

relationships (Khan & Khan, 2022).

Locally, Davao City has been the focus of several studies on internet

access and childhood sociability. One study found that female adolescents in
 3

Davao City engaged in Online Sexual Abuse and Exploitation of Children

(OSAEC) due to poverty and limited mobility caused by the COVID lockdown

(Manapol, 2023). Another study examined the sociability of children and

adolescents in the context of online communication, highlighting the

opportunities for identity exploration, social support, and meaningful

relationships that online communication provides.

Additionally, there have been programs and projects implemented by

government and non-government organizations in Davao City to support

street children, addressing economic and livelihood, education, and

environmental aspects (Lagura, 2017). These studies shed light on the

various factors influencing internet access and childhood sociability in Davao

City, including economic conditions, online communication, and support

programs for vulnerable children.

Significance of the Study

This research holds substantial significance as it endeavors to uncover

the nuanced associations between internet access patterns and childhood

sociability. In a world where digital connectivity is pervasive, understanding

the intricacies of this relationship becomes paramount. The findings of this

study will not only contribute to the academic discourse but also provide

practical insights for parents, educators, and policymakers.

By establishing correlations between different aspects of internet

access and childhood sociability, the study aims to offer evidence-based

guidance. This guidance can assist parents in making informed decisions

 4

about their children's screen time, educators in incorporating technology into

pedagogical approaches, and policymakers in formulating guidelines that

foster a balanced integration of digital tools in children's lives. Ultimately, the

research's significance lies in its potential to enhance our understanding of the

digital landscape's impact on social development, contributing to the well-

being of the younger generation in an increasingly connected world.

Review of Related Literature

This chapter provides an overview of previous researches on internet

access and sociability of students. It introduces the concepts and related

studies that comprises the focus of this research.

Internet Media and Peer Sociability. The effects of internet access on

childhood sociability are complex and nuanced. Some scholars and

practitioner’s express concerns about the potential negative impacts, such as

shallow relationships, online solicitation, and cyberbullying. However, others

argue that online communication provides opportunities for identity

exploration, social support, and the development of meaningful relationships

(Malheiro, 2022). Research suggests that the use of online technology can

both benefit and impair sociability, depending on whether it complements or

supplants offline engagement.

The internet and technology have become integral parts of children's

lives, with many using gadgets with internet access daily. While excessive use

of technology can have adverse effects on physical and social behavior,

proper supervision and guidance from parents can ensure productive and
 5

useful use (Usha et al., 2020). Overall, the impact of internet access on

childhood sociability depends on various factors, including the nature of online

interactions and the balance between online and offline engagement.

The Impact of the Internet on Teenagers’ Face-to-Face

Communication. Internet access has been found to have an impact on

children's face-to-face sociability. Many social commentators argue that

exposure to technology is leading to a decline in children's social skills.

Studies have shown that the use of the internet by teenagers has reduced the

time they spend engaging in face-to-face communication with their friends and

family members (Diraso, Gapsiso & Wilson, 2015).

Online communication has become central in the social life of late

childhood and adolescence, providing opportunities for identity exploration

and the development of meaningful relationships, but also raising concerns

about shallow relationships and risks such as cyber-bullying (Malheiro, 2022).

Additionally, research has found that internet use is significantly correlated

with decreases in face-to-face communication with family and a decrease in

desire for face-to-face communication with family (Mesch, 2013). Overall, the

literature suggests that internet access can have both positive and negative

effects on children's face-to-face sociability, depending on how it is used and

the specific context.

Impact of Internet and Technology on Children Behavior. Early

exposure to the internet can have an impact on the social skills of children.

Children who use the internet extensively may experience a decrease in

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creativity and thought process, which can affect their physical and social

behavior (Usha et al., 2020). Additionally, children who use the internet

without guidance and supervision from parents and teachers are more

susceptible to the negative effects of the internet. Young children under the

age of 9 are increasingly engaging with the internet, visiting virtual worlds and

joining social network sites, which may require digital skills they may not

possess, making it difficult for them to navigate these sites safely. It is

important for parents to be involved in monitoring their child's internet usage

and ensuring a safer use of the internet to protect their children from potential

dangers (Mesch, 2013, p. 292)

Social Media and Social skills. Children's access to different types of

internet is related to their sociability skills. Preference for technological

communication, such as internet and social media, is strongly correlated with

poor social skills and high social anxiety (Sampathirao, 2016). However,

online communication also provides opportunities for identity exploration,

access to social support, and the development of meaningful relationships.

The internet plays a significant role in the construction and maintenance of

interpersonal relationships among young people. Meeting online contacts

offline can be seen as both a risk-taking behavior and an opportunity to

expand one's social circle (Bayraktar et al., 2016). Misuse of the internet, such

as misrepresenting oneself, is associated with lower social skills, self-esteem,

and higher levels of social anxiety and aggression (Harman et al., 2005).

Overall, the type of internet accessed by children can have both positive and

negative effects on their sociability skills.

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Pros And Cons of Internet Usage Among Children. Internet access can

have both positive and negative impacts on the social development of

children. On the positive side, the internet allows children to update family and

friends on their lives, engage in online interactions, and increase their

capacity for learning. It also helps children to be more socially involved and

spend more time on physical activities (Khan & Khan, 2022). However, there

are also negative impacts to consider. Children are vulnerable to accessing

inappropriate content, unsafe interactions with others, and contact with

perpetrators who encourage sexual activity (Rawal, 2020). Without proper

guidance and supervision, children may be exposed to harmful impacts of the

internet. Online social networks, which are widely used by children, can

expose them to risks such as online harassment, cyberbullying, and sexual

solicitation (Karadimce & Bukalevska, 2022). It is important for parents and

children to be aware of these potential dangers and take steps to protect

children in the online social networking environment.

Socioeconomic Status and Excessive Internet Use. Socioeconomic

status (SES) does mediate the relationship between internet access and

childhood sociability. Several studies have found that family socioeconomic

status is significantly correlated with children's internet use and parent-child

relationships (Dong et al., 2021). Low SES is associated with excessive

internet use (EIU) among adolescents, and life satisfaction mediates this

association (Du et al., 2021). Income inequality also plays a role in shaping

access to digital resources, with children and adolescents from low-income

 8

families in more unequal provinces engaging in less internet use (Mesch,

2013).

Additionally, the ability of the internet to facilitate constant contact with

geographically remote individuals expands social networks and affects social

involvement (Oyenubi & Kollamparambil, 2022). Therefore, SES acts as a

mediator in the relationship between internet access and childhood sociability,

with low SES being associated with excessive internet use and limited access

to digital resources.

Children, Internet Cultures and Online Social Networks. Cultural factors

play a significant role in shaping the association between internet access and

children's sociability. Online communication provides opportunities for identity

exploration, access to social support and information, and the opportunity to

develop meaningful relationships (Mesch, 2013). Online social networks

contribute to the formation of peer cultures and the maintenance of social ties,

blurring the boundaries between online and offline realms (Delicado & de

Almeida, 2011).

Children's internet culture is influenced by wider social processes of

power and change, highlighting the need for a normative approach that

advocates for children's rights in the digital environment (Dorsey, 2022). The

introduction of technology into children's lives raises questions about who is

teaching them about the internet and the various uses of technology (Parente

et al., 2011). Additionally, the internet plays a role in how adolescents

 9

construct and maintain their interpersonal relationships, influencing their life

expectations, school aspirations, world views, and behaviors (Malheiro, 2022).

The Psychosocial Factors of Elementary School-Aged Children’s

Compulsive Internet Use as Reported by Children and Parents. There are

age-specific trends in the relationship between internet use and childhood

sociability. Online communication has become central in the social life of late

childhood and adolescence, providing opportunities for identity exploration,

social support, and meaningful relationships (Mesch, 2013). Misuse of the

internet, such as misrepresenting oneself, is associated with poorer social

skills, lower self-esteem, higher social anxiety, and aggression in children

aged 11-16. Home computer use for playing games is negatively associated

with pro-social behavior in children aged 3-11 (Talaee, 2019).

The internet is used by young people to construct and maintain

interpersonal relationships, influencing their life expectations, school

aspirations, world views, and behaviors (Malheiro, 2022). Excessive internet

use in elementary school-aged children is associated with behavioral and

emotional difficulties, poorer parent-child relationships, and lower prosocial

behavior (Jusienė et al., 2020).

Analysis Of Intensity of Playing Online Games And Parents' Attention

To Children's Social Skills In Elementary School. Online gaming and social

media use can have both positive and negative impacts on childhood

sociability. On one hand, online games can lead to game addiction, which can

negatively affect children's motivation, learning achievement, and social skills

 10

(Prananto et al., 2022). Additionally, playing online games excessively can

result in changes in social personality, such as defiance, aggressiveness, and

selfishness (Tollefson, 2022).

On the other hand, online communication through social media

platforms provides opportunities for identity exploration, access to social

support and information, and the development of meaningful relationships

(Nasution et al., 2022). However, extensive use of online communication can

also lead to shallow relationships and risks of online solicitation and cyber-

bullying (Pereira et al., 2020). Overall, the impact of online gaming and social

media use on childhood sociability is complex and depends on various factors

such as the intensity of use and parental attention (Mesch, 2013).

Internet Activities and Developmental Predictors: Gender Differences

Among Digital Natives. There are gender differences in the relationship

between internet access and the social development of children. Girls tend to

be more negatively affected by internet use compared to boys, particularly in

terms of how they feel about their appearance (McDool et al., 2020). Factors

such as region, educational status, and frequency of media consumption also

play a role in determining internet use among both female and male children

(Alkan, 2016). Additionally, cognitive abilities and self-esteem are predictors

of internet use among boys, while girls' internet use is influenced by their

cognitive scores and orientation to the internet (Camerini et al., 2018).

Overall, gender remains a salient factor in understanding the impact of

internet access on children's social development (Johnson, 2011).

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Digital Divide: Impact of Access. The digital divide has an impact on

the association between internet access and childhood sociability. On one

hand, there are concerns that online communication may lead to shallow

relationships, online solicitation, and cyber-bullying (Mesch, 2013). On the

other hand, it is argued that online communication provides opportunities for

identity exploration, social support, information access, and the development

of meaningful relationships (van Dijk, 2017).

Access to digital media is a crucial factor in this divide, as it affects

motivation, attitudes, physical access, digital skills, and frequency and

diversity of usage (Malheiro, 2022). The debate on the social impact of

information and communication technologies is particularly important for

adolescents, as they use the internet to construct and maintain interpersonal

relationships. The frequency of internet use has been found to be positively

associated with both civic engagement and interpersonal involvement,

although there are cross-country differences in the strength of these

associations. Inequality in internet access and use among children and young

people can contribute to a digital divide, which may have implications for their

sociability.

Technologies for Expanding the Reach of Evidence-Based

Interventions: Preliminary Results for Promoting Social-Emotional

Development in Early Childhood. Educational interventions aimed at

promoting responsible internet use can have a positive impact on childhood

sociability. These interventions can help children develop social-emotional

skills and engage more with their environment (Raposo-Rivas et al., 2018).
 12

They can also provide opportunities for young people with

neurodevelopmental disorders to navigate the challenges of online activities

and develop digital literacies (Baggett et al., 2010). Additionally, interventions

that focus on cyber-wellness can promote positive wellbeing in online spaces

and help young people behave appropriately and protect themselves (Good &

Fang, 2015).

By developing information and media literacy skills, these interventions

can support democratic participation and empower children to make

responsible choices online (Lewin et al., 2021). Overall, educational

interventions that promote responsible internet use can enhance childhood

sociability by fostering social engagement, providing guidance on online

activities, and promoting digital resilience and wellbeing.

Internet Use and Adolescents' Physical and Mental Health: The

Mediating Role of Self-consciousness and Peer Relationships. Peer

relationships play a significant role in moderating the impact of internet access

on childhood sociability. (Li, 2022) Adolescents who have good peer social

networks are less likely to experience the harmful effects of internet overuse

on maladjustment. (Malheiro, 2022) Friend conflict, as well as the presence of

positive peers and fewer delinquent peers, can moderate the relationship

between internet addiction and internalizing and externalizing problems.

(Mesch, 2013).

Additionally, positive teacher-student relationships can ameliorate the

adverse impact of peer victimization on psychological security, thereby

 13

mitigating the indirect effect of peer victimization on internet addiction among

adolescents. (Chao & Yu, 2021) These findings suggest that establishing and

maintaining positive peer relationships can help protect adolescents from the

negative consequences of excessive internet use and promote healthy

sociability.

Young Children’s Electronic Media Use and Parental Rules and

Regulations. Parental rules and restrictions on internet use play a significant

role in shaping children's socialization experiences. Positive child-parent

relationships and consistent parenting practices, both general and internet-

related, are associated with lower levels of child compulsive internet use (CIU)

(Miltuze et al., 2021). Parents who are more restrictive in their internet

parenting practices have a significant negative correlation with adolescent

internet behavior, leading to reduced internet use in adolescents (Destari et

al., 2022). When parents work together to regulate their child's media use and

have consistent media restrictions, there is less conflict and exposure to

media violence, resulting in lower levels of negative outcomes such as

aggression and externalizing behaviors in children (Mares et al., 2018).

However, it is found that parents infrequently use restrictive strategies

in monitoring their child's internet use, indicating a need for more effective

parental control strategies to prevent and reduce digital violence in

adolescents (Matović & Zunić-Pavlović, 2020). Effective parental verbal

mediation, including active discussion and warm encouragement, can help

children navigate the opportunities and dangers of the internet, protecting

their healthy cognitive, social, and emotional development.

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Urban-Rural Differences in Parental Internet Mediation and

Adolescents’ Internet Risks. There are differences in the relationship between

internet access and childhood sociability in urban versus rural settings.

Parents living in rural areas have lower levels of internet skills and intervene

less in their children's internet use compared to parents in urban areas

(Chang et al., 2016). Adolescents in rural areas have lower levels of internet

literacy but a higher frequency of internet use compared to their urban

counterparts (Mesch, 2013). Urban users have more devices connected to the

internet and engage more in social networking sites, instant messaging, and

file sharing, while rural users use email and e-government services more

frequently. Urban adolescents receive more emotional support via the internet

than their rural counterparts (Dooris et al., 2008). The use of the internet is

significantly higher among mid-adolescents, boys, and students from urban

areas (Ramalingam & Kar, 2014).

The Psychosocial Factors of Elementary School-Aged Children’s

Compulsive Internet Use as Reported by Children and Parents. Children's

perceptions of the benefits and drawbacks of internet access in relation to

their social interactions vary. Some studies suggest that internet use can lead

to positive outcomes, such as aiding children's development and providing

opportunities for expression, information, and play (Jusienė et al., 2020).

However, there are also concerns about the negative effects of excessive

internet use, such as internet addiction, compulsive internet use, and impaired

relationships with others (Rawal, 2020).

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Children themselves report experiencing both positive and negative

outcomes of internet use, with some enjoying the opportunities and skills they

acquire online, while others face barriers and risks, including exposure to

unknown dangers and harm. It is important for parents to track their child's

internet activities and relationships to ensure a better use of the internet and

protect them from potential harm. Overall, children's own voices and

experiences should be considered in policy development and decision-making

to safeguard their best interests (Camerini et al., 2018).

Theoretical framework

The Social Cognitive Theory (Bandura, 1986) serves as the foundation

for understanding the relationship between internet access and childhood

sociability in this research. Bandura's theory emphasizes the reciprocal

interactions between personal factors, behavior, and the environment. In the

context of this study, the child's personal factors include their cognitive

processes, observational learning, and self-regulation, which are influenced

by their exposure to the online environment through internet access (Bandura,

1986).

Bandura posits that observational learning plays a crucial role in the

acquisition of social behaviors. Children observe and imitate behaviors they

encounter, whether in real-life or online settings. The online environment,

accessible through internet platforms, becomes a significant source of

observational learning, potentially influencing the development of sociability

 16

skills. Moreover, the theory underscores the importance of self-regulation,

suggesting that children's ability to manage their online activities can impact

the social behaviors they adopt (Bandura, 1986).

The study draws on Bandura's Social Cognitive Theory to frame

hypotheses and analyze correlations, exploring how specific aspects of

internet access align with the theory's principles. By investigating these

connections, the research aims to contribute empirical evidence that enriches

our understanding of the intricate dynamics between internet access and

childhood sociability.

Conceptual framework

This chart illustrates the correlation between internet access and

childhood sociability by using lines or arrows connecting the study's variables.

Independent Variable Dependent Variable

Internet Access Childhood Sociability

Figure 1. The conceptual paradigm of the variables of the study.

Internet Access has been described by (Fauzi & Utami, 2022) as the

ability to connect to and use the internet. It is an essential aspect of our lives,

enabling communication, access to information, and engagement with various

services and platforms. Internet access can be achieved through various

 17

devices and technologies, such as internet access devices that utilize clock

signals for synchronous communication.

Childhood Sociability refers to the friendliness, social attractiveness,

and willingness to be surrounded by and attached to other people during early

Childhood (Oksman et al., 2019).

Statement of the Problem

The main objective of this study was to determine the relationship

between internet access and childhood face to face sociability. Specifically,

the study sought to answer the following questions:

1. What is the level of internet access impact children's face-to-face

sociability?

2. What is the level of childhood face to face Sociability?

3. Is there any significant relationship between internet access and childhood

sociability?

Hypothesis

Ho: There is no significant relationship between the internet access and

childhood sociability among freshman students.

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Chapter 2

METHODOLOGY

This chapter consist of the following: research design, research

participants, data gathering procedures, research instrument and data

analysis.

Research Design
 19

This study is quantitative research. Quantitative research tests

relationships, describes, and examines cause-effect relationships. According

to Creswell (2012) quantitative approach describes a research problem

through a description of trends or a need for an explanation of the relationship

among variables. It analyzes trends, compares groups or relates variables

using statistical analysis and interprets results by comparing them with prior

predictions and past researches. It is appropriate to this study since it seeks

to relate the independent to the dependent variables.

Moreover, the descriptive- correlational design was used in this study.

Creswell (2012) stated that correlational design provides the researchers an

opportunity to predict scores and explain relationship among variables. It also

measures degree of association among variables. It is appropriate since this

study seeks to describe the levels of internet access and childhood sociability

of students. This is apt also since this study seeks to examine the relationship

between the two variables.

Research Respondents

In the selection of respondents, random sample of children aged 8-

13 of Paradise Embac National High School were chosen to ensure a

representative and unbiased representation of the target population. The

researchers believed that it is best to have the freshman students to serve as

the respondents. Moreover, the sample size of 30 respondents was believed

to be enough to be able to safely say that it was the representative of the

whole population.
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Sampling Design

The study employed simple random sampling design since this

method allows every member of the population to have an equal chance of

being chosen. The researcher believes that the freshman have the equal

chance to be chosen as the respondents to come up with more reliable and

valid results.

Research Instrument

This study utilized a questionnaire survey to delve into the connection

between internet access and childhood sociability. The survey included

structured questions covering demographic details, patterns of internet usage,

and a validated scale assessing sociability among children. By leveraging a

questionnaire survey, this research aims to efficiently collect quantitative data,

allowing for a systematic analysis of the relationship between internet access

and childhood sociability. This methodological choice ensures a streamlined

and focused approach to address the research objectives.

To collect data on the correlation between internet access and

sociability, participants rated the questionnaire on a Likert scale, where 5

represented "strongly agree," 4 indicated "agree," 3 was neutral, 2 denoted

"disagree," and 1 stood for "strongly disagree." The subsequent Likert scale

was employed to analyze the outcomes.

Mean Description Interpretation

Range
4.20 - 5.00 Very High Suggests a very high positive relationship
 21

between Internet Access and Childhood

Sociability, indicating that increased
access is associated with strong sociability
in children.
3.40 - 4.19 High Indicates a high positive correlation,
highlighting that Internet Access and
Childhood Sociability are strongly linked,
though not at the maximum level.
2.60 - 3.39 Moderate A moderate positive relationship between
Internet Access and Childhood Sociability,
indicating a discernible but not
overwhelming connection.
1.80 - 2.59 Low low positive correlation, indicating that
Internet Access and Childhood Sociability
are linked, but the relationship is relatively
weak.
1.00 - 1.79 Very Low Implies a very low positive relationship
between Internet Access and Childhood
Sociability, suggesting a minimal
connection between increased access and
sociability in children.

Data Gathering Procedure

The following steps were done in the conduct of the study:

Seeking permission from the Adviser. A letter was sent to the Adviser

seeking permission to administer the research instruments to the freshmen.

Administration of the questionnaire. Prior to the distribution of the

questionnaire, the researcher explained first the objective of the activity in

order for the respondents to carefully follow the instructions in answering.

Retrieval of the accomplished questionnaire.

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Recording of responses. The responses were scored, recorded, and

tallied for computation.

Data Analysis

The following statistics were used in the study:

Mean to determine the level of internet access and face to face

sociability of students.

Pearson Product-Moment Correlation to determine the significance of

the relationship between Math anxiety and internet access and face to face

sociability of students.

Testing hypothesis used α<.05 level of significance using a two-tailed

test.

Chapter 3

RESULTS AND DISCUSSION

In this chapter, the collected data is presented along with the analysis

and interpretations derived from the statistical results. The findings are
 23

discussed in detail under the specified subheadings: (1) level of internet

access impact children's face-to-face sociability, (2) discernible patterns in

online interactions affecting social skills, (3) significant relationship between

internet access and childhood Sociability.

Level of Internet Access Impact Children's face-to-face Sociability

Table 1: level of internet access impact children's face-to-face sociability

(N=30)

Mean Standard Deviation Interpretation

Internet 3.5091 .46083 High
Access level

It is shown in table 1 that the domain, internet access has the mean

result of 3.51 which suggests a "High" level of sociability among respondents

in relation to internet access. This indicates that, on average, participants

perceive a positive impact on their communication skills, social engagement,

and friendships through internet usage. Internet usage significantly increases

the time and frequency of people's communications with their family and

friends, leading to improved interactions and decreased loneliness.

Additionally, heavy internet users are more likely to pave a high level of

bonding, bridging, and social capital than non-users or moderate users

(Schmidt et al., 2023). Most students reported that social media use does not

reduce the amount of time they spend speaking with family and friends overall

(Goncalves Neto, 2022).

Level of Children Face to Face Sociability

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Table 2: Level of Children Face to Face Sociability (N=30)

Mean Standard Interpretation

Deviation

Childhood 3.7458 .64367 Indicates a high

positive
Sociability
correlation.

Table 2 show the level of children face to face sociability. The mean

result of 3.74 suggests a "High" level of childhood sociability in relation to

internet access. This indicates that, on average, respondents perceive

positive connections between their online and offline interactions, expressing

comfort in face-to-face conversations and a preference for direct engagement

with peers.

Online interactions have a discernible impact on social skills, with

evidence suggesting a positive effect. Research shows that online

technologies, such as social media and online gaming, can enhance offline

social relations and improve the ability to socialize with others (Li & Mora,

2022). Additionally, highly engaging events in society can influence user

interactions and behavior in online spaces, leading to changes in conversation

patterns and increased information exchange. Furthermore, social interactions

in online discussions have been found to have positive correlations with

learning, indicating the importance of online interactions in educational

settings (Desiderio et al., 2023)

Significance relationship between internet access and childhood

Sociability
 25

Table 3 found a statistically significant relationship between internet

access and childhood sociability at a 0.05 significance level (2-tailed). This

means that the observed connection between internet access and childhood

sociability is unlikely to have occurred by chance. The result suggests a

meaningful impact or association between these variables, emphasizing that

internet access appears to influence childhood sociability.

Table 3: Significant relationship between internet access and childhood

Sociability

Internet Access Childhood Interpretation

Sociability

Internet access .424 Indicates a high

Pearson 1 positive
correlation Sig. correlation,
(2-tailed) N .020
highlighting that
30 Internet Access
30 and Childhood
Sociability are
strongly linked,
though not at
the maximum
level.
Childhood 1
Sociability .424.
Pearson
correlation Sig.(-
tailed) N .029 30

30

According to Novakovic et al., (2023), there is evidence of a positive

significant relationship between internet access and childhood sociability.

Online communication provides opportunities for identity exploration, access

 26

to social support, and the development of meaningful relationships

McCutcheon & Bianchi, (2022). The ability of the internet to facilitate constant

contact with geographically remote individuals expands social networks and

allows for the formation of new and dispersed contacts (Khan & Khan, 2022).

Chapter 4

Summary, Conclusion and Recommendation

The study's summary, conclusion, and recommendations are

provided in this chapter.

Summary
 27

The correlation design was employed by the researcher given that the

goal of this study is to determine how the independent and dependent

variables relate to one another, it makes sense. The purpose of this study was

to explore the relationship between the internet access and childhood

sociability. The respondents of this study were the 30 freshman students of

Paradise Embac National High School, Davao City. These students were

enrolled in school year 2023-2024 who were prone into internet access.

In general, this study sought to ascertain the relationship between

internet access and childhood sociability. More specifically, it attempted to

address the following inquiries.

1. What is the level of internet access impact children's face-to-face

sociability?

2. What is the level of childhood face to face sociability?

3. Is there any significant relationship between internet access and childhood

sociability?

Findings

The findings of the study are summarized as follows.

1. The respondents’ profile of internet access is 3.51 which denotes

"High" level.

2. The childhood face to face sociability of the freshman students is 3.74

which means “high”.

 28

3. There is a statistically significant relationship between internet access

and childhood sociability at a 0.05 significance level (2-tailed).

Conclusions

Based on the foregoing findings, the following conclusions are drawn.

1. Despite the disadvantages of internet access, a child's sociability improves

and becomes better through it.

2. Internet access cannot negatively affect childhood sociability.

3. The two variables; Internet Access and Childhood Sociability have

significant relationship. The result suggests a meaningful impact or

association between these variables, emphasizing that internet access

appears to influence childhood sociability.

Recommendations

Based on the foregoing findings and conclusions, the following

recommendations are offered:

1. Considering the positive perceptions of participants regarding the

influence of internet usage on communication skills and sociability, it is

recommended to promote balanced online and offline activities for

children.

2. Encouraging a healthy integration of internet access into their social

lives while being mindful of potential drawbacks can contribute to a

more well-rounded and socially adept childhood.

 29

3. Fostering digital literacy and guidance on responsible online behavior

can enhance the overall positive impact of internet access on childhood

sociability.

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APPENDICES
 39

Appendix A

Internet Access Questionnaire

EXPLORING THE RELATIONSHIP BETWEEN INTERNET ACCESS AND

CHILDHOOD SOCIABILITY QUESTIONNAIRE

Name (Optional): _______________________________

Gender:____________

Age: _________ Date: ______________

DIRECTIONS: For each statement in the survey, please indicate how much
you agree or disagree with the statement by putting a check in the box on the
right side of each statement. There are no right or wrong answers. Your
answers will be kept strictly confidential, and you will not be identified.
 40

Scale: 5-Strongly Agree (Indicates that the characteristic is always

manifested)

4-Agree (Indicates that the characteristic is often manifested)

3-Neutral (Indicates that the characteristic is sometimes manifested)

2-Disagree (Indicates that the characteristic is seldom manifested)

1- Strongly Disagree (Indicates that the characteristic is never

manifested)

A. Internet Access Level

5 4 3 2 1

Strongly Agree Neutral Disagree Strongly

INDICATORS agree disagree

I have access to the internet at

home.
I use the internet for
educational purposes
I spend more than 2 hours
online per day
Learning online helps me
develop better communication
skills in face-to-face settings.
Internet access helps me
overcome shyness in social
situations.
Engaging in online discussions
improves my ability to express
myself in person.
Using educational apps
improves my ability to
communicate with others.
Participating in online
challenges or activities
contributes to my social
learning.
Playing online games helps
me develop better
communication skills with my
 41

peers.
Learning online helps me
develop better communication
skills in face-to-face settings.
Internet access enhances my
ability to maintain friendships.

Appendix B

Childhood Sociability Questionnaire

Indicators 5 4 3 2 1

Strongly Agree Neutral Disagree Strongly

agree disagree
I enjoy participating in
group activities with my
peers.
I find it easy to make new
friends in person.
I feel comfortable
expressing my thoughts
 42

and feelings during face-

to-face conversations.
The time I spend with
friends in person
contributes positively to
my overall happiness.
I prefer engaging in social
activities that involve
direct interaction with
others.
I notice that my face-to-
face interactions with
friends impact my overall
sociability.
I feel confident initiating
conversations with new
acquaintances in person.
I find that my interactions
with friends and family in
person improve when I
have a balance between
online and offline
activities.

B. Face-to-Face Sociability
I enjoy spending time with friends
in person
I prefer face-to-face
conversations over online
communication
I feel comfortable initiating
conversations with peers in
person.
I notice that the way I interact with
 43

others online influences how I

interact with people in real life
My face-to-face interactions with
friends and family improve when I
have access to the internet
Internet access helps me avoid
feeling lonely.

C. Online Interactions and Social Skills

5 4 3 4 1

INDICATORS Strongl Agree Neutral Disagree Strongly

y agree disagree
I feel that online
interactions positively
impact my social skills.
I think online
communication helps
me understand
different perspectives.
Online interactions
have improved my
ability to collaborate
with others

D. Relationship Between Internet Access and Childhood Sociability

I feel that my internet use affects
my relationships with family
members.
I believe that children with limited
internet access have stronger
face-to-face social skills.
I notice a difference in my
sociability when I have restricted
internet access
I observe a significant connection
between the amount of time I
 44

spend online and my overall

sociability in real-life interactions
I believe that having internet
access positively influences my
ability to make and maintain

-Thank You-

Curriculum vitae

Name: Jellian Joy R. Banosong

Address: Purok 3 Paradise Embac

Paquibato District Davao City

Mobile No.: 09059007943

Email address: [email protected]

I. Personal Information

Nickname: Jel Mother’s name: Asofia R. Banosong

 45

Birthdate: June 08, 2006 Age:17

Birthplace: Paradise Embac, Paquibato Sex: Female
District, Davao City
Religion: Roman Catholic Nationality: Filipino
Father’s name: Jeffrey M Banosong Civil Status: Single

II. Educational Background:

Elementary: Paradise EmbacElementary School

Paradise Embac Elementary School

Year 2010-2016
Junior High School: Paradise Embac National High School

2016-2020
Senior High School: Paradise Embac National High School

Undergraduate

Name: Christy Rose C. Cadiz

Address: Purok 1-A Paradise Embac

Paquibato District Davao City

Mobile No.: 09268244534

Email address: [email protected]

I. Personal Information
 46

Nickname: Inday Mother’s name: Milenda M.Cruz

Birthdate: July 19, 2005 Age:46
Birthplace: Paradise Embac, Paquibato Sex: Female
District, Davao City
Religion: Roman Catholic Nationality: Filipino
Father’s name: Christopher F.cadiz Civil Status: single

II. Educational Background:

Elementary: Paradise Embac Elementary School

Paradise Embac Elementary School

Year 2010-2016
Junior High School: Paradise Embac National High School

2016-2020
Senior High School: Paradise Embac National High School

Undergraduate
 47

Name: Jerwin Dalaguit

Address: Purok 7 Paradise Embac

Paquibato District Davao City

Mobile No.: 09639056705

Email address: [email protected]

I. Personal Information

Nickname: win Mother’s name: Helen Dalaguit

Birthdate: Jan. 14, 2003 Age:21
Birthplace: Paradise Embac, Paquibato Sex: Male
District, Davao City
Religion: One Way Outreach Nationality: Filipino
Father’s name: Joel Dalaguit Civil Status: Single

II. Educational Background:

Elementary: Paradise Embac Elementary School

Paradise Embac Elementary School

Year 2010-2016
Junior High School: Paradise Embac National High School

2016-2020
Senior High School: Paradise Embac National High School

Undergraduate
 48

Name: Jazcee Hermoso

Address: Purok 6-A Paradise Embac

Paquibato District Davao City

Mobile No.: 09702659769

Email address: [email protected]

I. Personal Information

Nickname: jaz Mother’s name: Jovilyn Hermoso

Birthdate: Dec. 22, 2005 Age:18
Birthplace: Paradise Embac, Paquibato Sex: Female
District, Davao City
Religion: Jesus Christ to God be the Nationality: Filipino
Glory
Father’s name: Rolly Hermoso Civil Status: Single

II. Educational Background:

Elementary: Paradise Embac Elementary School

Paradise Embac Elementary School

Year 2010-2016
Junior High School: Paradise Embac National High School

2016-2020
Senior High School: Paradise Embac National High School

Undergraduate
 49

Name: Allymar Nayon

Address: Purok 2 Macopa Paradise Embac

Paquibato District Davao City

Mobile No.: 09753561398

Email address: [email protected]

I. Personal Information

Nickname: mar Mother’s name: Marissa Nayon

Birthdate: July 10, 2005 Age: 18
Birthplace: Paradise Embac, Paquibato Sex: Male
District, Davao City
Religion: Roman Catholic Nationality: Filipino
Father’s name: Alejandro Nayon Civil Status: Single

II. Educational Background:

Elementary: Paradise Embac Elementary School

Paradise Embac Elementary School

Year 2010-2016
Junior High School: Paradise Embac National High School

2016-2020
Senior High School: Paradise Embac National High School

Undergraduate
 50

Name: Charice Sarmiento

Address: Purok 5 Paradise Embac

Paquibato District Davao City

Mobile No.: 09639016713

Email address: [email protected]

I. Personal Information

Nickname: Chang Mother’s name: Bernadith Sarmiento

Birthdate: Jan. 18, 2006 Age:18
Birthplace: Paradise Embac, Paquibato Sex: Female
District, Davao City
Religion: Roman Catholic Nationality: Filipino
Father’s name: Ronald Sarmiento Civil Status: Single

III. Educational Background:

Elementary: Paradise Embac Elementary School

Paradise Embac Elementary School

Year 2010-2016
Junior High School: Paradise Embac National High School

2016-2020
Senior High School: Paradise Embac National High School

Undergraduate