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The Effects of Excessive Computer Usage to the Academic Performance of 1st and 2nd Year Nursing Students of Silliman University

Navarro, Ron Lowell M.

Course: BC-25-C
Instructor: Mrs. Rina Fernandez-Hill
Date: October 5, 2008

The Effects of Excessive Computer Usage to the Academic Performance of 1st and 2nd Year Nursing Students of Silliman University

Thesis Statement:
Although technology and particularly computers have helped us a lot in the innovation our world and making our work more efficient and faster, the excessive use of computer among students has become a recent problem regarding specifically on their academic performance in school.

Outline:
I. The use of computers among the nursing students of Silliman University
a. Extent and trends
b. Explanations
1. Characteristics of computers
2. Social changes
3. high marketability of computers
II. Behavioral effects of excessive computer usage
a. Impact on education
1. Poor study habits
2. Low performance in school
3. Disregards classes from time to time
b. Effects on psychological behavior
III. Evaluation on the excessive use of computer of students
a. May cause depression
b. Leads to paranoia
c. Eventually leads to suicide

Introduction:

The computer, an invention so important that without its existence, our technology and the things we enjoy today would be more or less somewhat of just a mere idea and would not be that realistic as of today. Computers have become an extended feature of our daily lives. Computer use has reached beyond the efficiency of our work to the major source of fun and entertainment for many people. For most people, computer use and video game play is integrated into their lives in a balanced and healthy manner. For others, time spent on the computer or video game is out of balance and has displaced work, school, friends, and family time. Addiction and dependency have been studied for more than 100 years, yet there remains “no single set of causal factors that enjoy a majority following among researchers and clinicians” (Butcher, 1988, p. 171). Recent research at colleges and universities has suggested that some college students’ academic performance might be impaired by heavier use of the Internet. The concept of addiction has been very broadly extended into so-called “excessive appetite disorders” such as
pathological gambling and other behaviors, including “love, sex, food, dieting,
jogging, television—even religion” and video game play (Kubey, 1996; Milkman &
Sunderwirth, 1987, p. 126), as well as computers (Shotton, 1989). Research into
“gambling dependency,” formally recognized in the American Psychiatric Association
Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSMIV),
has established a set of criteria often used by other researchers looking at dependent behavior. In addition to, claims of “sex” or “food” addictions, however, have not been based in research as much as has gambling. Instead, some commentators and researchers apply the DSM criteria to the Internet and replace the word “gambling” with the word “Internet,” reaching a conclusion of “addiction” instead of “dependency,” which is the operative DSM term, and despite likely behavioral and psychological differences in the activities. (Brown, 1996;Grohol, 1995; Holmes, 1997). “Computer addiction”, why does it exist? What are its effects? These are the most common questions that are in need of answers. Consequently, computer addiction is what is referred today as the high-tech addiction of the century.

Early support for the concept of “Internet addiction” comes from Young (1996),
who posted a form-based survey on a website that allowed for self-selecting anonymous
input from “avid Internet users” that found that 396 of her self-selecting 496 respondents (79.83%) qualified as “Internet dependent.” Young concludes that “pathological use of the Internet can result in significant academic, social and occupational consequences similar to those problems that have been well-documented in other established addictions such as pathological gambling, eating and alcoholism” (Young, 1996, p. 4). Young’s report has attracted substantial media coverage and, not surprisingly, criticism for self-selection sampling bias. The publicity has sparked a debate as to whether excess Internet use can actually constitute pathological behavior similar to gambling or substance dependence, or whether heavy Internet use is merely a behavioral manifestation of psychological problems that would find another channel were Internet access unavailable (Brown, 1996;Grohol, 1995; Holmes, 1997). Based on our random survey among the 1st and 2nd year nursing students, 70 out of 70 people told us that they were using computers, 45 out of 70 people said that they were using computers everyday, and that 32 out of 70 people considers themselves as hooked and not addicted to computers. Actually, the most common things they would do on the computer is play games, surf the internet, make projects, or do online chatting.

Furthermore, we have interviewed five people who were really in to computer internet and gaming and you can actually hear their answers which we have been recorded in the compact disk. Most of their answers were noted as undeniable and they resist the fact that they were indeed candidates for excessive users or computer addicts. Use of the Internet for communication with family and friends is well established (Katz & Aspden, 1997; Kraut et al., 1998), as is the use of the Internet to make new friends (Horn, 1998; Katz & Aspden, 1997; Rheingold, 1993; Turkle, 1994). Studies of home Internet use (Kraut et al., 1998) and campus Internet use (Anderson, 1999; Scherer, 1997) show that electronic mail and World Wide Web browsers are the most often-used Internet applications. Use of these applications is significantly greater among those designated “Internet-dependent” and who consistently log more time online than do nondependent users (Anderson, 1999;
Scherer, 1997; Young, 1996). Also, individual applications other than Web browsing and
email tend to account for a relatively small percentage of total time spent online
and, as such, have been noted but remain relatively under explored. More and more people are getting hooked to internet and computer usage and this has become a negative effect on today’s society.

Furthermore, studies of general Internet users suggest that some people may experience psychological problems such as social isolation, depression, loneliness, and time mismanagement related to their Internet use (Brenner, 1997; Kraut, Patterson, Lundmark, Kiesler, Mukophadhyay, & Scherlis, 1998; Young, 1996), and Morahan-Martin & Schumacher’s (1997) research has focused on problems of loneliness and heavy Internet use, particularly in college students.

What has caused this trend in our society? The answer is in three very different things that come together: the programs and uses of computer, psychological and mental upbringing of students, and the accessibility of computers through internet cafes. Computer addiction is preferred to be called pathological computer use because the severity is not enough to be a real sickness. It’s the person’s relationship with the computer that is the problem but not the internet (Rojas-Burke). Some of the parameters of being a computer addict is when the person is already unable to fulfill the obligations at school, at home, and at work. It already impairs social relationships and when he/she knows that they have a problem, and yet unable to control it. The Annals Academy of Medicine states that “chat users were more likely than non users to find the internet psychologically beneficial to them and were less likely to be socially anxious.” The internet has received attention due to its controversial nature and the possibility that a new kind of compulsive activity which is computer addiction is on the rise (www.annals.edu.sg). As rapid evolving technology develops, so does negative consequences from its use. It is for these reasons that we should examine this phenomenon which is happening in our society.

In addition, gamer addiction usually begins in elementary and middle school in which they become obsessed in video game playing or computer games. By college, the student is game hooked and progresses from simple to elaborate games. When activity is used to change an individual’s mood, it is used to change an addiction. When it interrupts
With one’s work or school work, or disrupts personal or family relationships, and becomes increasingly necessary to feel good, it becomes an abuse (http:/www.nacada.ksu.edu). Researchers who have studied Internet use by college students claim that a small percentage of students, roughly 5–10%, may suffer harmful effects, such as craving, sleep disturbance, depression, and even withdrawal symptoms in association with excessive time online. Also, gamer addiction can be very harmful to a person if not treated ahead of time because it is like stage 4 cancer, when its to late to treat, serious things could happen.

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