Association of the Frequency and Manner of Internet Use to Depression and Academic Performance of First Year College Students in the Pamantasan ng Lungsod ng Maynila / Balondo, Maria Clarisa V., Duenas, Kevin L., Evangelista, Pamela Elaine N., Fabros, Jose Aurelio lll D., Farillas, Ena Lauren F., Gastardo, Erick James I., Hundana, John Michell L., Ilagan, Casylyne C., Justo, Marai Clasrissa Z., Locsin, Stephanie F., Montemayor, Elizer M. 6

56

5

Numerous studies have shown that the immersion and widespread Internet use by the current generation has shown both positive and negative findings. This study examines the association between frequency and manner of internet use to depression and academic performance among 331 first year college students in Pamantasan ng Lungsod ng Maynila. An analytical cross-section study design is used and data was gathered by distributing self-administered questionnaires. Correlates between frequency and manner of internet use to depression are analyzed using multiple logistic regression to control for gender-a possible confounding variable. On the other hand, correlates between the predictors to academic performance were analyzed using a simple linear regression model. Results show that 53% of the sample population was depressed and this is correlated with the number of hours of internet use as using the internet for more than 40 hours a week is associated with depresion (OR=1.7659; p-value 0.04181). Listening to music for more than 5 times a day and daily access to recreational and entertainment sites for more than 5 times a day also predisposes one to depression (OR=1.97, p-value 0.0322; OR=2.630, p-value 0.0452; OR=2.8983, p-value 0.0257 respectively). Infrequent ending of one's day by using the internet on the other hand is associated with decreased symptoms of depression (OR=0.3301 p-value 0.0104). Prolonged hours of internet use (21 to 40 hours) has a negative correlation with academic performance, indicating that more hours online may possibly negatively affect one's performance in school (Coefficient=0.185, p-value 0.0348, r^2=0.3). Those who did not start and end their day by using the internet showed negative correlations with academic performance, perhaps because the internet may be a tool to accomplish school requirements and for studying academic material (Coefficient=0.37, p-value 0.002; coefficient= -0.278, p-value 0.02875 respectively). An inverse relationship exists for academic performance and checking news and health information sites and listening to music (coefficient = -0.368, p-value 0.034; coefficient -0.007, p-value 0.02875 respectively). An increase in the number of hours online used to school work was positively correlated with academic performance (Coefficient 0.367, p-value 0.039) and rare use of social networking sites (coefficient=0.313, p-value 0.02). This study proves that previous findings on internet addiction have been biased towards negative findings and specific aspects of internet use must be studied further to identify which parts of the world wide web are able to aid or detrimental to one's well-being.

5