TEXTBOOK AND INTERNET SOURCE: ITS IMPACT ON RETENTION AND COMPREHENSION OF SELECTED NURSING STUDENTS COGNITION IN
ILIGAN MEDICAL CENTER COLLEGE

A Thesis Presented to:
The Faculty of College of Nursing, Midwifery and Health Aide
Iligan Medical Center College, Inc.
Iligan City

In partial fulfilment Of the Requirements
For the Degree of Bachelor of
Science in Nursing

Madula, Charisse Anne C.
Mejia, Malcolm Shannon Q.
Miguel, April Ann Marie T.
Musa, Joehaira Candice
Mustapha, Najiefah P.
Petiluna, Adelyn
Ramos, QueennieMarel D.
Sarmiento, BethuelDaven A.
Villiarubia, Rosemarie L.
Yongco, Shiela Mae J.
Yordan, Mary Grace J

2012 Chapter 1
THE PROBLEM AND ITS SCOPE
Introduction
Nursing students, as we all know are dependent on textbooks rather than internet. We could simply put that nursing students are more practical in terms of study habits. Although, internet have its own advantages such as up-to-date and is faster in giving information, but not all students have internet access at home. We could sum up that using textbooks and internet in studying the lessons has its own advantages and disadvantages.
Universally, we could not deny that many institutions depend on textbooks as a way of sharing inputs to individuals. Aside from the fact that it covers the topic in details, they are also in chronological presentation. However, the disadvantages are designed as a sole source of information, an old and out-dated, often being left behind, and it takes time to read, aside from that it is a burden to students in the economic aspect of study because of its cost.
Current generations are more advanced in technology, under which is the internet, it has become a trend that net source gives more wide network coverage of information. It plays a major importance in an individual’s cognition. Specifically, nursing students depend on internet source to let them aware of the current/ up to date on issues regarding medical/nursing practices and theories in the field of medicine. Aside from these, internet also gives access to the major field of studies. The disadvantages of internet are: Theft of personal information, spamming, virus threat and pornography in which they come in an instant without any precaution or warning.(Pakhare, 2011)
In 2006, The Varsavsky Foundation sought about Online Learning vs. Textbook Learning. They recognized the smaller a country, the less likely the textbooks used in its classrooms were written in that country. On the Internet, local authors can publish material on all subjects in a manner appropriate for their own country. Textbooks are limited to the information on their pages whereas educational web sites can link to an infinite number of other educational sites to elaborate in as much detail as necessary particular points or to offer supplemental information on related points.
With textbooks, teachers may only assign reading from set pages, but with the Internet they can recommend several sites and can do so through a mass e-mail to their students or by posting assignments on a personal, universally accessible site. Textbooks become obsolete almost immediately after publication and cannot be updated until the next printing. Information on-line can be updated daily and any errors in printing can be corrected immediately. It is often easier to use educational web sites than textbooks. Textbooks are not introduced to children until they are 8, but the Internet can be useful from age. In Every personal computer is like an entire library whereas every textbook is only one book. In a textbook, students can jump from page to page but on-line they can jump from book to book.
When the objective is to read a book from cover to cover, as with works of literature, books have the advantage of being more portable than a personal computer, but when a book is meant only for consultation, on-line information is cheaper and not as heavy. An extreme example would be encyclopedias. Textbooks are limited to the points of view of their authors. The Internet allows multiple view points, which is essential for fostering critical thinking, especially if the author is incorrect about a particular assertion. Textbooks are authoritative and do not leave room for student opinion. The Internet is interactive and permits students and others to enter a dialogue on different subjects. Students studying on-line can see when other students are on-line and can communicate with them. Students studying from textbooks cannot do this; they of course meet to discuss the texts, but ironically, not in the public library where rules of silence must be respected. It is more beneficial for students studying on-line can exchange ideas with other (Varsavsky, 2006).
Conceptual Framework
The researchers aimedto determine the impact of textbook and internet on selected nursing students’ cognition of Iligan Medical Center College which comprises the following criteria; internet have more advanced explanation of such topic, there are lots of authors who can freely write their opinions, it also has a flexible contents, can have unlimited links and sites, and can show a different images that could help student gained more ideas as a reference. Textbooks on the other hand have specific information, has more detailed contents, and it consumed more time and effort, and it needs to gathered lots of books in other to have different information’s.
The researchers were also interested in this study to sort out which is the most effective source of acquiring knowledge. To determine which of the two interfaces can squander time and to know which of these interfaces can improved students to comply the subject matter. Another interest was to record any preferences that the students may express about the form of the course content from which they expected to learn. Furthermore, this study also aimed to determine internet source and textbook as a means of acquiring knowledge specifically on selected students of Iligan Medical Center College-BSN II S.Y. 2011-2012. It was a structure showing the basic design of a research process as it relates to the relation of the variables. This study shows the relationship between independent and dependent variables. Independent variables were the presumed cause of the dependent variable, which was presumed effect in a relational study. In this study it contains textbooks and internet in regards to study mode. Textbooks values of the student may also determine how much effort student may put into trying to understand the text. Internet became a guide to analyze these changes and informed people about changes. Dependent variables were the focus of investigations which behaviour or status is influenced by the independent variables. They are the effects on the learning studies, which include retention and comprehension in cognition process. Retention employs how a student retained such information in connection to the subject matter. Comprehension anchor how the students connect information that they have understand.
The independent variables contain the profile on the respondents which are age, gender and IQ level; personality; school and teacher factor; among selected group of students in Iligan Medical Center College. In terms of age in relation of the study, during adulthood there is a gain in mental ability because of increasing and continuous exposure. On Gender it identified which among of the students learn easily with their preferred textbook or internet. On IQ level it identifies an individual’s capacity to learn.
SCHEMATIC DIAGRAM

PRETEST
> Retention
>Comprehension

PRETEST
> Retention
>Comprehension

POST TEST
>Retention
>Comprehension
POST TEST
>Retention
>Comprehension
TREATMENT
>Textbooks
>Internet
TREATMENT
>Textbooks
>Internet

INTERVENING VARIABLES
>Age
>Sex
>IQ Level
>Personality

INTERVENING VARIABLES
>Age
>Sex
>IQ Level
>Personality

Figure 1.0 Schematic Diagram of the study

Statement of the Problem The study aimed to determine the impact of textbook and internet on selected nursing students’ cognition of Iligan Medical Center College.
Particularly, attempted to answer the following questions; 1. What is the profile of the respondents in terms of: 1.1 Age; 1.2 Sex; 1.3 IQ level; and 1.4 Personality
2. What is the level before and after treatment in terms of:
2.1 Internet respondents
2.1.1 Retention
2.1.2 Comprehension 2.2 Textbook respondents 2.2.1 Retention
2.2.2. Comprehension
3. What is the level of cognition among respondents after treatment in terms of:
3.1 Internet respondents
3.1.1 Retention
3.1.2 Comprehension 3.2 Textbook respondents 3.2.1 Retention 3.2.2 Comprehension
4. Is there a significant difference before and after treatment on respondents’ cognition?
5. Is there a significant difference between textbook and internet on respondents’ cognition?
Hypothesis
This studyaimed to compare the impact of textbook and internet on selected nursing students’ cognition of Iligan Medical Center College.
Ho1. There is no significant difference in respondent’s cognition before and after the treatment?
Ho2. There is a significant difference between textbooks and internet towards respondents’ cognition?

Definitions of Terms The following terms and concepts are used in the study and are defined in the context that they are used in a standardized form.
Age. - it refers to length of time a person live in this world.
Cognition - it refers to the retention and comprehension level of respondent.
Comprehension - The ability to analyze, understand and apply to the subject matter.
Intelligence Quotient - it refers to the level or capacity of intelligent of an individual. To determine as they belong either to the above average, average, below average.
Internet - it refers to a world wide web interconnection and a source to obtain information. They were given a link that can give useful information such as (imcchealtheduc.20m.com/research.html, Wikipedia.org.com).
Retention - The ability to retain information through memorization of subject matter.
Sex.The physical distinction between male and female.
Textbook - a tool for gaining information. They were using Medical Surgical Book, Psychiatric Nursing, and Neurologic Book.
Scope and Delimitation of the Study
Thestudy aimed to have determined the impact of textbook and internet on selected nursing students’ cognition of Iligan Medical Center College. The present study covers respondents who will be taking Health Education this second semester of school year 2011-2012, which will be handled by Ms. PerlieArreo. This study will be conducted on the final-term of the said subject and there will be seventy three (73) respondents who are all bona fide students of Iligan Medical Center College of Nursing, Midwifery and Health Aide. Out of the total seventy three (73) respondents, choosing only sixty (60) as the recommended total number of respondents in the study to be conducted they will be selected randomly to answer the questionnaire. The 60 respondents will be grouped into two experimental groups; 30 of them will use the textbooks and the other 30 will utilized the internet, their sourced of information on the subject matter. The respondents’ answered will be tallied and tabulated for analysis and interpretation. This study will be limited to the topic of Parkinson’s disease during final term of the second semester of S.Y. 2011-2012.

Significance of the study The aim of the study is to compare the effectiveness of textbooks and internet as a source in cognition on selected students of Iligan Medical Center College which will serve as a valuable basis in improving the learning strategies to enhance the respondent’s ability to acquire knowledge. Furthermore, it gives the insight to determine the needs in improving and to evaluating the learning strategies of the respondents.
Commission on Higher Education. Any significance of this study may give them insights on how they can add and contribute strategies that can improve a student’s quality of gaining knowledge.
College Dean The result of this study may give them more information in the areas where there is a need for more instruction or research work and new problems will identify that will augment the status of this interns to the nursing profession.
School Administrators.The outcome of this study may give them an insight as to the areas where there is a need for improving student’s way of learning.
Faculty members This may give them the guide in evaluation the outcome of their teachings, in the learning process of the student.
Students. This may give them the ways to choose on what preference they want, to improve their ways to achieve an effective cognition.
Future Researchers This may give them a basis of wider source of embarking problems that needs further research to relate on the learning process of the student.

CHAPTER ll
REVIEW OF RELATED LITERATURE
This chapter reviews the various theories literature, concepts & studies on which conceptual framework of the present study were based. The review focuses on related literature, concepts & studies in international setting & in related studies in local setting. Thus, these serve as a frame of reference and gives impetus to this study. In 2006, The Varsavsky Foundation sought about Online Learning vs. Textbook Learning. They recognized the smaller a country, the less likely the textbooks used in its classrooms were written in that country. On the Internet, local authors can publish material on all subjects in a manner appropriate for their own country. Textbooks are limited to the information on their pages whereas educational web sites can link to an infinite number of other educational sites to elaborate in as much detail as necessary particular points or to offer supplemental information on related points. Textbooks become obsolete almost immediately after publication and cannot be updated until the next printing. Information on-line can be updated daily and any errors in printing can be corrected immediately. It is often easier to use educational web sites than textbooks. In Every PC is like an entire library whereas every textbook is only one book. In a textbook, students can jump from page to page but on-line they can jump from book to book.
When the objective is to read a book from cover to cover, as with works of literature, books have the advantage of being more portable than a PC, but when a book is meant only for consultation, on-line information is cheaper and not as heavy. Textbooks are limited to the points of view of their authors. The Internet allows multiple view points, which is essential for fostering critical thinking, especially if the author is incorrect about a particular assertion. Textbooks are authoritative and do not leave room for student opinion. It is more beneficial for students studying on-line can exchange ideas with other students. Textbook’ means “a book used as a standard work for the study of a subject” So there are sort of different textbooks that have been identified. ‘Electronic textbooks’ means textbooks that are available in digital or electronic format. The content of electronic textbooks can be read on a desktop computer, laptop, handheld device, Personal Digital Assistant (PDA) or specific electronic platforms such as Sony or Kindle Reader, through web browsers or in specific e-book software readers such as iLibrary or ebrary, to name a few. Electronic textbooks can also be in CD-ROM, DVD-ROM, or portable document format (PDF) file. They can also be downloaded from websites. Some institutions custom design and implement electronic textbooks to meet their specific needs ( Goede, Bezzant, &Albertine, 2007; University of Georgia, 2008).
There are a number of studies that attempt to examine how well students utilize the electronic textbook. So how well electronic textbooks and heaps of internet sources facilitate students’ learning, or students’ preference between an electronic textbook versus paper ( Shepperd, Grace, & Koch, 2008). The researchers have found that electronic textbooks are widely accepted by young students. Youths with different learning abilities have different needs in electronic textbooks (Luik & Mikk, 2008), some students agreed that reading a text in electronic format was beneficial, but others preferred text on paper. They compared the use of print and electronic textbooks in the Medical Science Library and found that the total use of electronic titles was dramatically higher than that of print titles. Evidently, the use and the acceptance levels for electronic textbooks are diverse. A cross section of studies shows how electronic textbooks have impacted different levels of education. These studies are divided into three groups: young students, college students, and graduate students.
Learning ability has a direct influence on how effectively one can access reading materials. Because students have different learning abilities, educational software should be designed to meet specific needs (Luik & Mikk, 2008). Understanding students’ learning ability, teachers can choose the electronic text to match with students’ needs.
Hence, advantages of using Internet with education. The fast and relatively low cost access is one of the major benefits of Internet to people and students all over the world as getting an Internet connection are easy. Communication and information are the two most important advantages of the Internet in education. Secondly, information can be updated or modified at any time and for any number of times, which helps in learning and better understanding. Let us take a look at the role of computer in education.
Sex differences in human problem-solving behavior have been reliably found across many studies over the past few decades, and in several cultures. Predicting an individual’s performance level based on sex alone would be highly inaccurate.
Age-related changes in the brain -- the appearance, starting around age 60, of "white-matter lesions" among the brain's message-carrying axons -- significantly affect cognitive function in old age.
Psychologists want to find the factors that contribute to individual differences in cognitive functioning among the elderly, because, says lead researcher Ian Deary, Ph.D., "People who retain their cognitive function in old age tend to have higher quality of life and live longer." However, researchers have been stymied by the lack of data on the childhood cognitive performance of elderly individuals. Without that data, it is hard to tell whether individual differences are due to aging or existed all along.
In the Western world, people are living longer than ever before and the fastest growing subgroup is the "oldest old" (over age 85). So in recent years there has been an explosion of interest and research, attempting to unravel the secrets of age related cognitive decline.

Theoretical Framework
The students were the main focus on this study; one of its objectives was to determine which would gain knowledge easily through reading textbooks and internet.
This study was influenced by two corresponding theories. Firstly, the Theory of Online Learning, According to Anderson ‘like traditional learning, online learning is benefiting from the development of Learning Theories specifically designed for Online Environments’. Anderson listed three key benefits for any educational theory, first wouldhelp people to envision new world, second is the efficiently helps people create things and then helps people plan for the unknown.
Like a good science theory, a learning theory provides a framework from which to build on. It allows educators to build on what others have done without having to re-invent or re-discover similar concepts. Finally it gives clues to what may happen in the future or in different circumstances. However, just as “too strict an adherence to any particular theoretical viewpoint often filters our perceptions and blinds" (Anderson). In general the same principles that apply to classroom based learning will also apply to online learning. The basic principles can be roughly broken down into four general areas: Learner (or Learning) Centered, Knowledge Centered, Assessment Centered, and Community Centered. These are essential for amongst such principles dwells on the progressive process of acquiring cognition to students or individuals. Therefore an effective theory of Online Learning is one that can provide support for both educators and students to heighten the degree of retention and comprehension yet it is not so rigid as to allow for exceptions and adjustment.
Secondly, Connectivism: A Theory of Personal Learning Stephen Downes December, 2008 upon these amassing questions like what is my personal learning environment? What does personal learning mean for learners? Actuated him, and then responded to it, which is then the three views of learning resources, these are: Learning Resources as a thing –Book, content object, etc; Learning Resources as events –Class, lecture, seminar, meeting; and Learning Resources as flow – Stresses experience – Stresses pattern recognition. The first two models are information-theoretic and medium-based models –They stress content –They stress rules.
In knowledge or cognitive approach, his theory enunciate its principles which are: the diversity that wants to encourage students to engage in diverse readings, diverse environments, and diverse discussions, the autonomy, for wanting students to chart their own course, to select their own software, to pursue their own learning, the interaction / connectedness the knowledge in this course emerges as a result of the connections among the students – and is not some ‘content’ shoveled from experts to recipients & openness which don’t draw barriers between ‘in’ and ‘out’ – which means we can accommodate the full engaged, the partially engaged, and the rest – creating strong ties and weak ties.
The connection between the variables cited in our study and these theories was that the textbooks and internet which were the main point of the research may indicate a profit for the subordinate variables; they aid to attempt the student’s cognition, with that, these enhances the students capability in their learning immensely. Thus, in the given theories declared that both the textbook and internet source made retention and comprehension of individuals to be amending.

CHAPTER III
RESEARCH METHODOLOGY

This chapter presents the research design, research setting, description of the respondents/subjects of research, research instrument, sampling procedure, data gathering procedures, and statistical tool.

Research Design
The study used quasi experimental research, which provides comparison regarding the use of textbooks and the use of internet (independent variables) both as a source of information for the condition among respondents (dependent variables). It is quasi experiment because it has an experimental group that will undergo in pre-test and post-test but lacks a control group. The study also utilized the purposive and random sampling respectively. The design was chosen to meet objectives of the study, namely to determine the most desirable accurate and time-worth study mode. A test obtains information from a sample of students by means of self-report, that is, the students respond to a series of questions. In this study the information was collected through self-administered questionnaires distributed personally to the subjects by the researcher.

Research Setting
The study was conducted in Iligan City in the island of Mindanao which is in the southern part of the Philippine Archipelago. It is approximately 795 kilometres from the urban Center of Manila which is seat of government and the hub of the country’s economic activities. From Manila, it can be reached by an hour and fifteen minutes plane ride via Cagayan de Oro airport and is thirty-six hours by boat. Transport is available daily all year round. Iligan city has a land area of 81.337 sq. miles and has 44 barangays. As of 2005 the city has an estimated population of 298,000.
The school complex is located along the Rotonda of San Miguel Village, Pala-o, Iligan City which is just a few hundred meters away from City Hall. It is ideally located just outside the downtown area which is conveniently shields it from the hustling noise attendant to the cities usual economic activities, yet near enough to make accessibility a minor concern. Public transport is readily available so with the other amenities like student-friendly eateries and lodging houses.
To date, there are 32 approved course offering clustered into (8) eight departments. However, only 23 have enrolees, and nursing is its banner course for consistently accounting for more than half of its total enrolment.
From its humble beginnings, the college has metamorphosed into a multi-faceted educational -institution. From initially offering only paramedical courses it has ventured into non-paramedical courses. The college now offers Computer related Courses, Hospitality Courses under its Hotel and Restaurant Management-Tourism Department, Criminology, Education, Commerce, etc.

Description of the Respondents
The subjects of the study are estimated (60) sixty; second year regular nursing students taking up Health Education subject. These students were secondary to the pioneering new curriculum program. The respondents come from the same class but are divided into (2) two groups. The enrolees will be divided into experimental groups. The assignment of the subject into this group is done through the random process.

Research Instrument
The researchers will use questionnaires, because it serves as a device or a tool that would measure the cognitive capacity of the respondents and also determine the type of personality our respondents have. The types of questions that are found in the pre-tests and post-test questionnaires are of the objective type, multiple choices that is more analytical, that stimulates the individual’s logical thinking, while on the other hand the personality test provides close-ended questions which allows our respondents to choose what type of personality they think reflects closes to theirs. Also, another type of questions is the enumerative type that would generate the individual’s retentive capacity. All of this types of questions are suitable in this experiment, because it requires the cognitive ability of the respondents and would also measures their comprehension, thus this would serves as an evaluation regarding the student’s improvement after the second and third terms of the first semester. Their grade of this said terms will be tabulated and interpreted.
Sampling Procedure
There are approximately seventy three (73) total populations of students in the class of Health Education of Iligan Medical Center College, SY 2011-2012.
Sixty (60) students were purposively selected out of the total population and were used as our respondents. First, names of the (60) Sixty selected students were listed and divided into two groups. The first 30 students will use textbooks; and the other 30 students will use the internet, both of them would be the experimental groups. These sixty (60) students were selected randomly to ensure proper adherence to the researchers’ guidelines.
Data Gathering Procedures * The data gathering started at the very first time the researchers were asked to make their research proposal. * The researchers were told to look for a topic at the IMCC library particularly at the research section. They browsed several researches and looked at particular recommendations but they failed to have the title. They continued to search a topic and never gave up. They found an interesting topic about a Textbooks and Internet Source: Its impact on Retention and Comprehension of Nursing Student’s Cognition in Iligan Medical Center College. In addition they formulated its framework. * After that their researchers decided that the respondents will be the second year students of new curriculum SY 2011-2012. The researchers chose a specific subject (Parkinson’s disease), as the basis of their research. * The researchers agreed that the respondents will be randomly assigned for the purpose of the researchers to obtain accurate data. Utilized the purposive and random sampling respectively. * On March of the same year the researchers formulated a letter to be given to the Guidance Counselor to obtain the respondent’s IQ levels; and for the instructor (Ms. Pearlie Arreo) of the said subject to ask permission that they be allowed to conduct a study. * Textbook and Internet respondents were given 25 questions on retention and 25 questions on comprehension as pre-test. After one and a half hour of treatment the researchers conduct a post-test to obtain information about student’s result of cognition with a different strategies use (textbooks and internet). * The respondents were given the same set of exam after they have done the treatment. * The data was gathered and the researchers started to analyse using several statistical tool by the help of researcher’s statistician. * The result were then tabulated and compared accordingly to the degree of relationship between variables.

Statistical Treatment The data were subjected to validated interpretation. The following statistical formulas have been utilized. 1. Percentage (%). This summarizes the profile of the respondents. Formula:
%=fN×100
Where: f= specific frequency N= total frequency 2. Arithmetic Mean This is used to evaluate the retention and comprehension of students using textbooks and internet as references. Formula: x=fin Where: x= mean fi= sum of retention and comprehension of the students n= Total no. of respondents

3. Test Statistic Z= (X1 – X2) – ( µ1 - µ2 )
S12N1+S22N2

4. Test statistic is z=xret – x comp = 12.08 – 9.40 = 5.88 s2ret+s2com n

critical value: Zα/2 = Z 0.05/2 = + 1.96

Since the computed value Z = 5.88 is greater than Z tabulated, reject the null hypothesis of no difference.
Therefore, there is a significant difference between the retention and comprehension abilities of the respondents.
Chapter IV
Presentation, Analysis and Interpretation of Data
This chapter presents the results and discussion of the gathered data through research instrument used in this study. Results of the study are presented according to the statement of the problem posted in chapter I.
Furthermore, this chapter discusses the result obtained from the study entitled “Comparative Study Between Textbooks and Internet of Nursing Students’ Cognition of Iligan Medical Center College.
Sixty (60) students taking up nursing from Iligan Medical Center College are the respondents of the study. 1. What is the profile of the respondents in terms of:
1.1 age
1.2 sex 1.3 IQ 1.4 Personality
Table 1.1 Frequency Distribution of Respondents’ Age Age | Frequency | Percent | 17-19 | 32 | 53.33 | 20-22 | 23 | 38.33 | 23-25 | 5 | 8.34 | Total | 60 | 100.00 |

Table 1.1 shows that most of the respondents are ages 17-19 representing 53.33%. Consequently, this is followed by ages 20-22 and 23-25 with 38.33% and 8.34% respectively. Clearly, it implies that most of the respondents follow the formative years in schooling.
Table 1.2. Frequency Distribution of Respondents’ Sex Sex | Frequency | Percent | FMTotal | 441660 | 73.326.7100.0 |

Table1.2 shows that among the 60 respondents utilized by the researchers, there are 44out of 60 who are female which has a percentage of 73.3% and on the other hand there are only 16 respondents who are male. Therefore in our study many of their questions are answered by females.
Table 1.3.Frequency Distribution of Respondents’ IQ. IQ Level | Frequency | Percent | ABOVE AV | 1 | 1.7 | AVERAGE | 23 | 38.3 | BELOW AV | 36 | 60.0 | Total | 60 | 100.0 |
Table 1.3 shows that the respondents IQ level are in nominal scale which mean that among the 60 respondents, only 1 of them have an IQ level of above average, this student may have a better ability in retaining and apprehending, 23 of this 60 respondents have IQ level of average which mean this students have a good ability in retaining and understanding, and the other 36 students left has a below average IQ level, which mean that tend to have a slow ability in memory retaining and understanding.
Table1.4 Frequency Distribution of Personality test Personality test | Internet | Textbook | | Frequency | Percent | Frequency | Percent | Extrovert | 19 | 63.3 | 22 | 73.3 | Introvert | 11 | 36.7 | 8 | 26.7 | Total | 30 | 100.0 | 30 | 100.0 | Intuitive | 11 | 36.7 | 9 | 30.0 | Sensing | 19 | 63.3 | 21 | 70.0 | Total | 30 | 100.0 | 30 | 100.0 | Feeler | 18 | 60.0 | 10 | 33.3 | Thinker | 12 | 40.0 | 20 | 66.7 | Total | 30 | 100.0 | 30 | 100.0 | Intuitive | 11 | 36.7 | 9 | 30.0 | Sensing | 19 | 63.3 | 21 | 70.0 | Total | 30 | 100.0 | 30 | 100.0 |

Table 1.4 shows that in the first set the there are 19 of the internet respondents and 22 of the 30 textbook respondents are extrovert, this mean that they are energized by being around with other people, the remaining 11 for the internet respondents and 8 of the textbook respondents has introvert type of personality which mean they are primarily concern with his or her ownthoughts and feelings. The other set composes of being intuitive and sensing type of personality, 11 for the internet respondents and 9 for the textbook has intuitive personality this mean that this people focuses on the future and the possibilities. They process information through patterns and impressions, while 19 of the internet respondents and 21 of the textbook respondents has a sensing type of personality they focuses on the present, they are "here and now" people, who are factual and process information through the five senses. The third set of personality test comprises of being a feeler and a thinker, 18 of the 30 internet respondents and 10 for the textbook respondents has a feeler type of personality which may be describe as heart over-head they tend to decide according to their emotions and feelings. The last set of the personality test is composed of being a judger and a perceiver, 19 internet respondents and 9 textbook respondents has a judging type of personality which means that they more prefer to decide quickly, while 19 of the 30 internet respondents and 21 for the textbook respondents has a perceiver personality which means that they prefer to make their options open and take their time to pick the best decision for them. 2. What is the level of cognition among respondents before the treatment
2.1 Internet respondents 2.1.1 retention 2.1.2 comprehension
2.2 Textbook respondents 2.2.1 retention 2.2.2 comprehension
Table2.1 Mean Distribution of Internet Respondents’ before Treatment | | | | RESPONDENTS | RETENTION | COMPREHENSION | MEAN SCORE | 1 | 14 | 9 | 11.5 | 2 | 15 | 14 | 14.5 | 3 | 17 | 10 | 13.5 | 4 | 12 | 14 | 13 | 5 | 8 | 5 | 6.5 | 6 | 6 | 6 | 6 | 7 | 10 | 12 | 11 | 8 | 8 | 11 | 9.5 | 9 | 12 | 8 | 10 | 10 | 17 | 9 | 13 | 11 | 15 | 10 | 12.5 | 12 | 13 | 7 | 10 | 13 | 9 | 10 | 9.5 | 14 | 14 | 10 | 12 | 15 | 10 | 10 | 10 | 16 | 13 | 5 | 9 | 17 | 10 | 10 | 10 | 18 | 14 | 7 | 10.5 | 19 | 11 | 12 | 11.5 | 20 | 16 | 6 | 11 | 21 | 15 | 11 | 13 | 22 | 15 | 7 | 11 | 23 | 11 | 10 | 10.5 | 24 | 13 | 13 | 13 | 25 | 9 | 13 | 11 | 26 | 9 | 5 | 7 | 27 | 6 | 13 | 9.5 | 28 | 3 | 6 | 9.5 | 29 | 10 | 13 | 11.5 | 30 | 14 | 11 | 12.5 | MEAN SCORE | 11.96666667 | 9.566666667 | 10.76 |

Table 2.1 show that those internet respondents have a low mean score after taking their pre-test for retention they only have 11.97 mean score which do not reach the mean score of their pre-test exam which is 12.5, also for comprehension among the 30 internet respondents they only got 9.57 mean score out of 12.5.
Table2.2 Mean Distribution of Textbook Respondents before Treatment RESPPONDENTS | RETENTION | COMPREHENSION | MEAN SCORE | 31 | 14 | 7 | 10.5 | 32 | 12 | 8 | 10 | 33 | 14 | 16 | 15 | 34 | 10 | 10 | 10 | 35 | 11 | 9 | 10 | 36 | 10 | 12 | 11 | 37 | 13 | 10 | 11.5 | 38 | 12 | 6 | 9 | 39 | 10 | 8 | 9 | 40 | 15 | 10 | 12.5 | 41 | 14 | 9 | 11.5 | 42 | 9 | 7 | 8 | 43 | 13 | 8 | 10.5 | 44 | 12 | 10 | 11 | 45 | 16 | 9 | 12.5 | 46 | 10 | 8 | 9 | 47 | 11 | 9 | 10 | 48 | 14 | 12 | 13 | 49 | 10 | 12 | 11 | 50 | 14 | 9 | 11.5 | 51 | 11 | 8 | 9.5 | 52 | 15 | 6 | 10.5 | 53 | 9 | 9 | 9 | 54 | 10 | 10 | 10 | 55 | 11 | 8 | 9.5 | 56 | 13 | 9 | 11 | 57 | 15 | 10 | 12.5 | 58 | 11 | 10 | 10.5 | 59 | 12 | 9 | 10.5 | 60 | 15 | 9 | 12 | MEAN SCORE | 12.2 | 9.23 | 10.72 |

Table 2.2 shows that those textbook respondents also has a low mean score for retention which 12.2 and for comprehension which is only 9.23, both of this score does not reach the mean score of their pre-test which is 12.5. 3. What is the level of cognition among respondents after the treatment
3.1 Internet respondents 3.1.1 retention 3.1.2 comprehension
3.2 Textbook respondents 3.2.1 retention 3.2.2 comprehension
Table 3.1 Mean Distribution of Internet Respondents after treatment RESPONDENTS | RETENTION | COMPREHENSION | MEAN SCORE | 1 | 16 | 16 | 16 | 2 | 19 | 16 | 17.5 | 3 | 16 | 10 | 13 | 4 | 18 | 16 | 17 | 5 | 12 | 8 | 10 | 6 | 14 | 9 | 11.5 | 7 | 20 | 11 | 15.5 | 8 | 15 | 10 | 12.5 | 9 | 17 | 9 | 13 | 10 | 20 | 12 | 16 | 11 | 14 | 11 | 12.5 | 12 | 16 | 10 | 13 | 13 | 17 | 7 | 12 | 14 | 16 | 7 | 11.5 | 15 | 17 | 5 | 11 | 16 | 17 | 12 | 14.5 | 17 | 13 | 10 | 11.5 | 18 | 16 | 10 | 13 | 19 | 15 | 12 | 13.5 | 20 | 14 | 11 | 12.5 | 21 | 16 | 9 | 12.5 | 22 | 16 | 14 | 15 | 23 | 18 | 14 | 16 | 24 | 15 | 11 | 13 | 25 | 12 | 15 | 13.5 | 26 | 15 | 10 | 12.5 | 27 | 14 | 10 | 12 | 28 | 17 | 10 | 13.5 | 29 | 17 | 9 | 13 | 30 | 16 | 8 | 12 | MEAN SCORE | 15.93333333 | 10.73333333 | 13.3 | Table 3.1 data implies that after the treatment of the internet respondents they had increased their mean score for retention they got 15.93 which means that they have reach beyond the mean score of their posttest exam which is 12.5, for comprehension they only got a mean score of 10.73 although they do not reach the mean score but then we can see they have increased their comprehension after their treatment.
Table 3.2 Mean Distribution of Textbook Respondents after the Treatment RESPONDENTS | RETENTION | COMPREHENSION | MEAN SCORE | 31 | 17 | 9 | 13 | 32 | 17 | 11 | 14 | 33 | 19 | 14 | 16.5 | 34 | 16 | 12 | 14 | 35 | 15 | 10 | 12.5 | 36 | 16 | 13 | 14.5 | 37 | 18 | 16 | 17 | 38 | 15 | 10 | 12.5 | 39 | 16 | 11 | 13.5 | 40 | 19 | 14 | 16.5 | 41 | 13 | 9 | 11 | 42 | 15 | 11 | 13 | 43 | 17 | 14 | 15.5 | 44 | 16 | 10 | 13 | 45 | 19 | 12 | 15.5 | 46 | 16 | 11 | 13.5 | 47 | 15 | 8 | 11.5 | 48 | 19 | 14 | 16.5 | 49 | 12 | 14 | 13 | 50 | 14 | 9 | 11.5 | 51 | 17 | 10 | 13.5 | 52 | 19 | 15 | 17 | 53 | 10 | 8 | 9 | 54 | 16 | 13 | 14.5 | 55 | 18 | 14 | 16 | 56 | 16 | 11 | 13.5 | 57 | 17 | 12 | 14.5 | 58 | 14 | 9 | 11.5 | 59 | 15 | 11 | 13 | 60 | 18 | 12 | 15 | mean score | 16.13333333 | 11.56666667 | 13.85 |

Table 3.2 data implies that after the treatment of the textbook respondents they had increased their mean score for retention after their posttest they got 16.13 which means that they have reach beyond the mean score of their posttest exam which is 12.5, for comprehension they got a mean score of 11.57 although they do not reach the mean score but then we can see they have increased their comprehension after their treatment. 4. Is there a significant difference in the level of cognition among respondents before and after the treatment?
Table 4 Respondents Level of Cognition Before Treatment Treatment | N | Ability | Mean | Std. deviation | Zcom | Z.05 | Description | decision | Internet | 3030 | Retentioncomprehension | 11.979.57 | 2.962.72 | 6.007.39 | 1.96 | Significant | Ho rejected | Textbook | 3030 | RetentionComprehension | 12.29.23 | 1.971.91 | 8.8710.68 | 1.96 | Significant | Ho rejected |

Significant at 0.05 level of significance
Table 4 data shows that the significance of the internet and textbook before the treatment process. The Zcom of the internet and textbook then is greater than the Z .05 significant so we can conclude that there is a significant among their retention and comprehension before the treatment.
Table 4 Respondents Level of Cognition After Treatment

Treatment | N | Ability | Mean | Std. Deviation | Zcom | Z.05 | Description | Decision | Internet | 3030 | RetentionComprehension | 15.9310.73 | 1.9992.753 | 8.3911.57 | 1.96 | Significant | Horejected | Textbook | 3030 | RetentionComprehension | 15.9311.57 | 2.0502.160 | 8.02610.73 | 1.96 | Significant | Ho rejected |
Significant at 0.05 level of significance
Table 4 data shows that the significance of the internet and textbook after the treatment process. The Zcom of the internet and textbook then is greater than the Z .05 significant so we can conclude that there is a significant among their retention and comprehension before the treatment. 5. Is there a significant difference in the level of cognition between internet and textbook respondents?
Table 5 Frequency Distribution of Respondents Level of Cognition between Internet and Textbook Activity | | Internet Zcom | Textbook Zcom | Description | Decision | Retention | BeforeAfter | 7.169 | 7.96 | significant | Accept Ho | Comprehension | BeforeAfter | 2.247 | 4.31 | significant | Reject null Ho |

Table 5 data shows that there is a significant difference between the levels of respondents’ cognition in internet and textbook, it shows that Zcom for internet respondents is lower than the Zcom of the textbook both in retention and comprehension; it explains that textbook is more significant in retaining and understanding things of the subject matter given to the respondents.
Chapter V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS This chapter presents the summary, findings, conclusions and recommendations of the study.
Summary
This study aims to evaluate the cognition of the respondents who are all bonafide students of Iligan Medical Center College. The results of this study are mostly expressed in percentage, mean, and standard deviation. For the test in the significance relationship on the cognition of the students using textbooks and internet sources, the researchers used the Statistics Z test.
Findings
Based on the result and interpretation of the data, the researchers were able to come up with the following findings: 1. Majority of the respondents are on the age bracket of age of 17-19 years old. 2. Out of 60 respondents, majority are female 44 (73.3%) while 16 (26.7%) are male. 3. Among the respondents 60%have below average IQ level, 23 (38.3%) are average and there is only 1 (1.7%) with an above average IQ level. 4. The cognition of the students shows the significance of the internet and textbook after the treatment process. 5. The cognition of the respondents in using the textbooks as source shows significant difference between internet and textbook.

Conclusion Based on the analysis, most of the variables were not associated with one another. It’s true that some of these variables did not really affect the other. 1. Majority of the respondents are on the age bracket of age of 17-19 years old. 2. Out of 60respondents, majority are female 44 (73.3%) while 16 (26.7%) are male. 3. Among the respondents 60% have below average IQ level, 23 (38.3%) are average and there is only 1 (1.7%) with an above average IQ level. 4. The cognition of the students shows the significance of the internet and textbook after the treatment process. The Zcom of the internet and textbook then is greater than the Z .05 significant so we can conclude that there is a significant among their retention and comprehension before the treatment. 5. The cognition of the respondents in using the textbooks as source shows significant difference between the levels of respondents’ cognition in internet and textbook, it shows that Zcom for internet respondents is lower than the Zcom of the textbook both in retention and comprehension; it explains that textbook is more significant in retaining and understanding things of the subject matter given to the respondents.

Recommendations On basis of the preceding conclusion, the study brings forth the following recommendations. 1. It is recommended for future researchers to expand or replicate this research to enrich further the existing studies and to generate data that may warrant some overviews on the cognition of the students using both textbooks and internet sources. 2. The use of textbooks as primary teaching materials during and every discussion for the students to fully understand and have memory retention on the subject or topics being discussed and read. 3. The use of internet as secondary teaching materials during and every discussion. 4. To use a control group control of respondents for the next study 5. The IQ level of the respondents should be in numerical item 6. Multiple exams should undergo item analysis by the instructor itself, or those who have expertise of the subject.