Statement of the Problem and Sources – Updated

The Relationship Between the Number of Hours of Computer Usage and Attention Span Towards Class Discussion of Second Year Bachelor of Science in Computer Science Students of University of the Philippines – Cebu College (A.Y. 2011 – 2012)
Statement of the Problem
             The study aims to determine the relationship between the number of hours spent in using the computer and how it affects the degree of attention span towards class discussion of second year Computer Science students A.Y. 2011-2012.
                     Specifically, this study aims to:
1. To know the significance of having a high level of attention span.
2. To evaluate the disadvantages and advantages of having a low level of attention span.
3. To recognize direct effects of computer to student’s attention.
4. To identify other factors that may/might have caused other effects on attention span.
Research Paper
Aborque, A., Blasca, R., & Gonzales, M.J. (2004) Attitude and dependency level towards the internet of Mass Communication and Computer Engineering students in Cebu. University of the Philippines – Cebu College.
Fairlie, R. (2003). The effects of home computers on school enrollment. Retrieved from
Hurlbert, A. & Poggio, T. (1986). Visual attention in brains and computers. Massachusetts Institute of Technology.  Retrieved from
Quijano, M. (2000). The use of internet and its influence in the social and mass media behaviors of selected high school and college students of Cebu City. University of the Philippines – Cebu College.
The effects of computers on workplace stress, job security and work interest in Canada. (2002). Retrieved from Human Resources and Skills Development Canada –
Mooray, N. (1969). Listening and Attention. Great Britain: C. Nicholls and Company Ltd.
Goldberg, R. (1991). Sit down and pay attention. Wahington, DC: The Psychiatric Institutes of America (PIA) Press.
Johnson, A., & Proctor, R. (2004). Attention: Theory and practice. United States of America: Sage Publications, Inc. Retrieved from
Scholarly Journals
Angelo, T. (2008, July 14). Lecturing for learning: Attention span . Retrieved from
Barra, L. (2004). What are our children eating? Children’s nutrition knowledge and the relationship between nutritional intake and attention. Philippine Journal of Psychology, 37(1), pp. 45-61.
Carr, N. (2010). The web shatters focus, rewires brains. Wired. Retrieved from
Egeth, H., & Yantis, S. (1997). Visual attention, control, representation and time course. Annual Review of Psychology, 48, pp. 269-297.
Elias, M. (2005, March 30). So much media, so little attention span. USA Today. Retrieved from
Fuzzy brain? Improve your attention span.  (2008, November 14). CNN Health. Retrieved from
Gravoso, S., Pasa, A., Labra, J., & Mari, T. (2001). Transmitting information or engaging in problem exploration? An examination of the effects of educational media designs on student’s learning outcomes.Philippine Journal of Psychology, 34(2), pp. 145-161.
Healey, M. K., & Miyake, A. (2009). The role of attention during retrieval in working-memory span: a dual-task study. The Quarterly Journal of Experimental Psychology (2006), 62(4), 733-745. Retrieved from
How TV can ‘rewire’ brains of tiny tots.  (2004, April 18). The Washington Times. Retrieved from
Logon, G. (2004). Culmulative progress in formal theories of attention.Annual Review of Psychology, 55, pp. 207-234.
Pashler, H., Johnston, J., & Ruthruff, E. (2001). Attention and performance.Annual Review of Psychology, 52, pp. 629-651.
Shirky, C. (2010). Cognitive Surplus: Creativity and generosity in a connected     age. Wall Street Journal, p W1. Retrieved from
Published in: on July 24, 2011 at 3:03 pm  Leave a Comment  

Paraphrasing One of the Sources of our Research

Weimer’s (2009) article on the length of concentration of the students pointed some of the conducted research were based on the notes taken by the students during classes hours. Their attention were observed through the willingness of the students to take down some materials they have been discussing in class, considering that the lesser notes they take, the nominal level of concentration. Yet according to some studies even though students take lesser notes over the time, students memory of the important lesson did not. Though many research were conducted according to the attention level of the students, still “none of this says that students listen well in class”.


Weimer, M. (2009). A New Look at Student Attention Spans. Faculty Focus                             Focused on Today’s Higher Education Professional. Retrieved                                           from                 attention-spans/

Published in: on July 13, 2011 at 4:11 pm  Leave a Comment  


1. It’s worth emphasizing that although we say this form of Time preceded creation of the physical world, its precedent is not in terms of physical time that has any form of measurement — just as we have no form of measurement of any of the higher worlds or the phenomena within them. Furthermore, this form of Time is also a creation, just as all else within the higher cosmos. It precedes the creation of the physical world, but is not primal in an absolute sense. That is to say, the very concept of precedent and antecedent is a creation.


Freeman(2011)states that time is also a part of creation and that it must had been in the concept of the results of another.

2. Time is also described in Chassidism as the flux of ratzo v’shov — a continual positive/negative oscillation of creative energy that drives all phenomena of the cosmos. Just as hearts beat, lungs inhale and exhale, energy pulsates in waves, particles vacillate between negative and positive states, so too the very substance of the cosmos continually oscillates between a state of being and not-being. This oscillation, as well, “precedes” Time as we know it. The essential continuum of Time in our world is the eventual manifestation of this higher form.


Based on Freeman(2011)he also described in Chassidism as the flux of ratzo v’shov that time is a continuous phenomena as other state of being or non-being perpetuates.


Miss this was so hard to understand! challenging though.. 🙂

Published in: on July 6, 2011 at 1:32 pm  Leave a Comment  

plagiarism exercise

On the reading exercise posted, 2 works of 2 different student was compared. And as i examined a long the revisions of the students, I noticed that the 1st student was indeed guilty of plagiarism. He did not acknowledge the sources of the words he had been using, and for that he stole the words of the sources. And for us to correct it, we have to put the sources by mentioning their names before or after using the words they’ve stated. However, the second student’s revision was legal. He did not commit plagiarism. Good job for him! 🙂

Published in: on June 20, 2011 at 1:40 pm  Leave a Comment  

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Published in: on June 17, 2011 at 5:57 am  Comments (1)