saripada, mangmang (comments in parentheses in between sentences)

REVIEW OF RELATED LITERATURE AND STUDIES

In this chapter, the important variables related to the study are discussed. To achieve a comprehensive analysis on the relationship between the type of school of the respondents and their perception towards advertising specifically on television commercials, there is a need to evaluate and distinguish the differences of catholic, public and specialized high schools- how these types of school affect their behavior and perception about the things around them. Aside from that, there is a need to determine and understand the concept of advertising and its role in the society.
The researchers will first explain some important aspects of the catholic, public and laboratory/special science high schools that may determine the behavior of the students and affect their perception towards appropriate moral values in the society. Next is the discussion about the role of advertising, its moral obligation, and influence on the society. The final topic is the different perceptions of people towards television commercials, particularly the young adults and students.

Importance of school
School is an important tool where students learn the skills of analyzing, and understanding certain ideas and ideologies in a society. It is the place where students form and develop their political, social and spiritual aspects in life. Moreover, W.T.S. Gould (1993) states that schools are important in the socialization of children. Children are prepared in this place how to fit in as members in the “local community and the national society” (Gould, 1993). They are subjected to ideas that will make them aware of the circumstances in the society as well as the people and events in their immediate environment (Gould, 1993). The author further points out that school are the ones responsible in promoting the national culture to the children.

Types of Secondary Schools
According to the UNESCO, there exist three types of secondary schools in the Philippines. These are public, private and special/laboratory secondary schools. Public high schools are under the administration and supervision of the Department of Education and are being financially supported by the Philippine government. On the other hand, private high schools are usually owned by religious groups, others are by organizations or individuals. Private schools still need to follow the rules and legal guidelines and requirements as set by the Department of Education as a secondary school. Private school admission usually costs higher amount compared to public schools which is intended to be generally free for everybody. Meanwhile, special/laboratory schools are under or attached to the State University and Colleges. Its purpose is to serve as the laboratory classes for the students taking education program. Laboratory schools usually share the resources of their respective State University and Colleges in terms of budget.
Secondary schools in the Philippines do not only differ in terms of educational structure and function; there are also certain aspects in which they are relatively distinct. These include the religious affiliation, the implementation of student disciplinary policies and the influence of the teachers towards the student’s behavior, attitude and beliefs.
Grace Chen (2007) points out that among the three types of secondary school, the private schools are the ones that are religiously affiliated, though there are some exceptions. Public and laboratory schools are usually not religiously affiliated since these are intended for everybody. Moreover, Chen also adds that teachers from private secondary schools have more likely to have an influence on the students’ perception, performance, and behavior since they have better control on the implementation of student discipline policies and others.
A study by UNO-R Institute of Research (1976) entitled “Student religious activities as learning experiences in catholic schools in Negros Occidental Philippines: objectives, structures and processes” discusses on the importance and influence of the school on the students’ behavior and attitude. The study says that catholic schools are owned and managed by the Catholic church or religious orders. It also emphasizes that the students in the catholic school should not just reflect on the religious doctrines, traditions and practices in their formal education but must apply in their “everyday living” their religious principles (UNO-R Institute of Research, 1976).
Catholic schools have been established for the purpose of providing not just education for the youth but to pursue (faulty parallelism) religious objectives over and above other goals. This type of school proposes programs into its curriculum that conform to the religious study and devotional exercises. Through this, the school’s objective which is to form and develop the “true and perfect Christian“ is attained (UNO-R Institute of Research, 1976).

Effects of school to the attitude and behavior of students
A research study by Astill, Feather and Keeves (2002) examines the influence of schools on the attitude and values of students. The study suggests that if the school influences the attitude of the students, it is because (weak, change with an active verb) of the teachers, administrators, curriculum and policies (Astill, Feather and Keeves, 2002). However, the school may not directly affect the values of the students as they may have learned these values from their family and peer groups outside the school (Astill, Feather and Keeves, 2002). Moreover, the school will only serve as an avenue for their expression of the values learned (Astill, Feather and Keeves, 2002). The findings of the study showed (tense consistency) that the teachers’ values and school type had no significant effects on the values of the students (Astill, Feather and Keeves, 2002). Furthermore, the study implies that if the school has little effect on the attitudes of the students, then the parents’ basis for choosing a particular type of school which they think can improve the values of their children is not reliable (Astill, Feather and Keeves, 2002). The study contradicts the notion that the school is the teaching agent of social values except for situations in which the school reflects the same values taught by the family and the values of the students themselves (Astill, Feather and Keeves, 2002).



Role and influence of advertising to children and teenagers
Advertising is an art of communication which is used to convey information about a product, service or idea by an identified sponsor directed to groups of people for the purpose of persuading them to take some action (Arens, 2006).
Television advertising has functioned not only in endorsing products but also in influencing the society particularly on people’s lives through the message and values it conveys.
Wells, Burnett and Moriarty (1995) state that advertising is noticeable, manipulative and controversial. Because of that, it can easily attract the attention of the citizens, the media, government and competitors (Wells, Burnett and Moriarty, 1995) and can affect how the audience socialize or interact with the people (Peirce, 2007).
As Arens (2006) quoted in his book entitled Contemporary Advertising: ( confusing; she quoted her own words?) “Advertising is both applauded and criticized not only for its role in selling products but also for its influence on the economy and on society. For years, have denigrated advertising for a wide range of sins – some real, some imagined.”
In advertising, perception of people towards advertisement is significant in determining the effectiveness of the commercial. Advertisers give importance to these perceptions because it will give them an idea on how people think and react to a certain commercial.
Every commercial brings along in it a message that is addressed to the public generally the consumers for the purpose of informing, persuading, entertaining, or influencing the buying behavior of the viewers (Yeshin, 2006). Moreover, the presentation of the message in a commercial affects the apprehension of the viewers towards the commercial message. Yeshin (2006) author of the book entitled Advertising, explains that a well presented and executed message in a commercial is one measurement in determining the effectiveness of a commercial. A commercial is effective when its viewers are able to grasp the intended message, meaning and purpose of the commercial. (Yeshin, 2006). Needless to say, a commercial that is misinterpreted and misunderstood by the audience failed to present the message in an appropriate and effective manner.
Wells, Burnett and Moriarty (2004) points (subject verb agreement) out that advertising creates great impact on the most susceptible groups especially on the young teenagers. Children and adolescents are considered susceptible because they are not yet matured and they are still on the process of knowing and understanding who and what they really are (Peirce, 2007). Thus, it is likely to affect how adolescents view “self-image” and can influence their perception on the “appropriate” roles of men and women in the society (Peirce, 2007).
Sut Jhally “Image-Based Culture-Advertising and Popular Culture” explains that advertising is a “communication system” “through” and “about objects”. By this, people specially the children who have little experiences are prone to misunderstanding the message in a specific commercial (Jhally, 2003). They tend to find a connection with what they have perceive in a commercial to the little knowledge or background they have regarding on the behavior shown in a commercial (Jhally, 2003).
Moreover, children and adolescents are unable to distinguish whether the behavior or a scene depicted in a tv commercial represents appropriate values in a society and culture. There is a greater chance that a “field” of behavior will be presumed irrationally as “realistic” by people specially the young ones who have little knowledge about it.
“Children are influenced by media- they learn by observing, imitating and making behaviors of their own”, according to the American Academy of Pediatrics(2001) (remove since you the secondary source cited) (as cited by Clark, 2011) TV commercials have increased its scope of influence to different age groups due to the new innovations and developments made in the world of media. Clark further explains that tv commercials have negative and positive influence to people, especially on children. These commercials are good because of the educational values it provides but these also serve as medium to which children are exposed to violence and other misleading, inappropriate values (Clark, 2011).
In contrast to the previous statements concerning the evident effects of commercials towards the viewers, a study by Mai & Schoeller (2009) found that these television commercials “do not elicit much emotional response, understanding or memorability” to the viewers. The study conducted a survey to 120 selected adults whose memorability and emotional response to the four tv advertisements were measured (Mai & Schoeller, 2009). Mai & Schoeller (2009) also found that different television advertisements suggest and portray different emotions to the audience. This seen difference among tv advertisement is the reason for the researchers’ clarification that the findings of their study, which may not be applicable to some tv advertisements.
In addition, an undergraduate thesis by May Florence Corvera entitled “Exposure to dove evolution; its influence on the perception of beauty and satisfaction with one’s beauty among third year female UP High School students” proves that advertising has limited effects on the audience by using the Individual Differences Theory. This theory states that the people don’t believe all the information that is given to them by the media due to the fact that every individual has different experiences and personalities (Corvera, 2008). In relation to this theory is the implication that people perceive the things around them differently (Corvera, 2008). In the study of Corvera, she presumes that the advertisement’s influence on the perception of the students varies because the students have diverse personalities and experiences in their lives.

Moral obligation of advertising
Television commercials are said to have failed in relaying the positive values through the portrayal of roles associated with teenagers(Peterson, 1998). (space) Some roles shown in commercials about teens are activities like eating, drinking which is unsatisfactory in creating a good image of young adults (Peterson, 1998).
The moral obligation of advertisers consists the social responsibility and ethics. Social responsibility means doing what the society considers as the best for the benefit of the people in general (Arens, 2006). Furthermore, the latter refers to doing what the advertiser and the advertiser’s colleagues consider as morally appropriate in a specific situation or culture. (Arens, 2006).

II. Perception towards advertising
According to a study by Banwari(1994), most people are not pleased with television commercials because of disagreeable moral values tv commercials show to the audience. Television commercials are said to have harmful effects to the viewers because it promotes consumerism and values which corrupt the being of an individual. (Banwari ,1994) (check comma placement and period after the parenthesis) Despite these unpleasant perceptions towards advertisements, people recognize the useful information that tv commercials provide to the viewers (Banwari ,1994).
These harmful effects that are said to have been brought about by these television commercials do not necessarily affect the viewers’ perception and their attitude. This is dependent on the person’s knowledge and ability to critically evaluate and analyze the intended message of a commercial. This capability of a person to assess a certain commercial refers to as ‘media literacy’ as proposed by Renee Hobb which was cited in Laura Blackwell Clark’s article entitled “Influence on Children Media - History of Media for Children, General Considerations, Studies of Media Influence, Domains of Influence, Recommendations”.
The knowledge of students about the usage of media and technology doesn’t mean that they can critically analyze and evaluate the messages that they receive (Clark, 2011). The students have to acquire some skills that enable them to question the things they observe in the environment (Clark, 2011). These skills are the “ability to critically analyze the media messages” and the “ability to use different kinds of communication technologies for self-expression and communication” (Clark, 2011). Therefore, child (faulty, check) or a student that is media literate is less to be affected by the messages from the media (Clark, 2011).The more capable the person is in understanding the commercial message, less are the chances that the message will be misunderstood and misinterpreted.
Meanwhile, in the Philippines where people are more conservative due to the religious influence, the Filipino audience tends to be more critical with television advertisements. Anything that goes beyond the norm is considered as unethical and inappropriate.
Another unpublished thesis by Enoc “Exposure to Jollibee and McDonalds’ advertisements and the perception of the fourth year students of Cebu City National Science High School towards Filipino values” states that to improve the outcome of the advertising campaigns in the Philippines; (comma only) the advertisers need to put into consideration how Filipino values are introduced in a commercial. Enoc(1999) (space) found that “Some of the commercials in the media are not directly selling consumer products or services; they are “selling” ideas and values"(Enoc, 1999).
The objective of the study is to determine the relationship between the exposure to Jollibee and McDonalds’ commercials on tv and the perception of the students. The findings of the study prove that there is no significant relationship between the mentioned variables. The commercials do not directly influence the respondents’ perception towards Filipino values. The respondents’ exposure to these commercials is not the primary reason why they perceive Filipino values. This study supports the previous studies mentioned which provide proofs to the notion that the people perceive advertisements differently (Individual Differences Theory).

The discussion above presented various studies which showed contradictory results regarding the influence of the environment which is the school on the values of the students. The studies and sources gathered will help the researchers in having a better analysis on the study. The sources, especially the related research studies will give the researchers a general idea on whether the school has an influence on the perception of the 4th year High school students towards the McDo ‘BG-GF’ tv commercial. Moreover, it will also aid in identifying other possible factors which affected the way the students apprehend the message of the commercial. These factors include the type of school which is comprised of the educational structure, curriculum, function, and moral teachings. Lastly, these various ideas of some authors and findings of the related research studies presented in this chapter will help in directing the researchers the way to possible answers to the main problem of the study.

villahermosa avila rrl (comments in parentheses in between sentences)

Effects of Watching and Reading Japanese Anime and Manga on the Study Habits of Second Year College Students of University of the Philippines Cebu (Academic Year 2011-2012)
Avila, Palmy S.
Villahermosa, Liana Meg S.
COMM 2 MTH 2:30 – 4:00 pm
CHAPTER II
Review of Related Literature
Many people are interested in various forms of entertainment like dramas, movies, series, talk shows, news, etc. Alongside these are anime and manga, which are at present what many students obviously watch. Most of these anime start out as printed Japanese black and white comics commonly called as “manga”.

(introduce first what are you enumerating.parts of this chapter?) First, the researchers explain how animation came to be with consultation from Collier's Encyclopeia. (spelling) Next is (subject?) how people see Japanese animation and manga and how it was publicized all across the globe. And thirdly, how these Japanese media affect its viewers, fans, and enthusiasts.

Japanese Anime and Manga
Animation, as defined in Collier’s Encyclopedia, is a photographic technique that creates an illusion that inanimate objects are given movement The encyclopedia also adds that each photo or drawing is shown to have a slightly different position in each frame and that the drawings are photographed frame-by-frame and is projected at a speed of 24 frames per second for sound animation. If silent, then a total of 16 frames per second. (fragment)

Collier(1991) also adds that the range of “illusionistic possibilities” is more complex and difficult to grasp. He also says that animation includes effects, actions and movements that cannot be achieved in live-action films such as actions that seemingly contradict the laws of nature like “wizardry”, people walking and fighting on air, and even reassembling oneself after getting chopped into pieces. Even more so for animating lifeless objects like how cutlery and silverware dance across a dining table, or how plastic soldiers engage in battle by themselves, and how pens write on their own. (fragment)The encyclopedia adds, “this kind of freedom of expression can only be achieved in animation”. According to a pioneer animator Max Fleischer, “If it can be done in real life, it's not good animation.”(p. 255)
Therefore, when taking account Fleischer's statement, (provide effective connective to link japan) Japan has produced very good animation projects that is gradually taking the world by storm. What with combating ninjas with killer techniques like summoning water dragons from rivers, pirates with stretchable limbs, anthropomorphic personifications of countries across the globe and demon butlers – these certainly can't be done or be seen in the real world.
Leonard (2003) says that as time progressed (progresses), interest in "Japanese animation" has increased unexpectedly all over the world. Income generated from animation (has) increased highly for the past years. In fact, even the Japanese Prime Minister praised animation in his speech (Leonard 2003). (choppy, join these two sentences since they are closely related) The Prime Minister viewed anime as “the savior or Japanese culture.” But there is one question that is prevalent between all of this (faulty, rephrase), "How did anime, once regarded as a product produced and consumed exclusively for Japanese children, become such a powerhouse in the global media market?” (Leonard 2003)
Anime became famous not because it forces itself into others but because (redundant using of because) people get attracted to it like a moth to a flame (Leonard 2003). Leonard adds that it was at (in) 1960's-1970's, where (when) people "studied or served at the military", and went home they (fused sentence, run on) all boast about anime in Japan. He also states that despite the fact that they didn't understand what they are (were) talking about, they were still mesmerized by it, as what one fan said "We didn't know what the hell they were saying, but it looked really cool.” And as technology rises, distributing anime became much easier.
Manion (2011) says that dispersion and distribution of Japanese anime is very fast. (choppy; join) So fast that even some cartoons are trying to imitate anime ways (Manion 2011). She also reports that anime fans are encouraged to learn Japanese culture and language. Williams(2006) also found out from (in)her study of (on) the impact of popular culture fandom on perceptions of Japanese language and culture learning in the case of a student that “a significant number of anime fans are students and in a survey, 43% are taking a course in Japanese language.(fauly, found out that?) She says that 75% of the students of that course in her school are encouraged to enroll because of Japanese animation. However, she said that it is still not appropriate to conclude because the number of students is just about 43. Still, there is a possibility that links the study of Japanese language to Japanese animation for the "uniqueness" of anime is possibly one of the reasons why there are many people in the "fandom" (Williams 2006). Some fans say that the storyline is eye-catching and hard to predict compared to what is common (Williams 2006). Napier (as cited in William, 2001), states that anime is also a way to escape reality. In viewing anime (add comma) one can set his/her mind that he/she is one of the characters and can fantasize about the story.
Even though anime can be used as a tool for learning Japanese culture, people still have this notion that it is not a good thing; that anime can not be used as such. (meaning is vague) But the young ones now who love anime might actually consider anime as a teaching tool to introduce the culture of Japan.
On the other hand, the Associate Press (2006) also state (states) that Japanese anime and manga have been reaching across continents and not just drawing the attention of its conventional male viewers, but has also captured the hearts of the female population as well. That is all thanks to the astounding plot, amazing art, animation and heart-breaking scripts and plot twists (Associate Press 2006).
A young college student who got interviewed by one of the correspondents of Associate Press (2006) said that “a lot of anime is very beautiful” and that she appreciates the story lines and has compared (faulty, shift in tense from appreciates to has compared) American animation as “usually for kids” and the script lasts within the length of one episode only. In anime, however, the student said that it is “serial” and can be enjoyed by older audiences.



Speaking of older audiences that enjoy anime, Wignall (2004) has come across Rayna Denison, a lecturer department of media and film studies at the University of Sussex, and has seen her research on anime.(tighten, too wordy) Denison (as cited in Wignall, 2004) said that,
“... anime is moving across national borders - into America, for example - much more than it ever has before. Fans already take it very seriously, but now academia is beginning to as well. Most of the research that has previously been done focuses on the creative side, though. I thought it was about time someone looked at Japanese film in terms of the industry that surrounds it. It's a business as well as an art." (para no.?)
With regards to this statement from Denison, the researchers have observed that anime and manga are indeed wonderful ways to advertise products and brands across the globe as a way of business. (vague, rephrase) Many brands such as Tiffany and Co.,Chupa Chups, “Fanta”, Sony on characters’ personal headsets, Converse and Pizza Hut have used anime as a way to advertise their company and products. A number of newly formed bands in Japan, when they want to be known immediately, turn to anime to make their songs as the opening or ending themes. With this they can attract many anime enthusiasts to check out their album and making more sales, especially now that everyone is into the internet.
With this, Denison (as cited in Wignall, 2004) adds that,
“There are 31 million websites that reference anime, and the internet has a very large part to play in bringing disparate groups of fans together. I was able to do lots of research from my desk, because I could use the internet to gauge how an international audience was reacting to the same film, at similar times but in different places. However, it's not utopian - the internet is still very much subject to people's ability to communicate in the same language." (para no.?)
This says that the internet is another way of disseminating and spreading anime and making their audience, young or old, male or female, student or not, poor or rich communicate and enjoy their favorite films together.
But, apparently, the western countries have not yet matched Japan’s obsession with anime. Denison (as cited in Wignall, 2004), after her visit to Japan, states that "In Tokyo, there are DVD stores with eight floors dedicated to animation. The most successful comic book sells six million copies a week. Japanese visual culture is much more varied - it runs from children's films to romantic comedy to pornography. But the producers of The Matrix trilogy used anime to fill out the back story to the films with the Animatrix series of cartoons; it shows how mainstream it's becoming here."



Contributing Factors to Anime Distribution
The world keeps getting smaller everyday (Anoba, 1998). All one needs to enjoy films and “action-packed music videos”, cartoons and other shows from other countries is just one flip of a switch away (Anoba 1997). And since anime is produced and broadcast first in Japan, cable TV is a sure plus for people who love to watch anime.
Television is not a luxury anymore and is present in almost all households in the world (Villamor 1999) (add comma in between). It can gather relatives together, trigger sibling squabbles, “make students forget their homework and bring the neighbors in” (Villamor 1999) (add comma in between). Paner (1998) also said, “cable TV gives a different kind of entertainment”, (comma splice) it is different from commonly used television because when you open your TV and visit your favorite local TV channels, you immediately see the program of your choice.
At present, many Filipino households are already subscribing to cable TV (Anoba 1997) (add comma in between). As shown by statistics, cable TV has grown 1000% in less than ten years last 1999, as cable TV programs are now accessible in over 10 million households across Asia (Anoba 1997) (add comma in between). As these numbers steadily increase, many citizens have raised their respective concerns on the possible effects of cable viewing (Anoba 1997) (add comma in between).
With regards to this, Anoba (1997) has mentioned (tense consistency? Present or past or progressive?) Resil B. Mojared (Mojares) that in one of his columns in SunStar weekend, reiterated some effects of cable television:
“The advent of cable TV has increased viewing time among Filipinos… has alerted our viewing habits and consciousness of time and space… its effects are rather disorienting. Disparities in timezones are such that we watch programs intended for morning viewers in the late night. Plugged into CCN or NBC, we are informed about recent events in Bosnia- Herzegovina rather than in Mindanao, or we listen to what the weather is like in Litte Rock, Arkansas, instead of the forecast for Metro Cebu.”
The head of Redman Resources, Richard Redman, (verb? What he does?) mass media provides “most of the real for the perceived world” and adds that the way young people define and approach his or her world is to a large extent a function of the information communicated into them. Media certainly contributes greatly to that input (Jubela, G. 1995).
(transition from the previous para to this) Anoba (1997), sociologist, Susan Magno, (who is who?who noted?) also noted that children have become addicted to TV and she said that the “boob tube” has now become the “strongest competitor of schools in the socialization of children”.


(transition?) An associate professor in psychology at Stanford University, Eleanor Maccoby, has conducted (tense) several studies on “the effects of television on young people”. Based on the finding of her research, she found out that young people watch television solely for entertainment. She also states (tense) that “television has some effects on young viewers by providing them with models which they can imitate when the situation seems to warrant it, and by transmitting certain attitudes and feelings about people and events.”(Jubela, G. 1995).
From this, people can understand that watching television shows can affect one's perception of reality and molding together (confusing) what one sees in TV and their real life. There is a possibility that young people are likely to imitate what their favorite characters do in certain situations.
(transition from tv to anime?) There are also various anime that offer a specific type of genre where people can learn different morals and ways of life. This is the “slice of life” genre that is common in “shoujo” types of manga that have plot lines that target female viewers. These morals can be applied to the viewers' everyday lives where they can relate to the character's experiences and feelings.
(transition) One of Villamor’s (1999) findings in her research was that her respondents were “not satisfied with the locally produced programs”. (context?where was the study conducted? Who were the respondents?) A noteworthy number of her respondents said that local program shows were ” lacking in impact” to the teens, the performers were “overacting”, the special effects were appalling, stereotypes were rampant and exaggerated, the shows’ plots are corny and absolutely boring and lastly, the storyline “beats around the bush”.
Because of this, young people have turned to Korean and Thai dramas, Japanese anime and manga, and American movies to sate their movie cravings.

Effects of Watching Anime
Despite anime's increasing popularity and positive reviews, there have been not so pleasing news sprouting about it all around the world. In Seattle Pi, an online newspaper site from the US, last March 2008, a 10-year-old boy from Everett, Washington, a suburb of Seattle, died after his friends buried him in a sandbox from his head to his shoulders trying to imitate Gaara from the popular anime, Naruto(Mcnerthney, C., & Rowe, C.). ( fix, so many commas, dragging) KOMO, another news site also add (subject verb agreement) that, although this event could've been the perfect excuse for people to ban Naruto, the boy's parents merely saw this as a tragic accident.

From the Oklahoma City Friday news site, in Oklahoma, (awkward.verb?) two students from Andrew Johnson Elementary School were 'disciplined' after the principal called for the local police, as it was authorized by school policy, after seeing them write "Kill (student 1 's name) by gun shotgunshell in her hand” and “(student 2's name) shot by a sniper.” unto a notebook entitled, “Death Note”. The principal told the police she would handle the students and that the parents of everyone involved had been contacted. (faulty, simplify, tighten)

Anime News Network also linked a Belgian Newspaper site and it reported that In (check) Belgium, there was a "manga inspired murder". A man was found slaughtered with his "lower abdomen" and with "sliced thighs" in a park four years ago. Police said that they had a "serious lead" on the victim's identity but they still need further investigation to confirm it. After three years (for the case lasted for about three years, at least), four suspects are (tense) discovered. (ANN) "None of them had a criminal record" but all love "manga". (verb? Fix) The murder case was named "manga killing" because they found 2 pieces of paper which said "Watashi wa Kira Dess" meaning "I am Kira", in reference to a manga/anime character in the series "Death Note" who kills criminals in the name of justice.(ANN) (review citation, faulty)

Based on the researchers accumulated data from various theses, online articles, periodicals and newspapers, Japanese anime and manga have spread worldwide and the obsession and addiction to it (by who) is inevitable. These addictions could possibly lead to neglected social life, studies, family bonding time, and atrocities like committing murder, etc. (insert the relevance of your study to this rising problem.)

alcuizar and macopial rrl (comments in parentheses in between sentences)

This chapter is divided into three topics that will help in understanding the study’s objectives. The first part focuses on defining what the nature of man is in psychological perspective. This is followed by the relationship of man’s nature to William Golding’s novel, Lord of the Flies. This will also discuss how the author of the book expresses Freud’s concept of personality. Lastly, this chapter will emphasize how social interaction and social deviancy affects human behavior.
The nature of man has always been an ambiguous topic that is strained by psychologists in their effort of defining it. For centuries, psychologists and theorists had debated on man’s true nature. Some claimed that man is basically good while some argues (argue) that man is innately evil.
Religion shares the same argument about human nature. Take for example Confucianism, though Confucius “didn’t define human nature in any detail” (Stevenson, 1998), two of his great followers, Mencius and Hsun-tzu, blurted out their concepts about the nature of man. Mencius (as cited in Stevenson, 1998) says that man is naturally “good”; he only becomes evil because “he loses his original nature.” Further, Mencius believes that every man is born with these four seeds: “benevolence, dutifulness, observance of the rites, and wisdom.” On the contrary, Mencius’s fellow Confucian writer, Hsun-tzu (as cited in Stevenson, 1998), believes that man and “desire” are entwined. If by chance these man’s “desires” are not satiated, man would find ways to “satisfy them himself”, even though these ways are evil (Stevenson, 1998). From this point of view, Hsun-tzu says that man is naturally “evil” and goodness is the outcome of “conscious activity”. In addition, he believes that every man is born with these four seeds: “strife, violence, crime, and wantonness”, a very opposing notion to Mencius’s theory.
According to Coleman (1960), people in the late eighteenth and early nineteenth century strongly believed that man is naturally good. Coleman (1960) further added that even romantic poets and philosophers at that time believed and expressed the same belief in their writings and works. Jean Jacques Rousseau (as cited in Fromm and Xirau, 1968) was among the men who strongly asserted that man is basically good. Rousseau was mainly famous because of his doctrine of man’s natural goodness.
Allport (as cited in Coleman, 1960) is another person who argued that man is naturally good. He illustrates man as follows:
Normal men everywhere reject, in principle and by preference, the path of war and destruction. They like to live in peace and friendship with their neighbors; they prefer to love and be loved rather than to hate and be hated… While wars rage, yet our desire is for peace, and while animosity prevails, the weight of mankind’s approval is on the side of affiliation. (p.29)
(provide transition for smooth flow from one para to another) Sigmund Freud and other psychologists proposed that man is innately evil. Freud (as cited in Coleman, 1960), in his Civilization and Its Discontents, depicts man as follows:
[…] men are not gentle, friendly creatures wishing for love, who simply defend themselves if they are attacked, but […] a powerful measure of desire for aggression has to be reckoned as part of their instinctual endowment. The result is that their neighbor is to them not only a possible helper or a sexual object, but also a temptation to them to gratify their aggressiveness, […] to seize his possesions, to humiliate him, to cause him pain, to torture him […] (p. 26)
In addition to the argument that humans are innately evil, Morris (1994) in his book The Human Animal (italicize) stated that human beings will always be animals no matter how magnificent or monstrous one person can be. He further added that we are “risen apes” (Morris, 1994).
(Transition) The theory that humans are apes was first proposed by Charles Darwin. Charles Darwin’s Theory of Evolution was able to trace back the history on why man is innately evil. According to him (as cited in Coleman, 1960), due to the “universal struggle” or the concept of “survival of the fittest”, man’s primordial nature was formed which is mainly to survive and satisfy one’s needs.
(transition) Robert White (as cited in Dyal, 1967) in his paper titled Motivation Reconsidered: The Concept of Competence, wrote that man’s “survival” is directly proportional to his “achieved competence”. According to him, in order for man to take part in the life in his environment, he should achieve a quite impressive level of competence.
But as time passed by, when humans have already adapted to the environment and competition for food and shelter has been lessened, the idea of social order sets in. As society sets in, this primordial nature is slowly inhibited by the laws that attempt to protect the rights of each individual in the society.
In Freud’s determination to delineate man’s nature, he came up with a concept of man’s personality that involves the interrelating actions of the "psyche" (mental) and the "soma" (physical) of man (Rychlak, 1981). Focusing on what's in the mind, he was able to conceptualized (conceptualize) that interactions within the mind involves three parts that constitute to the nature of man: id, ego, and superego (Rychlak, 1981).
Rychlak(1981) explained that the id which is located in the "unconscious" area of the human mind, pursues the egoistic desire for "pleasure" and "satisfaction" that may be unreasonable or even barbaric. As Rychlak(1981) quoted Freud, "we call it a cauldron of seething excitations." (p. 48)
According to Rychlak (1981), unlike id, which is innately with us at birth, ego on the other hand (faulty, remove on the other hand) came to be as "conscious awareness" gradually sinks in man's life. It tells apart (confusing?) what is real and what imaginary is (Hall, 1970). Ego originated from the id, wanting the same lust but differ on the "means" to achieve it. (fragment) Freud’s definition of ego was redefined by Jacobson (as cited in Tishkowski, 2005), a psychoanalyst who contributed largely to the study in psychology. She proposed that feelings have a significant role in molding a person’s ego. Furthermore, when a child is properly nourished with love and care, a “contented child” is created, meaning the wants of the id will not be primarily focused because the feelings of contentment had been reached. However, if the child experience less care and love from parents, the feeling of neediness from contentment may set in giving more importance to satisfying one’s wants (Jacobson as cited in Tishkowski, 2005).
Rychlak (1981) stated further that if ego represents good intention and id denotes wild urges, then the superego characterizes our conscience. It is like a "voice" in our heads that's telling us what is right from wrong (Rychlak, 1981). He added that when id wants to do something bad, the superego that desires to reprimand id for thinking such, the superego is the nemesis of id. The "hedonistic", "sociocultural" and "common sense" characteristics of the mind define what human nature truly is (Rychlak, 1981). The superego’s main goal is to hinder the wants of the id especially those condemned by the people in a certain place (Hall, 1970). Hall (1970) also added that superego encourages the ego from performing moral activities and aims.
Furthermore, Jacobson (as cited in Tishkowski, 2005) stated that superego relies deeply on the social interactions of a person with others wherein the actions of the person is determined to be right or wrong depending on the reaction of the people he/she is with (Tishkowski, 2005).
As Freud believed that humans are naturally evil, William Golding had a 180 degrees turn on his perception on humans after the Second World War and began to realize that humans are "innately evil"(McClean, 2010). (please clarify! 180 degrees turn from freud’s belief? They are almost the same) Human beings had always pointed out others for being immoral but never examined oneself of being evil himself/herself. In Golding's book,Lord of the Flies, Golding showed how humans, without society, turn barbaric because of their fears in the island (McClean, 2010). On the first part of the novel the boys who were trapped in an isolated island tried to create their own rules and their own society in order to survive.
(relation to the previous paragraph? Provide transition) In every group there will always be a leader. The leader acts (as) the supreme person who has the final say on things in a group. Monnig (2005) discovered in her research that humans choose a leader who is dependable, honest, firm on what he/she believes in, loyal, and supportive on the people's needs. To be a leader is to be someone who is able to have the members of the group attracted to him/her in order to persuade everyone and follow him.
( transition from the previous paragraph to this) McCroskey and McCain (1974), in their research, explained that being able to attract other people makes the person influential to their actions. Physical appearance plays an enormous role in human’s social environment. Good-looking individuals are viewed “more positively” compared to the less-attractive ones (Collins, Dutta, & Zebrowitz, 1998). The former were recognized as “more sociable, socially skilled, more popular, more competent, and more dominant than the latter (Collins, Dutta, & Zebrowitz, 1998).
However, this “interpersonal attraction” is “multidimensional” in which physical appearance, being fun to be with and attitude are vital in determining the person’s influence unto others (McCroskey & McCain, 1974).
Since the dawn of man, humans have already started imitating or following other people in order to survive (Goldstein, 2006). Like animals, to increase the chances of survival, humans formed groups that would help them from hunting, gathering food and protecting themselves from the dangers of wild animals (Goldstein, 2006). Up to the present time, people have been trying to belong to a group not because of the threat imposed by the animals around them but by people themselves (Goldstein, 2006). To be socially alienated is like living in a desert wherein neither no one can help you nor no one wants to aid you (Goldstein, 2006).
With how belonging to a group is important in survival and self-esteem, humans try to “conform” to other people’s beliefs, attitude and language because fitting into a crowd does not only imply that the person have (check) other people he/she can count but also he/she can have someone in that group that could be his/her “mate” (Goldstein, 2006).
Humans always yearn to belong to a so called "society" of humans. But belonging to such is not that simple to acquire because people from the social framework tends to scrutinize the person and look for a "stigma" that inhibits that person from joining them. This "stigma" refers to any aspect of a human being that can be considered uncool or undesired by other people, thus making such person a "social deviant" of the community (Nash, 1985).
Man's "nature" varies and deviates depending on time and place and what the "society" and oneself wants (Tiryakian, 1962). "Human nature" always takes consideration the expectations of the "society" from the person and the needs and satisfaction of the person (Tiryakian, 1962). What the person wants to do may be in contradiction to what the society imposes on him (Tiryakian, 1962). For example, being angry at someone make you want to kill that person but since society sees killing as a big crime, the person would constrain yourself from ending the other person's life in exchange for not being an outcast in the society (Tiryakian, 1962).
Any person considered abnormal by a crowd would likely try to belong and be liked by the others. Nash (1985), author of the book Social Psychology, stated that what is acceptable in one "group" can differ in another. When someone is "cool", it can mean different things. Coolness, in the point of view of a religious person can be defined as someone who is charming, smart and kind; on the other hand, it can mean to a different person to be bad ass, knows how to fight and is not afraid of danger. Thus, what is normal is bounded by how the "society" in a particular area sees it.
In relation to the novel Lord of the Flies, Kopp (as cited in Fowler, 2000) stated that the novel depicts the idea that humans’ savagery is more deeply rooted to man’s nature than his humanizing nature. When the person’s life, whether in contentment or satisfaction, is endangered, the will to survive will always outdo the instinct to help another person. The characters are symbolism of different aspects of human nature that Golding tries to emphasize in his novel.
(transition) McClean (2010) explained how “madness" overruns the young boys' concept of society. He also stated that the human mind always seeks for an "external enemy", on which case the beast in the novel. Moreover, their fear of the beast fires up the motivation to fight it bringing gradually "violence" into their mindset. This "violence" brought about savagery at first to the killing of pigs, later to the bullying of kids on the island and further more atrocity to the killing of the school boys on the island -- Simon and Piggy.
In studying the action or reaction of the characters in the novel, there are five elements to consider. According to Wertsch(1998), in his book, Mind as action, the first element refers to the incident that happened or the "act". The "scene" on one hand refers to the environment the action that occurred. The one who made the "act" is called the "agent" and the paraphernalia used by the "agent" refers to the "agency". Lastly, purpose is the component that answers the question why the agent did it.
McClean (2010) also stated that as the story progresses, we can see how the school boys who at first were obedient to the rules and couldn't even harm a pig for their survival, turned into hedonistic creatures that only care about themselves.
Thomas Hobbes (as cited in Fromm & Xirau, 1968), in his book The Leviathan, explained why man can’t live in accordance with each other; why man can’t achieve peace and harmony. According to Hobbes (as cited in Fromm & Xirau, 1968), man finds happiness by “comparing himself with other men.” Man thinks that he is cleverer than the others; hence, he is capable of “overseeing the public much better.” (p.37) Further, Hobbes says that man is “most troublesome when at ease; for then it is that he loves to show his wisdom.” (p. 37) Man loves to be in a complex situation so that he can brag his peculiar intelligence. Lastly, he says that humans are “continually in competition for honor and dignity”. Man worships power. As a result, “envy, hatred, distraction, and war” rises.
The related researches (no such word; research studies), articles and books mentioned above clearly show that many psychologists believe that man is by nature evil. Even though humans can also be good, there is a greater possibility of turning one good person into a cruel man when subjected to situations that threatens the person’s biological satisfaction like food, water and shelter. Another way to affect the person psychologically is through frustrations to unachieved goals and fear on unknown entities. Conflicts between other people may also trigger dispute and much worse –violence.
The book Lord of the Flies is a very good example of how humans that we perceive to be good can turn into savages. The boy’s in the novel felt the need to unite in order to survive in an unfamiliar island wherein danger lurks everywhere. To be able to unite is synonymous to sharing the same beliefs and goals; nevertheless there will always be outcasts in a group. These outcasts strive to relate or to belong to the mob that’s why the person’s behavior is affected or one’s freedom is mitigated in order to survive.

cavanlit macopia rrl (check my comments in parentheses in between sentences)

This chapter is organized accordingly to comply with the study’s objectives. First, it is essential to know the nature of computers and its relationship with the society. Later in this chapter, a more specific discussion about computer usage among college students is given. (choppy, join two sentences) It is equally important to know the retention of the human brain. Then the relationship between retention and school performance is then further explained. Before this chapter ends, previously existing methodologies on remembering are discussed. Factors that might also affect student’s retention are also discussed, (comma splice; which include) these includes: teacher, environment and topic. With these guidelines, the relationship between the computer usage and the retention ability of the students can be derived.

The Nature of Computers and How it Affects the Society
According to the Effects of Computers on Workplace Stress, Job Security and Work Interest in Canada ( what is this? Title? Author? Italize title of an article) (2002) technology, specifically computers changed the way of our living today. They (who? You did not mention the authors) added that computers have increasingly improved the productivity and speed of the workers today, and even in schools it provides faster solutions to school works of students. The research also pointed out that today’s firms take computer as a part of their success or even as their way of achieving success because computers provides accurate and faster solutions to any of their problems. Many other views from the said research also reveal how important computers are to the employment of an individual a good example of the importance of computers in our society is this dilemma unemployment on which15 percent unemployed job seekers use the internet in seeking for jobs. (fused sentence, provide break/punctuation).
Carr (2010) also mentioned that, “Google seemed to be making people smarter”, due to tons of brain activities that users can find when using it. In his experiment, Small (as cited in Carr, 2010) cautiously pointed out that “more brain activity is not necessarily better brain activity.” Carr(2010) added that Small’s research was not about having enhanced “brain activity” it was (fused sentence, run on) more on “how quickly and extensively Internet use reroutes people’s neural pathways” or simply how the internet rewires our brains. The internet is not just making our lives better, it’s not just making us closer to everyone, it’s not just about having many friends on Facebook, as Small(as cited in Carr, 2010) added, “it is rapidly and profoundly altering our brains.” (confusing, consider rephrasing)
How TV can ‘rewire’ brains of tiny tots (2004) (what is this? Website? Clarify) states that young children ages from 1 to 3 may be less affected by what they watch on televisions like “Sponge Bob Square Pants”, “Barney” and any other kiddy movies other than, television programs watch by their parents while the kids playing at their feet with their toys, “panda bears and building blocks”.(faulty construction) It points (shift in tense, past or present? Be consistent) out, how negative the effect is for the children whose ages are from 1 to 3 who accidentally to be in the same room with their parents watching the television shows of their mom and dad or could be their dad playing “Crossfire” as the children hears the noise, fights and the cracking of the guns. (wordy, tighten)

The article (which article? Mention again since this is a new paragraph) also stated that this action can be considered as “low-level child abuse”. If we were to make a contrast between first-hand smokers and second-hand smokers, experts say that second-hand smoker is more likely in a dangerous state compared to the first-hand smoker. It is the same as well with the situation of the children as “second-hand television” because their mental health is at stake.

Computers and How It Affects the Human Brain
Elias (2005) said that most kids (today?) since you have before in the following) do not focus on their tasks as much compared to kids before based on the observations of school psychologists and teachers. Walsh (as cited by Elias, 2005) who conducts (tense? past in the first sentence and present now?) about 150 workshops a year, entailing about media for parents and teachers stated that, "It's become harder over the last 10 years to keep kids' attention. The expectation is to be constantly entertained and, if they're not entertained, they quickly lose interest.”
Walsh (as cited in Elias, 2005) added that studies being conducted among college students and adults imply that the brain is not as much efficient as it is when it focuses on many tasks. He also added that there are no any existing studies on how kids manage to multi-task. An example of multi-tasking as cited by Elias (2005) is using instant messaging while listening to an iPod and at the same time doing tasks such as school assignments. He added that there is a need to pay attention in this certain field of behavioral sciences for it is somehow increasingly bothering.
Another psychologist, Mandan (as cited in Elias, 2005) affirmed that children are more focused onto the distractions that surround them. They tend to respond to every single movement or action that is around them, like whispers of other classmates, the sound of falling pens, the rhythm of some nice beat on the streets, it is (comma splice, see my blog note on grammar for review) seen that students are most likely to “bounce from task to task” Mandan added. He also said that teachers report that kids have difficulty in being organized.
Goldstein, (as cited in Elias, 2005) a neuropsychologist at University of Utah has a different view as compared (awkward, faulty) to the statements of Walsh and Elias, Goldstein (comma splice) said that the scores of the students of the “intelligent tests” that he conducted had been constantly rising. This “intelligent tests” measured the ability of a child to “alter and split interest and to solve problems and comprehend. Having a high score on the intelligent test doesn’t directly mean that the child has great memory retention or if the child is having a great memory span.
As what we can see (where), we are surrounded by technology, objects (comma splice) that are new to us and things that we want such as tablets, androids, apples, blackberries, and all sorts of media. We might not notice it, but these technological devices do not only give us its treats (change word) but also their bad effects. For Carr (comma) (2008) the worldwide web is turning into a common source of information for everyone. He also added that having instant access to these great pools of information has been highly praised by almost anyone in the world.
Car r(2010) asked, "What kind of brains is the Web giving us?" This question might sound stupid to most of us, but he added that the question will surely be the main topic of scientific studies in the coming years. News about these diverse effects on the web are already around us and we might not notice it, but it's (spell out) been giving us bad results. Carr (2010) added that more research studies conducted by psychologists, neurobiologists, and as well as educators arrive at a same conclusion:
When we go online, we enter an environment that promotes cursory reading, hurried and distracted thinking, and superficial learning. Even as the Internet grants us easy access to vast amounts of information, it is turning us into shallower thinkers, literally changing the structure of our brain. para 5

Thompson (as cited in Carr, 2008) said that this “Net” is a great privilege. But the privilege has its price, McLuhan (as cited in Carr, 2008) stressed out that, “Media are not just passive channels of information, they supply the stuff of thought, but they also shape the process of thought.”
Scientifically speaking, Fuzzy brain article by CNN Health (2008) said that concentration takes place when the human brain's "prefrontal cortex", that has the function to manipulate "high-level cognitive tasks," is then flooded with a seemingly exact amount of "neurotransmitters, hormones and other body chemicals, particularly dopamine." It also stated that this dopamine is usually released when eating delightful treats, having sexual intercourse or simply facing something new and exciting.
Furthermore, Greenfield (2009) stated that we humans are greatly reactive to change and can easily adapt to new things compared to other beings because of the prefrontal cortex. She also added that when this prefrontal cortex is harmed, it does not mean that one becomes impaired, but only shows symptoms of changes in behavior, such as: being more inattentive or careless, loss of sense of “sequence and consequence”. Greenfield (2009) sited (spelling) some common situations that proved his idea:
We know this from studies of gamblers. We know it from obese people: the fatter you are, the lower the activity of your prefrontal cortex. We know it from small children in whom the area is not developed and from schizophrenics, whose prefrontal cortex is damaged. (para 6)
What do all these people have in common? Well, a gambler is aware of the consequences of gambling but does it, regardless, for the thrill. People know that if you eat too much you get fat but an obese person will keep eating. Small children have no understanding of consequences. The schizophrenic inhabits a world of dazzling colours but it is all about them: they live entirely in the moment.”(para 7)

Russell (1959) stated in his book that both physiological and clinical observations have shown that our reflexes that are vital to a specific stimulus becomes (subject verb agreement) “less effective on frequent repetition”. An example of this “repetition” is our habit of using computers. He also added that these might cause a “loss of response”. This so called “loss of response” is referred to our brain activities, such as processing data into information.
Ebbinghaus (as cited in Klatzky, 1975) discovered that if a person is presented a list with seven words in it, one can easily remember the words in the list, but if the number of words on the list goes beyond seven , (comma placement) one will have a difficulty on remembering the list.
Middendorf (1996) and Kalish (1996) stated that many scientific studies had already been done regarding the method or the type of processing that our brains have. In these researches as stated by Millendorf(1996) and Kalish(1996), it is concluded that our brain does not record all sorts of idea chronologically, but instead it divides it into "chunks" or a more formal term called, "categories". These "chunks" can form new "categories" or sort unprocessed information into existing categories. Furthermore, "categories” establish how a (an) impression is obtained, how we take it out from one’s memory, and how it is set to work in “abstracting or generating inferences." This proves that traditional lecture in school doesn't match the "current cognitive science research", Middendorf (1996) and Kalish (1996) concluded.
How TV can ‘rewire’ brains of tiny tots (2004) sited (spelling) in a research of 2,600 children which stated that between the ages of 1 to 3 that the greater the expose (faulty, check construction) to televisions or any media gadgets the greater it affects the attention-span loss by the age of 7. How TV can ‘rewire’ brains of tiny tots. (why there is a period?) (2004) says:
“They have trouble concentrating or paying attention to a toy or a doll for very long. Although the initial finding sounds like parents ought to keep the tots away from all television at that age — a valid opinion — the study was begun in the 1980s before most of the shows geared to the younger child (like “Teletubbies) were first aired, which suggests that the children were exposed to shows watched by other adults or older children. The children under 3 may not have focused on the television, but they could have been influenced by background light and sound. The medium and not the message might have been the culprit. This radical theory — and it’s only a theory — is that fast-paced visual images can alter normal brain development.” (para 5)

Furthermore, the article (mention the article) stated that five years ago, the American Academy Pediatrics advised that too much exposure of children below two years old could affect the mental and emotional health of the children. The article also clearly pointed out that families did not take this advice seriously.
(provide transition for smooth flow from one para to another) Beckham (2009) provided tips on how to improve the retention span of a child by practicing it just like any musical lessons that needs to be practice daily to perfect the task. Since it has been a challenge for many parents that their child gets good grades and does homework well but during evaluation or achievement tests that will base on their retention to their lessons it is highly opposite to their everyday scores. (very long, dragging) That is why, Beckham (2009) hand over (past tense, change verb) tips to overcome this problem, he mentioned (comma splice) that “the best way to give the child a practice” is to give workbooks or other materials that would help increasing their retention through applying the concepts they have been studying in school, because just like again any musical instruments they need application to improve performance.

Computer Usage among College Students
In the study of Fairlie (2003) about the “Effects of Home Computers on School Enrollment” he (dangling, modifier is in the study and the subject modified is the author?) mentioned in his research about how different the results are to the surveys made by other researchers. He stated that in Israel the use of computer or other media gadgets has increasingly lessen the scores of the students to there academic performance specifically on the course of Math. However school teachers and principal on the said institution supports (subject verb agreement) the use of computer or the usage of the modern technology, even in the recent reports of the national survey supported by the US Department of Education almost all principals reported that technology plays an important role to the education of the students today and will be in great contribution for the coming years, and majority of the teachers agreed that technology is essential as a module of their teachings.(very long, dragging) In the research of Fairlie (2003) ( dangling, Fairlie provided in his research….)he provided the survey of the 1988 National Educational Longitudinal Survey (NELS) that the result of the survey confirmed that the exam scores and grades of the students positively affected their academic performance, 3 to 5 percent higher than students who do not have computers at home.

Retention and the Student’s Academic Performance
Martinez (2011) thinks (shift in tense) that now is the exact time to give concern to our little knowledge about retention and success matters in the education sector of our society.(why?) Furthermore, he also stated that this issue regarding student retention is mostly addressed on the college level. (where is this? Context?)
Jeffreys (2004) alleged that retention is not only affected by the student’s college experience, it (but) also includes pre-college variables such as high school performance, prenursing college course (for nursing students only). He also added that majority of students who have a high grade-point average during the secondary level and who have lesser absences during high school has a higher tendency in succeeding college.
(transition) As Mascareigne (2009) stated on his study on the field of marketing, retention in customer has been a great problem and thus many researchers have already conducted different strategies in order to maintain these customers. Mascareigne (2009) has suggested many solutions like creating value processes, monitoring customer relationships and many more. Even if this particular research is not purely academic due to the fact that it is all about marketing, it still shows the nature of the problem on retention.
Crosling, Thomas, & Heagney (2008) pointed out in their book that retention is indeed a great issure, (what is it?) especially now that students are more diverse, some speaks in different languages, different races but still on the same field. (faulty parallelism) Their solution to student retention is the Activating Work Groups on which the students do tasks or assignments in groups of 4 and 5. (then?) Furthermore, another research in Nigeria by Chianson, Kurumeh & Obida (2010) has also concluded that students who were subjected to “cooperative learning” was able to retain the concepts in circle geometry compared to those students who were taught with the conventional way which is more individualistic. (so what does it prove?)

Experiments on Remembering
Bartlett (1967) has shown (tense, from past to present progressive) five different methodologies on experimenting the human mind’s capability to remember, these are: (a) The Method of Description, (b) The Method of Repeated Reproduction, (c) The Method of Picture Writing, (d) The Method of Serial Reproduction I and (e) The Method of Serial Reproduction II – Picture Material.
A. The Method of Description
In this experiment conducted by Bartlett (1967), he used five picture post cards that represented the forces of a naval or military officer or a man. Respondents where (spelling) then given one or two periods with ten seconds each period for the respondent to be prepared for their future examination. The subject was then asked to describe the cards according to its order and answered some questions about the physical features of the image in the post cards. It has also been (tense) clearly stated by Bartlett (1967) that this study has been conducted when people during the early days of the Great War has a very extensive curiosity in the “fighting services”.
The study has concluded (tense) that even if the materials were ordered in a series; “short, small in bulk, or simple in objective structure” and even if the observers are aware that he/she will be asked to describe it later, our (huh? Our? He/she? Who are the real respondents? You or they?) capability to remember is greatly affected by “unwitting transformations. in (check) addition, Bartlett (1967) said that “accurate recall is the exception and not the rule”.
B. The Method of Repeated Reproduction
In his study, Bartlett (1967) gave his subjects a story to study under “prescribed condition”. He then asked the subjects to create their first reproduction of the said story after an interval of 15 minutes. Then, he conducted further reproductions at a more varied set of intervals. By using this method, Bartlett (1967) hoped that he can study the effects of varying length of time on a person’s ability to recall.
It has been concluded that from a series of reproduction obtained from an individual, the outline of the story is notably persistent once the first reproduction has been given and at the same time, the style, rhythm and the mode of construction are rarely observed. (so? Implication? Effective retention?)
C. The Method of Picture Writing
Bartlett (1967) has conducted (tense) another experiment on remembering with the use of picture writing due to the fact that, among the social materials which shows (agreement) the “process of conventionalization”, none can be more striking than the “signs of written language”.
In this particular method, Bartlett (1967) prepared eighty signs based from the Tenth Annual Report of the Bureau of American Ethnology, the subjects were then asked to study these set of symbols (set 1 and set 2) for seven minutes and another set (set 3) was also provided and was studied for 15 minutes. For testing, a story was then narrated and every-time a “sign-word” comes, the subject must write it corresponding symbol as instructed by Bartlett (1967).
Bartlett (1967) then concluded that the grouping of signs has aided in the confusion and then, substitution of different signs was rare, but most likely to occur when similarity of the meaning of different symbols is combined with greatly varied forms. Bartlett (1967) also concluded that, “Determination to remember is directly associated to the actual forgetting.” He added that forgetting is inevitable if there is no relationship between the name of the symbol and the symbol itself.
D. The Method of Serial Reproduction I
The three methods that were previously stated were all about individual observers. (transition) This particular methodology involves several people, thus, the individual observer’s social origin and character might be shown or can be observed in the actual testing – Bartlett (1967) .
This certain methodology is done by giving the original text to person A, the person A will make his own reproduction. This reproduction made by person A will then be reproduced by person B then person B’s reproduction will be made into another reproduction by person C and so on, until the number of reproductions is already enough for the corresponding experiment.
In this experiment, Barlett (1967) concluded that:
“Epiphets are changed into their opposites; incidents and events are transposed; names and numbers rarely survive intact for more than a few reproductions; opinions and conclusions are reversed.” p. 175
He added that nearly each possible variation seems to occur even if the subjects were only tasked to reproduce a very simple short story.
E. The Method of Serial Reproduction II
This particular methodology is patterned by Bartlett (1967) from the previously cited Method of Serial Reproduction I but the only difference is that instead of having textual type of material, a graphical form of different random object is given.
Bartlett (1967) concluded that (1)these seemingly unrecognizable object will turn into “accepted conventional representations”. A typical example that was given by Bartlett (1967) was the portrait d’ home which seems to look like an abstract human face, but later on, when there were already 9 reproductions, the visual transformation of this said portrait turned into a person’s face.

Student and his Teacher, Environment and his Interest
A study on gender composition of faculty and its effect on student retention was conducted by Keil, Robst &Russo (1996), this issue (comma splice) is usually addressed on science and engineering programs. Their study concluded that female students have higher first year – retention rates when most of their subjects were taught by female teachers.
Based from (on) the Student Retention Theory by the Curtin University, in order for a teacher to be effective in solving student retention, there must be noticeably conversed information regarding teaching roles, staff accessibility and scheduled staff/student social activities. And also, Chickering and Gamson's (1991 As (comma after year, small cap) stated in the Student Retention Theory) Seven Principles of Good Practice in Undergraduate Education, the first principle clearly stated that schools must encourage contact between students and faculty in order to have good practice in undergraduate education.
Stephanie (2011) said that school environment can greatly affect how the students interact. Enhanced wellbeing and efficiency are extra benefits that can result from greener institutions, she added. In fact, “anecdotal evidence demonstrates that cleaner air, brighter, natural light and closely monitored heat and cooling has had a positive impact across the board” – Stephanie (2011).
These factors (teacher, physical environment and topic) create a learning environment that affects positive college outcomes and performance - (Kuh and Hu as stated by Karemera Reuben & Silliah, 2003).

SYNTHESIS
The abovementioned related studies, journals, books and articles clearly explained the two variables used in this study: computer usage and retention ability. Based on these theories and ideas, there is indeed a need to study how technology, specifically computers affects our brain especially to those people who use computers frequently such as Computer Science students wherein their soon profession and even in their current college life they are already exposed to extreme usage of computers.

According to the Effects of Computers on Workplace Stress, Job Security and Work Interest in Canada ( what is this? Title? Author? Italize title of an article)

According to the Effects of Computers on Workplace Stress, Job Security and Work Interest in Canada ( what is this? Title? Author? Italize title of an article)