Chapter One
Introduction
1.1 BACKGROUND OF THE STUDY
The impact of social media (Facebook) in our personal lives has been one of the most
important trends in the past decade because of its growth popularity, almost all of us now uses
Facebook. Meeting or mingling with friends and interacting with other people through Facebook
is becoming an integral part of modern life. These social networks may impact people's
emotional states, especially students.
People use social media Facebook to connect to other people who are far from them.
Because of the evolution of social media, it’s much easier and convenient to use than before.
Facebook can be also use to express your feeling towards someone or something. People are
fascinated how they can tell their opinions using social media, usually for self-interest,
entertainment, education, or even politics. Many parents are also concerned that their senior high
school students are wasting time on Facebook rather than studying.
Mark Zuckerberg launched Facebook in 2004, and it has been one of the world's largest
social networking sites with about more than 2 billion users since then. Facebook allows
individuals to stay in touch with their friends, families, co-workers, schoolmates and loved ones
with its advanced features. Facebook are changing the nature of social relationships. Facebook
has been the tool that brings students together and have their own special motives of using.
However, many students are spending countless hours every day on Facebook.
Therefore, our research will evaluate and find out the impact of social media (Facebook) of
the Grade 12 students in Northeastern Cebu Colleges Inc. Knowing the effect of using Facebook
from the respondents will make this research successful.
1
1.2 Statement of Objectives
The objective of this study is to find out how Facebook influences the academic
performance of students of Northeastern Cebu Colleges, Inc. To know their total average time
spent on Facebook in a day, and to examine how students manage their time on both Facebook
and Academic. In addition, knowing the possible effect of Facebook in the grade 12 learners.
2
1.3 Significance of the study
This study survey was conducted to the grade 12 students of Northeastern Cebu colleges Inc.
These students were asked about their average of Facebook usage and how it has affected their
academic performance.
This study will be benefit of following:
Teachers. Teachers will benefit from this study from the findings and its recommendations
thereof. They would be able to keep track and as says the students' profile, behavior and
academic performances especially those who have to technological/electronic devices.
Students. Students as its result, the students will learn to set limitations and have a selfdiscipline in using social media, especially the Facebook application.
Parents. The parents will be able to know their children's profile on their academic
performances and will be able to coordinate with the teachers to improve and maximize their
children parental guidance capacity
Future researcher. This study will provide baseline data needed for future researches and
studies related to this one.
3
1.3 Scope and Delimitation
We researchers aimed to determine what are the impacts of social media (Facebook) on the
academic performance of Grade 12 students during the School Year 2021- 2022. We also
identified the target people who answered the prepared questionnaire. It involved 25 Grade 12
students from the Northeastern Cebu Colleges. The Systematic Survey Method would be used
while conducting the said activity. The respondents answered the questions given by the
researchers. The impact of social media (Facebook) on the academic performance of grade 12
students were answered through a survey questionnaire made by the researchers.
4
Chapter Two
LITERATURE REVIEW
This chapter presents the gathered researches from different sources. These studies will be
used as a guide and support to our research. Our related literature starts with the information
about Facebook, as well as the possible effects that might affect students when Facebook and
social networking is being used extensively.
5
2.1 RELATED REVIEW LITERATURE
Students use Facebook to maintain their former network of high school friends and also to
build and sustain bonds with new friends on their campuses (Ellison et al., 2007, 2011; Junco &
Mastrodicasa, 2007). They use Facebook to initiate and maintain friendships and to seek out new
information about those in their social circle (Ellison et al., 2011). The practice of social
information seeking is related to student's perceived levels of social capital (the obtained from
their relationships and resources interactions such emotional support (Ellison et al. as 2011).
Facebook has been the most researched platform for teaching and learning (Manca &
Ranieri, 2013; Tess, 2013). Manca and Ranieri (2013) discovered 23 empirical studies of using
Facebook as a learning environment. Manca and Ranieri (2013) identified five main educational
uses of Facebook: 1) Support class discussions and helping students engage in collaborative
learning: 2) Developing content; 3) Sharing educational resources; 4) Delivering content to
expose students to extracurricular resources; and 5) To support self-managed learning. They note
that only four studies have examined how Facebook relates to learning outcomes and found
positive impacts to learning outcomes such as improvement in English writing skills, knowledge,
and vocabulary (Manca & Ranieri, 2013).
Facebook has been used as a replacement for learning and course management system
(LCMS) discussion boards. For instance, Hurt et al. (2012) examined student outcomes from and
preferences for Facebook use. They assigned students to either use Facebook or the learning
management system (LMS) in two courses. They found that the Facebook group reported better
educational outcomes than the LMS group. Not only that, but they also found that 43% of the
LMS said they would have users contributed more if they had used Facebook; while only 12% of
Facebook users said they would have participated more with a switch to the LMS. Hollyhead,
Edwards, and Holt (2012) found that students preferred to create their own Facebook groups
when no of ficial-course related ones were available instead of using the LMS. Schroeder and
Greenbowe (2009) found that while only 41% of a Chemistry class joined the course Facebook
group, the number of posts on Facebook were, 4008 greater than on the course management
system. Further-more, they reported that postings on the Facebook group "raised more complex
topics and generated more detailed replies" than postings on the CMS (Schroeder & Greenbowe,
2009).
Research on the relation between Facebook use and academic performance has yielded
mixed re sults. Pa sek et al. (2009) found there was no relation between Facebook use and grades.
Kolek and Saunders (2008) found that there were no differences in overall grade point average
(GPA) between users and non-users of Facebook. Kirschner and Karpinski (2010), on the other
hand, found that Facebook users reported lower GPA than non-users; additionally, a mean of
Facebook users reported studying fewer hours per week than non-users (Kirschner & Karpinski,
2010). Lastly, Junco non-users (2012a) found that number of logins and time spent on Facebook
were related to lower overall GPA; however, sharing links and checking to see what friends are
up to were positively related to GPA. Junco (2012a) also found that there was a negative relation
between time spent on Facebook and time spent preparing for class
6
2.2 Conceptual Framework
INPUT
General profile of the
selected respondents in
Northeastern Cebu
Colleges in terms of the
following:
Demographic Profile
 Grade level
 Strand
Survey Questionnaires
Data
 GPA
 Hours Spent
 Opinions
PROCESS
 Descriptive survey
and questionnaire
 Pretesting of
questionnaire
 Gathering,
Analyzing and
Evaluating the
Collected Data
7
OUTPUT
 Recommendation
Plan to enhance the
Impact of Facebook
in the Academic
Performance of
Grade 12 Students
in Northeastern
Cebu Colleges
2.3 Theoretical Framework
The theoretical framework was developed by analyzing previous research of social media
(Facebook) usage and its impacts on academic performance. All of the variables were identified
either of the theories, models, and framework, and was selected as a theoretical framework. Two
articles comprising the model, framework, and theoretical theories have been selected and used
in this theoretical framework, there are two factors found based on our research on the impacts of
Facebook on academic performance. The two factors are as follows:
Theorical Framework about the possible negative factors:
Facebook usage
intensity
Academic
Performance
Socialization
Facebook's usage Intensity. There are few indicators that can be used to reflect Facebook’s
usage intensity (Ellison et al 2007). In terms of time, the amount of time spent daily on
Facebook’s feed varied greatly. In particular, students spent on average of 47 minutes a day on
Facebook however, it was found that older students especially the senior high school students are
more likely to report spending more than 10 hours online per day. The higher time they spent on
Facebook equals slightly lower grades as it decreases their time on studying. (Karpinski and
Kirschner 2010)
Socialization. Researchers found that there is more one-on-one communication and directed
communication on Facebook, through tags and sharing. Although there are large positives to
Facebook, there are also relationship problems that can occur on the students (Wu&Yao, 2008).
This isolates the students from reality and can reduce their need for others. Facebook breeds an
atmosphere to hide from negative interactions. This can cause heavy impacts on their academic
performance, the more they isolate themselves on Facebook, the more they become anti-social,
not only that it also lowers the student's self-esteem and might decrease their confidence in
participating in any academic activities (Hewitt & Forte).
8
Chapter Three
METHODOLOGY
3.1 Research Design
The research employs quantitative research design and descriptive research approach. In
conducting the research, we use random sampling technique or method to gather data, and it aids
us in avoiding bias in the respondent's confidential responses.
9
3.2 Context and Participants
The researchers conducted this study in Northeastern Cebu Colleges, Inc. on February 7,
2022, until March 31, 2022. This study has a limited number of participants, which is a total of
25 respondents, random respondents from the sections. It is only exclusive for the Grade 12
students.
10
3.3 Instrument
The main tool to be used is an online survey questionnaire it will be conducted through the
use of google form. The survey is the process of collecting, analyzing, and interpreting data from
individuals.
11
3.4 Data Gathering Procedure
The survey was conducted through Google survey because of the nation-wide call for selfisolation and social distancing of all citizens. The survey-questionnaire were created using
Google Form software, which was used for this purpose. We researchers have chosen
respondents from Northeastern Cebu Colleges students who are related and active Facebook
users, particularly the grade 12 students. The respondents were given a survey-questionnaire in
order for us to know their GPA, their average time they spent on Facebook and how it affects
their academic performance. They were collected, transcribed and analyzed using constant
appropriate quantitative data analysis techniques. The answers were collected, transcribed, and
analyzed
12
3.5 Content Analysis
Content analysis is the next process to do after we collected the data from the respondents. We
assess the data for it to be more reliable to the media and audiences, and also to create a
validation to the people and future researchers. This analysis will help us to further understand
the result of the survey and to provide an interpretation and the outcome of the survey that has
taken place. This is where quantitative design becomes more useful because it can make our
research easier and for us to recognize the answers of the respondents and to finally interpret it.
13
Chapter Four
DATA PRESENTATION, ANALYSIS, AND INTERPRETATION
This chapter presents data gathered from the survey. They were presented in barchart,
analyzed,
interpreted
and
complemented
with
inferences,
and
implications.
Table 1: Data Presentation of the respondents
Grade level
Number of respondents
12
25
This table shows that there are a total of 25 respondents that we have surveyed through
google form. The respondents are from the Grade 12, the graduating students in Northeastern
Cebu Colleges Inc.
14
Responses of the General Question
As the researchers scanned and analyzed the data from the questionnaires out of 25
respondents only 19 respondents, or 76% of them answered the question, and the rest did not.
Here are the percentages of the students having related answers towards the question, "How
do you manage your time on Social Media (Facebook) and your time on Academic?"
44% or 11 Students answered “They manage their time in both Facebook and academic
by consistently following a daily routine that balances all their time, and they also said that
they’re just going to balance all things, as long as they don’t spend too much time on social
media (Facebook) and submit modules on time.” 12% or 3 Students answered, “They only
spend all their time on Facebook after they finished all of their modules.
They also said that they're going to finish all the academic activities first, and then they'r e
going to binge Facebook until they fall asleep.” 8% or 2 Students answered, “They don’t think
they need to manage their time on Facebook because they only use Facebook to communicate
with their friends and family. They don’t really browse on Facebook that often, so for them,
they don’t really mind. They only use Facebook for communication, and they don’t surf on
Facebook feed, therefore they only spend a little amount of time on it.” 12% or 3 Students
answered “they never manage their time on Facebook, if they feel like they have something
important to do then they’ll just do the most important things first like answering their
modules.” They also said that if the deadline is far then they’ll just do their activities later, but
as long as they submit it before the deadlines.”
15
First Statistical Treatment
𝑛
x= x100
𝑁
Let:
X be the number of total percentage of responses from the student s
n be the number of students that responded the question
N be the total number of respondents or students
100 be the value of conversion for a hundred percent
x=
x=
𝑛
𝑁
x100
19
25
x100
X = 0.76 x 100
X= 76
76% is the total percentage of responses out of 25 that answered the last question in the
survey.
16
Figure 1: 1ST SEMESTER GRADES AVERAGE
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
90 or above
86 to 89
81 to 85
80 or below
responses
As seen in the graph above 16% of the students have the average of 90 or above. 20%
have 86 to 89, 36% have 81 to 85 and 28% have 80 or below grades average. The total of the
averages is 2,153. If we will divide it by 25, since there are 25 respondents the result is 86.12
or 86.
17
Figure 2:
HOURS SPENT ON USING SOCIAL MEDIA (FACEBOOK)
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
over 8 hrs a day
4-8 hours
2-4 hours
1 hour or less
responses
As seen in the graph above 40% of the students used the internet for over 8 hours a day.
28% of the rest used internet for 4 to 8 hours, 20% used it for 2-4 hours and 12% use it for 1
Hour and less. These can be a threat to students like them. This may become a reason why
they cannot immediately finish their assignments and task, especially to those students who
spent most of their hours in internet or gadgets.
18
Figure 3:
DOES SPENDING TOO MUCH TIME ON FACEBOOK AFFECT
ACADEMIC PERFORMANCE?
80%
70%
60%
50%
40%
30%
20%
10%
0%
Yes
No
responses
As seen in the graph above 68% of the students responded “Yes” while 32% of the
student responded “No”. Over 17 students agreed that spending too much time on Facebook
does affect their academic performance, while only 8 students disagreed in the findings.
19
Table 2: Grade 12’s Grade Average
84
92
91
93
93
88
86
87
89
80
80
85
80
83
82
84
80
85
80
85
84
80
83
89
80
Total: 2,153 Average: 86.12
Table 3: Interpretation of the Average
Range of Averages
90-100
86-89
80-85
75-80
Interpretation
Not affected
Moderately Affected
Affected
Badly Affected
Based on the interpretation above, 86-89 is equivalent to “Moderately Affected”. This
means that the students are moderately affected by the negative effects of Facebook.
Furthermore, the students that are greatly affected are most certainly the ones that spent over
8 hours a day.
20
Second Statistical Treatment
n/N=X
Let:
n as the total of the averages
N as the total number of the students
X as the grade 12's average
2,153/25=86.12
21
Chapter Five
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION
This study was taken to find out the impact of social media (Facebook) to the academic
performance of grade 12 students in Northeastern Cebu Colleges Inc.
In this chapter, the write presents: summary of findings, conclusions and recommendation.
22
Summary of findings
Overall, the summary of findings of our study, only 16% of students have the grade of 90 or
above, another 20% that have 86 to 89, while 36% have 81 to 85 and 28% have 80 or below. 40%
of the students used Facebook over 8 hours a day, 28% used it for 4 to 8 hours, and 20% used it
for 2-4 hours while, only 12% used Facebook for 1hour or less. This is probably the reason why
most of them cannot immediately finish their assignments and other academic activities.
Furthermore, 68% of the students agreed that spending too much time on Facebook does affect
their academic performance and 32% disagreed with the findings.
23
Conclusion
The researchers concluded that spending too much time on social media had an impact on
academic performance, based on the findings and interpretations reported in the previous chapter.
The results could be seemed from the insignificance of the 12th grade students as follows:
1. The students became less focused after they spent a lot of time on Facebook
2. The students that spent a lot of time on Facebook have lower grades average compared to
other students that spent less
3. The students care lesser on academic the more time they spent on Facebook
As a result, it's possible that social media (Facebook) has insignificant impact on the
academic performance of Grade 12 students of Northeastern Cebu Colleges Inc.
24
Recommendation
Based on the conclusion above and based on the study that has been done, the researcher
would like to offer some suggestions to the Grade 12 students of Northeastern Cebu Colleges,
Parents and Teachers, and for other researchers as follows:
For students
For the students, the researchers recommend the students to be more responsible in how they
use social media (Facebook) for, and have a proper time management for them to use those
wasted times spent in scrolling on Facebook to instead study to have a better academic
performance. The researchers really hope that in the future the students could manage their time
in social media (Facebook) while not getting affected on their academic performance. So that,
they can have a better goal and can get maximal result in academic performance.
For Parents and Teachers
The researchers recommend the parents and teachers to get a grasp about Facebook on what
and how they use it, to be fully aware, connected, and understand the view of the students or
youth in general to properly educate and guide them in using the application.
For Other Researchers
For other researchers who want to conduct the research in social media (Facebook) and it’s
impacts on student’s academic performance can use the result of this research as a basic way for
conducting the research and as an additional reference for further relevant research. The other
researchers can also consider the weaknesses of the result from this research to conduct much
better research.
25
References:
Nicole B. Ellison, Charles Steinfield, Cliff Lampe (2007). "The benefits of Facebook "friends:"
Social capital and students' use of online social network sites". Journal of Computer-Mediated
Communication, Vol12 Issue (4), Page 1143-1168.
Nicole B. Ellison, Charles Steinfield, Cliff Lampe (2011). Connection strategies: Social capital
implications of Facebook-enabled communication practices. New Media & Society Vol13
Issue(6) Page 873-892.
Andrew Hollyhead, David J. Edwards, Gary D. Holt (2012). "The use of virtual learning
environment (VLE) and social network site (SNS) hosted forums in higher education: A preliminary examination". Industry and Higher Education, 26(5), 369-379.
Nicole E. Hurt
,Gregory S. Moss ,Christen L. Bradley,Lincoln R. Larson,Matthew
Lovelace,Luanna B. Prevost,Nancy Riley,Denise Domizi,Melinda S. Camus (2012)
"The"Facebook" Effect: Students' Perceptions of Online Discussions in the Age of Social
Networking" International Journal for the Scholarship of Teaching and Learni ng, Vol6 Issue(2),
Page1-24.
Junco, R. (2012a). "Too much face and not enough books: The relationship between mul-tiple
indices of Facebook use and academic performance". Computers in Human Behavior, Vol28
Issue(1), Page187-198.
Junco, R. (2012b). "The relationship between frequency of Facebook use, participation in
Facebook activities, and student engagement". Computers & Education, Vol58 Issue(1),
Page162-171.
Junco, R. (2012c). "In-class multitasking and academic performance". Computers in Human
Behavior,
Vol28
Issue(6),
Page2236-2243.
Junco, R. (2013a). "Comparing actual and self-reported measures of Facebook use". Computers
in
Human
Behavior,
Vol29
Issue(3),Page
626-631.
Junco, R., & Cotten, S. R. (2011). Perceived academic effects of instant messaging use.
Computers Education, Vol56 Issue(2), Page370-378.
26
JOHNREY CHRISTIAN SOTTO
Sandayong Sur Danao City, Cebu
Mobile No. 0961 004 9085
Johnreysotto88@gmail.com
EDUCATION:
Northeastern Cebu Colleges Inc.
P.G Almendras Street Danao City, Cebu
High School Diploma
Year(s) Attended 2020-2022
Northeastern Cebu Colleges Inc.
P.G Almendras Street Danao City, Cebu
Year(s) Attended 2016-2020
Junior High School Completer
April 2020
April 2022(Expected Graduation)
HONORS AND DISTINCTIONS:
With High Honors, Grade 11
School Year 2020-2021
SKILLS:
Computer: Proficient in Windows, JAVA, Microsoft Word, PowerPoint, and Excel
Language: Bisaya, Tagalog, English
Social Media: Facebook, Twitter, TikTok, Instagram
OTHER KEY SKILLS:
Innovative and hard worker
Encode
Information Literacy
27
JUSTIN B. GUMOLOM
Bonifacio Ext, Danao City, Cebu
Mobile No. 09260014500
justinbgumolom484@gmail.com
EDUCATION:
Northeastern Cebu Colleges Inc.
P.G Almendras Street Danao City, Cebu
High School Diploma
Year(s) Attended 2020-2022
Northeastern Cebu Colleges Inc.
P.G Almendras Street Danao City, Cebu
Junior High School Completer
Year(s) Attended 2019-2020
University of the Visayas
P.G Almendras Street Danao City, Cebu
Year(s) Attended 2016-2019
April 2022(Expected Graduation)
April 2020
HONORS AND DISTINCTIONS:
N/A
SKILLS:
Computer: Proficient in Windows, JAVA, Microsoft Word, PowerPoint, and Excel
Language: Bisaya, Tagalog, English
Social Media: Facebook, Twitter, Instagram
OTHER KEY SKILLS:
Computer / IT skills
Critical Thinking
Hard work and dedication
Listening Skills
28
PERT ANGELO GLIPPA
Tupaz St. Suba, Danao City, Cebu
Mobile No. 09502217259
pertangelo12@gmail.com
Insert 2 x 2 Picture
EDUCATION:
Northeastern Cebu Colleges Inc.
P.G Almendras Street Danao City, Cebu
High School Diploma
Year(s) Attended 2020-2022
Beatriz D. Durano Memorial National Highschool
P.G Almendras Street Danao City, Cebu
Junior High School Completer
Year(s) Attended 2016-2020
April 2022(Expected Graduation)
April 2020
HONORS AND DISTINCTIONS:
None
SKILLS:
Computer: Proficient in Windows, JAVA, Microsoft Word, PowerPoint, and Excel
Language: Bisaya, Tagalog, English
Social Media: Facebook, Twitter, TikTok, Instagram
OTHER KEY SKILLS:
Hard working
Time Management
29
RANDET M. SANCOVER
Bonifacio Ext, Danao City, Cebu
Mobile No. 09163612981
Randet111@gmail.com
Insert 2 x 2 Picture
EDUCATION:
Northeastern Cebu Colleges Inc.
P.G Almendras Street Danao City, Cebu
High School Diploma
Year(s) Attended 2020-2022
DT Durano Memorial Integrated School
Upland, Danao City, Cebu
Junior High School Completer
Year(s) Attended 2016-2020
April 2022(Expected Graduation)
April 2020
HONORS AND DISTINCTIONS:
None
SKILLS:
Computer: Proficient in Windows, JAVA, Microsoft Word, PowerPoint, and Excel
Language: Bisaya, Tagalog, English
Social Media: Facebook, Twitter, TikTok, Instagram
OTHER KEY SKILLS:
Hard working
Effective Communication
Time Management
30
GLENN FORD CABRIANA
Taytay, Danao City, Cebu
Mobile No. 09473889338
cabrianaglennford@gmail.com
EDUCATION:
Northeastern Cebu Colleges Inc.
P.G Almendras Street Danao City, Cebu
High School Diploma
Year(s) Attended 2020-2022
Binaliw Integrated School
Binaliw Danao City, Cebu
Junior High School Completer
Year(s) Attended 2016-2020
April 2022(Expected Graduation)
April 2020
HONORS AND DISTINCTIONS:
None
SKILLS:
Computer: Proficient in Windows, JAVA, Microsoft Word, PowerPoint, and Excel
Language: Bisaya, Tagalog, English
Social Media: Facebook, Twitter, TikTok, Instagram
OTHER KEY SKILLS:
Hard working
Patient
Time Management
Teamwork
31
EMMAN MIKO BARONTOY
Sabang, Danao City, Cebu
Mobile No 09063222441
miccobentoy@gmail.com
EDUCATION:
Northeastern Cebu Colleges Inc.
P.G Almendras Street Danao City, Cebu
High School Diploma
Year(s) Attended 2020-2022
Sabang National High School
Sabang Danao City, Cebu
Junior High School Completer
Year(s) Attended 2016-2020
April 2022(Expected Graduation)
April 2020
HONORS AND DISTINCTIONS:
None
SKILLS:
Computer: Proficient in Windows, JAVA, Microsoft Word, PowerPoint, and Excel
Language: Bisaya, Tagalog, English
Social Media: Facebook, Instagram
OTHER KEY SKILLS:
Hard work
Negotiation
Teamwork
Time Management
32
MARY ANGEL LAVADOR
P.G.Almendras St, Danao City, Cebu.
Mobile No. 0933-331-11-07
Lavadormary6@gmail.com
Insert 2 x 2 Picture
EDUCATION:
Northeastern Cebu Colleges Inc.
P.G Almendras Street Danao City, Cebu
High School Diploma
Year(s) Attended 2020-2022
Beatriz D. Durano Memorial National Highschool
P.G Almendras Street Danao City, Cebu
Junior High School Completer
Year(s) Attended 2016-2020
April 2022(Expected Graduation)
April 2020
HONORS AND DISTINCTIONS:
None
SKILLS:
Computer: Proficient in Windows, JAVA, Microsoft Word, PowerPoint, and Excel
Language: Bisaya, Tagalog, English
Social Media: Facebook, Twitter, TikTok, Instagram
OTHER KEY SKILLS:
Teamwork
Leadership
Open Minded
33
CHRISTINE JAY RAMOS
Duterte Street City, Danao City, Cebu
Mobile No. 09502217259
christinejay@gmail.com
Insert 2 x 2 Picture
EDUCATION:
Northeastern Cebu Colleges Inc.
P.G Almendras Street Danao City, Cebu
High School Diploma
Year(s) Attended 2020-2022
Beatriz D. Durano Memorial National Highschool
P.G Almendras Street Danao City, Cebu
Junior High School Completer
Year(s) Attended 2016-2020
April 2022(Expected Graduation)
April 2020
HONORS AND DISTINCTIONS:
None
SKILLS:
Computer: Proficient in Windows, JAVA, Microsoft Word, PowerPoint, and Excel
Language: Bisaya, Tagalog, English
Social Media: Facebook, Twitter, TikTok, Instagram
OTHER KEY SKILLS:
Writing
Listener
Open Minded
Cooperative
34
BRETH G. MATUGAS
Beatriz D. Durano Ext Street, Danao City, Cebu
Mobile No. 0945-127-74-15
matugasbreth@gmail.com
EDUCATION:
Northeastern Cebu Colleges Inc.
P.G Almendras Street Danao City, Cebu
High School Diploma
Year(s) Attended 2020-2022
Beatriz D. Durano Memorial National Highschool
P.G Almendras Street Danao City, Cebu
Junior High School Completer
Year(s) Attended 2016-2020
April 2022(Expected Graduation)
April 2020
HONORS AND DISTINCTIONS:
None
SKILLS:
Computer: Proficient in Windows, JAVA, Microsoft Word, PowerPoint, and Excel
Language: Bisaya, Tagalog, English
Social Media: Facebook, Twitter, TikTok, Instagram
OTHER KEY SKILLS:
Adaptability
Computing
Proactive
Cooperative
Punctual
35
NORTHEASTERN CEBU COLLEGES, INC
P.G. ALMENDRAS ST. DANAO CITY, CEBU
Greetings!
We are writing this letter to seek the permission from your office to allow
us Grade 12 Students of Northeastern Cebu Colleges to conduct a survey with
the Grade 12 Students with regards to their academic performances and if
they
are
active
users
of the social media network, "Facebook".
This survey will provide us with significant information that are relevant to our
action research proposal that is entitled, "The Impact of Social Media (Facebook)
on the Academic Performance of Grade 12 students in Northeastern Cebu
Colleges".
Your approval and support to our endeavor will be greatly appreciated and will
contribute to the holistic development of us students.
Respectfully Yours,
EMMAN MICO BARONTOY
BRETH G. MATUGAS
GLEN FORD CABRIANA
RANDET SANCOVER
PERT ANGELO GLIPPA
MARY ANGEL LAVADOR
JUSTIN B. GUMOLOM
CHRISTINE JAY RAMOS
JOHNREY CHRISTIAN SOTTO
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NORTHEASTERN CEBU COLLEGES, INC
P.G. ALMENDRAS ST. DANAO CITY, CEBU
INTRODUCTION: This survey is related to the Impact of social media
(Facebook) to the Academic Performance of Grade 12 Students in Northeastern
Cebu Colleges Inc.
NOTE: Read and answer the survey questionnaires carefully. Please answer
honestly to help improve the results of our research.
How would you manage your time on both social media (Facebook) and Academic?
___________________________________________________________________________
___________________________________________________________________________
What is your grade point average (GPA)?
a. 85 or below
b. 86 to 90
c. 90 or above
How much hours do you spent on social media (Facebook) every day?
a.
b.
c.
d.
1 Hour or Less
2 – 4 Hours
4 – 8 Hours
Over 8 hours a day
Do you think spending too much time on Facebook affects academic performance?
a. Yes
b. No
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