CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter presents an overview of the study; it contains introduction, background of
the study, statement of the problem, theoretical framework, conceptual framework, scope and
delimitation, significance of the study, and as well as the definition of terms.
Introduction
In the digital age, social media became an integral part of the lives of senior high school
students, reshaping their communication and socialization patterns. The widespread adoption
of social media prompted concerns about its potential effects on academic performance. This
research aimed to provide a comprehensive description of the effects of senior high school
students' engagement with social media platforms on their academic performance.
On a global scale, the pervasiveness of social media among high school students
reshaped the dynamics of communication and social interaction. Social media platforms
transcended geographical boundaries, enabling students to connect with peers from different
cultures and backgrounds. Consequently, it became essential to examine how this global
phenomenon affected the academic achievements of high school students.
In the Philippines, senior high school students faced unique challenges and
opportunities when it came to social media engagement. The Philippines had a high rate of
social media usage, and many students were actively involved in various online communities
and platforms. Understanding how this Filipino context influenced the relationship between
social media engagement and academic performance was vital for addressing the needs of
students in this specific setting.
The primary objective of this research was to quantitatively investigate the effects of
senior high school students' social media engagement on their academic performance. To
achieve this goal, a survey questionnaire was administered to gather data from a representative
sample of senior high school students. This questionnaire was accurately designed to collect
information about students' social media habits, academic performance, and other pertinent
factors that might be influencing their scholastic outcomes.
The research focused on senior high school students because this period was a critical
juncture in their academic journey. Senior High school served as the foundation for their future
educational pursuits, and as such, understanding the effects of social media on their academic
performance was of paramount importance. This research aimed to shed light on the complex
interplay between these two facets of their lives.
The study delved into the complex aspects of academic performance, encompassing
variables such as grades, attendance, and participation in class activities. Moreover, it explored
the intricate web of relationships between social media usage and other factors that could affect
academic performance, including sleep patterns, study habits, and stress levels.
In summary, this study sought to contribute to our understanding of how social media
engagement affected the academic performance of senior high school students. By conducting
a quantitative analysis, it was intended to provide valuable insights that could inform students,
parents, educators, and policymakers. These insights would enable the development of
strategies to mitigate any adverse effects of social media and empower students to strike a
healthy balance between their online presence and their academic pursuits. Furthermore, this
study would enrich the existing body of knowledge regarding the effects of social media on
academic performance, offering a valuable resource for further research and action in this
domain.
Background of the Study
Social media, a computer-based technology that enables users to share information,
ideas, and opinions through virtual platforms, has integrated itself into students' lives, serving
purposes such as communication, entertainment, and education. The utilization of social media
in academic environments and universities has expanded as an educational tool. Nevertheless,
the effects of social media on students' academic performance remains a complex issue
necessitating further investigation.
Several recent studies contribute to this investigation. For instance, a study by
Mahdiuon et al. (2020) found that students' adoption of Telegram is a significant predictor of
its educational use and influences academic performance through student engagement.
Mehmood et al. (2021) reported that social media usage positively affects students' academic
performance. In contrast, Paul et al. (2012) identified evidence of a negative effect of social
media on academic performance.
In summary, recent studies show mixed results regarding the effects of social media on
students' academic performance. Some suggest positive effects, such as improved engagement,
while others indicate potential negative consequences. As technology and social media
continue to evolve, ongoing research is crucial to understand how educators can leverage the
benefits while addressing any challenges that may arise.
Statement of the Problem
The problem this research aims to address is the potential effects of senior high school
students' engagement in social media to their academic performance. Specifically, the research
questions that guide this study are:
1. What are the common social media platforms that senior high school students often
use?
2. How many hours do senior high school students spend on social media?
3. How does the time spent on social media affect the academic performance of senior
high school students?
4. What factors contribute to the academic performance of senior high school students
who are actively engaged in social media?
5. To what extent are senior high school students engaged in social media activities?
6. To what extent do sleep patterns, study habits, and stress levels mediate the
relationship between social media engagement and academic performance in senior
high school students?
Scope and Delimitation
This study entitled, "Student’s Social Media Engagement and its Effects to Academic
Performance," explores how the senior high school students of Bubuyan Integrated School used
social media in the 1st semester of S.Y. 2023-2024. It assesses the effects on academic
performance, identifies popular platforms and activities, and reveals influencing factors.
Recommendations for optimizing social media use for academic success are provided. The
research is specific to the 1st semester at Bubuyan Integrated School, relies on surveys as the
main data source, and excludes other factors.
Theoretical Framework
Social Cognitive Theory (Bandura, 1986)
Albert Bandura's Social Cognitive Theory emphasizes the role of observational learning
and self-regulation in shaping human behavior. It posits that individuals learn by observing the
behaviors and outcomes of others in their social environment. In this study, students'
engagement in social media can be seen as a form of observational learning, where they observe
and imitate the behaviors of their peers and influencers on social platforms, which may
influence their academic performance.
Digital Distraction Theory (Rosen, 2012)
Larry Rosen’s Digital Distraction Theory explores how the use of digital devices,
including social media, can lead to reduced attention span and cognitive overload, which may
negatively affects academic performance. It suggests that excessive engagement with social
media can divert students’ attention from their studies, resulting in decreased productivity and
learning outcomes.
Self-Determination Theory (Deci & Ryan, 1985)
Edward Deci and Richard Ryan’s Self-Determination Theory posits that individuals are
motivated when they have autonomy, competence, and relatedness in their activities. This
theory can be applied to the context of senior high school students' engagement in social media,
where their autonomy in managing their social media use, their competence in balancing it with
academic tasks, and the relatedness of their social media activities to their academic goals can
all influence their academic performance.
This study combines three essential theories to understand how social media
engagement affects high school students' academic performance. Bandura's Social Cognitive
Theory underscores observational learning's role in shaping behavior through social media.
Rosen's Digital Distraction Theory emphasizes how excessive social media use can reduce
attention span and hinder academic performance. Deci and Ryan's Self-Determination Theory
highlights the influence of autonomy, competence, and relatedness in students' management of
social media, which, in turn, affects their academic success. This integrated approach provides
a holistic perspective on the effects of social media engagement to academic performance
among senior high school students.
Conceptual Framework
Independent Variable
Independent Variable
Social Media Engagement
Academic Performance
Figure 1. Paradigm of the Study
Figure 1 presents the two variable which are the social media engagement (Independent
Variable) and academic performance (Dependent Variable). It suggests that changes in social
media engagement could lead to variations in academic performance, indicating a potential
effect between these two variables.
Significance of the Study
The researchers find this study significant to the following:
Students. This study offers senior high school students’ insights into their social media
usage and its effect on academic performance, helping them make informed decisions and
potentially improve their grades.
Parents. Parents can use the study's findings to guide their children's social media use,
fostering open communication and providing support for a balanced approach to academics
and online interactions.
Educators. Educators can use the study to tailor interventions and classroom strategies
to address potential negative effects of social media on student performance, ultimately
enhancing learning outcomes.
Policymakers. Policymakers can develop education policies and guidelines informed
by this research to manage social media's influence on academic performance, improving the
overall educational experience.
Future Researchers. This study contributes to the existing body of research on social
media and academic performance, offering a solid foundation for future studies and providing
valuable insights into survey design and data analysis for further investigations in related areas.
Definition of Terms
To avoid any ambiguity and to provide a comprehensive understanding of the terms
used, operational definitions will be provided in this study.
Academic Performance. The measurable outcomes of a student's educational
achievements, such as grades, attendance, and class participation.
Negative Effect. Refers to the potential drawbacks or disadvantages of social media
usage on academic performance.
Positive Effect. Refers to the potential benefits or advantages of social media usage on
academic performance.
Social Media. A computer-based technology that enables users to share information,
ideas, and opinions through virtual platforms, has integrated itself into students' lives, serving
purposes such as communication, entertainment, and education.
Social Media Engagement. The level of active involvement and interaction of senior
high school students on social media platforms.
Social Media Platforms. The specific online platforms or apps used by senior high
school students for social interaction, sharing, and communication.
Survey Questionnaire. A structured set of questions designed to collect quantitative
data on students' social media usage and academic performance.
CHAPTER II
REVIEW OF RELATED STUDIES AND LITERATURES
This chapter examines both foreign and local literature and studies to gain a
comprehensive understanding of the topic. By exploring existing knowledge, this study aims
to contribute valuable insights to the scholarly conversation.
Foreign Studies and Literatures
Positive Effects of Social Media Engagement
According to the research conducted by Amin, Mansoor, and Hussain (2016), social
media can have positive effects on students' academic performance and future prospects. The
study suggests that social media serves as a beneficial platform, offering students access to
valuable resources and opportunities that can contribute to their career development. In a
similar manner, Fawzan's (2020) investigation into Advanced Level Students' use of social
media reinforces this positive perspective. Despite concerns in society about the potential
misuse of social media by students, the study concludes that many students actively engage
with these platforms for academic purposes, highlighting their constructive role in supporting
learning and academic growth.
Supporting this idea, Sivakumar's (2020) research delves into the broader effects of
social media on academic performance, concluding that social media not only influences
students' academic outcomes but also contributes to improving their overall performance. The
findings collectively emphasize the positive potential of social media when used appropriately,
facilitating effective communication, collaboration, and academic enhancement among
students. In essence, these studies underscore the beneficial role of social media in positively
shaping students' educational experiences and future trajectories.
Negative Effects of Social Media Engagement
In the research conducted by Al-Menayes (2015), the negative effects of social media
usage on academic performance are highlighted. The study emphasizes that the amount of time
spent on social media adversely impacts academic performance, leading to decreased
productivity and focus on academic tasks. While engagement alone does not have a negative
effect, addiction, characterized by heavy usage, is identified as a significant contributor to
academic performance decline.
Alwagait, Shahzad, & Alim (2015) extend these findings, revealing that social media
usage significantly influences students' academic performance in Saudi Arabia. The specific
nature of this impact is not elucidated, emphasizing the need for further research to comprehend
the intricacies of how social media affects academic outcomes. Lau's (2017) study on Hong
Kong university students supports these conclusions, indicating that while using social media
for academic purposes might not significantly predict academic performance, the misuse of
social media for nonacademic activities and multitasking negatively predicts academic
outcomes.
Furthermore, Alvi, Kayani, & Lakhan (2022) demonstrate that social media addiction
negatively affects academic performance, but student engagement serves as a mediating
variable, potentially mitigating some of the adverse effects. Nutakor & Israel's (2023) study
within Ghanaian Senior High Schools contributes to this understanding by revealing that social
media trends negatively influence students' formal writing skills, with the informal language
used on these platforms impacting spellings in academic work. Additionally, the study finds
that social media distractions impede effective academic engagement, further underscoring the
negative impact of social media on academic performance. In summary, these studies
collectively highlight the multifaceted negative effects of social media engagement on
academic performance, calling for a nuanced examination of usage patterns and their
consequences.
Local Studies and Literatures
Positive Effects of Social Media Engagement
According to Magmanlac, Reyes, and Caiga (2018), the utilization of social media
among communication students not only plays a role in enhancing cognitive and social skills
but also contributes significantly to academic success. Their research underscores that students
who purposefully engage with social media for educational purposes exhibit improved
cognitive and social abilities, thus positively impacting their overall academic performance.
Building on this, Tus, Conquilla, and Espiritu et. al. (2021) emphasizes the crucial influence of
social media on the academic performance of Filipino learners in the context of online
education. Despite the potential distractions, these researchers assert that judicious use of social
media as a learning tool is vital, especially in online education scenarios where digital platforms
play a central role in facilitating learning and communication.
Expanding the perspective to encompass productivity, Kabigting, Paner, and Mendoza
(2021) shed light on the perceived impact of social media exposure on students' home-based
task productivity. Their study reveals that responsible use of social media positively correlates
with increased productivity in completing home-based tasks. Students who engage with social
media in a mindful manner tend to exhibit higher levels of productivity, while excessive usage
is associated with decreased task efficiency. Collectively, these findings suggest that social
media engagement, when approached with intentionality and balance, can yield positive effects
on cognitive development, academic performance, and task productivity among students in
various educational settings.
Negative Effects of Social Media Engagement
In accordance with the study conducted by Tamayo & Dela Cruz (2014), which
explored the relationship between social media engagement and academic performance among
Information Technology students, it is evident that the manner in which students use social
media directly correlates with their academic success. This correlation highlights the
importance of responsible social media use to mitigate negative impacts on studies. Moreover,
Cabral, Gonda, & Manalo et al. (2016) demonstrated in their research that the effects of social
media on academic performance can be both positive and negative, depending on the level and
nature of usage. They advocated for a balanced and moderate approach, suggesting that
responsible social media engagement can enhance learning and collaboration among students.
Additionally, Abrenica, Vargas, & De Torres (2021) found that the COVID-19
pandemic significantly influenced the dynamics of social media usage among high school
students, impacting their academic performance. The shift to online learning during the
pandemic made students more reliant on social media for communication and learning,
underscoring the evolving role of social media in education. Furthermore, Dimacangun &
Guillena's (2023) investigation into the influence of social media on the academic performance
of Filipino junior high school students reinforced the notion that excessive social media use is
associated with decreased academic performance, while moderate use contributes positively to
learning and collaboration. In light of these findings, this research statement aims to explore
and emphasize the positive effects of responsible and moderate social media engagement on
academic performance, recognizing the evolving landscape of education in the context of
technology and connectivity.
Synthesis
Research on social media's impact on students' academic performance reveals both
positive and negative aspects. Some studies highlight the benefits, such as access to resources
and career development opportunities (Amin, Mansoor, and Hussain 2016; Fawzan 2020).
Responsible social media use is associated with improved cognitive skills and enhanced
academic performance, particularly in online education settings (Magmanlac, Reyes, and Caiga
2018; Tus, Conquilla, and Espiritu et al. 2021).
However, there are concerns about the negative effects of social media engagement.
Excessive usage, addiction, and non-academic activities on these platforms can lead to
decreased productivity, impaired writing skills, and distractions that hinder effective academic
engagement (Al-Menayes 2015; Alwagait, Shahzad, & Alim 2015; Lau 2017; Nutakor & Israel
2023). It becomes evident that the impact depends on how students use social media,
emphasizing the importance of a balanced approach.
In conclusion, while social media can positively contribute to students' educational
experiences when used responsibly, the potential negative consequences highlight the need for
mindful engagement. Striking a balance and promoting responsible use are crucial
considerations in the evolving landscape of education, especially in the context of increased
reliance on digital platforms, such as during the COVID-19 pandemic (Abrenica, Vargas, &
De Torres 2021; Dimacangun & Guillena 2023).
CHAPTER III
RESEARCH METHODOLOGIES
This chapter discusses the research design, research population and sample, sampling
procedure, research instruments, validity and reliability of instruments, data collection
procedure, and data analysis.
Research Design
A descriptive research design is a form of quantitative research focused on providing
precise and systematic descriptions of a population, situation, or phenomenon. This approach
addresses questions related to what, where, when, and how, but it does not delve into the
explanations behind why certain phenomena occur (McCombes, 2019). In this study,
descriptive research design was employed in order to identify and describe the potential effects
of social media engagement to the academic performance of senior high school students.
Research Population and Sample
A population is the entire group that you want to draw conclusions about, while a
sample is the specific group that you will collect data from (Maree, 2016). The target
population of the study was the senior high school students of Bubuyan Integrated School, a
public secondary school in Brgy. Bubuyan, Calamba City. The senior high school department
had a total of 129 students enrolled in Grade 11 to Grade 12. The study aimed to generalize the
findings to this population.
The sample of this study is a subset of the population that is selected to participate in
the survey. The sample size is determined using Slovin’s formula. Slovin’s formula is a method
which calculates the minimum sample size needed to estimate a statistic from a population with
a given margin of error (Glen, 2018). In this study, Slovin’s formula is used to determine the
sample size needed to be able to identify the effects of social media engagement to the academic
performance. Assuming a margin of error of 5%, the sample size is calculated as follows:
Slovin’s Formula:
Where:
n= sample size
N= total population
e= margin of error
Solution:
𝑛=
129
1 + 129 (0.05)
𝑛=
129
1 + 129 (0.0025)
𝑛=
129
1.32
𝑛 = 98
Therefore, 98 Senior High School students were selected as the sample size for this
study.
Sampling Procedure
The researchers used the stratified random sampling to determine how many students
from each grade level will participate in the survey. The population is divided into
subpopulation called “strata”. Stratified random sampling is a partition of subpopulations to
obtain more precise statistical estimate.
Grade Level
Sample Size/ Population ×
Stratum Size
Strata/ Subpopulation
Grade 11
66/129×98
50
Grade 12
63/129×98
48
Table 1. Population and Strata Proportions
Table 1 shows how the sample size for a survey was calculated based on the population
size and the strata proportions for Grade 11 and Grade 12 students.
Research Instruments
A survey is a data collection method that involves asking questions to a group of
respondents using a questionnaire or an interview. Surveys can be conducted online, in-person,
or over the phone. Surveys can collect quantitative or qualitative data, or both (Fink, 2017).
This study used an online survey to collect quantitative data from the students about their social
media engagement and academic performance. The survey consisted of seven sections that
corresponded to the research questions under the statement of the problem.
Validity and Reliability of Instruments
Validity refers to the extent to which a measurement instrument or a research study
measures or tests what it is supposed to measure or test (Trochim, Donnelly, & Arora, 2016).
To ensure the validity of the survey, the researchers had a professional check and validate the
survey questionnaire.
Reliability refers to the extent to which a measurement instrument or a research study
produces consistent and stable results over time, across different observers or raters, or under
different conditions (Trochim, Donnelly, & Arora, 2016). To ensure the reliability of the
survey, the researchers used test-retest reliability, a method of measuring the stability of the
results over time, by administering the survey to the same students twice.
Data Collection Procedure
Prior to commencing the data collection procedure, the researchers prepared the
research instrument and was checked and validated by Mrs. Cherilyn Fandialan, Master
Teacher II in Bubuyan Integrated School. The sample size and corresponding respondents were
then determined to ensure a representative data set. During the data collection phase, clear
instructions were provided to the respondents to facilitate accurate responses. The research
instruments were administered through Google Forms, an online tool suitable for surveys,
simplifying the process of gathering responses for the researchers. Post-data collection, the
gathered information was summarized and organized in a tabular format. Subsequently, the
summarized data was analyzed in accordance with the research questions, allowing for a
comprehensive understanding of the obtained results.
Data Analysis
The researchers initiated the data analysis process by accurately analyzing the dataset
for completeness, accuracy, and consistency. Any discrepancies were addressed through a
comprehensive data cleaning procedure to correct errors or eliminate outliers. Descriptive
statistics, including Measures of Central Tendency (Mean, Median, and Mode) were computed
to provide a comprehensive summary of the sample characteristics and variable distributions.
The final step involved interpreting the results and drawing conclusions based on the statistical
analysis, aligning with the research questions posed in the study.
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents and analyzes data from a study involving 98 Senior High School
students at Bubuyan Integrated School. It aims to assess the effects of social media engagement
on academic performance, presenting findings through charts, tables, and interpretations.
Figure 2. Profile of the Respondents in terms of Grade Level
The distribution of respondents among the Senior High School students of Bubuyan
Integrated School is depicted in the graph above. This graph highlights that the distribution of
respondents in Senior High School is almost equal, with 51% from Grade 11, equivalent to 50
students, and 49% from Grade 12, amounting to 48 respondents. This totals 98 respondents
from Senior High School.
Figure 3. Social Media Platforms that the respondents often use
Figure 3 compares the frequency of use of various social media platforms among the
respondents of a survey. It indicates that Facebook is the dominant platform, with almost all of
the respondents using it. YouTube and Instagram are also popular, with more than half of the
respondents using them. The other platforms have much lower usage rates, ranging from 10%
to 1%. It implies that the respondents are more interested in platforms that offer visual and
interactive content, such as videos, photos, and stories, rather than platforms that emphasize
text or voice communication, such as Twitter, Telegram, and Discord. This also reflects the
global trends of social media usage, as Facebook, YouTube, and Instagram are among the most
widely used platforms in the world.
13%
1%
2%
21%
16%
34%
13%
1-2 hours
3-4 hours
5-6 hours
7-8 hours
9-10 hours
12 hours
24 hours
Figure 4. Hours spent of the respondents using social media
Figure 3 shows that the majority of the respondents (34%) spend 3-4 hours on social
media daily, followed by 21% who spend 1-2 hours. The remaining respondents spend more
than 4 hours on social media, with a small portion (3%) spending 12 and 24 hours. This
suggests that social media usage varies widely among the respondents, and that some of them
may be addicted to or dependent on social media.
Table 2. Effects of time spent on social media to the Academic Performance
Indicators
Weighted
Means
Verbal
Interpretation
I am able to manage my time effectively
between social media and academics.
3.82
Agree
I am challenged in balancing social media
activities with academic responsibilities.
I find that spending too much time on social
media negatively affects my study time.
I tend to delay academic tasks because I get
involved in social media.
I limit my daily social media usage to prioritize
my studies.
I use social media as a way to take breaks and
relax during study sessions
I acknowledge the time I dedicate to social
media and how it can affect my academic
performance.
I reward myself with some time on social
media upon completing academic tasks.
I experience guilt when I prioritize social
media over my study commitments.
I use social media strategically to enhance my
academic routine.
General Assessment
3.69
Agree
3.86
Agree
3.61
Agree
3.85
Agree
3.96
Agree
3.89
Agree
4.12
Agree
3.93
Agree
3.76
Agree
3.85
Agree
Legends
Scale
Range
Interpretation
5
4.50-5
Strongly Agree
4
3.50-4.49
Agree
3
2.50-3.49
Neutral
2
1.50-2.49
Disagree
1
1-1.49
Strongly Disagree
Table 2 shows the results of a survey on how respondents perceive the effects of time
spent on social media on their academic performance. The survey used a five-point Likert scale,
where 1 means strongly disagree and 5 means strongly agree. This provides the weighted mean
and the verbal interpretation for each indicator, as well as the general assessment of the overall
data. Based on the table, the students generally agree that time spent on social media affects
their academic performance, with an average weighted mean of 3.85. The highest weighted
mean is 4.12, which corresponds to the indicator “I use social media as a way to take breaks
and relax during study sessions.” The lowest weighted mean is 3.61, which corresponds to the
indicator “I tend to delay academic tasks because I get involved in social media.” This suggests
that the students are aware of the potential negative effects of social media on their studies, but
they also use it as a coping mechanism and a reward system. This also implies that the students
have some difficulty in managing their time effectively between social media and academics.
Table 3. Factors influencing the academic performance of respondents
Indicators
Effective time management enhances my
academic performance despite social media
engagement.
Balancing social media and academic
responsibilities positively influences my
grades.
Certain study techniques help me maintain
good academic standing while using social
media.
Setting specific goals for academic
achievements helps mitigate the effect of
social media.
Supportive social networks on social media
positively contribute to my academic success
Positive interactions on social media boost my
overall academic motivation.
Seeking academic support through social
media positively affects my grades.
Regularly reviewing and adjusting study habits
compensates for social media distractions.
Active involvement in academic discussions
on social media enhances my knowledge.
Utilizing social media for educational
purposes improves my understanding of
coursework.
General Assessment
Weighted
Means
Verbal
Interpretation
3.93
Agree
3.95
Agree
3.93
Agree
3.86
Agree
3.68
Agree
3.76
Agree
3.72
Agree
3.87
Agree
3.73
Agree
3.76
Agree
3.82
Agree
Legends
Scale
Range
Interpretation
5
4.50-5
Strongly Agree
4
3.50-4.49
Agree
3
2.50-3.49
Neutral
2
1.50-2.49
Disagree
1
1-1.49
Strongly Disagree
Table 3 shows the results of a survey that asked respondents how social media
influences their academic performance. The weighted means of all indicators range from 3.68
to 3.95, which fall into the “Agree” category according to the scale. This means that the
respondents generally agree that social media has a positive influence on their academic
performance. The highest weighted mean is 3.95, which corresponds to the indicator
“Balancing social media and academic responsibilities positively influences my grades.” The
lowest weighted mean is 3.68, which corresponds to the indicator “Supportive social networks
on social media positively contribute to my academic success.” This suggests that the
respondents are able to use social media effectively for their academic purposes, and that they
have developed strategies to cope with the potential distractions and challenges posed by social
media. This implies that the respondents value the benefits of social media for their learning,
such as enhancing their motivation, knowledge, and support.
Table 4. Social Media engagement among respondents
Indicators
I spend a significant amount of time on social
media daily.
I actively participate in discussions and forums
on social media platforms.
Weighted
Means
Verbal
Interpretation
3.81
Agree
3.41
Neutral
I use multiple social media platforms
regularly.
I post and share content on social media
frequently.
I feel a sense of belonging to various online
communities through social media.
I often use social media for entertainment
purposes.
I use social media to stay updated on current
events and trends.
I find myself thinking about social media even
when not actively using it.
I feel a need to check social media notifications
promptly.
I find it challenging to stay away from social
media for an extended period.
General Assessment
3.84
Agree
3.37
Neutral
3.76
Agree
4.07
Agree
3.46
Neutral
3.67
Agree
3.76
Agree
4.01
Agree
3.72
Agree
Legends
Scale
Range
Interpretation
5
4.50-5
Strongly Agree
4
3.50-4.49
Agree
3
2.50-3.49
Neutral
2
1.50-2.49
Disagree
1
1-1.49
Strongly Disagree
Table 4 shows the results of a survey on social media usage and attitudes among a
sample of respondents. Based on the table, the respondents generally agree with the indicators,
as the weighted mean for all of them is above 3. The highest weighted mean is 4.07, which
corresponds to the statement “I often use social media for entertainment purposes.” This
suggests that the respondents enjoy using social media as a source of fun and amusement. The
lowest weighted mean is 3.37, which corresponds to the statement “I post and share content on
social media frequently.” This indicates that the respondents are not very active in creating and
distributing their own content on social media platforms. The overall assessment of the
respondents’ views is that they agree with the statements, with a weighted mean of 3.72.
Table 5.
Indicators
Poor sleep quality is associated with increased
social media engagement.
Effective study habits help mitigate the
negative effect of social media on academic
performance.
Stress levels are heightened when spending
excessive time on social media.
Procrastination induced by social media use
affects my sleep routine.
Balanced study habits act as a buffer against
the negative effects of social media on grades.
Prioritizing sleep over late-night social media
use improves academic performance.
Stress management techniques are crucial for
maintaining grades amid social media
engagement.
Consistent sleep patterns positively connect
with academic achievements despite social
media activity.
Effective time management in studies reduces
stress associated with social media
engagement.
Positive study habits contribute to better
academic performance despite social media
distractions.
General Assessment
Weighted
Means
Verbal
Interpretation
3.17
Agree
3.60
Neutral
3.49
Agree
3.51
Agree
3.50
Agree
3.57
Agree
3.57
Agree
3.53
Agree
3.74
Agree
3.69
Agree
3.54
Agree
Legends
Scale
Range
Interpretation
5
4.50-5
Strongly Agree
4
3.50-4.49
Agree
3
2.50-3.49
Neutral
2
1.50-2.49
Disagree
1
1-1.49
Strongly Disagree
Table 5 shows that social media engagement has a negative effects on academic
performance, sleep quality, and stress levels, based on the weighted means and verbal
interpretations of the indicators. The majority of the indicators have a weighted mean between
3.00 and 3.99, which means that the respondents agree with the statements. The only exception
is the indicator about effective study habits mitigating the negative effect of social media on
academic performance, which has a weighted mean of 3.60 and a neutral verbal interpretation.
This suggests that the respondents are not sure whether study habits can counteract the
influence of social media on their grades. The general assessment of the table is that the
respondents agree with the overall effects of social media on their academic well-being, with a
weighted mean of 3.54.
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS
This chapter discusses the summary of findings, conclusion, as well as the
recommendations of the study.
Summary of Findings
The study investigates the effects of social media engagement on the academic
performance of senior high school students. The research reveals that Facebook is the
predominant platform, utilized by nearly all respondents, with YouTube and Instagram also
popular among more than half of the participants. Regarding time spent on social media, a
majority (34%) dedicate 3-4 hours daily, indicating varied usage patterns. Notably, some
students spend over 4 hours, potentially signaling addictive tendencies. Perceptions of the
effects on academic performance indicate a nuanced understanding among students, with an
average weighted mean of 3.85. Although they recognize the negative impact of social media
on studies, they also utilize it for relaxation during study breaks. The study further illustrates
that students generally perceive positive influences on academic performance through effective
balancing of social media and academic responsibilities, showcasing their ability to
strategically integrate social media for learning and motivation. Despite these positive aspects,
the research underscores the negative consequences of social media engagement on academic
well-being, sleep quality, and stress levels, emphasizing the need for improved time
management strategies and awareness among senior high school students.
Conclusion
Social media engagement is a prevalent phenomenon among senior high school
students in the Philippines, where the country ranks as the top user of social media and internet
worldwide. The study explores how social media affects the academic performance of students,
using Facebook, YouTube, and Instagram as the main platforms of analysis. The findings
reveal that students have complex and varied perceptions of the impact of social media on their
studies, ranging from positive to negative. On one hand, social media provides a source of
relaxation, learning, and motivation for students, who are able to balance their online and
offline activities. On the other hand, social media also poses significant challenges to students’
academic well-being, such as reduced sleep quality, increased stress levels, and decreased
focus. The study suggests that students need to develop better time management skills and
awareness of the potential risks and benefits of social media engagement, in order to optimize
their academic performance and well-being. The study also recommends further research on
the factors that influence students’ social media usage patterns, as well as the interventions that
can help students cope with the negative effects of social media.
Recommendations
Based on the findings of the study, researchers suggested the following
recommendations:
Students should limit their social media usage to a reasonable amount, especially
during exam periods, to avoid compromising their sleep quality, stress levels, and focus.
Students should use social media as a tool for learning and motivation, rather than a
distraction or a source of comparison, by following relevant educational channels, joining
online study groups, and seeking positive feedback from peers and mentors.
Parents should monitor their children’s social media activities and encourage them to
engage in other offline hobbies and interests, such as sports, music, or art, to promote a healthy
and balanced lifestyle.
Educators should incorporate social media into their teaching methods, such as using
videos, podcasts, or blogs, to enhance student engagement and learning outcomes, as well as
to foster digital literacy and critical thinking skills.
Policymakers should implement policies and guidelines that regulate social media
usage in schools, such as setting clear rules, providing adequate resources, and ensuring online
safety and privacy, to create a conducive and supportive learning environment.
Future researchers should conduct more studies on the factors that influence students’
social media usage patterns, such as personality, motivation, peer pressure, and culture, to gain
a deeper understanding of the underlying causes and effects of social media engagement on
academic performance.
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APPENDIX A
CONSENT LETTER
APPENDIX B
SURVEY QUESTIONNAIRE
Statement of the Problem #1
What are the common social media platforms that senior high school students often use?
Please select all that applies.
☐ Facebook
☐ Instagram
☐ Twitter
☐ Tiktok
☐ Telegram
☐ Snapchat
☐ Reddit
☐ Pinterest
☐ Tumblr
☐Others, please specify: ______________________________________________________
Statement of the Problem #2
How many hours do senior high school students spend on social media?
☐ 1-2 hour
☐ 3-4 hours
☐ 5-6 hours
☐ 7-8 hours
☐ 9-10 hours
☐ Others, please specify: ______________________________________________________
Statement of the Problem #3
How does the time spent on social media affect the students' academic performance of senior
high school students?
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
1. I am able to manage my time effectively between social media and academics.
2. I am challenged in balancing social media activities with academic responsibilities.
3. I find that spending too much time on social media negatively affects my study time.
APPENDIX B
SURVEY QUESTIONNAIRE
4. I tend to delay academic tasks because I get involved in social media.
5. I make it a point to set clear limits on how much I use social media each day so I can
focus on my studies.
6. I use social media as a way to take breaks and relax during study sessions
7. I acknowledge the time I dedicate to social media and how it can affect my academic
performance.
8. I reward myself with some time on social media upon completing academic tasks.
9. I experience guilt when I prioritize social media over my study commitments.
10. I strategically incorporate social media into my academic routine to complement my
learning activities.
Statement of the Problem #4
What factors contribute to the academic performance of senior high school students who are
actively engaged in social media?
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
1. Effective time management enhances my academic performance despite social media
engagement.
2. Balancing social media and academic responsibilities positively influences my grades.
3. Certain study techniques help me maintain good academic standing while using social
media.
4. Setting specific goals for academic achievements helps mitigate the effect of social
media.
5. Supportive social networks on social media positively contribute to my academic
success.
6. Positive interactions on social media boost my overall academic motivation.
7. Seeking academic support through social media positively affects my grades.
8. Regularly reviewing and adjusting study habits compensates for social media
distractions.
9. Active involvement in academic discussions on social media enhances my knowledge.
10. Utilizing social media for educational purposes improves my understanding of
coursework.
APPENDIX B
SURVEY QUESTIONNAIRE
Statement of the Problem #5
To what extent are senior high school students engaged in social media activities?
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
1. I spend a significant amount of time on social media daily.
2. I actively participate in discussions and forums on social media platforms.
3. I use multiple social media platforms regularly.
4. I post and share content on social media frequently.
5. I feel a sense of belonging to various online communities through social media.
6. I often use social media for entertainment purposes.
7. I use social media to stay updated on current events and trends.
8. I find myself thinking about social media even when not actively using it.
9. I feel a need to check social media notifications promptly.
10. I find it challenging to stay away from social media for an extended period.
Statement of the Problem #6
To what extent do sleep patterns, study habits, and stress levels mediate the relationship
between social media engagement and academic performance in senior high school
students?
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
1. Poor sleep quality is associated with increased social media engagement.
2. Effective study habits help mitigate the negative effect of social media on academic
performance.
3. Stress levels are heightened when spending excessive time on social media.
4. Procrastination induced by social media use affects my sleep routine.
5. Balanced study habits act as a buffer against the negative effects of social media on
grades.
6. Prioritizing sleep over late-night social media use improves academic performance.
7. Stress management techniques are crucial for maintaining grades amid social media
engagement.
APPENDIX B
SURVEY QUESTIONNAIRE
8. Consistent sleep patterns positively correlate with academic achievements despite social
media activity.
9. Effective time management in studies reduces stress associated with social media
engagement.
10. Positive study habits contribute to better academic performance despite social media
distractions.
Validated by:
APPENDIX C
CURRICULUM VITAE
MARK JOSHUA BAUTISTA UY
Blk 7 Lot 47 Buena Street, Valle Alegre,
Brgy. Bubuyan, Calamba City, 4027
markjoshuauy56@gmail.com
0999-411-7983
I. PERSONAL PROFILE
Date of Birth
:
July 09, 2006
Place of Birth
:
San Nicolas, Batangas
Citizenship
:
Filipino
Sex
:
Male
Age
:
17
Civil Status
:
Single
Religion
:
Roman Catholic
Father’s Name
:
Moises P. Uy
Mother’s Name
:
Jean B. Uy
II. EDUCATIONAL ATTAINMENT
Senior High School
:
Bubuyan Integrated School
S.Y. 2023-2024
Junior High School
:
Bubuyan Integrated School
S.Y. 2021-2022
Elementary
:
Sta. Teresita Central School
S.Y. 2017-2018
APPENDIX C
CURRICULUM VITAE
KHARL OGARIO MACATIMPAG
Blk 6 Lot 49 Caliente Street, Valle Alegre,
Brgy. Bubuyan, Calamba City, 4027
kharlmacatimpag2005@gmail.com
0994-606-5165
I. PERSONAL PROFILE
Date of Birth
:
November 26, 2005
Place of Birth
:
Guiuan, Samar
Citizenship
:
Filipino
Sex
:
Male
Age
:
18
Civil Status
:
Single
Religion
:
Roman Catholic
Father’s Name
:
Tyron B. Macatimpag
Mother’s Name
:
Regina O. Macatimpag
II. EDUCATIONAL ATTAINMENT
Senior High School
:
Bubuyan Integrated School
S.Y. 2023-2024
Junior High School
:
Bubuyan Integrated School
S.Y. 2021-2022
Elementary
:
San Ramon Elementary School
S.Y. 2017-2018
APPENDIX C
CURRICULUM VITAE
ARJHON MAGANTE
Blk 20 Lot 207, Southville 6,
Brgy. Bubuyan, Calamba City, 4027
arjhonmagante18@gmail.com
0931-801-3789
I. PERSONAL PROFILE
Date of Birth
:
January 15, 2004
Place of Birth
:
Crossing, Calamba City
Citizenship
:
Filipino
Sex
:
Male
Age
:
20
Civil Status
:
Single
Religion
:
Born Again
Mother’s Name
:
Armielyn S. Magante
II. EDUCATIONAL ATTAINMENT
Senior High School
:
Bubuyan Integrated School
S.Y. 2023-2024
Junior High School
:
Bubuyan Integrated School
S.Y. 2021-2022
Elementary
:
Southville 6 Elementary School
S.Y. 2017-2018
APPENDIX C
CURRICULUM VITAE
JOHN MICHAEL DELA PENA VERGARA
Purok 2 Brgy. Bubuyan, Calamba City, 4027
vergarajohnmichael69@gmail.com
0992-268-7163
I. PERSONAL PROFILE
Date of Birth
:
May 18, 2006
Place of Birth
:
Malvar, Batangas
Citizenship
:
Filipino
Sex
:
Male
Age
:
17
Civil Status
:
Single
Religion
:
Roman Catholic
Father’s Name
:
Manny Boy V. Vergara
Mother’s Name
:
Venus D. Vergara
II. EDUCATIONAL ATTAINMENT
Senior High School
:
Bubuyan Integrated School
S.Y. 2023-2024
Junior High School
:
Bubuyan Integrated School
S.Y. 2021-2022
Elementary
:
Bubuyan Elementary School
S.Y. 2017-2018
APPENDIX C
CURRICULUM VITAE
NELSON JAN ISIDERIO VASQUEZ
Purok 4 Brgy. Burol, Calamba City, 4027
nelsonjanvasquez1211@gmail.com
0967-941-4383
I. PERSONAL PROFILE
Date of Birth
:
December 11, 2005
Place of Birth
:
San Jose Del Monte, Bulacan
Citizenship
:
Filipino
Sex
:
Male
Age
:
18
Civil Status
:
Single
Religion
:
Roman Catholic
Father’s Name
:
Nelson Vasquez
Mother’s Name
:
Vilma I. Vasquez
II. EDUCATIONAL ATTAINMENT
Senior High School
:
Bubuyan Integrated School
S.Y. 2023-2024
Junior High School
:
Bubuyan Integrated School
S.Y. 2021-2022
Elementary
:
Burol Elementaryy School
S.Y. 2017-2018