SOCIAL MEDIA USAGE AND THE PERSONAL
DEVELOPMENT OF GRADE 11 STUDENTS
HUMANITIES AND SOCIAL SCIENCES (HUMSS)
A THESIS PRESENTED TO THE
FACULTY OF THE SENIOR HIGH SCHOOL DEPARTMENT
IN ESCUELA DE SOPHIA OF CALOOCAN, INC.
By:
ABELLA, JAMES CHRISTIAN P.
ALINDAO, ALJON A.
BAGOHIN, CARMINA O.
BULANADI, MARY JANE B.
DELA CRUZ, ANGELICA M.
FACUNDO, LEONAH MAE T.
NUGAO, ZYRENE SNOW L.
SANCHEZ, SAMANTHA ELMIRA M.
SATO, KURT VINCENT P.
2024
APPROVAL SHEET
This thesis entitled SOCIAL MEDIA USAGE AND THE PERSONAL
DEVELOPMENT OF GRADE 11 STUDENTS is prepared and submitted by James
Christian P. Abella, Aljon A. Alindao, Carmina O. Bagohin, Mary Jane B. Bulanadi,
Angelica M. Dela Cruz, Leonah Mae T. Facundo, Zyrene Snow L. Nugao, Samantha
Elmira M. Sanchez, and Kurt Vincent P. Sato has been approved by the committee on
oral defense with a transmuted grade of ________ on April 17, 2024.
Ms. Cherry Reyes
Ms. Shery Ann Labadia
Panelist
Panelist
Accepted in partial fulfillment of the requirements for High School diploma.
Mr. John Patrick Garcia
Ms. Katrina Del Rosario
Research Adviser
Research Coordinator
Mr. Jayson Dechavez
Mrs. Ma. Louren Clamor-Canlas
Grade 12 Level Coordinator
School Directress/Principal
ACKNOWLEDGEMENT
The researchers would like to extend their heartfelt appreciation to the following
individuals for their valuable contributions that have immensely assisted in the
successful completion of this research paper.
First and foremost, the researchers are grateful to Mrs. Ma. Louren
Clamor-Canlas, the school directress, for her unwavering support and approval, which
enabled the study to achieve its objectives and benefit the beneficiaries. The
researchers are thankful for the opportunity to conduct the research and expand their
knowledge with the support of the school principal.
Secondly, the researchers would like to express their sincere gratitude to the
research coordinator, Ms. Katrina Del Rosario, for her valuable guidance as the
research coordinator. The guidelines provided by Ms. Del Rosario were crucial in
completing each part of the research paper with the utmost professionalism and
efficiency.
Thirdly, the researchers would like to appreciate the Senior High-Level
coordinators, Mr. Jayson Dechavez, the Grade 12 Level Coordinator, for facilitating
and reminding students to keep going, for supporting the researchers by providing the
needed information, and Mrs. Armathia Sambrano, the Grade 11 Coordinator, for
allowing the researchers to conduct a study in the Grade 11 students and for validating
the questionnaire of the researchers.
Fourthly, the researchers are giving their sincerest regards to the research
panelists, Ms. Cherry Reyes and Ms. Shery Ann Labadia, for their valuable feedback
and contributions to the refinement of the study. Additionally, the researchers would like
to applaud Ms. Shery Ann Labadia for serving as the researchers' statistician, which is
beneficial in determining the correlation of the research variables.
Fifthly, to the research adviser, Mr. John Patrick Garcia, for his valuable
mentorship and expertise in guiding the researchers throughout the completion of the
research paper. His patience and support in overcoming any difficulties that could have
hindered the completion of each chapter were truly appreciated.
Sixthly, the researchers highly appreciate the research respondents and
Grade 11 advisers for their wholehearted participation and cooperation, which made
this study possible.
Finally, the researchers glorify the Almighty God, whose grace has been a
source of strength and served as the researchers' flame that lightens up their desire to
complete the research paper. The researchers commend the Almighty God for the
wisdom, blessings, guidance, and strength bestowed upon them during these difficult
times.
DEDICATION
We extend our sincere gratitude to all individuals who have contributed to the
successful completion of this paper. Despite the challenges faced in the arduous
process of crafting every chapter, your unwavering support and commitment have
served as the foundation of this research. We dedicate this paper to our cherished
ones, particularly our parents, siblings, closest friends, and classmates, whose
valuable insights and inputs, no matter how small or big, have significantly contributed
to the completion of this study. Also, we want to express our profound appreciation to
teachers
and
Grade 11 respondents. Your constructive feedback, insightful
suggestions, and unwavering support have motivated us to strive for excellence. Lastly,
we dedicate this research to Almighty God, our source of knowledge, resources,
kindness, and patience that we need to complete the research paper.
Title:
SOCIAL MEDIA USAGE AND THE PERSONAL
DEVELOPMENT OF GRADE 11 STUDENTS
Researchers:
ABELLA, JAMES CHRISTIAN P.
ALINDAO, ALJON A.
BAGOHIN, CARMINA O.
BULANADI, MARY JANE B.
DELA CRUZ, ANGELICA M.
FACUNDO, LEONAH MAE T.
NUGAO, ZYRENE SNOW L.
SANCHEZ, SAMANTHA ELMIRA M.
SATO, KURT VINCENT P.
Research Adviser:
MR. JOHN PATRICK GARCIA
Name and Address of
Escuela de Sophia of Caloocan, Inc., Rainbow
the Insitution:
Village 5 Phase 2, Block 31 Lots 1 and 2, Narra,
Caloocan City, 1421 Metro Manila
Year:
2024
ABSTRACT
Society heavily relies on social media platforms, as evidenced by the growing
number of people who use them. However, as the use of social media continues to
increase, concerns have been raised about its potential effects on users' personal
development. Thus, this study examined the relationship between social media usage
and the personal development of sixty Grade 11 students. The researchers utilized a
correlational design and a 4-point Likert scale questionnaire to determine whether
social media usage correlates with mental, social, and physical development. The
research intends to benefit students, parents, teachers, school administrators,
researchers, and future researchers.
TABLE OF CONTENTS
TITLE PAGE
APPROVAL SHEET
ACKNOWLEDGEMENT
DEDICATION
ABSTRACT
TABLE OF CONTENTS
i
ii
iii
v
vi
viii
Chapter
Page
1. THE PROBLEM AND ITS BACKGROUND
Introduction
Background of the Study
Statement of the Problem
Hypothesis
Scope and Limitation
Significance of the Study
Definition of Terms
1
1
1
4
4
5
6
7
2. REVIEW OF RELATED LITERATURE AND STUDIES
The State of Social Media in the Philippines
Social Media Usage
Effects of Social Media
Personal Development
Five Areas of Personal Development
Mental Development
Social Development
Spiritual Development
Emotional Development
Physical Development
Connection of the Social Media Usage to the Personal Development
Conceptual Framework
11
11
13
14
16
16
16
17
18
19
19
20
22
3. RESEARCH DESIGN AND METHODOLOGY
Research Design
Research Setting
Research Respondents
Sampling Technique
Research Instruments
Data Gathering Procedure
Statistical Treatment of the Data
Ethical Considerations of the Study
24
24
26
27
29
30
32
34
39
4. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Table 4. Respondents’ Frequent Utilization and
Ways of Utilizing Social Media Platforms.
Table 5.1. The Effects of Social Media Usage
on Respondents’ Mental Development.
Table 5.2. The Effects of Social Media Usage
on Respondents’ Physical Development.
Table 5.3. The Effects of Social Media Usage
on Respondents’ Social Development.
Table 6. The Significant Relationship between
Social Media Usage and the Personal Development of Respondents.
40
5. SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Summary of Findings
Conclusion
Recommendations
47
47
49
51
40
42
43
44
45
BIBLIOGRAPHY
53
APPENDICES
A.
Survey Questionnaire
B.
Approval and Consent Letters
C.
Sample Computations
D.
Graphs
E.
Statistics and Correlations
67
67
72
79
82
84
CURRICULUM VITAE
Abella, James Christian P.
Alindao, Aljon A.
Bagohin, Carmina O.
Bulanadi, Mary Jane B.
Dela Cruz, Angelica M.
Facundo, Leonah Mae T.
Nugao, Zyrene Snow L.
Sanchez, Samantha Elmira M.
Sato, Kurt Vincent P.
85
85
88
91
94
97
99
103
106
LIST OF TABLES
Table
1
2
3
4
5.1
5.2
5.3.
6
Title
Number of Respondents
Mean Range and Description of Frequency
Mean Range and Description of Agreement
Respondents’ Frequent Utilization and Ways of Utilizing
Social Media Platforms
The Effects of Social Media Usage on Respondents’
Mental Development
The Effects of Social Media Usage on Respondents’
Physical Development
The Effects of Social Media Usage on Respondents’
Social Development
The Significant Relationship between Social Media Usage
and the Personal Development of Respondents
Page
28
31
31
40
42
43
44
45
LIST OF FIGURES
Figure
1
Page
The link between utilizing social media and
personal development
22
1
CHAPTER I
INTRODUCTION
Background of the Study
Social media has become an integral part of Filipino culture. Nowadays, it is
evident that society is heavily immersed in social media platforms, as indicated by the
ever-growing number of people who use social media throughout the day. As cited by
Howe (2023), 72.5% of the Philippine population has a social media account as of the
data gathered in 2023, and on average, users spend 4 hours and 6 minutes. The
average time users aged 16-64 spend hours swiping through social media or
communicating with others. As the country slowly returns to normalcy, many Filipinos
spend more time in communal areas. However, social media still serve as the essential
way for people to keep in touch with friends and family, with 69.2% of users utilizing
these networks for communication. Aside from that, social media is also a source of
information, with 47.3% of users reading about the latest news stories and 44.9%
looking for new content. And to add, 44.1% of users enjoy window shopping online,
seeking instant gratification through purchases. It's fascinating to observe how deeply
Filipinos have embraced social media platforms. From scrolling through their feeds to
sharing their thoughts and experiences, it's clear that social media has become an
integral part of their daily lives. However, being so immersed, people often overlook the
potential consequences of their choices. It is crucial to carefully think through and base
any significant decision on facts. While social media has numerous benefits for
2
students, such as providing a platform for creative self-expression and improving social
skills by interacting with others, it also has downsides (Netsweeper, 2022). Social
media has become a double-edged sword in today's world. While it provides a means
for people to connect and share their lives, it can also be a platform for bullying and
exclusion. Similarly, it often promotes unrealistic expectations about body image and
popularity and normalizes risky behaviors. Furthermore, excessive use of social media
can lead to addiction and affect physical and mental development negatively, including
poor sleep and eye fatigue. The prevalence of social media in the Philippines is
undeniable, with a vast majority of the population actively using various platforms.
While social media has benefits, such as communication and information, it is essential
to be aware of its potential consequences and use it in moderation.
Social media has become an inseparable part of our lives. It has transformed
how we connect with others, exchange information, and share our daily experiences.
However, as the use of social media continues to increase, concerns have been raised
about its impact on personal development. In harmony with it, several studies have
revealed that social media usage can impact mental, social, spiritual, physical, and
emotional development. Based on the study of Chua and Luyun (2019), the three most
popular social media platforms among students are Facebook/Messenger, Twitter, and
Instagram. However, using Facebook and Twitter has been linked to experiencing
distress, unpleasant emotions, and dissatisfaction due to concerns such as
unnecessary information, a lack of control over unexpected pornographic posts, and
the potential for hacking (Antiporda et al., 2021). Nowadays, social media presents
3
new opportunities and difficulties, and the results show links between social media use
and issues with self-esteem, academic success, and body image (Bryant, 2018).
Besides that, as mentioned by Jan et al. (2017), people become envious of other
people and their lifestyles, leading to upward comparisons, and they also come to feel
less obligated and ungrateful for their blessings, which harms these people's
self-esteem. The studies mentioned above play a crucial role in personal development,
a vast domain covering various aspects of our lives. The five primary areas of personal
development are mental, social, spiritual, physical, and emotional. These studies
highlight the significance of managing social media usage and comprehending the five
areas of personal development, as it aids individuals in identifying their strengths and
areas of improvement. Thus, it is clear from the studies of Chua and Luyun (2019),
Antiporda et al. (2021), Bryant (2018), and Jan et al. (2017) that social media has an
impact on personal development.
There have been several studies conducted to examine the impact of social
media on various areas of personal development, as shown above. However, the
findings from these studies do not provide a clear indication of whether social media
usage has a positive or negative impact on personal development. As a result,
researchers are striving to determine the nature of the relationship between social
media and personal development. Researchers have been consistently interested in
studying the relationship between social media usage and the personal development of
Grade 11 students. The issue has been a cause of concern, and the researchers are
motivated to contribute to its resolution. The study aims to identify the correlation
4
between social media usage and the personal development of Grade 11 students. The
primary objective is to help students understand the effects of social media on their
personal development and to enable students to acknowledge the results of social
media usage they might be experiencing, whether positive or negative, so they can
make informed decisions about their usage after getting an overview.
Statement of the Problem
This study identified the relationship between social media usage and the
personal development of Grade 11 students. It specifically aimed to respond to these
questions:
1. How often do students utilize social media platforms?
2. How does social media affect students' personal development?
3. Is there a significant relationship between social media usage and the personal
development of the Grade 11 students?
Hypothesis
There is no significant relationship between social media and the personal
development of Grade 11 students.
5
Scope and Limitation
This study identified the relationship between students' use of social media and
their personal development. This study explored the relationship between students' use
of social media and their personal development so that one can more clearly
comprehend its effects and look into any potential changes brought on by such usage.
This study only covered Grade 11 students from the Senior High department in
all academic strands during the 2023-2024 academic year. However, it's important to
note that not all students were part of the study's respondents. Only sixty (60) students
served as the study's respondents.
The researchers utilized survey questionnaires and a 4-point Likert scale to
assess the attitudes and views of students for the study.
Lastly, the study covered only three (3) areas of personal development such as
mental, social, and physical development. Also, since this study only examined the
relationship between social media use and personal development of Grade 11
students, it excluded coverage of other grade levels and related problems or topics,
such as the relationship between personality traits and social media use, the
relationship between academic performance and social media use, and the specific
mental or physical health issues or disorders that have said to have relation to social
media usage.
6
Significance of the Study
This study, which examined the link between Grade 11 students' usage of social
media and their personal development, is therefore beneficial to the following:
Students. Students will benefit from this study since it can offer insightful
information about how social media influence the personal development of students.
Students can choose better ways to use social media and advance their personal
development by being aware of this connection.
Parents. Understanding how social media could shape their children's personal
development can be helpful for parents. Parents can benefit from this study's findings
by using them to enhance their interactions with their children. Parents can employ
better parenting techniques that help their children navigate the digital world safely and
effectively. Last but not least, parents will be informed of potential risks, enabling them
to take preventative steps for their children.
Teachers. This study raises educators' understanding of the benefits and pitfalls
of social media because of its link to the personal development of students. It can
enhance the teachers' instructional strategies. Also, it can inspire students to be more
responsible when using social media.
School
Administrators.
Incorporating
social
media
into
a
school's
management strategy enables administrators to promote the growth of individual
students while establishing a foundation for proper etiquette and skill improvement.
Understanding the relationship between social media usage and personal development
can help administrators achieve this goal.
7
Researchers. This study will be the researchers' achievement if it provides
reliable information that can address the research problem, which future researchers
on the same issue can utilize. Most essentially, the results and methodology of this
research can broaden the researchers' understanding of the relationship between
social media usage and personal development.
Future researchers. Researchers who study subjects relating to social media
usage and one's development may utilize this study as a reference. By relying on this
study, future researchers can fill in any gaps and include any exclusions that previous
researchers may intentionally exclude.
Definition of Terms
The following terms were defined operationally and conceptually for the benefit
of the readers of this paper.
Emotional development - focuses on the growth and control of an individual to their
emotions and how they respond to situations. Learning what feelings and emotions
are, how and why they happen, recognizing your feelings and those of others, and
creating effective coping mechanisms for those feelings are all part of emotional
development. With this, Beyond Blue (2021) stated that emotional development is
about gaining knowledge about emotions and feelings, comprehending how and why
they happen, identifying your own and other people's feelings, and creating practical
strategies for handling them.
8
Mental development - focuses on how one's mind develops, including how one learns
and thinks. It also has to do with the way that cognitive processes influence one's
actions. Furthermore, mental development refers to the process by which a person's
cognitive talents and abilities develop and mature (Kavita, 2020).
Personal development - focuses on improving oneself. Doing so increases
self-awareness, self-esteem, skills, and the fulfillment of one's aspirations. It's a
powerful tool for gaining an edge in academic and career pursuits while finding greater
life satisfaction. The five categories under this umbrella are mental, social, spiritual,
emotional, and physical. Personal development is a powerful process that can change
how we see ourselves and the world. We can gain personal development by growing
our skills, knowledge, and confidence (UK College of Personal Development, 2023).
Physical development - is the process of taking care of one's body and using it
effectively. Physical development is the expansion and improvement of motor skills.
Consequently, physical development is the process by which the body and brain grow
and develop, including the development of motor control and coordination (Early
Movers, 2022).
Social development - is the way by which an individual learns to communicate with
those around them. It also enhances communication abilities. Through social
development, individuals learn societal norms, attitudes, and behaviors. According to
9
Noyoo (2015), social development is a methodical social transformation process
intended to promote population welfare.
Social media - is a way for individuals to engage by creating, sharing, and exchanging
information and ideas on social media platforms. The term "social media" describes
how individuals connect through the creation, sharing, and/or exchange of knowledge
inside online groups and networks (Tufts University, 2021).
Social media platforms - are the applications where content is exchanged or shared
for news, advertising, or other similar reasons. Involve distributing information to a
chosen audience via the Internet. Online tools and platforms that enable people to
create, share and exchange material with others are referred to as social media
platforms. Social media sites include, but are not limited to, Facebook, Instagram,
LinkedIn, Twitter, and TikTok (Tomasis, 2023).
Social media usage - refers to the actions and activities social media users engage in
when interacting with social media platforms. It can also refer to the amount of time
spent on social media. Inclined with this, Trifiro and Gerson (2019) stated that the term
"social media usage" describes online activities that enable "direct exchanges"
between users. Examples of these actions are sending messages, leaving comments,
and interacting with other users. On the other hand, passive use is defined in the
literature as observing people without actively participating in their lives.
10
Spiritual development - refers to gaining inner peace and a comprehensive
connection with oneself. Spiritual development does not involve becoming more
spiritual but rather the process of realizing and becoming more aware of one's natural
and innate spirituality. Spiritual development is not reliant on one's religious affiliation;
rather, it is related to basic issues about life's meaning and purpose that impact
everyone (St. Alphege CE Infant School, 2021).
11
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter includes a brief discussion of the state of social media in the
Philippines. The researchers looked into social media usage, social media platforms,
and social media effects. They also involved personal development and its five areas.
This chapter further discusses the relationship between social media usage and
personal development.
The State of Social Media in the Philippines
Nowadays, Filipinos spend an average of 4 hours and 6 minutes daily on social
media, engaging in various activities like watching how-to videos, streaming TV
content, listening to podcasts, and playing video games. During the COVID-19
pandemic, more Filipinos turned to digital channels, especially social media, to stay
connected with others despite slow internet speeds. Facebook, Messenger, and
Instagram are well-known platforms in the Philippines, with Instagram becoming a
channel for businesses to promote their products. Thus, it is safe to say that social
media has become an integral part of Filipino daily life (Kemp, 2023).
In 1994, Benjie Tan established the first internet connection in the Philippines. In
2002, Friendster became one of the first social media platforms to penetrate and thrive
in the Philippines, with over 8 million users at its peak (Caparas, 2023). In 2009,
MySpace entered, allowing users to build profiles and expand their network of friends.
12
While not as popular as Friendster, many signed up to connect with musicians, bands,
and artists. Despite a sharp decline in the user base, MySpace is still running today
(Arellano, 2019). In 2011, the Philippines was regarded as the “social media capital of
the world” as 93.9% of the population area are heavy Facebook users (Elcomblus,
2020).
As stated by Baclig (2022), Filipinos aged 16 to 64 spend an average of 4 hours
and 6 minutes daily on social media. The Philippines is the second most active country
on social media. In addition, many engage in other online activities, including watching
how-to videos (70.6%), streaming TV content (98.3%), listening to podcasts (21.9%),
and playing video games (96.4%). During the COVID-19 pandemic, more Filipinos are
turning to digital channels, especially social media, to stay connected with one another
despite low internet speeds. During this time, retailers like Puregold Price Club have
strengthened their online presence by launching apps and using Facebook and
YouTube to engage with customers. Facebook, Messenger, and Instagram are
prevalent platforms in the Philippines, with the latter becoming a channel for
businesses to promote business products (Consumer Research, 2023). As of 2023, the
internet penetration in the Philippines was 73.1%, with 85.16 million internet users and
84.45 million social media users (Kemp, 2023). Thus, social media plays a significant
role in the lives of Filipinos, as they are heavily immersed in it, resulting in their
exceptionally high usage time.
13
Social Media Usage
Social media usage is an act of interacting with various social media platforms
and the time duration spent with them. On the other hand, it is proven that social media
platforms have been effective because of their way of leading to a transformation in
how people connect and communicate with each other. Thus, social media platforms
can be a great source of information and news updates for individuals who want to stay
informed about current events. People have access to social media and there are a lot
of ways to share and spread such information. For instance, teachers can use social
media to share educational resources and communicate with students, while
businesses can use these platforms for marketing and customer engagement. Social
media platforms are popular, easily accessible, and user-friendly. They offer free
access with paid add-ons and targeted ads. However, some have age restrictions that
students may ignore. These interactive digital channels allow users to create and share
thoughts, ideas, and information through creating content, commenting, and reposting
(Kanwal, 2022). Also, it provides students with virtual avenues for connecting with
others, including family, friends, peers, teachers, and interest groups (ReachOut,
2023).
The three most popular social media platforms are Facebook, Instagram, and
Twitter. Facebook is the most widely used social media platform, with over 3 billion
users each month, according to Statista (2023). As per Lua (2023), Instagram is a
platform that allows users to post pictures or videos advertising their goods or services.
It supports various media formats, including live videos, stories, reels, images, and
videos. Instagram is known for contributing to digital marketing by introducing the
14
concept of "influencers." The popularity of some users gave their profiles an
"aspirational" angle, creating a new marketing channel that allowed people to capitalize
on their fame (Kangur, 2023). X, formally known as Twitter and for its iconic blue bird
symbol since 2006, is a popular social media platform that lets users share concise
and opinionated messages as well as engage in real-time conversations (Statista
Research Department, 2023). Social media platforms have revolutionized the way we
interact with each other, offering numerous benefits. However, it is crucial to
acknowledge that they also present some potential risks and negative effects.
Effects of Social Media
Social media platforms like Facebook, Instagram, and X/Twitter have
essential benefits for their users. Facebook provides a platform for individuals to
connect and express themselves creatively while also gaining knowledge.
Similarly, Instagram can be a source of mental health improvement for those
struggling with their identity, as experimenting with different looks or
personalities on the platform can be beneficial. Instagram also facilitates the
discovery of identities and the creation of online friendships by enabling users to
find like-minded individuals (Edubirdie, 2021). Lastly, X/Twitter allows users to
connect with others and share their thoughts and ideas with a large audience,
making it an essential platform to spread news, messages, and ideas
(Prasanna, 2022).
In connection with these, social media platforms have their downsides.
The use of Facebook has proven to increase users' stress levels, leading to
anxiety and a compromised mood (Jurnet, 2023). The use of Instagram has
15
been associated with the grave issue of cyberbullying, which is known to spread
quickly on other social media platforms and causes inappropriate comments and
offensive photographs that have the potential to go viral within a matter of hours,
causing significant harm (Edubirdie, 2021). Likewise, using X/Twitter has
drawbacks, such as the prevalence of spam accounts. Thus, it is critical to
exercise caution while dealing with such accounts as they can cause harm to
individuals, including unauthorized access, hacking, and misuse. People must
remain mindful of these potential pitfalls while engaging in social media activities
(Prasanna, 2022).
Generally speaking, social media is a massive time drain for many
people; it affects self-esteem, disturbs sleep, and the list could go on (Catani,
2014). Social media has been found to have both positive and negative effects
on mental health. It can provide opportunities for users to connect with others
and receive peer support, which can improve mental health outcomes. Online
communities can also create a safe space to discuss health issues, reduce
stigmatization, and increase a sense of belongingness and emotional support. In
conformity with it, social interactions and humor on social media reduce stress
during challenging times such as the COVID-19 pandemic.
However, concerns have been raised about social media's potential to
cause body image dissatisfaction and increase the risk of addiction and
involvement in cyberbullying. Excessive use can lead to loneliness, fear of
missing out, and decreased subjective well-being and life satisfaction. Those at
16
risk of social media addiction may even experience depressive symptoms and
lower self-esteem (Zsila & Reyes, 2023).
Personal Development
The process of personal development lasts a lifetime. It involves practices that
enhance one's abilities, build human capital, and increase potential. Personal
development helps people find employment, improve their quality of life, and achieve
their dreams and goals (Manojkumar & Prasanth, 2022). The various aspects of life
encompassed by personal development include mental, social, spiritual, emotional,
and physical growth (Indeed, 2023).
Five Areas of Personal Development
Mental Development
One's mental development refers to their ability to think, feel, and
make decisions. It is believed that one's mental health affects their
functioning and is an essential part of personal development (Andrews,
2020). Mental development involves embracing different mental abilities,
such
as
attention,
perception,
memory,
imagination,
thinking,
problem-solving, intelligence growth, and language development (Zav,
2016).
17
According to Zsila and Reyes (2023), several studies pointed out
the potential effects of social media use on mental health. These have
been raised that it could lead to body image dissatisfaction, increase the
risk of addiction and cyberbullying involvement, contribute to phubbing
behaviors, and negatively affect mood. Excessive usage increased
loneliness, fear of missing out, and decreased subjective well-being and
life satisfaction.
Moreover, Rajesh and Priya (2020) also conducted a study to
investigate the impact of social media on students' mental health. This
identified that the daily usage of social media affects the mental
development of the students including depression and anxiety.
Social Development
Social development involves long-term changes in relationships
and interactions between oneself, family, and peers. It involves both
positive changes, such as the development of friendships, and negative
changes, such as bullying or aggression (Seifert & Sutton, 2015).
In line with this, a study by Mann and Blumberg (2022) found that
there is a strong correlation between participants who presented their
true selves online and global self-esteem as those who presented their
true selves online also reported higher self-esteem. This finding may
reflect that people who have higher self-esteem were more comfortable
18
expressing their true selves online and may have been less sensitive to
possible negative feedback.
Spiritual Development
Spiritual growth and development is a continuous journey of
self-discovery and maturity, whether religious or non-religious. It is
essential for one's physical and mental well-being (Eagle Overlook
Recovery, 2021). A study by Rautela and Sharma (2019) shows that
social media has been very useful in various sectors to spread spirituality.
There are also some online platforms such as soulspeak.com,
speakingtree.in, and Isha Foundation which use online platforms to
spread spirituality.
Furthermore, research created by Ninan (2021) comprehends the
impact of social media on the spiritual development of incoming freshman
college students. The study also revealed that social media significantly
influenced activities such as Bible reading, quiet time, and prayer life.
Notably, Instagram emerged as the most utilized platform for nurturing
spiritual development, surpassing other popular platforms such as
Facebook, YouTube, and Twitter. Lastly, Ninan (2021) also identified the
negative effects associated with social media use in spiritual practices
such as personal distractions and time mismanagement.
19
Emotional Development
Emotional development is a biological process influenced by
context and environment. It is a complex process that begins in infancy
and continues throughout adulthood. It includes physical responses,
behavioral displays of emotion, the ability to recognize and name
emotions, thoughts, and judgments associated with feelings, and action
signals (Beyond Blue, 2023).
In line with this, it is shown that social media has an impact on the
exchange of emotions of individuals. People who invest more time on
Facebook or any social media platforms tend to have lots of strangers
who become virtual friends. Thus, social media not only encourages
connection but also motivates the tendency to compare to others
(Graciyal & Viswam, 2021).
Carroll (2023) also mentioned that most students are using social
media and it also stated that it harms the students. Due to their long-term
usage of social media, the students might encounter different challenges
such as a lack of confidence and self-esteem, depression, and anxiety.
Physical Development
Physical
development involves changes, growth, and skill
development of the body, including the brain, muscles, and senses. It
primarily involves gross-motor and fine-motor skill development (Virtual
20
Lab School, 2023). A study conducted by Bozzola, et al., (2022) however,
states that social media usage may also correlate inadequate nutrition
with consumption of junk food marketing leading to weight gain, obesity,
dental caries, and unhealthy eating behaviors. Associations have been
found also with increasing physical problems due to sedentary lifestyles,
obesity, and non-physiological postures.
Furthermore, it is also evident that users extend their offline
personality and behaviors into their online activities. The results indicate
that for physically active students, frequent social media use is
associated with a higher likelihood of daily vigorous physical activity,
which may be due to positive feedback from sharing related materials on
social media. However, sedentary behaviors worsen with increased social
media use, which may further the supposition that time spent on social
media is unavailable for other activities (Shimoga, et al., 2019).
Connection of the Social Media Usage to the Personal Development
Social media is a part of modern-day life as it influences personal development.
According to Herrity (2023), social media increases e self-awareness by allowing
young people to reflect on their beliefs, values, and experiences. However, it also
poses challenges to privacy, mental health, and addiction.
21
Moreover, as per Naqvi (2023), social media is an ‘infotainment’ as a
portmanteau, a word that describes the main benefit of social media – the ability to
consume information and entertainment simultaneously. Social media platforms such
as YouTube, LinkedIn, and Instagram offer opportunities for learning, networking,
empathy-building, and self-expression, all of which can contribute to personal
development (Ahmad, 2023).
Sekhawat (2023) also outlines the significant impact of social media on society,
including revolutionizing communication by providing a platform for individuals to
connect with friends, family, and people from around the world. It has also made it
easier for people to stay in touch with others and share information in real-time. Social
media has also made it easier for individuals and organizations to share information
and ideas with a larger audience and has enabled a platform for voices to be heard.
Lastly, social media has played a significant role in driving social movements, such as
the #BlackLivesMatter movement, providing a platform for people to organize, share
their stories, and raise awareness about important issues. In general, social media
essentially contributes to the personal development of individuals and society as a
whole. While it presents opportunities for learning, networking, and self-expression, it
also poses challenges to privacy, mental health, and addiction.
22
Conceptual Framework
The PC Model (Predictor-Criterion Model) is a framework for analyzing
relationships, differences, and impacts. It helps identify patterns in complex data sets
and establish connections between predictor and criterion variables (Tabuena, 2021).
Figure 1: The link between utilizing social media and personal development
The Predictor-Criterion Model is a crucial framework in social sciences research
that helps establish a link between two variables. In this study, the variables are social
media usage and personal development. The model, shown in Figure 1, effectively
demonstrates how social media usage can either predict changes in personal
development or be the outcome of such changes. The predictor variable is the
independent variable (social media usage), while the criterion variable is the dependent
variable (personal development), which can be affected by the predictor variable.
23
The Predictor-Criterion Model is a powerful tool that can help researchers and
readers understand how social media usage influences personal development,
including mental, physical, and social areas. The Predictor-Criterion Model can help
researchers identify potential causal links between the two variables as it explores the
directionality of the relationship. In conclusion, the Predictor-Criterion Model is a
valuable framework that can shed light on the complex relationship between social
media usage and personal development, leading to a better understanding of how
social media impacts individuals' lives.
24
CHAPTER III
METHODOLOGY
In this chapter, the researchers present various methods to investigate the
correlation between social media usage and the personal development of students.
This chapter covered topics such as Research Design, Research Setting, Research
Respondents, Sampling Technique, Research Instrument, Data Gathering Procedure,
Statistical Treatment of Data, and Ethical Considerations of the Study.
Research Design
The researchers identified the relationship between social media usage and
Grade 11 students' personal development. To achieve this, the researchers utilized a
quantitative research design, a structured way of collecting and analyzing data from
various sources (Fleetwood, 2023). According to Fleetwood (2023), this approach
seeks to quantify the problem and understand its extent, aiming for results that can be
projected to a larger population. Moreover, according to Williams (2021), the
quantitative research approach better understands the situation or events that affect
the respondents' well-being. This research approach tests hypotheses, identifies
patterns, and makes predictions (McLeod, 2023). Under the quantitative research
approach, the researchers used non-experimental research. It is a type of research
25
that does not involve manipulation and involves measuring variables as they naturally
occur without further manipulation (Longe, 2020).
Correlational research design, classified as a non-experimental research
method, entails the observation of two variables to identify a statistically significant
relationship between them. Correlational research is a statistical method that helps
identify and examine the relationship between two or more variables. It focuses on the
extent to which changes in one variable correspond with changes in the other variable
(Longe, 2020). It studies relationships between factors measured and recorded as
research variables (Williams, 2021).
Bhandari (2023) further stated that correlational research design investigates
relationships between variables without the researcher controlling or manipulating
them. When examining the relationship between two or more variables, a correlation is
used to determine the strength and direction of their connection. It is important to note
that there are different types of correlations, including positive, negative, and zero
correlation. Positive correlation occurs when an increase in one variable leads to a rise
in the other variable, although negative correlation is the opposite. In the third type,
there is zero correlation, meaning that the change in one variable may not necessarily
result in a different other variable (Fleetwood, 2023).
26
Research Setting
The researchers executed the study in the Escuela de Sophia of Caloocan, Inc.
(EDSCI) for one year. Escuela de Sophia of Caloocan, Inc. (EDSCI) was founded in
2006 with a vision to establish an educational institution that offers excellent and quality
education at an affordable cost. Additionally, the school has opened its doors to both
public and private Junior High School completers by offering Senior High School. Since
then, EDSCI has continuously upgraded its facilities, instruction, and technology to
provide a better learning experience to its students. With this advanced computer
curriculum, active teaching-learning process, and comprehensive supervision of
instruction, EDSCI takes pride in continuously enhancing its students' skills and
knowledge. The school's commitment to providing quality education is evident in its
continuous efforts to improve, innovate, and develop its facilities and instruction.
The scope of this study took place in EDSCI encompassing a random selection
of sixty (60) Grade 11 students from the Senior High department across all academic
strands during the 2023-2024 academic year. The choice of EDSCI as the setting for
the study was a result of the following reasons: One of the primary reasons behind this
choice was that the location is home to the target respondents of the research, which
were the Grade 11 students. Additionally, conducting the study within the vicinity of the
school was expected to facilitate the achievement of its objective, which was to
determine the correlation between social media usage and Grade 11 students.
Moreover, the chosen locality offered insights into the effects of social media usage on
27
the personal development of students of Grade 11, which were crucial in recognizing
the correlation of the variables.
Research Respondents
This research concentrated exclusively on examining the correlation between
the use of social media and the personal development of Grade 11 students in the
Senior High department, encompassing all academic strands, during the 2023-2024
academic year. This study investigated how social media usage relates to the personal
development of students. It was important to note that the study's respondents were
limited to only sixty (60) students and did not include all students. Additionally, it was
worth mentioning that the study did not encompass students in other Grade levels.
Lastly, the selection of Grade 11 students was because of the survey on children's
online activities in the Philippines, which revealed that 97 percent of weekly social
media users were those aged between 16 to 17 years old (Statista Research
Department, 2023). In the Philippines, Grade 11 students fall within the age range of
16-17 years, making them the target of interest for this research study.
28
Table 1. Number of Respondents
Sections
Total No. of Students
Sample Size
Panagbenga
50
5
Sagayan
49
5
Kadayawan
49
5
Sandugo
46
5
Pamulinawen
48
5
Ati-atihan
49
5
Manaragat
49
5
Hermosa
46
5
Panagyaman
46
5
Pagdayao
50
5
Masskara
54
5
Voyadores
50
5
TOTAL
586
60
29
Sampling Technique
The researchers utilized probability sampling, which involved selecting a random
sample to minimize researcher bias and produce reliable results to represent the
population (Indeed Editorial Team, 2022). This method allowed researchers to perform
statistical analysis on random subgroups and generalize findings. The researchers
used simple random sampling, a widely used technique that randomly selected a
subset of the population, giving each member an equal chance of being chosen
(Thomas, 2020). To ensure that the study's results were representative, the
researchers used this sampling technique and chose five participants per section,
resulting in a sample size of sixty (60). As backed up by Mahmutovic (2022), simple
random sampling provides equal opportunities for every member of the population to
be selected.
The lottery is a method under simple random sampling that involves randomly
selecting samples by drawing numbers from a box (Fleetwood, 2023). Researchers
created a list of all population members and assigned them individual numbers, which
were then used to select respondents using random number generators. This method
was particularly fitting for this study's population since a significant number of people
worldwide use social media, with about 4.48 billion people linked to social media
platforms (Woodward, 2023). This sampling technique ensured an unbiased
representation of the group, giving each member of the population an equal chance of
being selected (Hayes, 2023).
30
Research Instruments
This study employed a questionnaire as its primary research instrument. A
questionnaire is a proven research tool that entails presenting a series of questions to
respondents to obtain information (Mcleod, 2023). The questionnaire was designed to
elicit precise information, supplement existing data, and validate any prior hypotheses,
ultimately contributing to a formal inquiry (Bhat, 2023). The researchers chose to use
questionnaires as their primary research instrument due to their reliability and
effectiveness in collecting data from a large, diverse group of people. This method
allowed the researchers to ask a structured set of questions to all respondents,
ensuring
consistent
and
quantifiable
data.
Additionally,
questionnaires
are
cost-effective and can be administered remotely, offering a convenient option for
researchers. To evaluate the attitudes and opinions of the students, the researchers
deployed survey questionnaires and a 4-point Likert scale, which is widely used in
surveys to measure the opinions of respondents (Bhat, 2023). This instrument made by
the researchers of this study allowed the collection of specific data related to the
study's statement of the problem while avoiding neutrality in responses. The used of a
Likert scale survey enabled respondents to indicate varying degrees of agreement or
disagreement with a particular survey question, providing a more nuanced
understanding of their attitudes and opinions (Bhat, 2023).
31
Table 2. Mean Range and Description of Frequency
TABLE 1 (FREQUENCY)
Scale
Mean Range
Description
4
3.25-4.00
Always (More than 2 hours
per day)
3
2.50-3.24
Often (36 minutes to 2
hours per day)
2
1.75-2-49
Sometimes (1 minute to
35 minutes per day)
1
1.00-1.74
Never (0 — never engage
in the platform)
Table 3. Mean Range and Description of Agreement
TABLES 2-5 (AGREEMENT)
Scale
Mean Range
Description
4
3.25-4.00
Strongly Agree
3
2.50-3.24
Agree
2
1.75-2-49
Disagree
1
1.00-1.74
Strongly Disagree
32
As mentioned, the researchers made a questionnaire to determine how Grade
11 students utilized social media platforms and which platforms they used, established
the correlation between social media usage and the personal development of students
and determine if there is a significant relationship between social media usage and the
personal development of Grade 11 students. Thus, the questionnaire responded to the
study's Statement of the Problem. The researchers created a questionnaire due to the
challenge of locating credible sources on the internet that they could use in their
research. The questionnaire underwent validation by Ma'am Armathia Sambrano, the
Grade 11 Level Coordinator and Master of Arts graduate, to ensure its reliability and
validity. The researchers conducted a pilot test, but it was short-lived as only five
people responded to the survey. Despite this, the researchers received feedback from
the respondents and used this feedback to make changes to the questionnaire. The
panelists also provided suggestions, which the researchers followed.
Data Gathering Procedure
The researchers underwent a step-by-step process for the acquisition of data for
their study. The data collection process consisted of three stages: pre-collection,
during-collection, and post-collection. During the pre-collection stage, the researchers
prepared the necessary letters of request and consent, a sample survey questionnaire
for validation, and a Google form for an online survey; editing and proofreading of
letters addressed to the experts for validation of the questionnaire, level coordinator of
the grade level of respondents, consent letters for respondents' advisers as well as a
33
request for a master list. The researchers ensured first that an expert validated the
questionnaire before the data gathering, and a validation letter was signed by the
expert so that the researchers would surely follow the proper etiquette. After that, they
ensured that the study was permitted and approved by the grade level coordinator,
respondents' advisers, and the respondents themselves.
The researchers then requested a master list for data collection from the
school's registrar and ensured its security with a signature. The researchers obtained
the master list of the target respondents to randomly select respondents using the
appropriate sampling technique. During the data collection stage, the researchers
informed the advisers about the ongoing data collection and provide them with copies
of their signed letters as proof of approval.
The researchers coordinated with the advisers to obtain responses from the
respondents. The researchers also guaranteed that the respondents comprehend the
questionnaire and can answer it as the researchers will go from room to room to collect
data, even if they use an online survey. For smooth data collection, researchers
secured a permit for their gadget beforehand. Finally, during the post-collection stage,
the researchers conducted data analysis which included data cleaning, coding, and
presentation. The researchers then tallied and analyzed the results with their
statistician.
34
Statistical Treatment of the Data
The collected data was treated with statistical methods to uncover meaningful
insights about the variables and their relationships. By analyzing the data with different
techniques, the researchers identified the patterns and correlations present within it
and drew constructive conclusions from the findings. The following methods were used
in analyzing the gathered data:
Mean. As stated by Frost (2023), the mean is a statistical measure used to
summarize an entire dataset with a single number that represents the central point or
typical value of the data. Also known as the arithmetic mean, it is the most commonly
used measure of central tendency in statistics. The purpose of utilizing the mean is to
provide insights into the distribution of the dataset by indicating its central value. In
other words, it provides a point of reference for understanding the dataset and making
comparisons between different groups or samples. By calculating the mean,
researchers determined SOP 1, which aims to determine how often students utilize
social media platforms, and SOP 2, to identify how social media affects students'
personal development. Then, SOP 3, which aims to understand if there is a significant
correlation between social media usage and the personal development of Grade 11
students, was also measured using the mean.
35
Formula:
Legend:
x̄ = sample average of variable x
∑xn = sum of n values
n = number of values in the sample
Weighted Mean. A weighted average is a statistical measure that assigns
different weights to various components of a dataset to determine the overall value.
While a regular average assigns equal weight to all observations, a weighted average
emphasizes the significance of certain values over others (Frost, 2023). The purpose
of using a weighted average is to understand the relationship between variables in a
dataset more accurately. Given that a weighted mean assigns different weights to
various components of a dataset to determine the overall value, emphasizing the
significance of values over others, it would also be utilized for SOP 1 and SOP 2.
36
Formula:
Legend:
W = weighted average
n = number of terms to be averaged
wᵢ = weights applied to x values
Xᵢ = data values to be averaged
Standard Deviation. According to Bhandari (2020), the standard deviation
provides insight into the variability present within a dataset by indicating the average
distance of each value from the mean. In the context of identifying the correlation
between social media usage and the personal development of Grade 11 students, the
standard deviation helped determine the extent to which social media usage affects the
personal development of students. Thus, when measuring SOP 3, the standard
deviation was used to determine if there is a significant correlation between social
media usage and personal development among Grade 11 students.
37
Formula:
Legend:
s = sample standard deviation
X = value in the data distribution
x̄ = sample mean
n = total number of the sample
Pearson Correlation Coefficient (Pearson r.). The Pearson correlation
coefficient is a widely used statistical measure for analyzing the strength and direction
of a linear relationship between two variables. The value of 'r' ranges between -1 and
1, where a value of -1 indicates a perfectly negative correlation, 0 indicates no
correlation, and 1 indicates a perfectly positive correlation (Turney, 2022). To address
the inferential question posed in SOP 3, the researchers employed the Pearson
correlation coefficient. Its application enabled researchers to evaluate the strength and
direction of the relationship between the two variables.
38
Formula:
Legend:
r = correlation coefficient
xᵢ = values of the x-variable in a sample
x = mean of the values of the x-variable
yᵢ = values of the y-variable in a sample
y = mean of the values of the y-variable
39
Ethical Considerations of the Study
The researchers who undertook this study pledged to maintain the highest
ethical standards throughout the research process. The researchers recognized the
importance of the integrity of the research. They did this by respecting the privacy of
research respondents, who were not required to provide their names on the survey
questionnaire. Furthermore, voluntary responses were encouraged, as the informed
consent form will be included in the survey. This form detailed the purpose of the study
and
the
potential
benefits of responding accurately. The researchers also
acknowledged that there may be potential harm associated with responding to the
questionnaire. To mitigate this risk, the researchers have taken all necessary measures
to ensure that all information gathered is kept confidential and that respondents are not
exposed to any undue stress or harm as a result of their responses.
In addition to maintaining ethical standards, the researchers have also
recognized the importance of presenting their findings truthfully and accurately. They
are committed to avoiding intentional misinterpretation, misinformation, or misleading
claims. Proper credit was given where it was due, and any content belonging to others
was fully acknowledged to avoid plagiarism. By adhering to these ethical and
professional standards, the researchers produced reliable and trustworthy research to
ensure that beneficiaries benefited from it.
40
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter highlights how the gathered data was tabulated, analyzed, and
interpreted. It aims to provide the findings based on the research problems, which
investigates the relationship between social media usage and the personal
development of Grade 11 students.
Table 4. Respondents’ Frequent Utilization and Ways of Utilizing Social Media
Platforms.
The Frequency of Use of Social Media Platforms by
Students
Mean
Interpretation
3.03
Agree
2. I use social media platforms for 8 to 12 hours a day
3.08
Agree
3. I use social media platforms for 3 to 7 hours a day
3.00
Agree
4. I use social media platforms for an hour or two a day
2.60
Agree
2.33
Disagree
Total
2.81
Agree
Ways Students Utilize Social Media Platforms
Mean
Interpretation
3.62
Strongly Agree
2.77
Agree
3.20
Agree
1. I use social media platforms for more than 12 hours
a day
5. I use social media platforms for less than an hour a
day
1. I utilize social media platforms for entertainment
purposes
2. I turn to social media platforms to learn about fitness
3. I turn to social media platforms for assistance from
educators
41
4. I seek out information on current events via social
media platforms
5. I utilize social media platforms for collaborative
learning purposes
6. I utilize social media platforms to hone my senses
7. I refer to social media platforms to improve my
physical appearance
8. I share pictures and videos on social media platforms
9. I utilize social media platforms to enhance my social
interactions
10. I keep in touch with my loved ones using social
media platforms
Total
3.45
Strongly Agree
3.30
Strongly Agree
3.07
Agree
2.85
Agree
3.45
Strongly Agree
3.37
Strongly Agree
3.63
Strongly Agree
3.27
Strongly
Agree
Table 4 shows the analysis of the usage patterns of social media platforms by
the respondents, along with the ways they have been utilizing these platforms. As per
Table 4, some respondents disagreed with using social media platforms for less than
an hour a day, as indicated by the mean score of 2.33. On the other hand, some
respondents responded with an average score of 2.60 when utilizing social media for
an hour or two. Additionally, some respondents agreed on using social media for 3-7
hours daily, with a mean score of 3.00. Interestingly, some respondents agreed on
using social media for more than 12 hours a day, as indicated by the mean score of
3.03. However, the highest mean score of 3.08 was given by those who agreed to
utilize social media for 8-12 hours daily.
42
Furthermore, the table reveals that social media platforms are mainly used to
learn about fitness and improve physical appearance, with mean scores of 2.77 and
2.85, respectively. Additionally, respondents have turned to these platforms to hone
their senses, with a mean score of 3.07.
These results also reveal that respondents strongly agree on using social media
platforms for collaborative learning purposes, sharing pictures and videos, and
obtaining information on current events, with mean scores ranging from 3.30 to 3.45.
Moreover, social media platforms have been utilized more for entertainment purposes,
with a mean score of 3.62. Finally, keeping in touch with loved ones has scored the
highest, with a mean score of 3.63.
Table 5.1. The Effects of Social Media Usage on Respondents’ Mental
Development.
Mental Development Area
1. Social media platforms contribute to developing my
critical thinking skills
2. Social media platforms change the way I perceive
things
3. Social media platforms help me to improve my ability
to make decisions
4. Social media platforms affect my feelings in different
ways
5. Social media platforms help me seek possible
solutions to my problems
Total
Mean
Interpretation
3.43
Strongly Agree
3.37
Strongly Agree
3.20
Agree
3.38
Strongly Agree
3.32
Strongly Agree
3.34
Strongly Agree
43
Table 5.1 shows that the use of social media has a positive effect on the mental
development of the respondents. The numerical values suggest that social media
platforms play a vital role in enhancing the decision-making abilities of the
respondents, with a mean score of 3.20. It also reveals that most respondents strongly
agreed with the statements, as indicated by the dominance of the "strongly agree"
interpretation, with mean scores ranging from 3.32 to 3.43. These mean scores point
out that social media helps the respondents seek possible solutions to their problems
(3.32), change their perceptions of things (3.37), influence their feelings in various
ways (3.38), and improve critical thinking skills (3.43).
Table 5.2. The Effects of Social Media Usage on Respondents’ Physical
Development.
Physical Development Area
1. Social media platforms offer helpful information for my
physical fitness
2. Social media platforms positively influenced my
motivation to engage in physical activities and exercise
3. Social media platforms contribute to my struggle to
balance screen time and physical activity
Mean
Interpretation
3.03
Agree
2.98
Agree
2.92
Agree
2.95
Agree
2.97
Agree
4. Social media platforms helped me improve my physical
well-being by discovering new workouts, nutrition tips, and
wellness practices
Total
44
Table 5.2 displays how social media affects respondents' physical development.
Most agree that social media contributes to their struggle to balance screen time and
physical activities (2.92) yet helps them improve their physical well-being by
discovering new workouts, nutrition tips, and wellness practices (2.95). They also
agreed that social media platforms positively affect their motivation to engage in
physical activities and exercise (2.98) as platforms offer helpful information for their
physical fitness (3.03). Those mentioned above represented the mean, which ranges
from 2.92 to 3.03. It reflects the agreement of respondents to the statements.
Table 5.3. The Effects of Social Media Usage on Respondents’ Social
Development.
Social Development Area
Mean
Interpretation
3.10
Agree
3.07
Agree
3.28
Strongly Agree
3.35
Strongly Agree
3.20
Agree
1. I felt that engaging with a diverse group of people online
has helped me reach my full potential or improve my
well-being
2. I enjoy working in a collaborative platform with two or
more individuals
3. I find it easier to interact with others online than in person
4. I feel supported by the individuals who engage with my
social media posts
Total
45
Table 5.3 shed light on the effect of social media usage on the social
development of the respondents. The results indicated a significant tendency towards
agreement among the students, with many respondents expressing their enthusiasm
for collaborating with others on online platforms and feeling connected to a diverse
range of individuals, which helped them reach their full potential or improve their
well-being. The mean score for these responses is 3.07 and 3.10, which suggests a
high interest in utilizing social media for social interaction and development. In addition,
the respondents strongly agreed, with a mean score between 3.28 and 3.35, that social
media provides respondents with an easy and convenient way to interact with others
and receive support from people who engaged in their activities. These results highlight
the potential benefits of social media in facilitating social connections and promoting
social development among individuals.
Table 6. The Significant Relationship between Social Media Usage and the
Personal Development of Respondents.
Standard
Mean
df
r-value
Interpretation
p-value
Decision
Interpretation
Deviation
Social Media
2.90
0.66
Positively
Usage
59
0.35
Weak
0.78
significant
Hypothesis
Personal
3.18
Development
There is no
Accept Null
0.11
Relationship
relationship
46
Table 6 determines the correlation between social media usage and personal
development. The table indicates that social media usage has an average score of
2.90 and a standard deviation of 0.66. On the other hand, personal development has
an average score of 3.18 and a standard deviation of 0.11. With an r-value of 0.35, the
findings indicate a positively weak correlation. Moreover, the p-value of 0.78 is higher
than the 0.05 threshold, which suggests that the null hypothesis is accepted. These
results lead to the interpretation that there is no significant relationship between social
media usage and the personal development of Grade 11 students.
47
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter comprises a brief overview of the research findings, the study's
conclusions, and recommendations, as the title highlights. The researchers provide a
summary of the study's findings, the overall conclusion, and recommendations for the
beneficiaries to reflect the generalization of the study.
Summary of Findings
The study aimed to identify the connection between the use of social media by
Grade 11 students and their personal development. To accomplish this, the
researchers utilized a correlational research design. The study focused solely on sixty
(60) Grade 11 students from the Senior High department in all academic strands at
Escuela de Sophia of Caloocan, Inc., and the researchers employed a simple random
sampling technique (lottery method) to gather the data. Moreover, the researchers
used a survey and a 4-point Likert scale. The study was conducted during the
2023-2024 academic year.
48
Based on the
statement of the problem, the researchers discovered the
following:
1. How often do students utilize social media platforms?
The study found that social media usage varies among respondents.
While some use it for only an hour or two, others spend 3-7 hours or even
more than 12 hours on social media daily. However, most respondents use
social media for 8-12 hours daily. The findings also revealed that
Facebook, Facebook Messenger, and TikTok are the most commonly used
social media platforms among Grade 11 respondents.
2. How does social media affect students' personal development?
Social media has both positive and negative effects on students' personal
development. On one hand, it can enhance students' decision-making
abilities, critical thinking skills, and physical well-being, as evident in the
gathered data. On the other hand, it can negatively impact students'
screen time and physical activities, although it can also help them discover
new workouts, nutrition tips, and wellness practices. Despite its
drawbacks, social media allows students to connect with a diverse range
of individuals and collaborate with them online, which can help them reach
their full potential and improve their well-being.
49
3. Is there a significant relationship between social media usage and the
personal development of the Grade 11 students?
The gathered data revealed that there is no significant relationship
between social media usage and the personal development of Grade 11
students. The data also shows that the r-value is 0.35, indicating a
positively weak correlation. Moreover, the study has a p-value of 0.78,
which is higher than the threshold of 0.05, inferring the null hypothesis is
accepted, which means there is no significant relationship between social
media usage and the personal development of Grade 11 students.
Conclusion
Based on the summary of the findings, the researchers have concluded that:
1. The study results indicate that most Grade 11 students spend 8-12 hours
daily
on
different
social
media
platforms. Facebook, Facebook
Messenger, and TikTok are popular social media platforms among Grade
11 students that are increasingly used as an essential means to stay
connected with friends and family. It highlights the significant role of social
media in human life, as it facilitates communication, information
exchange, and sharing of daily experiences.
While it can provide a
convenient means of communication and information sharing, it's crucial
to be mindful of the potential health risks associated with excessive
usage. Therefore, students must limit their time online and prioritize their
well-being.
50
2. The effects of social media on students' overall well-being, including
emotional, spiritual, mental, and physical aspects, is a complex issue that
requires careful attention. While the findings suggest that there is no
significant correlation between social media usage and the personal
development of students, students must still balance their online activities
with real-life interactions and maintain a critical perspective. Still,
teachers need to incorporate social media education into the curriculum
to avoid being misled by false information and to avoid spreading fake
news. Still, parents should monitor their children's social media use and
create healthy online behavior to be role models.
3. The study results suggest that social media usage and the personal
development of Grade 11 students do not have any significant correlation.
Therefore, stakeholders should focus on other aspects that influence
human
development,
encouraging
family
such
support,
as
improving
promoting
educational
student
attributes,
involvement
in
extracurricular activities, cultivating peer relationships, and nurturing
unique personality features. Prioritizing these factors can better support
the holistic development of Grade 11 students beyond the influence of
social media. Additionally, further research is necessary to gain a
comprehensive understanding of the complex relationship between social
media usage and personal development.
51
Recommendations
Based on the gathered data, the researchers have recommended the following:
1. Students and parents must enhance their media and information literacy
skills, which will help them to differentiate between trustworthy and
unreliable sources, leading to informed decisions regarding social media
use. In addition to becoming more media and information-literate,
students should be mindful of their online behavior and avoid posting
inappropriate content that could damage their reputation. Meanwhile,
parents can set rules and educate themselves on the latest social media
trends/fads and platforms to engage in meaningful conversations with
their children.
2. Teachers and the school administrators must update existing school
policies to ensure the appropriate use of social media and eradicate the
possible threats it may cause. School administrators can achieve this
through organizing workshops, webinars, and training sessions for
students, parents, and teachers on how to use social media safely and
effectively. On the other hand, teachers can create assignments that
involve responsible use of social media, such as researching and
critically evaluating sources and citing them properly in their work. These
practices can help teachers and school administrators in molding
students' personal development.
52
3. Researchers and future researchers must conduct further research to
explore the relationship between social media usage and personal
development, considering the selection of other demographics and
adding further studies on different areas of personal development, such
as emotional and spiritual development. As well as to consider using a
mixed-methods approach that combines quantitative and qualitative data
for a more comprehensive understanding of the relationship between
social media and personal development.
53
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67
APPENDIX A
Survey Questionnaire
Name (optional):_____________________________________________________
Grade and Section:___________________________________________________
Strand:_____________________________________________________________
Dear Respondents,
This survey aims to assess the Grade 11 students' social media usage and
how that usage relates to their personal development. The scale's items are in
statement form. Please read each question carefully before responding and put a
check (✔) on the option that best reflects your answer. There are no right or wrong
answers.
By signing below, you hereby acknowledge that you have completely read and
fully understand the intention of this current research and you're willing to participate in
this study.
Thank you for your participation.
Respectfully yours,
The Researchers
_________________________
Signature of the Respondent
Please make sure to answer all the tables. Your responses will be used solely for
research and will be kept confidential.
General Instructions: Please ensure that you fill out the tables honestly. Your
answers reflect your thoughts and opinions. If you are unsure whether to select
"strongly disagree/agree" or "disagree/agree," consider whether your feelings about
the statement are intense or just typical. If they are intense, please put a checkmark
on "strongly disagree/agree."
68
Take note: The interpretation of the statement may vary among respondents. Your
agreement might be somebody else's strong agreement. It depends on how you feel
about the statement and how well you know yourself.
I.
Social Media Usage
Social Media
Platforms
4
Always
(More than
2 hours
per day)
3
Often
(36 minutes
to 2 hours
per day)
2
Sometimes
(1 minute to
35 minutes
per day)
1
Never
(0 — never
engage in
the
platform)
I use Facebook
I use YouTube
I use WhatsApp
I use Instagram
I use Twitter
I use WeChat
I use TikTok
I use Facebook
Messenger
I use Telegram
I use Snapchat
The Frequency of Use of
Social Media Platforms by
Students
I use social media platforms for
more than 12 hours a day
I use social media platforms for
8 to 12 hours a day
I use social media platforms for
7 to 3 hours a day
4
Strongly
Agree
3
Agree
2
Disagree
1
Strongly
Disagree
69
I use social media platforms for
an hour or two a day
I use social media platforms for
less than an hour a day
Ways Students Utilize Social
Media Platforms
I utilize social media platforms for
entertainment purposes
I turn to social media platforms to
learn about fitness
I turn to social media platforms for
assistance from educators
I seek out information on current
events via social media platforms
I utilize social media platforms for
collaborative learning purposes
I utilize social media platforms to
hone my senses
I refer to social media platforms to
improve my physical appearance
I share pictures and videos on
social media platforms
I utilize social media platforms to
enhance my social interactions
I keep in touch with my loved ones
using social media platforms
4
Strongly
Agree
3
Agree
2
Disagr
ee
1
Strongly
Disagree
70
II.
Personal Development
Mental Development Area
4
Strongly
Agree
3
Agree
2
Disagree
1
Strongly
Disagree
4
Strongly
Agree
3
Agree
2
Disagree
1
Strongly
Disagree
Social media platforms contribute
to developing my critical thinking
skills
Social media platforms change
the way I perceive things
Social media platforms help me
to improve my ability to make
decisions
Social media platforms affect my
feelings in different ways
Social media platforms help me
seek possible solutions to my
problems
Physical Development Area
Social media platforms offer
helpful information for my
physical fitness
Social media platforms positively
influenced my motivation to
engage in physical activities and
exercise
Social media platforms contribute
to my struggle to balance screen
time and physical activity
71
Social media platforms helped
me improve my physical
well-being by discovering new
workouts, nutrition tips, and
wellness practices
Social Development Area
I felt that engaging with a diverse
group of people online has helped
me reach my full potential or
improve my well-being
I enjoy working in a collaborative
platform with two or more
individuals
I find it easier to interact with
others online than in person
I feel supported by the individuals
who engage with my social media
posts
4
Strongly
Agree
3
Agree
2
Disagree
1
Strongly
Disagree
72
APPENDIX B
Approval and Consent Letters
Letter of Request to the Validator
73
Letter of Request to the Grade 11 Coordinator
74
Sample Letter of Request to the Grade 11 Advisers
75
Letter of Request to the School Registrar (Request for Masterlist)
76
Letter of Request to the Grade 12 Research Coordinator
77
Letter of Request to the Grade 11 Advisers (During Data Gathering)
78
Letter of Request to the Statistician
79
APPENDIX C
Sample Computations
80
81
Significant relationship between social media usage and personal development
Standard
Mean
df
r-value
Interpretation
p-value
Decision
Interpretation
Deviation
Social Media
2.90
0.66
Positively
Usage
59
0.35
Weak
0.78
significant
Hypothesis
Personal
3.18
Development
There is no
Accept Null
0.11
Relationship
relationship
82
APPENDIX D
Graphs
83
84
APPENDIX E
Statistics and Correlations
Statistics
SocMedUsage
N
PerDev
Valid
13
13
Missing
0
0
Mean
2.9038
3.1831
Std. Deviation
.65573
.18232
Correlations
SocMedUsage
SocMedUsage
Pearson Correlation
PerDev
1
Sig. (2-tailed)
N
PerDev
.085
.782
13
13
Pearson Correlation
.085
1
Sig. (2-tailed)
.782
N
13
13
85
CURRICULUM VITAE
Abella, James Christian P.
Block 1 Lot 3 Princess Homes Executive Village
Bagumbong, Caloocan City
09284212013
jameschristian.abella@edsci.edu.ph
EDUCATION
● Escuela de Sophia of Caloocan, Inc. (S.Y 2022-2023 - Present)
○ Senior High School: Humanities and Social Sciences Strand
○ Silver Seal Bearer (2022-2023)
○ Bronze
Seal
Bearer
First
and
Second
Quarter
(2023-2024)000000000000000000000000
● Escuela de Sophia of Caloocan, Inc. (2017-2021)
○ Consistent Honor Student Since Grade 7 to Grade 10
○ Graduated with High Honors
● Escuela de Sophia of Caloocan, Inc. (2011-2017)
○ Consistent Honor Student Since Grade 1 to Grade 6
○ Graduated with Honors
VOLUNTEER EXPERIENCE
● Donation for Tahanang Mapagpala in Caloocan City (2023)
○ Held a Christmas Party for the elderly and children and donated clothes
and other necessities
86
LEADERSHIP EXPERIENCES
● Student Guidance Counselor
○ Supreme Secondary Learner Government Vice President (2023-present)
○ Talaghay Partylist Founder (2023)
● Students Officer
○ Class President (2017-2018)
○ Class Vice President (2019-2020)
○ Class President (2022-2023)
○ Class Vice President (2023-2024)
● Organization Officer
○ Member of Science Club (2019-2020)
○ Member of Speak Up Organization (2022-2023)
SEMINARS ATTENDED
● Escuela de Sophia of Caloocan, Inc. Voter's Education: Take Notes, Cast Your
Votes Seminar (2023)
● Escuela de Sophia of Caloocan, Inc. Leadership Seminar (2023)
● Gerry Roxas Foundation Citizen Empowerment Seminar (2023)
● Caloocan Division Federation Supreme Secondary Learner Government
YOUthChoose Seminar (2023)
● Escuela de Sophia of Caloocan, Inc. Drug Prevention Seminar (2023)
● Escuela de Sophia of Caloocan, Inc. Gender Awareness and Development
(2024)
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SKILLS SUMMARY
● Leadership Skills: Held various leadership positions inside and outside the
school.
● Communication Skills: Exceptional in written communication skills and skilled
at doing various approval letters and project proposals.
● Time management skills: Outstanding in completing all material and paperwork
on time or ahead of schedule.
INTERESTS
● Learning geography
● Reading
● Watching series and movies
● Traveling
● Listening to music
PERSONAL INFORMATION
Civil Status:
Single
Sex:
Male
Date of Birth:
May 24, 2005
Nationality:
Filipino
Language:
English and Filipino
Religion:
Roman Catholic
88
Alindao, Aljon A.
1675, Lirio St. Area B.
Camarin, Caloocan City
09302399931
aljon.alindao@edsci.edu.ph
EDUCATION
● Escuela de Sophia of Caloocan, Inc. (S.Y 2022-2023 - Present)
○ Senior High School: Humanities and Social Sciences Strand
○ Bronze Seal Bearer (2022-2023)
○ Bronze Seal Bearer Second Quarter (2023-2024)
● Camarin High School (2017-2021)
○ Grade 7 (Top 10)
○ Grade 8 (Top 6)
● Camarin Main Elementary School (2011-2017)
○ Consistent Honor Student Since Grade 1 to Grade 6
○ Graduated with Honors
VOLUNTEER EXPERIENCE
● Outreach Program for Barangay 175. (2019)
○ hosted a Christmas celebration for the young and old and gave them
clothing and other basic needs.
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● Garage Sale 2k19 (2019)
○ Held a garage sale event in Camarin High School and gave all the profits
and the remaining clothes to the typhoon victims in Caloocan City.
LEADERSHIP EXPERIENCES
● Student Guidance Counselor
○ Supreme Student Government Grade 9 - Representative (2020-2021)
○ Supreme Student Government Grade 8 - Staff (2019-2020)
● Students Officer
○ Class Vice President (2018-2019)
○ Class President (2020-2021)
○ Class Auditor (2021-2022)
● Organization Officer
○ Member of Social Science Society (2023-2024)
○ Member of Speak Up Organization (2022-2023)
SEMINARS ATTENDED
● Escuela de Sophia of Caloocan, Inc. Leadership Seminar (2023)
● Escuela de Sophia of Caloocan, Inc. Drug Prevention Seminar (2023)
● Escuela de Sophia of Caloocan, Inc. Gender Awareness and Development
(2024)
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SKILLS SUMMARY
● Leadership Proficiency: Successfully undertook diverse leadership roles within
educational and community engagement , showcasing effective leadership
abilities.
● Advanced Communication: Proficiently adept in conveying ideas both verbally
and in writing, with a knack for crafting persuasive approval letters and
compelling business proposals.
● Time
Mastery:
Consistently achieves timely completion of tasks and
documentation, often surpassing deadlines, demonstrating exceptional time
management prowess.
● Decisive Judgment: Known for making well-informed decisions by meticulously
examining all facets of a situation and exploring multiple potential solutions.
INTERESTS
● Singing
● Watching series and movies
● Songwriting
● Listening to music
● Playing Volleyball
● Reading
PERSONAL INFORMATION
Civil Status:
Single
Sex:
Male
Date of Birth:
November 6, 2004
Nationality:
Filipino
Language:
English and Filipino
Religion:
Roman Catholic
91
Bagohin, Carmina O.
Blk 2 Lot 20 North Caloocan Village
Bagumbong, Caloocan City
09938553086
carmina.bagohin@edsci.edu.ph
EDUCATION
● Escuela de Sophia of Caloocan, Inc. (S.Y 2022-2023 - Present)
○ Senior High School: Humanities and Social Sciences Strand
● Deparo High School (2018 - 2022)
● Bagumbong Elementary School (2012-2015)
● Deparo Elementary School (2016-2018)
VOLUNTEER EXPERIENCE
● Donation for Tahanang Mapagpala in Caloocan City (2023)
○ Held a Christmas Party for the elderly and children and donated clothes
and other necessities
LEADERSHIP EXPERIENCES
● Students Officer
○ P.I.O (2018-2020)
92
SEMINARS ATTENDED
● Escuela de Sophia of Caloocan, Inc. Voter's Education: Take Notes, Cast Your
Votes
● Escuela de Sophia of Caloocan, Inc. Leadership Training
● Escuela de Sophia of Caloocan, Inc. Student Athlete Seminar
● Escuela de Sophia of Caloocan, Inc. Drug Prevention Seminar (2023)
● Escuela de Sophia of Caloocan, Inc. Gender Awareness and Development
(2024)
SKILLS SUMMARY
● Active Listening Skills: I can focus fully on what is being said, figure out what is
being said, and give an intelligent response.
● Computer Skills: I can use various software programs, applications, and
technologies related to computers.
● Flexibility: I’m flexible to modify and adjust to new conditions, needs, or
situations. It entails remaining responsive, adaptable, and responsive in the face
of uncertainty or unexpected challenges.
● Teamwork Skills: I have the ability to work effectively and collaboratively with
others toward a common goal or objective.
INTERESTS
● Playing basketball
● Watching basketball game
● Sleeping
● Watching sunrise and sunset
● Listening to music
● Playing with friend
● Reading fictional stories
93
PERSONAL INFORMATION
Civil Status:
Single
Sex:
Female
Date of Birth:
July 16, 2006
Nationality:
Filipino
Language:
English and Filipino
Religion:
Roman Catholic
94
Bulanadi, Mary Jane B.
195 A Rivera's Compound Villa Maria Subd.
Deparo, Caloocan City
09277953694
maryjane.bulanadi@edsci.edu.ph
EDUCATION
● Escuela de Sophia of Caloocan, Inc. (S.Y 2022-2023 - Present)
○ Senior High School: Humanities and Social Sciences Strand
○ Silver Seal Bearer (2022-2023)
○ Silver Seal Bearer First and Second Quarter (2023-2024)
● Deparo High School (2018 - 2022)
○ Consistent Honor Student since Grade 7 to Grade 10
○ Graduated with High Honors
● Deparo Elementary School (2012 - 2018)
○ Consistent Top 2 since Grade 1 to Grade 5
○ Graduated with Honors
● Deparo Day Care Center (2009 - 2012)
○ Consistent Top 2 (2009-2012)
LEADERSHIP EXPERIENCES
● Students Officer
○ Class Auditor (2015-2016)
○ Class Treasurer (2016-2018)
95
○ Class P.O (2019-2020)
● Organization Officer
○ Member of EDSCI Eco Warriors (2023-2024)
SEMINARS ATTENDED
● Escuela de Sophia of Caloocan, Inc. Drug Prevention Seminar (2023)
● Escuela de Sophia of Caloocan, Inc. Gender Awareness and Development
(2024)
● Escuela de Sophia of Caloocan, Inc. HALINA Seminar (2024)
SKILLS SUMMARY
● Active listening skills: I listen actively, comprehend information, provide
thoughtful responses, reflect, and retain information.
● Critical thinking skills: I can analyze and evaluate information, determine the
credibility of sources, and extract the most crucial details to apply to my life.
● Decision-making skills: I can gather information and assess alternative
resolutions. The decisions I make are always beneficial for everyone involved.
● Leadership skills: I can influence my members to become efficient and
effective. I have been leading groups to achieve common goals since then.
Currently, I serve as a leader in Practical Research.
● Organizational skills: I can effectively manage tasks by prioritizing tasks, setting
goals, and developing systems to achieve them.
● Time management skills: I can properly manage my time. I can complete a task
with better quality within the given deadline.
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INTERESTS
● Listening to music
● Writing poems
● Singing
● Reading
● Songwriting
● Painting
● Watching movies and
● Drawing
documentaries
PERSONAL INFORMATION
Civil Status:
Single
Sex:
Female
Date of Birth:
February 7, 2006
Nationality:
Filipino
Language:
English and Filipino
Religion:
Roman Catholic
97
Dela Cruz, Angelica M.
113 Maranaw St Saint Dominic Subd
Deparo Caloocan City
09082802752
angelica.delacruz@edsci.edu.ph
EDUCATION
● Escuela de Sophia of Caloocan, Inc. (S.Y 2021-2023 - Present)
○ Senior High School: Humanities and Social Sciences Strand
● Deparo High School (2017-2021)
○ Graduated with Honor
● Deparo Elementary School (2011-2017)
○ Graduated
VOLUNTEER EXPERIENCE
● Donation Drive for Victims of Typhoon Yolanda (2013)
○ Collecting and buying clothes, food and water
○ Distributing Donations to people's victims
SEMINARS ATTENDED
● Escuela de Sophia of Caloocan, Inc. How to Avoid Academic Burnout (2022)
● Escuela de Sophia of Caloocan, Inc. P.D Naman (Parenting Style) (2023)
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● Escuela de Sophia of Caloocan Inc. Mental Health Crisis Protocols (2023)
SKILLS SUMMARY
● Communication skills: Exceptional in oral and written communication skills, as
well as being skilled at doing various approval letters and business proposals.
● Good decision-making skills: Exceptional decision-making abilities based on
an examination of all aspects of the problem and potential solutions.
● Time management skills: Outstanding in completing all material and paperwork
on time or ahead of schedule.
INTERESTS
● Singing
● Drawing
● Dancing
● Painting
PERSONAL INFORMATION
Civil Status:
Single
Sex:
Female
Date of Birth:
April 6, 2006
Nationality:
Filipino
Language:
English and Filipino
Religion:
Christian
99
Facundo, Leonah Mae T.
Block 26 Lot 14 Villa Luisa North Bagumbong,
Caloocan City
09936766882
leonahmae.facundo@edsci.edu.ph
EDUCATION
● Escuela de Sophia of Caloocan, Inc. (2022 - Present)
○ Senior High School: Humanities and Social Sciences Strand
○ Bronze Seal Bearer (2022-2023)
○ Bronze Seal Bearer First and Second Quarter (2023-2024)
● Bagumbong High School (2017-2021)
○ Consistent Honor Student Since Grade 7 to Grade 10
○ Graduated with Honor
● Bagumbong Elementary School (2011-2017)
○ Consistent Honor Student Since Grade 1 to Grade 6
○ Graduated with Honor
VOLUNTEER EXPERIENCE
● Clothes Donation for Tahanang Mapagpala in Caloocan City (2018)
○ Collecting clothes from our home and school and make profit from it for us
to give to the elders, children, and babies
100
● Charity Program for Tahanang Mapagpala in Caloocan City (2019)
○ Giving gifts, groceries and other necessities for the elders, children, and
babies
● Donation Drive for Victims of Typhoon Ulysses (2020)
○ Providing old clothes for the victims
LEADERSHIP EXPERIENCES
● Student Guidance Counselor
○ Supreme Pupil Government Secretary (2015-2016)
○ Talaghay Partylist Chairperson (2023-2024)
● Students Officer
○ Class Secretary (2012-2018)
○ Class Vice President (2021-2022)
● Organization Officer
○ English Club Grade 7 Representative and Staff (2017-2019)
○ Filipino Club Staff (2017-2019)
○ Math Club Staff (2017-2019)
○ ESP Club Staff (2017-2019)
○ Araling Panlipunan Club Staff (2017-2019)
○ MAPEH Club Staff (2017-2019)
○ Science Club Staff (2017-2019)
○ TLE Club Staff (2017-2019)
○ CACHET Club Staff (2017-2019)
○ EDSCI Dance Company Senior High School Representative (2023-2024)
101
SEMINARS ATTENDED
● University of Asia and the Pacific CACHET Seminar (2018)
● Bagumbong High School Strand and Career Fair (2022)
● Escuela de Sophia of Caloocan, Inc. College and Career Fair (2023)
● Escuela de Sophia of Caloocan, Inc. Gender Awareness Development Seminar
(2024)
● Escuela de Sophia of Caloocan, Inc. Drug Abuse and Prevention Seminar (2024)
SKILLS SUMMARY
● Leadership Skills: Tried leadership positions in school and organizations
● Time management skills: Capable of doing some tasks on-time
● Technical Skills: Has a good dancing skills and can choreograph a dance
routine
● Collaboration Skills: Can communicate properly and express ideas in different
topics
INTERESTS
● Dancing
● Paintings
● Singing
● Photography
● Drawing
● Traveling
102
PERSONAL INFORMATION
Civil Status:
Single
Sex:
Female
Date of Birth:
June 04, 2005
Nationality:
Filipino
Language:
English and Filipino
Religion:
Roman Catholic
103
Nugao, Zyrene Snow L.
Block 32 Lot 2 Phase 1 Recomville ll
Bagumbong, Caloocan City
09070787716
zyrenesnow.nugao@edsci.edu.ph
EDUCATION
● Escuela de Sophia of Caloocan, Inc. (S.Y 2022-2024- Present)
○ Senior High School: Humanities and Social Sciences Strand
● Bagumbong High School (2018-2022)
○ Graduated with Honor
● Urduja Elementary School (2017-2018)
○ Graduated
● Kapitbahayan Elementary School
○ Grade 1 (Top 4)
○ Grade 2 (Top 3)
○ Grade 3 (Top 3)
○ Grade 4 (Top 3)
○ Grade 5 (Top 1)
VOLUNTEER EXPERIENCE
● SAVE STRAY DOGS AND A CATS (2014)
○ Stray Dogs and Cats feeding program
104
LEADERSHIP EXPERIENCES
● Young Farmers Club (2016-2017)
○ Vice President
○ Conducted TREE PLANTING around Kapitbahayan Elementary School
● Students Officer
○ Class Vice President (Grade 8-9)
○ Class Auditor (Grade 7)
● Organization Officer
○ Member of English Club Grade 7
○ Member of A.P Club Grade 7
SEMINARS ATTENDED
● College and Career Fair (2023)
● Drug Abuse and Prevention Seminar (2023)
● Gender Awareness and Development Seminar (2024)
SKILLS SUMMARY
● Leadership Skills: Engaged a variety of leadership roles at school
● Communication Skills: Capable of public speaking, particularly in interviews,
school reports,etc.
● Good decision-making Ability Skills: Outstanding at connecting with others to
understand their point of view in a situation and solving issues
● Time management skills: Understand how to manage a timetable and maintain
a well-organized to-do list to avoid getting chaotic.
105
INTERESTS
● Writing a Tagalog Poetry
● Watching K-drama, C-drama and Anime
PERSONAL INFORMATION
Civil Status:
Single
Sex:
Female
Date of Birth:
May 22, 2006
Nationality:
Filipino
Language:
English and Filipino
Religion:
Catholic
106
Sanchez, Samantha Elmira M.
Block 18 Lot 11 Amendment Street Senate Village Phase 1
Bagumbong, Caloocan City
09267744479
samanthaelmira.sanchez@edsci.edu.ph
EDUCATION
● Escuela de Sophia of Caloocan, Inc. (S.Y 2022-2023 - Present)
○ Senior High School: Humanities and Social Sciences Strand
● Baumbong High School (2018-2021)
● Gumaok Elementary School (2012-2017)
LEADERSHIP EXPERIENCES
● Students Officer
○ Class President (Grade 3 to 5)
○ Class Secretary (Grade 7 to 9)
SEMINARS ATTENDED
● Escuela De Sophia of Caloocan, Inc. How to avoid academic burnout (2022)
● Escuela De Sophia of Caloocan, Inc.Mental Health Crisis Protocols (2023)
107
SKILLS SUMMARY
● Organizational Skills: Proficient in efficiently structuring tasks, prioritizing
responsibilities, and maintaining clarity amidst complexity.
● Verbal And Writing Skills: Capable of articulating ideas effectively in both
spoken and written forms, with a keen eye for detail and clarity.
● Time Management Skills: Skilled in maximizing productivity by effectively
allocating time, setting realistic goals, and adapting to changing priorities.
INTERESTS
● Singing
● Writing a poem
● Dancing
PERSONAL INFORMATION
Civil Status:
Single
Sex:
Female
Date of Birth:
October 14, 2006
Nationality:
Filipino
Language:
English and Filipino
Religion:
Roman Catholic
108
Sato, Kurt Vincent P.
Npc Line
Bagumbong Caloocan City
09274848940
kurt.sato@edsci.edu.ph
EDUCATION
● Escuela de Sophia of Caloocan, Inc. (S.Y 2021-2023 - Present)
○ Senior High School: Humanities and Social Sciences Strand
● Bagumbong High School (2018-2022)
○ Graduated with Honor
● Urduja Elementary School (2011-2017)
SEMINARS ATTENDED
● College and Career Fair (2022)
● College and Career Fair (2023)
● Drug Abuse and Prevention Seminar (2023)
● Gender Awareness and development Seminar (2023)
● Escuela de Sophia of Caloocan Inc. Mental Health Crisis Protocols (2023)
109
SKILLS SUMMARY
● Communication Skills: The ability to communicate effectively and clearly share
ideas in speaking.
● Good Decision-making: Able to choose the best actions by carefully
considering options and goals.
INTERESTS
● Listening to Music
● Playing Basketball and Volleyball
● Watching Anime
PERSONAL INFORMATION
Civil Status:
Single
Sex:
Male
Date of Birth:
June 5, 2006
Nationality:
Filipino
Language:
Filipino
Religion:
Catholic