The Impact of Social Media On Students Academic Performance of Sinhs

STA.
ISABEL NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL
Sta. Isabel Sur City of Ilagan, Isabela
“THE IMPACT OF SOCIAL MEDIA ON STUDENTS

ACADEMIC PERFORMANCE OF SINHS”
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE SUBJECT
RESEARCH PROJECT/CULMINATING ACTIVITY
SUBMITTED BY:
MICHAEL GOROSPE
AHDRIANNE MHELLE ZYRHELLE D. SAGUN
ROSEMARIE J. ASUERO
FE CARBONILLA
CREZOL N. TAMANO
ROVELYN O. ULSAN
SUBMITTED TO:
WILSON B. BARBOSA JR.
March 2018
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TABLE OF CONTENTS
Page
Tittle Page…………………………………………………………………………………….i
Table of Contents…………………………………………………………………………….ii
Acknowledgement …………………………………………………………………………..iv
Dedication …………………………………………………………………………………...v
Abstract ……………………………………………………………………………………..vi
CHAPTER I: THE PROBLEM
Background of the Study……………………………………………………………...1

Statement of the Problem…………………………………………………………......6
Research Hypothesis……………………………………………………………….....7
Scope and Limitation ……………………………………………………….………..8
Importance of the Study………………………………………………………………8
Definition of Terms…………………………………………………………………...9
CHAPTER II: REVIEW OF RELATED LITERATURE
Introduction………………………………………………………………………….13
Student’s Addictiveness To Social Media……………...…………………………...14
Influence of Social Media Network on Student Academic Performance…………....16
Social Media and Its Uses……………………………………………………………17
Social Media’s Effect on Academic Performance………………………..………….18
Gender Usage Of social Media…………………………………………...………….19
Usage of Social Media by Age………………………..…………………….……….21
Parental Involvement and Social Media……………………...…………..………….25
Summary of Literature Review………………………..…………………………….26
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CHAPTER III: RESEARCH METHODOLOGY
Research Design……………………………………………………………………..28
Locale of the Study………………………………………………………………….28
Instrumentation and Data Collection………………………………………………..30
Treatment of Data…………………………………………………………………...31
CHAPTER IV: PRESENTATION, ANALYSIS, AND INTRPRETATION OF DATA
Presentation, Analysis, and Interpretation of Data………………………………….33

Treatment of Social Media Addiction.……………………………………………...50
CHAPTER V: SUMMARY, CONCLUSIONS AND RECOMMENDATION
Summary ………………………………………………………………………….....55
Conclusion……………………………………………………………………….......58
Recommendations…………………………………………………………………...54
References....………………………………………………………………………....60
APPENDIX A………………………………………………………………………….........62
APPENDIX B…………………………………………………………………………….....64
APPENDIX C………………………………………………………………………….........68
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ACKNOWLEDGEMENTS
With deepest gratitude and appreciation, we humbly give thanks to the people who, with
all they can, helped us in making our research paper a possible one.
To our family, our ever supporting parents, thank you for your unending love and
support, for providing all our needs financially and morally, for your patience, understanding and
keep on encouraging us to always make the best out of everything and for being proud and ever
supporting parents to us.
To our teachers who shared and continuously sharing their knowledge to us and keep on
molding us into a better person. We’re extending our warmest thanks especially to Mr. Wilson B.
Barbosa Jr., for guiding us to finish our thesis and to our thesis adviser Ms. Sheryl C. Cabalonga.
Above all, to our Almighty God, for the guidance, strength, power of mind and for giving
us enough knowledge. By His grace, we were able to finish this research paper without any
conflict.
Most of all, we thank Him for His Word that keeps on reminding us that “I can do all
things through Christ which strengthened me.” (Phil. 4:13)
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DEDICATION
We wish to dedicate this study as a symbol of the fruit of our hardship and sacrifices to
all persons whom we have owed very much in order to pursue our endeavor, especially to our
beloved teachers who have exerted their full effort and time in guiding and assisting us in all our
school work.
A very special dedication is given to our parents who have given us their pieces of advice
to study hard and for their untiring support. This is also dedicated to our brothers and sisters,
relatives and friends that had directly and indirectly helped us through this research project.
To all of you thank you very much, this is now the fruit of all your hardships.
But most of all to our Almighty God, for without Him we are nothing.
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ABSTRACT
The purpose of this research study is to examine the influence of Social Media and
Academic Performance Of students in Sta. Isabel National High School. Five Research questions
and five Research hypotheses guided the study. To achieve this, the descriptive survey research
design was adopted.
The study focused on SINHS hence, population consists of all the Grade 10 Junior High
students. The simple random sampling technique was used to select a sample of 60 students.
Survey questionnaires were used to collect data from the participants. The descriptive statistics
of frequency counts and percentage were used to analyze the demographic data while SPSS
Statistics 23 was used in testing the research hypotheses.
Research findings showed that a great number of students in SINHS are slightly addicted
to social media. To this end, the researcher recommended that social media should be used for
educational purposes as well; Social Networking Sites should be expanded and new pages should
be created to enhance academic activities and avoid setbacks in the students’ academic
performance; and Students should be monitored by teachers and parents on how they use these
sites This is to create a balance between social media and academic activities of students to
avoid setbacks in the academic performance of the students.
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CHAPTER I
THE PROBLEM
Rationale
As we are living in a networking era, the tremendous growth of the internet has a high
impact on the development of the students in which they interact and socialize. The internet
offers a wide variety of communication tools. Billions of people use facilities like search
engines, web pages, e-mails, multi-media sharing, online news rooms, social networking etc.
Today internet is an essential communication medium in professional as well as personal life.
This research will detailed the impact of using social networking sites on student’s academic
performance of Sta. Isabel National High School.
According to Morallo (2013), on his study on “The Effects of Social Networking Sites
on Students’ Academic Performance in LYCEUM of the Philippines – Laguna” According to the
study of Jabr (2011) found that SNSs are making a tremendous effect nearly in every aspect of
life. In fact, it had shifted as a tool for extending academic learning and communication. SNSs
are web-based application that allows individuals to create profile and share information with
friends within the system. This “SNSs phenomenon” had permeated on the students and became
the latest online avenue for social interactions, as well as academic interaction.
Brazil, Duque and San Antonio (2017) noted in their research “A Correlational Study
on Social Media Involvement and Parental Relationship among Students of Asia Pacific
College” One of the usual activities of children and adolescents nowadays is the use of social
media. Popular social networking sites like Facebook, Twitter, and Instagram, the well-known
video site YouTube, and blogging sites are all examples of social media. These social media sites
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are medium of social interaction, communication and entertainment for the youths which has
been immensely growing due to the fast-paced demand and consumption on smartphones,
computers and other gadgets. Social media may play a vital role in broadening the social
connection and enriching the technical skills of adolescents, but the risks of using it cannot be
overlooked.
As shown in the study of Choney (2010) due to the increased popularity of SNSs,
economists and professors are questioning whether grades of students are being affected by how
much time is being spent on these sites. Essentially, the environment and other factors may affect
the way a student views learning and studying. Truly SNSs are one of the factors that can affect
student’s time, insight, and outlook about learning and studying.
With the prevalence of SNSs, the study of Karpinski and Kirschner (2010) validated that
students’ study time and their academic performance could be affected. Moreover, the study of
Karpinski (2009) shows those users who spend more time on SNSs like Facebook spend less
time in studying.
The study of Lewis et al. (2008) found out that the influence of these SNSs continues to
get increasingly more pervasive, making actual and virtual realities almost indistinguishable.
Students are talking about the social networking related stuffs almost every single day; thus it
would be a surprise if any student never got involved with Facebook, Twitter or any other SNSs
nowadays. Moreover, students are paying more attention towards these social networking
activities rather than utilizing their time to study which will surely affect their academic
performance.
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Students are very much engrossed to social media. Most of the students of Sta. Isabel
National High School are using social media daily and wouldn’t be without it. Students use it
to stay in touch, to find new people who share their passions and interests, and even in this
research, it is being used by the researcher. People are becoming more powerful through
technology, because technology has the ability to unite and even perform for them.
Theoretical Framework
This research aims at measuring the impact of social media on the academic performance
of SINHS Grade 10 students. In order to collect data, survey questionnaire will be used.
According to Adams, Mingle (2015) noted in their research “Social Media Network
Participation and Academic Performance in Senior High Schools in Ghana” Bandura’s Social
Learning Theory (SLT) and Katz’s Use and Gratification theory. The two theories answered two
aspects of the study, that is, academic performance (learning outcomes) and competition (social
media and academic work).
Ainin et al (2015), states that the Social Learning theory “basically explains how the
environmental and cognitive components collaborate to affect an individual learning and
behavior pattern”. “Social learning theory views learning as a social process that individuals will
self-initiate, regulate learning and actively construct knowledge by acquiring, generating, and
structuring information” (Yu et al., 2010).
Ainin et al (2015) “emphasized that individuals' cognition and behavior are influenced
through observation and interacting with peers and the situations (e.g., learning the
environmental norms, cultures, 9 policies). It is the individuals' interaction with the environment
that causes their behavioral consequences”. “Therefore, individual interaction with peers, social
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support from peers and their understanding of situations are important factors which affect
individual learning outcome” (DeAndrea, Ellison, LaRose, Steinfield, & Fiore, 2012).
Also, the gratification theory which answered the second part of the study holds that
people are responsible for choosing a particular media to meet their needs. Therefore, the
academic performance of students is as a result of the competition between social media network
participation and academic work. This implies that the amount of time invested participating on
social media could affect the time allocated for studies by students and this could affect their
learning outcome as a result.
Conceptual Framework
Social networking site including Facebook, Twitter, Instagram, Wattpad and Youtube.
These have been found out to be causing misuse of the Internet which leads to difficulty
completing homework, studying for tests and getting enough sleep to be alert for class the next
day.
The illustrated conceptual paradigm shows the approach employed by this study— the
Input-Process- Output (IPO) approach. The input box contains the independent variable which is
the addicting social networking site, its consequences, and affecting factors as the subject to be
studied. The process box is what to be undertaken in obtaining data information concerning the
target variable, and the output box contains the expected outcome of the study. The fourth box
titled moderator is the profile of the participants affected by the subject matter being analyzed.
The conceptual paradigm is portrayed in the next page.
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Table 1.1 Conceptual Paradigm of The Study
Social Networking Site:
 Facebook
 Twitter
 Instagram
Observation Proposed action
 Wattpad plan for the
 Snapchat Floating school to combat
 Spotify questionnaires social media
 Gmail addiction
Survey results
 Youtube
 Skype
 linkedIn
 Pinterest
 Viber
 WhatsApp
CONCEQUENCES:
PROFILE OF THE RESPONDENTS IN
 Poor study habits TERMS OF:
p
 Lack of sleep
 Health deterioration  Gender
 Family  Age
misunderstanding  Religion
 Socioeconomic status
 Educational attainments
of parents
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Objective of the Study
The goal of this research is to address the impact and implications of social media on Sta.
Isabel National High School Grade 10 students the way they are using these medium and the
consequences of that use on their academic performances.
1. To determine how the students use social media in their daily lives.
2. To examine the impact of social media on academic performance among the students.
3. To determine the risks that comes with the use of social media on the students.
4. To identify the benefits obtained from using the social media.
Statement of the Problem
This research attempts to present, evaluate and determine the impact of social media in
academic performances of those students who are using social media most specially to the Junior
High grade 10 students and its effects on the study habits of every individual concern.
Specifically, the study aimed to answer the following problems:
Sub-problem 1: What are the social media sites that a Sta. Isabel National High School student
visit often time.
Sub-problem 2: What are the common causes of social media usage among Grade 10 students?
Sub-problem 3: What are the effects of social media usage among Grade 10 students?
Sub-problem 4: Is there an observable differences in social media usage, common causes of
using social media and effect of social media usage on the selected Grade 10 Junior High School
students according to their age, gender, religion, socioeconomic and parent educational
attainment?
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Sub-problem 5: What action plan can be propose to minimize the negative effect of social media
usage?
Research Hypothesis
There are no significant differences on the effect of social media usage of Sta. Isabel
National High School students according to:
a. Gender
b. Religion
c. Age
d. Socioeconomic
e. Parents Educational Attainment
Assumptions
The study was related to the following assumptions:
1. Social media affects the academic performance and study habits of the Junior High
School Grade 10 students.
2. Students who are always using social media may have problems affecting
their health.
3. The respondents will be willing to cooperate and give truthful and sincere
answers to the items listed in the questionnaires.
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Scope and Delimitation
The study seeks to find out the impacts of social media among the students of Sta. Isabel
National High School on their academic performances. This study is limited only to junior high school
grade 10 students.
In this study, the impact of social networking site on academic performance of Sta. Isabel
National High School Grade 10 students were measured through the given questionnaire and
observation. The results were measured by the mean score of students’ response in the given survey
questionnaires. The result was analyzed with the gender, religion, age, socioeconomic status, and
parents educational attainment.
Importance of the Study
Identifying the impact of social media usage in academic performance and study habits of Sta.
Isabel National High School grade 10 students has some practical importance for educational
practitioners insights on how to treat the prevailing social media addiction of students.
Administration. That they may read and be aware of the changes of the students and even
the effects of social networking to their students, so that they can educate their students about the
limitations of using the social networking sites. This may help them in planning their own tactics in
making their students avoid social networking addiction.
Teachers. The result of this study will help the teachers of the school to know the influence that
social media has on their students, so as to assist them to enlighten and create awareness to the students
on the possible effect it has on them.
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Parents. The study is significant to the parents in the sense that they will know the possible effect of
these social media usage has on their children. This study gives parents guiding disciplinary actions to
help their children from engaging to social media networking.
Students. The study will enable the students to be aware that, apart from the social benefits of
this social networking site, using the sites more than necessary will pose possible dangers to their
health.
Future Researchers. It will provide relevance material for students and other researchers
undertaking similar research. The study will help researchers with more information on the Influence of
social media on student’s academic performances.
Definition of Terms
Academic: is used to describe things that relate to the work done

in schools, colleges, and universities, especially work
which involves studying and reasoning rather than practical
or technical skills
Computer: is a machine that receives or stores or process data quickly

according to a stored program.
Cyberbullying: the use of electronic communication to bully a person,

typically by sending messages of an intimidating or
threatening nature
Facebook: is a popular free social networking website that allows

registered users to create profiles, upload photos and video,
send messages and keep in touch with friends, family and
colleagues
ICT: refers to activities or studies involving computers and

other electronic technology. ICT is an abbreviation for
'Information and Communications Technology'.
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Imo: Instant messaging platform imo sends word that it's
launched video calls across its Android and iOS
mobile apps. ... Video calling joins existing imo features,
such as group text chats, video messages and voice
messages.
Instagram: is a free, online photo-sharing application and social

network platform that was acquired by Facebook in
2012. Instagram allows users to edit and upload photos and
short videos through a mobile app. Users also have the
option of making their profile private so that only their
followers can view their posts.
Internet: a global computer network providing a variety of

information and communication facilities, consisting of
interconnected networks using standardized communication
protocols.
Media: Communication channels through which news,

entertainment, education, data, or promotional messages
are disseminated. Media includes every broadcasting and
narrowcasting medium such as newspapers, magazines,
TV, radio, billboards, direct mail, telephone, fax, and
internet. Media is the plural of medium and can take a
plural or singular verb, depending on the sense intended.
Messenger: Messenger is a mobile app that enables chat, voice and

video communications between the social media site's web-
based messaging and smartphones. (Specific capabilities
vary according to the user's device and geographic
location.)
My Space: is a social networking website offering an interactive, user-

submitted network of friends, personal profiles, blogs,
groups, photos, music, and videos
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Peer Pressure: a feeling that one must do the same things as other people
of one's age and social group in order to be liked or
respected by them.
Skype: have a spoken conversation with (someone) over the

Internet using the software application Skype, typically also
viewing by webcam.
Snapchat: Uses the device's camera to capture snaps and Wi-

Fi technology to send them. The app allows the sender to
draw or insert text on the snap and determine how many
seconds (one to 10) the recipient can view it before the file
disappears from the recipient's device. Messages can only
be viewed once -- and during the viewing period, the
recipient must maintain contact with the device's
touchscreen or the snap disappears.
Social Media They are forms of electronic communication which

facilitate interactive base on certain interests. Social media
include web and mobile technology
Social Networking: The use of internet to make information about yourself

available to other people especially people you share an
interest with to send messages to them.
Social Networking Site: A website where people put information about them and
can send to others.
Tweets: A post made on the Twitter online message service
Twitter: Is a free social networking microblogging service that

allows registered members to broadcast short posts
called tweets. Twitter members can broadcast tweets and
follow other users' tweets by using multiple platforms and
devices. Tweets and replies to tweets can be sent by cell
phone text message, desktop client or by posting at
the Twitter.com website.
Wattpad: Is a community for readers and writers where one can

discover new user-generated stories, spanning across
different genres including classics, general fiction,
historical fiction, non-fiction, poetry, and spiritual, teen
fiction among others.
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Whatsapp: An ad-free instant messaging service for all major
smartphones from WhatsApp Inc., wholly owned by
Facebook. Founded in 2009 by Brian Acton and Jan
Koum, WhatsApp uses the Internet as an alternative to the
SMS text messaging system.
YouTube: Is a free video-hosting website that allows members to

store and serve video content. YouTube members and
website visitors can share YouTube videos on a variety of
web platforms by using a link or by
embedding HTML code.
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Chapter II
THE REVIEW OF RELATED LITERATURE
This chapter presents a brief presentation about the causes and effects of social media to
students especially with their academic performances.
Nicole (2007), the advanced and improved usage of social media platforms such as
Facebook has become a worldwide phenomenon for quite some time. Though it all started has
been a hobby for several computer literates individual has changed to become a social norm and
existence-style for students around the world.
Nicole added that students and teenagers have especially recognized these social media
platforms to be able to contact their peers, share information, reinvent their personas and
showcase their social live.
Karpinski (2009), stated that social media has a negative association with students’
academic performance which is much greater than the advantages derived through the use of
social media platforms. People around the globe have been addicted to the internet which has
given rise to more students using social media more often than before.
It was also mentioned by Karpinski, & Duberstein (2009), that among the major
distraction of current generation that social media platform (such Facebook, Watzapp etc.)
remains a major distractions.
According to Kubey, Lavin, and Barrows (2001), there is a correlation between academic
performance and the dependency on social media platforms.
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Student’s addictiveness to social media
On the internet, students engage in a variety of activities some of which may be
potentially addictive. (Kuss and Griffiths, 2011). The mass appeal of social media on the internet
could be a cause for concern, particularly when attending to the gradually increasing amount of
time students spend online. Undergraduates spend more time on Facebook, Twitter and other
social media through smartphones that are now in abundance among these youths.
Many students cannot go for two-three hours without checking and updating their
profiles on these social networks even at the detriment of other activities such as educational and
career pursuit. Morahan- Martin and Schumacher,( 2010) explain social media addiction as the
excessive use of the internet and the failure to control this usage which seriously harms a
person’s life.
In an article on the Daily Trust newspaper, Itodo (2011) posits that there seem to be an
alarming rate of social networking obsession among students today; a trend that could affect their
academic, social and spiritual lives negatively if not properly controlled.
Many concerned parents have expressed grave concern that they could hardly get the
attention of their children and wards, as they seem to have been carried away by the fascinating
world of social networks. Some youths are such social freaks that they have now carved out for
themselves a world of fantasy and illusion for detached from reality. Bello (2012) of the Sunday
Observer observes that if the dangerous trend of social media network “obsession” if left
unchecked could further affect an already collapsing education system in Nigeria.
The reason students are performing poorly in school these days might not be farfetched.
While poor quality of lecturers can quickly take the blame, one might think harder if the phrase
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“Facebook frenzy” has not been heard of. It is a common sight to see a youth chatting in
sensitive and highly organized places like church, mosque and lecture venues.
Some are so carried away that even as they are walking along the high way, they keep
chatting. Attention has been shifted from visible to invisible friends, while important ventures
like study and writing are affected in the process.This phenomenon has become a source of
worry to many who believe in knowledge and skill acquisition (McQuail 2008).
Jeong (2005) noted that internet addiction is significantly and negatively related to
students’ academic performance, as well as emotional attributes.
In a study of 884 students of different universities in Nigeria, Olowu & Seri (2012)
indicated that students in Nigeria are spending too much time on social networking sites at the
detriment of other necessary things such as their studies. They explained that Youths’ use of
these social networking sites even point towards obsession. The youths have made the social
media their top priority and continued to need more usage in order to feel satisfied.
In Ogedebe, Emmanuel & Musa (2012), a study on Facebook and Academic Performance
in Nigeria Universities was carried out on 122 university students; they tested six hypotheses to
know the effect of Facebook on the academic performance of students in selected universities.
The study tested among other hypotheses that the more time a student spends on Facebook, the
lower his or her grade point average will be.
In Olubiyi (2012), the author observed that the bone of contention of the social media is
the obsessive attitude of Nigerian youths towards its use. He pointed out that students waste their
time through idle chats and other immoral acts. Students are so engrossed in the social media
networks that they are almost 24 hours online. Even in classrooms and lecture theatres, it has
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been observed that some students are always busy pinging, 2going or Facebooking, while
lectures are on. The result is that quality time that ought to be spent on academic research and
other productive networking is lost.
Influence of Social Media Network on Student Academic Performance
Though there have been many social, economic, and environmental factors that have
added to the pressure of university students in the past ten years, the drop-out rate for students is
still a major national problem (Bowen, 2008).
Current statistics show that university students in Nigeria are under increased pressure
due to higher academic standards in other countries, and it has become more important than ever
for educators to encourage graduation and further education (Bowen, 2008).
However, with more and more students being preoccupied with social media networks
and technological social lives, how will this affect their studies? It is estimated that even those
students who do graduate high school, one out of three does not have possess the knowledge and
skills that would lead him or her to the next level, such as college or an advanced trade school
(Bowen, 2008).
The top academic areas that many school professionals are concerned about are English
(ELA) and advanced literacy (Williams, 2008). The current generations of teens live in a fast-
paced technological world with many different types of communication happening all at the
same time. For example, he or she may be on the computer on a SNS, while also talking on the
phone, sending instant messages to a friend, and emailing someone else all at the same time
(Williams, 2008). While there may be some advantages to this, such as the teen learning how to
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type faster and multi-task many things at once, there may also be a breakdown in much of that
communication (Williams, 2008).
Literacy has also taken a dive in the past decade, which has caused many educators to
question what can be done to help students improve their reading, writing, speaking, and
thinking- all of the most basic skills for a successful future (Wise, 2009). As one researcher
stated, “Literacy is, in reality, the cornerstone of student achievement, for any student, in any
grade” (Wise, 2009).
The question that many school professionals have with regards to communication is
whether or not a tertiary institution student is able to follow school curriculum in courses like
English or Language Arts (Williams, 2008). Also, will it be possible to teach them without the
use of multi-tasking and using new forms of technology.
Social Media and Its Uses
Kirschner and Karpinsk (2010), define Facebook and other social network sites as an
online directory that allows people to find their friends, family and colleagues through looking
them up on social network sites.
Rideout (2012), states that, among the younger generation, the time they spend on social
media, what she calls ‘entertainment media’ is “more than twice the average amount of time
spent in school each year.”
Rideout also adds that an American child spends on average seven and a half hours a day
just for having fun on the media, not only that, but they multi-task, between all the different
media they use. For example, they can be listening to music, sending a tweet and also posting on
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Facebook. Rideout says that since social media is seven days a week, unlike school or having a
full-time job, over the years the amount of time one could spend over the internet “has
exploded”.
Pardo (2013) believes that technology offers a platform for innovation, and allows its
users to express their opinions about how they feel towards the information being published. He
adds that, social media is also a platform that allows students to interact with one another, with
their teachers and communities that share their same education. Pardo also states that these types
of interaction are “an essential part of how humans learn”.
Ahn (2011) discusses in her research a theory called ‘Signalling Theory’, this theory
refers to how individuals on social network sites present themselves, and develop their identities
and build trust with others. She also adds that, by having many friends on the different platforms,
this causes the individual to lose the trust of their friends because they start adding people they
do not know, to show others how popular they are.
Social Media’s Effect on Academic Performance
Subrahmanyam and Greenfield (2008), state that using online communication has both
negative and positive effects, because there are harmful ways in which the internet could be
used. They also state that nowadays, schools are trying their best to control how students use
digital media on school grounds.
Accoding to Ahn (2010), she said that in other schools, leaders have banned the access of
social network sites, because they fear the students’ interaction on them, although, they know the
positive impact social media has on the students’ education.
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Ahn also states that the examples of the media platforms the younger generation use are:
YouTube, to share and stream videos, and Facebook, to have a complete identity online, and a
network of friends. She also adds that, researchers look at the profiles of the social media users
as part of the process needed for the students to develop their identity.
According to O’Keeffe and Clarke-Pearson (2011), in the American Academy of
Pediatrics, there are a couple of benefits to social media use. They believe one of the most
important benefits of social media is that it enhances how an individual understands himself by
engaging with others, and becoming creative through blogging. This leads to better outcomes in
their individual school work.
Another important benefit according to O’Keeffe and Clarke-Pearson, is the fact that
using social media gives students the opportunity to improve their learning, since they have the
chance to share knowledge with one another and conduct group projects more efficiently.
Naizabekov (2012), concluded that social media causes procrastination as a result of its
distracting nature. It would take an individual who uses social media much more time than it
would take a focused individual to finish a task. Through procrastination emerges the second
negative impact, which is lack of motivation, because using social media with studying develops
negative attitude towards their individual work at school.
Gender Usage Of social Media
When reviewing the literature related to gender and adolescents, results are mixed as to
which group spends more time on the Internet as well as on social media networks (Lin &
Subrahmanyam, 2007).
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Studies have shown that boys have been online more than girls in previous decades
because of earlier forms of technology such as video or computer games (Lin & Subrahmanyam,
2007). Girls have reported that they use social media for things 31 like chatting and downloading
music (Giles & Price, 2008). Because of this, one may hypothesize that girls will be more likely
to be attracted to social media networks and other online social groups (Giles & Price, 2008).
According to most research done on the topic, the number of teenage girls and boys who
communicate on these social media networks are equally divided (Bonds-Raacke & Raacke,
2008). Research has shown that though girls and boys are both likely to have a SNS account, the
reasons for the accounts may vary based on gender (Bonds-Raacke & Raacke, 2008).
For girls, social networking sites are primarily placed to reinforce pre-existing
friendships; for boys, the networks also provide opportunities for flirting and making new friends
(BondsRaacke & Raacke, 2008).
Girls are also more likely than boys to post sexually explicit pictures of themselves, and
to talk about sexual activity in public forums (Rafferty, 2009). However, boys are more likely to
create an account simply because they are trying to meet a significant other, or because they are
already in a relationship with someone who has requested them to join (Bonds-Raacke &
Raacke, 2008). Girls are also more likely than boys to share personal information about their
daily lives (Merten & Williams, 2009).
Results of a recent study involving Facebook, MySpace, and Xanga showed that though
most teenagers aged 13-17 used these sites for fun and positive reasons, 55% of girls shared
personal stories about depression, anxiety, and relationship problems (Merten & Williams,
26
2009). Only 15% of boys shared any personal information besides their hobbies, interests, and
friendships (Merten & Williams, 2009).
This study also showed that adolescents use SNS when dealing with a death of a peer,
and use forums and member profiles to help their grieving process (Merten & Williams, 2009).
In a recent study, it was shown that boys seem to benefit more from social media use and
communication technology than girls do (Peter & Valkenburg, 2009). This was hypothesized
because boys tend to have more difficulty expressing their thoughts and emotions face-to-face
with others than girls do (Peter & Valkenburg, 2009).
The early stages of social networking, as mentioned earlier, included web technology
such as AIM, which helped many “chat” with others on the computer rather than in person (Peter
& Valkenburg, 2009).
The number of teenagers, both male and female, participating on social networking sites
is staggering, and this may explain why certain problems arise from these sites that have become
a major problem in today’s society.
Usage of Social Media by Age
In the beginning years of personal computers and Internet access, social media websites
were used primarily for information gathering and research (Alexander & Salas, 2008). In the
past several years, the Internet has become the center of communication between people, as well
as being their prime source of entertainment (Alexander & Salas, 2008). It has also become the
tool used for almost every project or paper that a student will write in high school, and in their
later years in college (Alexander & Salas, 2008).
27
Lin & Subrahmanyam, (2007) in recent studies, university students have shown to be the
greatest consumers of the Internet, particularly for social interactions. Social networking sites, as
well as email, instant messaging, blogging, and online journals have completely changed the way
that adolescents interact and gather information (Bonds Raacke & Raacke, 2008). Teenagers
have become accustomed to this lifestyle much more than older generations have in recent years,
as this way of living is all they know (Lewis, 2008).
Lewis added that teenagers now use the social media for the majority of their daily
activities and information gathering, as opposed 33 to older generations who used resources like
the television or newspaper. A recent survey showed that approximately ninety percent of teens
in the United States have Internet access, and about seventy-five percent of these teens use social
media more than once per day (Kist, 2008).
This study also showed that approximately half of all teens who have Internet access are
also members of social networking sites, and use the Internet to make plans and socialize with
friends (Kist, 2008).
As one researcher stated, “Teens use the social media as an extension of their personality,
to show their friends – and the world – who they are, what they care about, and to build
connections with other like-minded people” (Goodman, 2007, 84). It is estimated that the vast
majority of teenagers in Nigeria visit at least one social networking site approximately twenty
times each day (Peter & Valkenburg, 2009).
There is often controversy as to whether or not students should be able to freely use
social media for communicating with others (Tynes, 2009). Parents in particular are strongly
cautioned by the media and school officials about online predators and the influence of certain
28
websites on teenagers (Tynes, 2009). They may use Internet services such as Cyber Nanny to
block certain websites and keep records of what their children may be looking at on the Internet
(Tynes, 2009). Other parents make house rules about when the Internet may be used or insist that
the computer be located in a central area of the house so that they may monitor what is being
looked at by their teen (Tynes, 2009).
Social networking sites have also been in the center of concern for many parents because
of safety concerns and risks (Tynes, 2009). Other parents just simply do not want their children
staring at the computer too long. The risks and dangers of teen internet usage are constantly
flooding television shows, newscasts, and magazines, always warning parents to educate parents
on teen internet behaviors.
Sharing inappropriate information or disclosing “too much information” is another
concern that many adults have about teens that participate in social networking online (DeSouza
& Dick, 2008). In a recent study done on teens and their MySpace participation, it was estimated
that at least 65% of teens who had a MySpace account had very personal information on their
profile pages (DeSouza & Dick, 2008). This personal information included where they live, their
phone number and email addresses, where they attend school, where they work, and a number of
things that they enjoy doing in their spare time (DeSouza & Dick, 2008). Also, many teens,
especially females, posted information about their sexual behaviour and their alcohol and
substance use (DeSouza & Dick, 2008).
Alexander & Salas (2008) on the other side of the issue, there are other adults and many
professionals, including teachers and school faculty, who encourage the use of social networking
29
sites like Facebook because they allow students to connect with one another and discuss school
related issues.
Alexander & Salas (2008) students can form online communities in order to plan for a
project, have group discussions about class material, or use the SNS as a way to keep in contact
when a student has been absent and needs to be updated on current academic information.
In response to the question of how much time adolescents spend on social network
websites, it is significant to note that there are other parents who are in favour of these sites
(Bryant, Sanders-Jackson, & Smallwoood, 2006). Some parents are concerned about their
children’s social lives and are grateful that they may have an outlet for their potential depression
and loneliness (Bryant, Sanders-Jackson, & Smallwood, 2006). In a study completed in 2006,
almost 35% of parents of adolescents reported that they feel that communication with others, in
any form, is better than having no communication at all, and 35 therefore are fully supportive of
their child’s internet use (Bryant, Sanders-Jackson, & Smallwood, 2006).
Cyber-Bullying
Participating in online social networks also increases the likelihood of being victimized online,
or, cyber-bullied (Mesch, 2009). Cyber-bullying is the use of communication technology, such as
SNSs, to harm or “bully” others (Mesch, 2009). Forms of cyberbullying include harassing
emails, web pages, hateful instant messages, text messages, and cruel posts on social networking
sites (Mesch, 2009). The result of being a victim of cyberbullying can be embarrassment,
feelings of belittlement, low self-esteem, and even suicide (Mesch, 2009). Because the Internet
allows students to remain anonymous on websites or create false profiles, cyber-bullying has
become a serious issue (Mesch, 2009).
30
One national poll showed that over 13 million children between the ages of 6 and 17 have
reported victims of cyber-bullying (Mesch, 2009). Research has also shown that an adolescent is
more likely to harass or harm another student if they are not together face-to-face, which also can
make a social networking site a perfect place for trouble to manifest (Mesch, 2009). However,
there is no current legislation that protects students from this type of harassment, even though
there are laws for more traditional types of bullying (Geach & Haralambous, 2009).
Peer Pressure
According to recent research about social media networks and Internet usage, social networking
sites like Facebook and MySpace have become so popular that many university students will get
an account even if they do not want to (Peter, Schouten, & Valkenburg, 2006). This shows that
joining a SNS signifies more than just going on a website; it is way of “fitting in” with peers, just
like many other types of groups in high school (Peter, Schouten, & Valkenburg, 2006). In fact,
SNS may be predictors of self-esteem and wellbeing in students, and they have become a
fundamental role in student’s life (Peter, Schouten, & Valkenburg, 2006). A student stated in a
research study by Dr. Danah Boyd at Berkeley University: “If you’re not on MySpace, you don’t
exist” (Boyd, 2007).
Parental Involvement and Social Media
Parent- child conflicts have also become more of an issue since the sudden escalation of
online social networking (Greenfield & Subrahmanyam, 2008). Research has shown that
students who have a strong sense of communication and closeness with one (or more) parent or
guardian have a better chance at academic success (Greenfield & Subrahmanyam, 2008). With
adolescents hooked on the Internet and other forms of technology and their language changing
31
with new acronyms and code words that can only be learned through this technology, the gap
between parents and children has gotten larger (Greenfield & Subrahmanyam, 2008). Many
parents do not understand their children, and cannot find a way to relate to their virtual worlds.
This, in turn, causes distress in the household and may ultimately lead to a barrier between
parent, child, and communication about school work and grades (Greenfield & Subrahmanyam,
2008).
Summary of Literature Review
There are many issues concerning students in Sta. Isabel National High School and social
networking site participation. On one hand, there may be benefits for students who use these
sites properly and appropriately. Other research suggests that there are clear risks involved when
students become too consumed with the Internet and social networking websites. It was
discovered that social networking sites are the most common used social media networks among
students. Students engage themselves with one activity or the other on the various social media
on day to day activities.
However, Undergraduates spend more time on Facebook, Twitter and other social media
through smartphones that are now in abundance among these 40 youths. Many students cannot
go for two-three hours without checking and updating their profiles on these social networks
even at the detriment of other activities such as educational and career pursuit. Smart phones,
android phones as well as tablets were seen to be the major ways through which students gain
easy access to the internet to be on the various social media network platforms.
This chapter discussed the age usage as well as the gender usage of social media websites.
According to most research done on the topic, the number of teenage girls and boys who
32
communicate on these social media networks are equally divided. Majority of students in Nigeria
visit at least one social networking site approximately twenty times each day.
Cell phones have been banned from classroom and schools have blocked many popular
social media websites due to the repercussion the social media might have on the academic
performance of students.
For the purposes of this research project, the researcher will examine the level of student
addictiveness to social media, how often they use them, how they use them, and how this is
affecting their academic performances. At the conclusion of this research project, there will be a
better understanding regarding students in Sta. Isabel National High School and whether or not
they are able to balance a life of social networking and academic performance.
33
CHAPTER III
RESEARCH METHODOLOGY
This chapter deals with the methods and procedures used by the researchers in this study
to answer the specific problems investigated. The research design, the population, the instrument
and the steps that were followed in carrying out the research are presented in the following
pages.
Research Design
The descriptive correlation method of research was used in gathering data on the impact
of social media in academic performance of the grade 10 students of SINHS through the use of
survey questionnaire. By means of this research method, the researcher was able to provide a
secure reliable, accurate and correct information and data that are necessary to assess the effect
of Social media in student academic performance.
Locale of the Study
The target respondent for the conducted study covers all among the selected grade 10
Junior High students of Sta. Isabel National High School situated at Sta. Isabel Sur City of
Ilagan, Isabela for the school year 2017-2018, and are considered as the core significant
respondents because they are the core agents in this educational research.
Table 1 presents the profile of the respondents of this study. The result of the data is as
follows: the sample size is composed of 60 SINHS grade 10 Junior High Students, 20 males
(33.3%) and 40 females (66.7%). In terms of age, 33 are 15 y/o (55.0%), 24 are 16 y/o (40.0%),
2 are 17 y/o (3.3%) and 1 is 18 y/o (1.7%). In terms of religion, 51 are Catholic (85.0%) and 9
34
are Non-Catholic (15.0%). In terms of parent’s monthly income, 44 falls under 15k below
(73.3%), 11 falls under 15k-20k (18.3%) and 5 falls under 20k above (8.3%). In terms of parents
educational attainment, 6 in one parents are professional (10.0%), and 54 in none professional
parents (90.0%).
Table 1
The Profile of the Respondents of this Study
Variables Frequency Percent
A. Gender
Male 20 33.3
Female 40 66.7
Total 60 100
B. Age
15 y/o 33 55.0
16 y/o 24 40.0
17 y/o 2 3.3
18 y/o 1 1.7
Total 60 100
C. Religion
Catholic 51 85.0
Non- Catholic 9 15.0
Total 60 100
D. Monthly Income
15k- below 44 73.3
15k-20k 11 18.3
20k- above 5 8.3
Total 60 100
35
E. Parents
Educational
Attainment
Both Prof 0 0.0
One Prof 6 10.0
None Prof 54 90.0
Total 60 100
Instrumentation and Data Collection
The researcher used questionnaire for the survey in collecting ideas based on their
observation done in school and was used to get the desired information from the students. The
questionnaire is composed of three sections. Section I sought to determine the computer
networking sites that the students often time to visit. Section II sought to determine the common
causes of using social media. And lastly, section III sought to determine the effect of social
networking site in student’s academic performance.
Preparatory Stage - The researchers made a written request addressed to the school
head and to the selected grade 10 Junior High students of Sta. Isabel National High School.
Likewise, the researchers asked consent to distribute the questionnaires to the respondents.
Actual Data Gathering Technique - the researchers made personal conversation to the
selected 3rd year high school students of SINHS. Much effort was done to explain the
significance of the research to the respondents. The researchers manage to assist them through
the questionnaires. To motivate them, the researchers explained to them the purpose of the study
and its significance to the students and other individuals involved in the study.
36
Treatment of Data
To expedite the process of computations in this study, data observations were entered in
the Statistical Package for the Social Sciences (SPSS). Its accuracy and reliability in statistical
computation is compensating, all calculations in this thesis were done through the SPSS
processor to save time.
In measuring the computer networking site, the researchers used the following scale and
descriptive interpretation:
Scale Range of points Descriptive

4 3.25- 4.00 Always
3 2.50- 3.24 Sometimes
2 1.75- 2.49 Rare
1 1.00-1.74 Never
In measuring the common causes of using social media, we used the following scale and
descriptive interpretation:

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
37
In measuring the effects of social media, we used the following scale and descriptive
interpretation

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
To test the significant difference for research problem 5 the T-test and ANOVA .Were
utilized at 0.05 level of significance.
38
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the result and findings of this study with their corresponding
analyses and interpretations of the following sequence of sub-problems of this study based from
the calculations of the SPSS which answer the question in regarding with the social media
addiction.
Sub-problem 1: What are the social media sites that a Sta. Isabel National High
School student is often time to visit?
Presentation
Table 2 presents the data on the Social Media that SINHS grade 10 junior high school
students often time to visit. The top three Social Media that students engaged with are first
Facebook having a m=3.65 (always), next is Messenger with a m=3.50 (always) and lastly
Youtube having m=2.83 (sometimes).
39
Table 2
Social Media Activities that SINHS Grade 10 Junior High
Student Often Times Engaged With
` (n=60)
Computer Mean Descriptive

Networking Sites Interpretation
1. Facebook 3.65 Always
2. Messenger 3.50 Always
3. Twitter 1.48 Never
4. Instagram 1.57 Never
5. Wattpad 2.08 Rarely
6.Whatsapp 1.12 Never
7. Imo 1.33 Never
8. YouTube 2.83 Sometimes
9.Skype 1.47 Never
10. Snapchat 1.93 Rarely
11. My Space 1.10 Never
Total 2.00 Rarely
Analysis and Interpretation
Looking more intently at the result of data analysis, these are the top two social media
sites that SINHS grade 10 junior high students is often time to visit. The most activity that the
students engaged with is Facebook with the m= 3.65 “always” and Messenger with the m= 3.50
and a descriptive interpretation of “always”. According to Moreau (2018) Facebook is the top
social network on the web. It's a thriving beast of a social networking site on the web with about
2 billion monthly active users and more than one billion that log on daily (according to Facebook
itself).
40
Facebook being at the forefront of the social media craze, has over 500 million active
users on its website every month. It is emerged on February 4, 2004, when a 19-year-old
sophomore Harvard student named Mark Zukerberg founded the revolutionary site to connect
Harvard University students (Grossman, 2010). But later, this site allows users to build social
networks with hundreds or even thousands of people around the world of which university
students are one of the primary demographics using Facebook, with features such as photos, wall
posts, and status updates becoming seemingly irresistible to those who want to connect with their
friends (Gold, 2011).
It is also true to the findings of the researchers that Facebook is the most social media
sites that SINHS students are often time to visit. One of the reasons why students love Facebook
is that, they can create new friends, upload their photos, update status and to be updated to what
is happening around them.
Another most used social media site is Messenger having a weighted mean of 3.50 with a
descriptive interpretation of “always.” according to eMarketer (2018) there are several factors
driving Messenger’s worldwide growth, as well as mobile messaging in general. eMarketer
forecasts that 35.0% of mobile phone users worldwide will use mobile messaging apps this year,
up from 25.2% in 2014. Nearly half (49.3%) of mobile users in North America and 43.4% of
those in Western Europe will use messaging apps this year.
Data from similar web shows that many people around the world use Messenger daily. In
the Philippines, an average of 58.9% of Android users who had the app installed used it daily in
April 2016. Those users spent an average of 17 minutes, 22 seconds per day with the app.
Since these top social networking sites activities has been proven by the researchers that
students engaged with. It endangers the academic performances of the students. This is an
41
alarming finding because mostly youth are always engaged to it. The modern world gives
amusement to people and youth always wanted to visit social media sites. And as we engaged
ourselves to these activities we really become addicted to it.
Sub-problem 2: What are the common causes of social media usage among grade 10
students?
Presentation
Table 3 presents the output of data analysis on the causes of Social Media to SINHS Grade 10
junior high student’s academic performances. The total causes of social media usage had a weighted
m=2.23 with a descriptive interpretation of “disagree.”
42
Table 3
Common Causes of using Social Media among
SINHS Grade 10 Students
(n=60)
Reasons of computer addiction... Weighted Mean Descriptive

Interpretation
1. Peer factors(I always see students who cuts 1.92 Disagree
classes and try it by my own)
2. Local events information (to be updated to 2.95 Agree
what is happening around me)
3. Laziness of the teacher (My teachers always 1.92 Disagree
come late)
4. Boredom inside the class (I always feel 2.38 Disagree
sleepy during class hour)
5. Perception in life (For me education is not a 1.93 Disagree
primary necessity)
6. No interest with the subject (I have a hard 1.90 Disagree
time coping up with the quizzes and
activities)
7. Interest with the teacher ( I don’t want the 2.07 Disagree
teacher at all, the way he speak and even
the way he act)
8. Making new friends ( I use social media to 2.88 Agree
gain more companions and friends)
9. Differing community attitudes towards 2.33 Disagree
education (People surround me doesn’t give
importance to education, for them it is
nothing)
10. Trouble in the family (My family don't 2.07 Disagree
give me the proper attention as part of the
family )
TOTAL 2.23 Disagree
Based on the findings, the weighted means for each of the extent of social media
addiction among SINHS grade 10 junior high students, the following were found to be the top
two highest rates in terms of the addiction: Item 2: Local events information (to be updated to
43
what is happening around me), m=2.95 (agree) and Item 8: Making new friends (I use social
media to gain more companions and friends), m=2.88 (agree).
Looking deeper at the result of the study about the causes of using social media, the result
found out that SINHS grade 10 junior high student are suffering from social media addiction.
The highest indicator of extent of using social media is item number 2 with a weighted mean of
2.95, (agree). This item is concerning about local events information (to be updated to what is
happening around me). According to Wersm (2015) one of the main reasons for being active on
Facebook, Twitter or any other social network is that most of us use them to stay in touch with
others, and also to stay updated on what's happening in the world around us.
Secondly, with a m=2.88 and an interpretation of ‘agree’, SINHS grade 10 junior high
students says that they have Making new friends (I use social media to gain more companions
and friends). According to studies, Members may use the Facebook to mingle with people they
already know offline or to find new friends. Facebook permits its users to present themselves in
an Internet profile, build up "friends" who can post comments on each other's walls, and view
each other's page.
44
Sub-problem 3: What are the effects of social media usage among grade 10
students?
Presentation
Table 4 presents the output of data analyses on the extent of effects of using Social Media
among SINHS grade 10 junior high school students. The total effect of social media usage had a
weighted m=2.27 with a descriptive interpretation of “disagree.”
Table 4
Effects of Social Media Usage Among
Grade 10 Junior High Students
(n=60)
Because of computer addiction... Weighted mean Descriptive

Interpretation
1. I can’t speak very well to tell my opinion 2.28 Disagree
during class discussion.
2. I can’t answer my teachers question 2.60 Agree
immediately when he/she asked me.
3. I always get low scores in quizzes and 1.98 Disagree
exams.
4. I’m not able to manage or make my 2.45 Disagree
requirements by my own without asking
for help to others.
5. I have a low comprehension of what I am 2.12 Disagree
reading. (I really can’t understand the
article, essay, poems, and etc.)
6. I’m not able to explain something I have 2.63 Agree
heard from a long period of time.
7. I am not cooperating during group 1.91 Disagree
activities.
8. I’m not passing my requirements on time. 2.45 Disagree
9. I’m not satisfied with the works and 2.08 Disagree
projects I am presenting.
10. I’m not listening to my parent’s 2.22 Disagree
avocations.
Total 2.27 Disagree
45
The result of data analysis on the effect on the academic performance among SINHS
Grade 10 Junior High students. The following were found to be the top two highest rates affected
by social media are: Item 2: I can’t answer my teachers question immediately when he/she asked
me, with a m= 2.63 having a descriptive interpretation of “agree” and Item 6: I’m not able to
explain something I have heard from a long period of time, with a m= 2.63 having a descriptive
interpretation of “agree.” According to Newman, (2013) they get distraction from their studies,
and a load of their working memory make it hard for them to have a focus and make effective
preparations of their homework. This will lead to results that are poor and decrease the
achievements.
Sub-problem 4: Is there an observable differences in social media usage, common
causes of using social media and effect of using social media on the selected grade 10 Junior
High School students according to their age, gender, religion, socioeconomic and parent
educational attainment?
A. Differences According to Gender
Presentation
Table 5 presents the result on significant difference in using social media, the causes using of
social media and effects of social media on the academic performances of the selected SINHS grade 10
junior high school students according to gender. Overall, the result shows that there is significant
46
difference in internet activity engagement. The males showed greater engagement in internet activities
compared to females.
Table 5
Significant Difference in Social Media Usage, Causes and Effects of Social Media on the
Study Habits of the Selected Grade 10 Junior High School Students According to Gender
(n=60)
Descriptive Variable Sig.

Mean F –value Interpt’n
Interpretation Interpretation Value
A. Social Media
Male 2.07 Rarely Slightly Addicted
.582 .000 S
Female 1.98 Rarely Slightly Addicted
B. Causes of using
Social Media
Male 2.28 Disagree Slightly Addicted
1.098 .000 S
Female 2.22 Disagree Slightly Addicted
C. Effects of
Social Media
Male 2.26 Disagree Slightly Addicted
.124 .000 S
Female 2.29 Disagree Slightly Addicted
S=significant
NS=Not Significant
Based on the comparison of mean differences, it reveals what group engaged to social
media activities more compared with the other group. In terms of gender, both showed that they
are really engaged in net activity engagement with a m=2.63 having an interpretation of
“sometimes”. The males showed greater engagement in internet activities compared to females.
In terms of the extent of effect of using social media to the study habits of SINHS grade
10 junior high students; the result shows that there is a significant difference according to
gender. Therefore, the null hypothesis that there is no significant difference in social media
47
activities engagement, the causes of using social media and the effect of using social media on
academic performance of the selected of SINHS grade 10 junior high students according to their
gender is rejected.
B. Differences According to Religion.
Presentation
Table 6 presents that there is a significant difference in using social media, causes of
using social media, effects of social media on the academic performance of selected SINHS
grade 10 junior high student according to religion. However, the result also shows that those who
are Catholic’s have a higher mean compared to those who are Non-Catholic
Table 6
Study Habits of the Selected Grade 10 Junior High School Students According to Religion
(n=60)

Mean F-value Interpt’n
A. Social Media
Catholic 1.96 Rarely Slightly Addicted
3.691 .000 S
Non-Catholic 2.26 Rarely Slightly Addicted
B. Causes of using
Social Media
Catholic 2.27 Disagree Slightly Addicted
2.557 .000 S
Non-Catholic 2.03 Disagree Slightly Addicted
C. Effects of
Social Media
Catholic 2.30 Disagree Slightly Addicted
2.173 .000 S
Non-Catholic 2.11 Disagree Slightly Addicted
48
Looking more intently at the result of data analysis on the significant differences in the social
media activities, causes of using social media, and the effects of computer games on the academic
performance of selected SINHS grade 10 junior high students according to their religion, the study
shows that there is significant difference in terms of using social media, causes of using social media
and effects of social media at (0.05) level of significance. The result shows that students’ who are Non-
Catholics are more addicted than Catholics in terms of using social media. With a m=2.26 compared to
those who are Catholics with a m=1.96. while in terms of causes and effect of using Social Media
students who are Catholics are more addicted to Social Media with a m=2.27 and m=2.30 compared to
those who are Non-Catholic with a m=2.03 and m=2.11.
Since the findings showed that there is a significant differences in between social media
activities engagement, causes of using social media, and effects on the academic performance, therefore
the null hypotheses is rejected. This is probably the everyday life of students who are engaging in social
media activities, it’s just normal for them to play use social media but it does not affect them much.
C. Differences According to Age
Presentation
Table 7 presents the result on significant differences in the social media activities, causes of
social media addiction, and effects of social networking site on the study habits of SINHS grade 10
junior high students according to age. Overall, the result shows that there is a significant difference in
social media activity engagement according to age. However, students who are 16 years old showed
49
greater amount of computer games engagement compared to those who are 15 years old and below. It is
followed by 14 years old and 13 years old.
Table 7
Study Habits of the Selected Grade 10 Junior High School Students According to Age
(n=60)

Mean F –value Interpt’n
A. Social Media
15 y/o 2.07 Rarely Slightly Addicted
16 y/o 2.00 Rarely Slightly Addicted

.464 .000 S
17 y/o 1.65 Never Not Addicted
18 y/o 2 Rarely Slightly Addicted
B. Causes of
using Social
Media
15 y/o 2.28 Disagree Slightly Addicted

.827 .000 S
C. Effects of
Social Media

..779 .000 S
17 y/o 1.9 Strongly Disagree Not Addicted
50
The test shows comparing the means that the greatest differences in weighted means in
terms of social media addiction engagement occurred to those who are 15 y/o, with a m=2.07
(disagree). This was followed by those who are 18 y/o with a m=2.4 (disagree), 16 y/o with a
m=2.00(disagree), and 17 y/o with a m= 1.85 (disagree).
In terms of the causes of social media addiction, test shows that the greatest compared in
weighted mean occurred with students who are 15 y/o with a m=2.28 (disagree) next is 16 y/o
with a m=2.20 (disagree), 18 y/o with a m=2.4 (disagree), and lastly 17 y/o with a m=1.85
(disagree).
In terms of extent of effects of social media addiction to the study habits of SINHS junior
high grade 10 students, the test shows that the students who are 16 y/o are highly addicted with
the mean of 2.31(disagree), 15 y/o with the mean of 2.27 (disagree), 18 y/o with the mean of 2.3
(disagree), and lastly students who are 17 y/o with a mean of 1.9 (strongly disagree).
Since the findings showed there’s a significant differences in between social networking
sites activities engagement, causes of social media addiction, and social networking sites effects
on the study habits of SINHS junior high grade 10 students, therefore the null hypothesis is
rejected.
D. Differences According to Socioeconomic Status/Parent Monthly Income.
Presentation
51
Table 8 presents the result on significant difference in the social media activities, causes
of using social media, and effects of social media on the academic performance of SINHS grade
10 junior high students according to socioeconomic status. Overall, the result shows that there is
a significant difference in the computer game activities, causes of using social media, and the
extent of effects of social media according to socioeconomic status.
Table 8
Study Habits of the Selected Grade 10 Junior High School Students According to
Socioeconomic Status/Parents Monthly Income (n=60)

A. Social Media
15k-below 1.92 Rarely Slightly Addicted
15k-20k 2.24 Rarely Slightly Addicted 6.384 .000 S
20k-above 2.45 Rarely Slightly Addicted
B. Causes of
using Social
Media
15k-below 2.33 Disagree Slightly Addicted
15k-20k 2.10 Disagree Slightly Addicted .704 .000 S
20k-above 2.26 Disagree Slightly Addicted
C. Effects of
Social Media
15k-below 2.32 Disagree Slightly Addicted
15k-20k 2.08 Disagree Slightly Addicted 1.980 .000 S
20k-above 2.28 Disagree Slightly Addicted
52
In comparing the means test shows that the greatest differences in weighted means in
terms of social media activities engagement occurred between PHP 15k-20k and PHP 20k-
above, PHP 15k-below.
In terms of causes of using social media to the study habits of SINHS grade 10 junior
high students, the test shows that there is a significant compared weighted means occurred
between 15k-20k, 20k above, and 15k below according to socioeconomic income and there is a
significance value according to level of significance . In terms of extent of effect of using social
media to the academic performance of SINHS grade 10 junior high students, the test shows that
there is a significant weighted means occurred between 15k-20k, 15k below, and lastly 20k-
above.
Since the findings showed that there is a significant differences in between social media
activities engagement, causes of using social media, effects of social media on the study habits
level of significance, therefore the entire null hypothesis is rejected. On the other hand, findings
showed that there is a significant compared means in between social media activities
engagement, causes of using social media, effects of social media on the study habits level of
significance according to socioeconomic status. This is due to the reason that students just
consider using social media as their leisure hours and they are not merely affected on it.
E. Differences According to Parent’s Educational Attainment.
Presentation
Table 9 presents the result on significant differences in the social networking sites
activities, causes of social media addiction, effects of social networking sites on the study habits
53
of SINHS junior high grade10 students to parent’s educational attainment. Overall, the result
shows that there is a significant differences in the social networking sites activities with a .00
level of significance, causes of social media addiction with a .00 level of significance, effects of
social networking sites on the study habits of SIHNS junior high grade 10 with a .00 level of
significance.
Table 9
Study Habits of the Selected Grade 10 Junior High School Students According to
Parent’s Educational Attainment (n=30)

A. Social Media
Both Prof 0
One Prof 2.21 Rarely Slightly Addicted 1.444 .000 S
None Prof 2.00 Rarely Slightly Addicted
B. Causes of using
Social Media
Both Prof 0
One Prof 2.25 Disagree Slightly Addicted .009 .000 S
None Prof 2.23 Disagree Slightly Addicted
C. Effects of
Social Media
Both Prof 0
One Prof 2.15 Disagree Slightly Addicted .772 .000 S
None Prof 2.28 Disagree Slightly Addicted
54
Interpretation and Analysis
The data shows the analysis on the significant differences in the social networking sites
activities, causes of social media addiction, effects of social networking sites on the study habits of
SINHS junior high grade 10 students according to parent’s educational attainment. The result shows
that students’ whose parents are one professional is more affected with a m= 2.21 (rarely). Next to it is
those who have none professional parents with a m=2.0 (rarely). The result shows that students’ whose
parents are one professional is more affected with a m=2.21 (rarely) these students engaged themselves
in social media. Probably their parents gave them what they want.
Since the findings showed there is a significant differences in between social networking sites
activities engagement, causes of social media addiction, social networking effects on the study habits
according to parents educational status, therefore all the null hypotheses is rejected.
Sub-problem 5: What action plan can be propose to minimize the negative effect of
social media usage?
Presentation
Table 10 shows the recommended solutions to treat computer games.
55
Table 10
Action Plan Proposed to Treat Computer Games Addiction (n=30)
Objectives Persons Involved Budget Activities Success

Indicator
1.To lessen the Students (500, each) 1.Field trips 100 % attendance
social networking
sites addiction of
students
95 % attendance
2. Relationship of
parents and Teachers and 2. Seminars on
students as well as
Parents 5,000 Behavior management
teachers should be
address faithfully.
3. Parents must 100 % attendance

always have time to
be with their Parents and 3,000 3.Weekend bonding
children. Children
Treatment of Social Media Addiction
The researchers have found out different treatments to the problem of their study. As the
findings shows that students are really engaged with social networking sites activities here are
the ff. list that can help parents, teachers, school administrators, the people around the
community, and also the students.
According to Luisa Brenton (2016) a true social media addiction can be more harmful
than it initially seems – it can be the cause of family problems and performance issues at work.
Even if you don’t have a full blown addiction to social media, spending too much time on
Facebook and other websites can still be unhealthy. For one thing, every moment spent on social
media is a moment that isn’t spent with family and friends. Then there is the issue of being too
sedentary in general. Spending excess time on social media certainly contributes to that. Whether
56
you are a social media addict, or simply want to cut back the time you spend on social media,
here are a few tips that you can follow.
1. Make a list of what you are missing by spending too much time on social media.
If your social media use has become a problem, it’s usually because you are missing out
on important things. You can start to work on your addiction by creating a list of the things that
spending too much time on social media is costing you. Here are a few common examples:
 Time with friends and family
 Reading books
 Playing sports or engaging in once beloved hobbies
 Time spent developing and improving work-related skills
2. Create other obligations for yourself.
As long as your only alternative to social media is sitting in front of the television, you
aren’t going to beat your addiction. Try to find ways to obligate yourself to spend time away
from social media and doing other things. If you have kids, volunteer to coach a sports team.
You could also sign up to volunteer at a local food bank a few evenings per week. Anything that
keeps you busy, and that you don’t feel as if you can blow off, is ideal.
3. Use an app to block social media sites for a period of time each day.
If you truly cannot resist getting on social media, consider using a software package or
app that will allow you to lock yourself out of social media sites for a period of time each day.
This will give you no option, but to slow down on your usage.
57
4. Have a plan and schedule for social media use.
Stop blindly surfing social media sites. Instead, put yourself on a schedule that tells you
when you are able to use social media, and what activities you will engage in each time you
access Facebook and other websites. For example, during the day, you could limit yourself to
three visits of no more than fifteen minutes each just to check and respond to messages. Then, in
the evening, you could give yourself an hour for recreational surfing and playing games.
5. Purge your friends and groups lists.
The fewer posts and images you have to slog through, the better off you will be. One
place to start is by culling your list of friends and groups. Start with friends of friends of friends
who you don’t really have a close connection with. Then, move on to people who tend to create
Facebook drama. Finally, take a look at the groups you have joined. If you aren’t an active
participant, then unsubscribe.
6. Reward yourself for not exceeding your allotted time on social media.
Decide how much time you think is reasonable to spend on social media. Then, for every
week that you make it without exceeding that amount of time, give yourself a small reward.
Once you are comfortable with that reduced amount of social media time, cut back again.
7. Don’t use late night as an excuse to mindlessly surf.
When it is late at night and everybody else is in bed, it can be easy to justify hopping on
social media for a couple of hours. After all, who is it hurting? It’s important to remember that
58
curing a social media addiction is for your own well-being too. Don’t feed your addiction simply
because there is nobody around to witness it.
8. Consider limiting the number of sites that you use.
If you don’t use a social media site for work, or to connect with friends and family,
maybe you should consider deactivating your account. This will allow you to reduce the time
you spend on social media while still allowing you to be active on the sites that are important.
9. Take up an offline hobby.
Try to start at least one hobby that does not require using a computer or smartphone in
any way whatsoever. This way, you will have something to do besides surf when you become
bored. If social media has caused you to lose time with people that you love, a shared hobby may
be a great way to reconnect.
10. Try social media vacation.
Some people find they are best able to curb their addiction to social sites by simply
spending a week or two going cold turkey without using them at all. You might find that it’s
easier to quit using the sites altogether for a period of time than it is to attempt to moderate your
use.
11. Enlist the support of friends and family.
Let your family and friends know that you are working on reducing your social media
time. If they feel like they’ve been losing you to your computer, they will be happy to hear about
your commitment.
59
12. Start connecting with people outside of social media.
If you have a person’s home address, telephone number, or email, there is no need for
social media to be your sole connection to them. If you establish communication channels that
don’t involve getting onto Facebook, you have, once again, one less reason to use social media.
13. Only access social media from one device in one location.
You might also consider turning the bedroom and bathroom into social media free zones.
14. Delete social media games and apps from your smartphone.
Getting rid of these games and apps can remove the temptation to surf while you are out
and about. Instead, focus on what is going on in the real world.
15. Hide dramatic statuses (and people).
As much as we roll our eyes at them, it can be tempting to spend too much time reading
dramatic status updates and then following along with the fallout that always happens afterwards.
If you see a drama-filled post, simply hide it and move on.
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CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of the research, major findings, conclusions, and
recommendations.
SUMMARY
Based on the findings of the study of the impact of social media on student’s academic
performance of SINHS grade 10 students.
It sought to answer the following sub-problems:
Sub-problem 1: What are the social media cite that a Sta. Isabel National High School student is
often time to visit.
Sub-problem 2: What are the common causes of social media usage among grade 10 students?
Sub-problem 3: What are the effects of social media usage among grade 10 students?
Sub-problem 4: Is there an observable differences in social media usage, common causes of
using social media and effect of social media usage on the selected grade 10 Junior High School
students according to their age, gender, religion, socioeconomic and parent educational
attainment?
Sub-problem 5: What action plan can be propose to minimize the negative effect of social media
usage?
61
Hypothesis of the Study
1. There is a significant difference in the social media activities engagement of selected SINHS
grade 10 junior high students according to their gender, religion, age, socioeconomic status,
parents’ educational attainment.
2. There is a significant difference in the causes of using social media of selected SINHS grade 10
junior high students according to their gender, religion, age, socioeconomic status, and parents’
educational attainment.
3. There is a significant difference in the effects of social media on the study habits of selected
SINHS grade 10 junior high students according to their gender, religion, age, socioeconomic
status, and parents educational attainment.
Summary of the Findings
1. Overall the data presents on the social media that SINHS grade 10 junior high students engage
with. The top three social media that students engaged with are: Facebook having a m=3.65
(agree), next is Messenger with a m=3.50 (agree) and lastly, YouTube having a m=2.83
(sometimes).
2. Overall, the result showed that the data analysis on the causes of social media to SINHS grade
10 junior high students’ study habits. The total causes of using social media had a weighted
m=2.33 with a descriptive interpretation of “disagree.”
3. The top three study habits that are affected by social media addiction were: Item 2: I can’t
answer my teachers question immediately when he/she asked me, with a m= 2.63 having a
descriptive interpretation of “agree” and Item 6: I’m not able to explain something I have heard
from a long period of time, with a m= 2.63 having a descriptive interpretation of “agree.”
62
4. The factors contributing to social media addiction among SINHS grade 10 junior high
students were: 1.Gender, 2.Religion, 3.Age, 4. Socioeconomic Status, and 5. Parents
Educational Attainment.
5. The significant differences in social media activities engagement, causes of using social
media, effect of social media addiction to the study habits of SINHS grade 10 junior high
students study habits and factors contributing to internet addiction are as follows in terms of:
a. Gender
Overall there is a significant difference according to gender. However, the result
showed that the males were more active in social media activities engagement than
females. The result shows that males were social media addicted rather than females;
therefore there is a significant difference according to gender.
b. Age
Overall, the result showed that there is a significant difference according to age.
Students who are under 16 with a m=2.00, 18 with a m=2.00 followed by 15 with m=2.07
and 17 with a m=1.65 in terms of using social media. In terms of the causes and effect of
using social media students who are under 15 with a m=2.28, and m=2.27, 16 with a
m=2.20, and m=2.31, 17 with a m=1.85, and m=1.9 and 18 with a m=2.4, and m=2.3.
c. Religion
The result showed that there is a significant difference on social media activities,
causes of social media addiction, and effects of social media on the study habits in terms
of religion. Students who are Catholic’s showed a higher mean thus it tells that the Non-
Catholic’s are less addicted.
d. Socioeconomic Status
63
Overall, the result showed that students whose parents, monthly income ranging
from 20k-above and 15k-20k had a higher means in terms of social media activities
engagement, causes of internet addiction, effect of social media addiction to the study
habits, according to socioeconomic status . There is a significant difference in the
findings.
e. Parents educational attainment
Overall, the result showed that students whose parents are one professional shows
that they are more addicted, and those who have none is professional parents are less
addicted. The finding shows that there is a significant difference of social media activities
engagement, causes of social media addiction, and effects of social media addiction.
Conclusions
The following conclusions were formulated based on the findings of the study.
1. The result findings showed that the social media activity that SINHS grade 10 junior high
students engage with are Facebook, Messenger, and Youtube
2. Internet addiction is prevalent among males and Catholic’s students.
3. Internet addiction had affected the study habits of SINHS grade 10 junior high students.
4. The three factors that contributed to computer game addiction among SINHS grade 10
junior high students were gender, age, religion, socioeconomic status, and parent’s
monthly income.
64
Recommendations
From the findings of this study, the following recommendations are given:
1. School administrators particularly in the junior high school should make a move in
order to shift the social media addiction of students to focus on their study habits.
2. Guidance and counseling assistance be evident from the teachers and must be provided
regularly or as need arises to assist students in their social media addiction problems.
3. Teachers should definitely make a move if they have seen their students who are using
social media during class hour.
Further recommendations that the researchers are complementing this research to be used
as a reference for those next researchers.
65
REFERENCES
A. Internet Sources
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https://www.makeuseof.com/tag/10-reasons-people-still-use-facebook-ask-results/
Abhishek K. (2015, Sept. 13) The Impact of Social Media on Student Life. Retrieved from
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cb7c98a6e45f.htm
Bedassa (2014). Impact of Facebook Usage on Students Academic Performance. Retrieved from
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Effect of Social Networking Site (2014). Retrieved from

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SOCIAL-NETWORKING-SITES
Effects Of Facebook On Students’ Academic Performance (2017). Retrieved from

https://www.coursebb.com/2017/01/01/literature-review-effects-of-facebook-on-students-
academic-performance/
Gelzalis D., Diosah N.S.A & Leonora B. (2017, Jan. 22) A Correlational Study on Social Media
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M. Owusu-Acheaw & Agatha G.L. (2015) Use of Social Media and its Impact on Academic
Performance of Tertiary Institution Students: A Study of Students of Koforidua
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XXX&enrichSource=Y292ZXJQYWdlOzI3Mzc3MDg2MTtBUzoyMDkwODkxMTczM
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APPENDIX A
69
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region 02
STA. ISABEL NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
Sta. Isabel Sur, City of lagan, Isabela
February 10, 2018
Dear respondents,
We the researchers need your help to meet our objectives. The researchers are students of
Sta. Isabel National High School. The study is entitled “The Impact of Social Media on
Students’ Academic Performance of SINHS.” The objective of this research is to identify
primarily the common causes and effects of social media to student’s performance among Grade
10 Junior High School Students of SINHS.
In relation to this, we would like to request your sincere and honest response to the
attached questionnaires. We assure you that information shared will be treated in the severest
level of confidence.
Thank you so much for your understanding and cooperation.
Very truly yours,
Rosemarie J. Asuero Fe Carbonilla
Crezol N. Tamano Rovelyn O. Ulsan
Michael Gorospe Ahdrianne Mhelle Zyrhelle D. Sagun
SHERYL C. CABALONGA WILSON B. BARBOSA

Adviser Instructor
GERMAR C. TAMANO
Head Teacher III
70
APPENDIX B
71
SURVEY QUESTIONAIRES
Part I: Demographic Profile

Instruction: Put a check on the blank provided that corresponds to your answer.
Gender: ____ Female Age: ____ Religion: ____CATHOLIC
____ Male ____ NON- CATHOLIC
SOCIO-ECONOMIC STATUS:
Monthly Income: ____P15, 000 below
____P15, 000-P20, 000
____ P20, 000 & above
Parents Educational Attainment: ____Both are professionals
____One is professional
____None is Professional
Part II. Social Media

Instruction: Below are social media sites that we often do. Use the following scales in rating
yourself how often we engage to these social media site.
SCALES: 1-Never (N) 2-Rarely (R) 3-Sometimes (S) 4-Always (A)
Social Media N R S A
1 Facebook
2 Messenger
4 Twitter
5 Instagram
6 Wattpad
7 Whatsap
72
8 Imo
9 Youtube
10 Skype
11 Snapchat
12 My Space
Part III. The Common Causes of Social Media addiction:

Instruction: Put a check with the space provided that corresponds to your answer.
SCALE: 4.Strongly Agree 3. Agree 2. Disagree 1. Strongly Disagree
Reasons of using social media 1 2 3 4

1. Peer factors(I always see students who cuts classes and try
it by my own)
2. Local events information
3. Laziness of the teacher (My teachers always come late)

4. Boredom inside the class (I always feel sleepy during class
hour)
5. Perception in life (For me education is not a primary
necessity)
6. No interest with the subject (I have a hard time coping up
with the quizzes and activities)
7. Interest with the teacher ( I don’t want the teacher at all, the
way he speak and even the way he act)
8. Making new friends
9. Differing community attitudes towards education (People
surround me doesn’t give importance to education, for
them it is nothing)
10. Trouble in the family (My family don't give me the proper
attention as part of the family )
73
Part IV. Effect of using Social Media in Students Performance:
Instruction: Put a check with the space provided that corresponds to your answer.
SCALE: 4.Strongly Agree 3. Agree 2. Disagree 1. Strongly Disagree
Because of social media addiction 1 2 3 4
1. I can’t speak very well to tell my opinion during class

discussion.
2. I can’t answer my teachers question immediately when
he/she asked me.
3. I always get low scores in quizzes and exams.
4. I’m not able to manage or make my requirements by my
own without asking for help to others.
5. I have a low comprehension of what I am reading. (I really
can’t understand the article, essay, poems, and etc.)
6. I’m not able to explain something I have heard from a long
period of time.
7. I am not cooperating during group activities.
8. I’m not passing my requirements on time.
9. I feel sleepy during the day. (because I spent much of the
night using social media)
10. I can’t focus on studying for I am engrossed of using social
media.
74
APPENDIX C
75
Sta. Isabel National High School
City of Ilagan, Isabela
CURRICULUM VITAE
ROSEMARIE JACOBEN ASUERO

Contact Number: +639971708871
Email: rosemarieasuero@gmail.com
Personal Information:
Nickname: rose
Age: 17
Birthdate: june 18, 2000
Birthplace: City Of Ilagan Isabela
Civil Status: Single
Sex: Female
Religion: Roman Catholic
Citizenship: Filipino
Height: 5’5”
Weight: 53Kgs.
Father’s Name: Samuel Cadorna Asuero
Mother’s Name: Soledad Jacoben-Asuero
Educational attainment:
Senior high: Sta Isabel national high school

2016-present
Junior high: Sta Isabel national high school

Year graduated: 2015-2016
Primary: Sta. Isabel Sur Elementary School

76
RECOGNITIONS
Participant, Science and Technology Jingle, 2016

Participant, Buwan ng Wika, 2016
Participant, Intramurals, 2016
Participant, Nestle Cham Dance, 2015
Performer, Speech Choir, 2014
TRAINING/ SEMINAR
Participant, Adolescent Health and Development Program, 2016

Participant, Barkada Kontra Droga Symposium, 2015
ORGANIZATIONS/ CLUB
Member, Filipino Club, 2016

Member, Science Club, 2016
Member, English Club, 2015
77
CURRICULUM VITAE
CREZOL NATIVIDAD TAMANO

Sta. Isabel Sur City of Ilagan
crezoltamano2@gmail.com
CP # 09364301880
PERSONAL DATA
Complete Name: Crezol N. Tamano

Age: 18 years old
Date of Birth: November 02, 1999
Place of Birth: Sta. Isabel Sur City of Ilagan
Gender: Female
Height: 5’0”
Weight: 58
Language/Dialect: Ilocano, Tagalog
EDUCATIONAL BACKGROUND
Senior High School: Sta. Isabel National High School

Information and Communications Technology
2016 – Present
Junior High School: Sta. Isabel National High School

2012 – 2016
Elementary: Sta. Isabel Sur Elementary School

2006 – 2012
RECOGNITIONS
1st Place, Science Collage Making, 2016

2nd Place, Intramural Volleyball, 2016
2st Place, Barkada Kontra Droga Poster Making, 2016
3rd Place, Buwan ng Wika Sabayang Pag-awit, 2016
78
1st Place, Division Math Quiz Bee, 2015
1st Place, Reading Month Celebration Speech Choir, 2015
TRAININGS AND SEMINARS
Participant, Adolescent Health and Development Program, 2016

Participant, First Aid Training, 2015
Participant, Barkada Kontra Droga Symposium, 2015
Participant, Journalism Workshop, 2015
Participant, Regional Youth Summit, 2015
ORGANIZATIONS AND CLUB
Auditor, Science Club, 2016

Bus. Manager, Classroom Officer, 2016
Board of Director, City of Ilagan Student Council Alliance, 2016
Treasurer, Supreme Student Government Federation, 2015
President, Supreme Student Government, 2015
Auditor, English Club, 2015
Treasurer, Mathematics Club, 2015
79
CURRICULUM VITAE
Fe V. Carbonilla
Contact No. : 09551748350
PERSONAL DATA:
Nickname: Fe
Date of Birth: July 09, 1999
Age: 18 years old
Place of Birth : Sta. Isabel Norte, City of Ilagan, Isabela
Gender: Female
Height : 5’1'
Weight: 43kg
Father’s Name: Nicasio G. Carbonilla
Occupation: Farmer
Mother’s Name: Elizabeth V. Carbonilla
Occupation: Housekeeping
Language Spoken: English, Tagalog, Ilocano

2016 – Present

2012 – 2016

2006 – 2012
SKILLS AND ABILITIES:
80
 Readily accept challenges, Honest and Responsible
 Willing to learn new things
 Good Communication Skills
 Flexible and Dedicated
81
CURRICULUM VITAE
Rovelyn O. Ulsan
Contact No. : 09264724363
PERSONAL DATA:
Nickname: Rov
Date of Birth: November 27, 1999
Age: 18 years old
Place of Birth : Sta. Isabel Sur, City of Ilagan, Isabela
Gender: Female
Height : 5’1'
Weight: 50 kg
Father’s Name: Roger E. Ulsan
Occupation: Tricycle Driver
Mother’s Name: Janet O. Ulsan
Occupation: Housekeeping

2016 – Present

2012 – 2016

2006 – 2012
82
CURRICULUM VITAE
Michael B. Gorospe
Sta. Isabel Norte City of Ilagan, Isabela
Email: michaelgorospe@gmail.com
PERSONAL DATA:
Nickname: Michael
Date of Birth: July 10, 1999
Age: 18 years old
Place of Birth : Sta. Isabel Norte, City of Ilagan, Isabela
Gender: Male
Height : 5’4'
Weight: 52kg
Father’s Name: Romeo B. Gorospe
Occupation: Farmer
Mother’s Name: Prisca B. Gorospe
Occupation: Housekeeper
Nationality: Filipino

2016 – Present

2012 – 2016
Elementary: Sta. Isabel Norte Elementary School

2006 – 2012
83
CURRICULUM VITAE
Ahdrianne Mhelle Zhyrelle D. Sagun

Email: yanyan@gamail.com
PERSONAL DATA
Nickname: yanyan
Date of Birth: December 27, 2000
Age: 17
Place of Birth: Sta. Isabel Sur, City of Ilagan, Isabela
Gender: Male
Height: 5’4’
Weight: 56
Father’s Name: Romel Sagun
Occupation: Driver
Mother’s Name: Narcisa Sagun
Occupation: House Wife
Nationality: Filipino
Language: Tagalog, English, Ilocano
Senior High School: Sta Isabel national high school

2016-present
Junior High School:

Sta Isabel national high school
Primary:
Sta. Isabel Sur Elementary School
84
85

The Impact of Social Media On Students Academic Performance of Sinhs

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The Impact of Social Media On Students Academic Performance of Sinhs

Uploaded by

STA.

ISABEL NATIONAL HIGH SCHOOL

“THE IMPACT OF SOCIAL MEDIA ON STUDENTS

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE SUBJECT

RESEARCH PROJECT/CULMINATING ACTIVITY

CHAPTER I: THE PROBLEM

Background of the Study……………………………………………………………...1

CHAPTER II: REVIEW OF RELATED LITERATURE

CHAPTER IV: PRESENTATION, ANALYSIS, AND INTRPRETATION OF DATA

Presentation, Analysis, and Interpretation of Data………………………………….33

CHAPTER V: SUMMARY, CONCLUSIONS AND RECOMMENDATION

supporting parents to us.

things through Christ which strengthened me.” (Phil. 4:13)

design was adopted.

Statistics 23 was used in testing the research hypotheses.

avoid setbacks in the academic performance of the students.

Today internet is an essential communication medium in professional as well as personal life.

performance of Sta. Isabel National High School.

on Students’ Academic Performance in LYCEUM of the Philippines – Laguna” According to the

student’s time, insight, and outlook about learning and studying.

media and academic work).

environmental and cognitive components collaborate to affect an individual learning and

structuring information” (Yu et al., 2010).

learning outcome as a result.

The conceptual paradigm is portrayed in the next page.

Social Networking Site:

consequences of that use on their academic performances.

4. To identify the benefits obtained from using the social media.

Statement of the Problem

Specifically, the study aimed to answer the following problems:

visit often time.

Sub-problem 4: Is there an observable differences in social media usage, common causes of

National High School students according to:

e. Parents Educational Attainment

The study was related to the following assumptions:

School Grade 10 students.

answers to the items listed in the questionnaires.

parents educational attainment.

Importance of the Study

making their students avoid social networking addiction.

on the possible effect it has on them.

help their children from engaging to social media networking.

social media on student’s academic performances.

Academic: is used to describe things that relate to the work done

Computer: is a machine that receives or stores or process data quickly

Cyberbullying: the use of electronic communication to bully a person,

Facebook: is a popular free social networking website that allows

ICT: refers to activities or studies involving computers and

Instagram: is a free, online photo-sharing application and social

Internet: a global computer network providing a variety of

Media: Communication channels through which news,

Messenger: Messenger is a mobile app that enables chat, voice and

My Space: is a social networking website offering an interactive, user-

Skype: have a spoken conversation with (someone) over the

Snapchat: Uses the device's camera to capture snaps and Wi-

Social Media They are forms of electronic communication which

Social Networking: The use of internet to make information about yourself

Tweets: A post made on the Twitter online message service

Twitter: Is a free social networking microblogging service that

Wattpad: Is a community for readers and writers where one can

YouTube: Is a free video-hosting website that allows members to

THE REVIEW OF RELATED LITERATURE

students especially with their academic performances.

existence-style for students around the world.

showcase their social live.

remains a major distractions.

performance and the dependency on social media platforms.

On the internet, students engage in a variety of activities some of which may be

academic, social and spiritual lives negatively if not properly controlled.

unchecked could further affect an already collapsing education system in Nigeria.

students’ academic performance, as well as emotional attributes.

lower his or her grade point average will be.

other productive networking is lost.

Influence of Social Media Network on Student Academic Performance

still a major national problem (Bowen, 2008).

for educators to encourage graduation and further education (Bowen, 2008).