SOCIAL MEDIA ADDICTION: ITS EFFECT TO BEED STUDENTS’

LEARNING BEHAVIOR

________________

A Bachelor’s Thesis

Presented to

The Committee of Oral Examiners

J.H. CERILLES STATE COLLEGE

DUMINGAG CAMPUS

Dumingag, Zamboanga del Sur

________________

In Partial Fulfilment

of the Requirements for the Degree

Bachelor of Elementary Education

________________

By

HAZIEM W. GUMINIGIN

ESTELLA A. CULANAG

ANACIL A. LABIGA

JESSON A. GUMANAD

May 2024
 APPROVAL SHEET

This Bachelor’s thesis titled, “SOCIAL MEDIA ADDICTION:

ITS EFFECT TO BEED STUDENTS LEARNING BEHAVIOR”,

prepared and submitted by, HAZIEM W. GUMINIGIN, ESTELLA

A. CULANAG, ANACIL A. CULANAG, and JESSON A. GUMANAD in

partial fulfillment of the requirements for the degree

Bachelor of Elementary Education, has been examined and

is hereby recommended for Oral Examination.

____ _____ MARIZA S. BALATERO, MAEd

Date Adviser

Approved by the Committee on Oral Examination on May

24, 2024, with a rating of _____________.

NANETTE BILBAO, Ed.D

Chairperson

MARY JULIET A. DOÑO, MAEd AIWEDEH B. PATADLAS, Ed.D

Member Member

Accepted and approved in partial fulfilment of the

requirements for the degree, Bachelor of Secondary

Education.

_________ MARIZA S. BALATERO, MAEd

Date Program Head, STE

ACKNOWLEDGEMENT
 The researchers would like to extend their
heartfelt thanks and gratitude to the individuals who
had shared valuable assistance and suggestions for the
completion of this study.

It would be of great pleasure on their part to

cite the names of the persons who immeasurably endowed
their precious guidance, suggestions, advice, support,
prayer and encouragement in making this research
possible.

Sincere gratitude to Mrs. Nanette Bilbao,

Chairperson of the Research Committee, for her support
and valuable suggestions which greatly helped develop
in this study;
Deep appreciation to our Adviser Mrs. Mariza S.
Balatero, for her unconditional support, patience,
immense knowledge and for the hours spent in
proofreading and helping the researchers to accomplish
this study;

Heartfelt gratitude is offered to Mrs. Haidee F.

Patalinghug, Statistician, for her valuable
suggestions, guidance and inspiring criticism; for her
fast corrections on the statistical data prepared;

To Ms. Mary Juliet A. Doño, and Dr. Aiwedeh Patadlas,

Panel Members for their expertise which made this study
successful.
 Warmest thanks and profound gratitude to the
Campus administrator Dr. Moises Glenn G. Tangalin, for
allowing the researchers to conduct the study and the
BEEd student-participants of the study for their honest
and unselfish response during the administration of the
questionnaire checklist, without them this study would
not be possible; and

Above all, immeasurable thanks to the Almighty God

for the strength, knowledge, courage, perseverance, and
safety. Without Him, this study would not have been
made possible.

Haziem
Estella
Anacil
Jesson
 DEDICATION

Every challenging

work needs self-efforts

as well as guidance of elders

especially those who were very close

to our heart.This humble work is kind-heartedly

dedicated to the people who motivate us,

and who gives us wisdom and strength,

Mr. Ricardo Guminigin and Mrs. Marivic Guminigin,

Mr. Melardo E. Arapoc and Mrs. Virgilla B. Arapoc

Mr. Balodoy M. Labiga and Mrs. Minda A. Labiga,

Mr. Leonilo T. Gumanad and Mrs. Felina A. Gumanad;

brothers, sister, loved ones and respected teachers.

And above all to the almighty Father who

has endowed us wisdom, spiritual

guidance, extra strength,

and enlightenment.

Haziem
Estella
Anacil
Jesson
 ABSTRACT

GUMINIGIN, Haziem W., ESTELLA A. CULANAG, ANACIL

A. LABIGA and JESSON A. GUMANAD 2024. J.H. Cerilles
State College-Dumingag Campus, Dumingag, Zamboanga del
Sur. “SOCIAL MEDIA ADDICTION: ITS EFFECT TO BEED
STUDENTS LEARNING BEHAVIOR”. An Unpublished Bachelor’s
Thesis.

Adviser: MARIZA S. BALATERO

Summary

This study investigates the Social Media

Addiction: Its effect to BEEd students Learning
Behavior. Through quantitative descriptive statistical
method, data from 176 students were analyzed to assess
the participants’ social addiction, as well as their
level of learning behavior.

The result of the study reveals that the

participants’ majority of the student-participants were
addicted on social media, and the student-participants
were desirable on their learning behavior as indicated
by the overall mean of 3.41. The study also presented
there was a significant correlation between the social
media addiction and their learning behavior of the BEEd
student-participants.

The study recommends That the students should limit the

usage of social media; to ensure that they would not
become detrimental to their academics; the school
administrator may limit and monitor the implementation
of cellular phone usage during class hours; that the
teachers may control their students’ engagement of
social media to increase attention and motivate them to
engage in higher-level of critical thinking; that the
Parents give advice to their students to limit using
social media and take a rest; that other researchers
conduct experimental studies to determine the effects
of social media usage towards their learning behavior.

Keywords: Addiction on Social Media, Students’ Learning

Behavior
 TABLE OF CONTENTS

Page

TITLE PAGE . . . . . . . . . . . . . . . i

APPROVAL SHEET . . . . . . . . . . . . . . . ii

ACKNOWLEDGEMENT . . . . . . . . . . . . . . . iii

DEDICATON . . . . . . . . . . . . . . . v

ABSTRACT . . . . . . . . . . . . . . . vi

LIST OF TABLES . . . . . . . . . . . . . . . ix

LIST OF FIGURES . . . . . . . . . . . . . . . x

CHAPTER

CHAPTER-1 INTRODUCTION

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

Theoretical Framework . . . . . . . 2
Conceptual Framework . . . . . . . 6
Statement of the Problem . . . . . . . 8
Research Hypothesis . . . . . . . 8
Significance of the Study . . . . . . . 8
Scope and Limitation of the Study . . . 9
Definition of Terms . . . . . . . 10

CHAPTER-2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature . . . . . . . . . . 12
Related Studies . . . . . . . . . . 22

CHAPTER-3 RESEARCH METHODOLOGY

Research Design . . . . . . . . . . . 28
Research Setting . . . . . . . . . . . 28
Research Participants . . . . . . . . . 29
Sampling Design . . . . . . . . . . 29
Research Instrument . . . . . . . . . . 29
Data Gathering Procedure . . . . . . . 30
Statistical Techniques Used . . . . . . 31
 CHAPTER-4 PRESENTATION, ANALYSIS, AND INTERPRETATION
OF DATA

CHAPTER-5 SUMMARY, FINDINDS, CONLUSIONS AND

RECOMMENTATIONS

Summary . . . . . . . . . . 38
Findings . . . . . . . . . . 39
Conclusions . . . . . . . . . . 39
Recommendations . . . . . . . . . . 40

LITERATURE CITED . . . . . . . . . . 41

APPENDICES

A Letter of Request . . . . . . . 44
B Questionnaire Checklist . . . . 45
C Raw Data . . . . . . . . . . . 47
D Pictorials . . . . . . . . . . . 48

CURRICULUM VITAE . . . . . . . . . . . 50
 LIST OF TABLES

Table Page

1 Level of Social Media Addiction

of the Participants . . . . . . . . . . . 34

2 Learning Behavior of the

Participants . . . . . . . . . . . . 36

3 Significance of the Relationship

Between the Participants
Addiction Level and
Their Learning Behavior . . . . . . . . . 37
 LIST OF FIGURE

Figure Page

1 Schematic Diagram of the Study . . . . . . . 7

 Chapter 1

INTRODUCTION

This study presents the background of the study,

theoretical/conceptual framework, hypothesis statement,

significance of the study, scope and limitations of the

study and definition of terms.

Background of the study

In today’s modernization, social media plays a vast role

in the learning behavior of university students to achieve

sustainable education. Where the impact of social media on

sustainable education is becoming an essential and impelling

factor at the same time (Abbas et al., 2019).

On the other hand, social networking websites is an

online service for people around the world. Social

Networking Sites (SNS) are widely used nowadays in our

developing country. Most SNS are to provide interactions of

different people who share the same interests, likes and

even real-life connections Out, A. (2015).

Moreover, in the educational field, students nowadays

are exposed in such addiction and misuse of social media.

Thus, such study aims to unveil curiosity and interest

whether this so-called addiction maybe avoided or already

involved in this addiction-help them find ways to

 1

eradicated to gain back the pupils’ interest in their

studies and school activities Al-Menayes, J. (2015).

With the increasing use of social media, the addictive

use of this new technology is also growing. Previous studies

found that addictive social media use is associated with

negative consequences such as reduced productivity,

unhealthy social relationships, and reduced life

satisfaction. People’s dependence on technology in the

digital environment has increasingly become the focus of

academic and social attention. Social media with the

function of connecting with others and maintaining

interactions, has become an insuperable part of people’s

lives, Yan Zhang (2020).

Hence, college students who use social media may

experience unfavorable outcomes such as having social media

addiction (SMA) and a drop in their academic performance.

Stress has a detrimental effect on academic performance, and

SMA may make college students feel more stressed than they

already are (Zhao, 2021).

On the other hand, some students use social media sites

for chatting with their friends, playing games online, and

finding friends. Using social media sites for these

purposes, students, grades become lower because they waste

their time playing games online instead of studying their

 2

lessons and instead of using social media sites for academic

purposes (Mendoza et al., 2016).

Therefore, students, attention is drawn to social media

sites and is then diverted to non-educational and

inappropriate activities such as pointless chatting

(Kuppuswamy & Shankar, 2010).

With these, the researchers conducted this study to

determine the social media addiction in learning behavior of

the BEED students.

Theoretical/conceptual framework

Our understanding of how people interact on social

media platforms is aided by theories regarding the impact of

social media addiction on students' learning behaviors. They

aid in our understanding of the intricate connections that

exist between people, networks, content, and technology. The

Cognitive Load Theory will give us the connotation of the

issue with regards to the student learning behavior.

One of the most prominent social media theories is Uses

and Gratification Theory (Katz et. al., 1974), which

explains that individuals actively seek out specific

functions from media content to fulfil their needs and

desires. This means people are attracted by certain benefits

offered by different types of media use including seeking

 3

entertainment, companionship or even obtaining knowledge.

UGT plays an important role in understanding consumer

behavior for publishing firms as it indicates what users

look for when engaging with online platforms like Facebook

or Instagram.

Another influential social media theory is Social

Identity Theory (Tajfel and Turner, 1970). SIT looks at how

people identify themselves within particular social groups

or cultures through self-categorization processes while

engaging with others on social media platforms. This theory

suggests that people’s self-concept is derived from their

perceptions of group identities and the roles they play

within them. According to this theory, people use social

media to construct and reinforce their identities and to

define their relationships with other people.

Self-expression is seen as one of the key motivations

behind using these channels but depending on specific

circumstances, many users may define themselves according to

their membership within certain digital communities instead

of revealing personal information directly about themselves.

It also looks into why people feel a need to create

virtual personas that they can share publicly without

compromising on privacy issues facing them when compared to

real life situations where control over personal identity

 4

may be lost due to physical interactions that cannot be

easily moderated by technology alone; this highlights the

importance placed upon customization features available

through apps like Snapchat Stories or Facebook Messenger’s

augmented reality filters where users can further

personalize their profile pictures with extra effects not

possible via traditional, Debajyoti Banerjee (2011).

One of the models to help explain social media behavior

and why people are drawn to these online networking

platforms is the social identity model of DE individuation

effects (SIDE model). Created utilizing social psychology

and communications studies frameworks, this model explains

how the behavior of groups changes when cloaked by anonymity

(Reicher, Spears & Postmes, 1995). It is also often

associated with computer-mediated communications, making it

easily applicable to platforms like social media.

Although, most social media platforms allow the

creation of a customized profile, no regulations exist about

if these profiles are truthful or even based on real people.

While most users seem to prefer to add their name, picture,

and personal information to their profiles to interact with

people they know in real-life, it is not required that they

do so. Also, due to privacy practices, it may be hard for

social media moderators to even regulate these types of

 5

profiles. Other forms of social media, such as message

boards, often do not require the creation of an account at

all. This gives an air of anonymity to not only the internet

in general, but social media as well.

Therefore, Griffiths MD (2005-2010) observed that in

the behavior of addiction, the researcher discussed that

excessive use of social networking sites supposed to be a

genuine addiction like-playing video games, use of the

internet, exercise, etc. also, the social networking sites

observed is explained as an addictive behavior of the

people.

Furthermore, the use of social networking sites reduces

productivity in a workplace and looked only at the time

wasted and ignored the possible indirect benefits such as

job satisfaction, higher organizational commitment, lower

absenteeism, higher retention rates and higher innovative

behavior. (Accounte mps 2010; Nucleus, 2009; Ó Murchu et

al., 2004; Rooksby et al., 2009; Shepherd, 2011; Wave crest,

2006)

Conceptual Framework

This study is to investigate the social media addiction

in learning behavior among the BEED students of J.H.

 6

Cerilles State College for the school year 2023-2024. The

study conducts by giving questionnaire to the students

through test paper to determine the perception of the

students in social media addiction in learning behavior. It

is presented below the variables of the study are, social

media addiction and learning behavior of the students.

However, it is observed that the use of social media is

actively part of the life of the students in which it can

lead them into distraction.

Therefore, this study was conducted to determine if the

perceptions of the students in using social media affects

their learning behavior.

 7

Social Learning

Media Behavior

Addiction

Figure 1. Conceptual Diagram of the study

Statement of the Problem

This study was conducted to determine the extent of

social media addiction and behavior of the BEED students.

 8

To be guided in gathering the data, here are some

questions to be answered:

1. What is the addiction level of the participants of

social media use?

2. What is the Learning behavior of the participants?

3. Is there a significant relationship between the

participants’ addiction level and their learning

behavior?

Research Hypothesis

Ho: There is no significant relationship between the

participants addiction level in social media use and their

behavior.

Importance of the Study

This study was conducted to determine the learning

behavior of the BEED students on social media addiction.

The findings of this study would be beneficial to the

following:

Students. This study would help them manage the use

of social media and minimize the time they spent on social

media sites.

Teachers. They would be able to find out if the use

of social media affects their learning behavior.

 9

Parents. They would determine the possible effect of

social media on their children’s learning behavior.

Administrator. They would investigate many facets of

their jobs, responsibilities, and the effect they have on

institutions, especially in the context of education.

Future Researchers. The results of the study would

serve as their reference when conducting other studies

related to this.

Scope and Limitations of the Study

This study focused on the social media addiction and its

effect to BEEd students learning behavior. The study

participants are the BEEd students who are officially

enrolled in Dumingag Campus, Dumingag Zamboanga del Sur,

School Year 2023-2024.

The study determines their most visited social media

sites, the media used in accessing them, type of internet

connectivity of social media usage.

It also attempts to verify if a significant relationship

existing between the participants of social media addiction

and its effects their learning behavior.

It utilizes the quantitative specifically descriptive-

correlational method with the questionnaire-checklist as the

main instrument in gathering the data needed. Frequency

 10

counts, Weighted Arithmetic Mean (WAM) were used to analyzed

descriptive data of the study.

Definition of Terms and Other Variables

To give the researchers a clear understanding about

the study, here are some terms that are define conceptually:

Learning behavior. This refers to the ways in which

students learn and internalize knowledge, abilities, and

behaviors associated with using social media platforms

excessively.

Misuse. this refers to the inappropriate or excessive

consumption of media, particularly social media, which

negatively impacts an individual's learning behavior.

Social media addiction. It refers to a condition in

which an individual exhibits compulsive, excessive, and

uncontrollable behaviors related to the use of social media

platforms.

Student Participants. As used in this study, this

refers to the BEED students of J.H. Cerilles State College

who are included as subject of the study.

Social media use. People used to recruit participants,

conduct surveys, observe interactions, analyze trends, and

test hypothesis. Allow users to have conversations, share

information and create web content.

11
 Chapter 2

REVIEW ON RELATED LITERATURE AND STUDIES

This chapter contains some related articles as well as

related studies to make this study reliable.

Related Literature

Social media addiction is recognized as a new type of

addiction that affects the general population and is more

intense among young people (Gómez-Galán et al., 2020).

The notion of Longstreet, P. and Brooks, S. (2017)

discusses the social media addiction to be a state where the

use of the social media becomes compulsive; the user starts

to develop a dependence on the social media for their

psychological well-being and said user experiences

unpleasant feelings when deprived of the Internet. This

creates a state where the user feels that they need the

Internet to function in their daily lives.

Social media addiction can be viewed as one form of

Internet addiction, where individuals exhibit a compulsion

to use social media to excess (Griffiths, 2000; Starcevic,

2013). Individuals with social media addiction are often

overly concerned about social media and are driven by an

uncontrollable urge to log on to and use social media

(Andreassen & Pallesen, 2014). Studies have shown that the

 13

symptoms of social media addiction can be manifested in

mood, cognition, physical and emotional reactions,and

interpersonal and psychological problems (Balakrishnan &

Shamim, 2013; Błachnio, Przepiorka, Senol-Durak, Durak, &

Sherstyuk, 2017; Kuss & Griffiths, 2011; Tang, Chen, Yang,

Chung, & Lee, 2016; Zaremohzzabieh, Samah, Omar, Bolong, &

Kamarudin, 2014). It has been reported that social media

addiction affects approximately 12% of users across social

networking sites (Alabi, 2012; Wolniczak et al., 2013; Wu,

Cheung, Ku, & Hung, 2013).

Importantly, frequent social media usage does not

necessarily indicate social media addiction (Griffiths,

2010) and therefore does not always have negative

implications for individuals’ mental health (e.g.,

Jelenchick, Eickhoff, & Moreno, 2013) or academic

performance (Pasek & Hargittai, 2009). A key distinction

between normal over-engagement in social media that may be

occasionally experienced by many, and social media addiction

is that the latter is associated with unfavorable

consequences when online social networking becomes

uncontrollable and compulsive (Andreassen, 2015). Studies

investigating social media addiction have mainly focused on

Facebook addiction (e.g., Andreassen, Torsheim, Brunborg, &

Pallesen, 2012; Hong et al., 2014; Koc & Gulyagci, 2013). It

 14

has been shown that addiction to Facebook

is positively associated with depression, anxiety, and

insomnia (Bányai et al., 2017; Koc & Gulyagci, 2013; Shensa

et al., 2017; van Rooij, Ferguson, van de Mheen, &

Schoenmakers, 2017) and negatively associated with

subjective well-being, subjective vigor, and life

satisfaction (Błachnio, Przepiorka, & Pantic, 2016; Hawi &

Samaha, 2017; Uysal, Satici, & Akin, 2013). Research has

also suggested the negative impact of social media

addiction, and Facebook addiction in particular, on academic

performance (Huang, 2014; Nida, 2018).

Henceforth, certain categories of social media use have

been shown to be associated with reduced academic

performance (Al-Menayes, 2014, 2015; Junco, 2012; Karpinski,

Kirschner, Ozer, Mellott, & Ochwo, 2013; Kirschner &

Karpinski, 2010). For example, Lau (2017) found whereas

using social media for academic purposes did not predict

academic performance indexed by the cumulative grade point

average, using social media for nonacademic purposes (video

gaming in particular) and social media multitasking

negatively predicted academic performance. For example, Wood

et al. (2012) found that multi-tasking via texting, email,

MSN, and Facebook had negative effects on real-time learning

performance. Jiang, Hou, and Wang (2016) found that the use
 15

of Weibo, the Chinese equivalence of Twitter, had negative

effects on information comprehension.

In addition, Sharma & Shukla (2016) have argued that

young people engage in social media because this dynamic and

busy world does not allow people to physically stay in

touch. Ajayi (1995) further argues that, for many people,

social media use is a way of dealing with a society where

spending time with humans is less valued than time with

technology. Others have supported the view that for pupils,

university life can be stressful owing to the demanding

schoolwork and exams (Tandoc, Ferrucci & Duffy, 2015) so

social media use serves to reduce tension. It is expected

that college students would be heavy social media users

because students are far away from home, are free from

parental home supervision (Arnett, 2007). Additionally,

adolescents frequently use social media because they have

reached a stage in life when they spend most of their

leisure time alone (Larson, 1990) and they are also at a

stage in life when they are trying to develop their identity

(Arnett, 2007).

The research concluded that the use of social media by

teenagers and children could ruin their lives as well as

have a bad impact on their education. Social media diverts

the attention and concentration of students towards

 16

activities which are not educational and time wasting such

as chatting on non-educational topics. Social media is a

broad collection of digital platforms that have radically

changed the way people interact and communicate. However,

the researchers argued that social media is not simply a

technology but presented a context that differs in important

ways from traditional (e.g., face- to- face) and other

digital (e.g., email) ways of interacting and communicating.

Ul Haq & Chand (2012) investigated the usage and

popularity of famous social media network (Facebook) among

university students with special focus on the gender-based

comparison and the impact of the selected social medium on

their academic performance. The two researchers evaluate the

pattern and frequency of Facebook use among university

students while focusing gender that majority of the users

(61%) agree that this social medium has adverse effects on

their academic performance. Further analysis reveals that

among these 61%, majority of the respondents were male. In

addition to adverse effects of Facebook on academic

performance, there was also an opinion that use of Facebook

makes it hard for them to perform the best on their career

performance. However, the researcher feels that the later

opinion is not very clear and established and needs further

investigation.
 17

This research analysis is how’s that using social media

especially in terms of using Facebook is equally popular

among male and female student at the university under study.

The researchers evaluate that majority of the users agree

that this social medium has adverse effects on their

academic performance. This study related our study in the

way of investigating about the effects of social media on

their academic achievements among students. They are both

undertaking analyzing a random sample of respondents.

Hamat, Embi, & Hassan (2012) studied the use of social

networking platforms among undergraduate and postgraduate

students at Malaysian institutes of higher education. This

qualitative research collected data on 6358 student

respondents through a self-administered questionnaire and

analyzed this data to make observations on the use of social

networking sites among them. The study also collects

opinions of students about the impacts of social medium on

their academic performance.

One of the very significant findings of the study is

about the use of social networking sites for the purpose of

learning. Most of the respondents agree that they use SNSs

as informal learning tools and that it helps them connect to

their friends and peers to get help regarding their studies.

However, in case of interaction with teachers, an equal

 18

split of opposite opinions exists. This study also supports

the most common finding of majority of well-structured

studies that use of social networking sites has no

significantly negative impact on the students’ academic

performance. They further state that the possibility of some

other factors like social media addiction, more time on

internet, chatting, cognitive absorption etc. linked with

the use of internet or specifically social networking sites

may cause poor academic performance.

The above literature review shows that other students

are using social media for their learning, they use it as a

learning tool. It has a significant impact on our study

because the use of social media can affect the academic

performance in a positive and negative way. Social media

addiction is the top negative effect that may cause poor

academic performance.

Negussie & Ketema (2014) further investigated if there

is any impact of using Facebook while accessing through

different devices. Among a variety of devices, it was found

that the correlation between using Facebook on mobile

devices and students’ grades is highly negative as compared

to using Facebook on other devices. This adverse effect is

explained by the fact that using cellphones for social

networking activities may involve multitasking and all

 19

students are not equally efficient in multitasking skills.

The study suggests that students must be encouraged to use

social networking sites for educational purposes instead of

blocking these platforms in the educational premises.

This study has a correlation in our study because they

both prove that using social media has a big impact in the

academic achievement among students.

Rouis, Limayem, & Salehi-Sangari (2011) investigate the

effects of using Facebook on academic performance of

undergraduate students at Lulea University of Technology

Sweden in relation to their personality traits. The proposed

research model tests how Facebook usage affects performance

of students with different personality traits. In addition,

the research tries to justify the relationship among the

three i.e. Facebook usage, personality traits and academic

performance. Their analysis of 239 students’ data reveals

very significant results. This research establishes that

using Facebook has a strong negative impact on academic

performance of students with extrovert personalities.

However, the factor of self-regulation among students

greatly reduces this negative impact as they have high level

of effective self-control while using social media

platforms. Cognitive absorption, which defines deep

 20

involvement, is another personality factor taken into

consideration while undertaking this research.

Rouis, Limayem & Salehi-Sangari (2011) successfully make

the observation that extent of cognitive absorption

determines the frequency and duration of social media usage.

However, they add that the level of cognitive absorption is

in turn defined by self-control and other personality

factors. While multitasking skills do nothing to reduce

frequency and use of social media among students, they

moderate the effects of social media to reveal that among

these students’ performance by tuning the cognitive

absorption.

In fact, as an educational tool, social media enriches

learning by giving both students and teachers the

opportunity to connect in new and very exciting ways thereby

encouraging a flexible mode of learning. It is stated that

flexible learning expands the choice on what, when and how

people learn (Pappas, 2013).

Since students are highly motivated in using social

media sites, most of them use these to satisfy their social

needs more than their academic needs. They have the freedom

to do whatever they want – they can upload or download data,

make new friends, and comment on their people’s lives, and

even create other online identities the real world does not
 21

allow. It has been observed too that most of the students

nowadays, particularly those in the tertiary level, spend

most of their time chatting their acquaintances, playing

online games, and watching videos instead of reading their

lessons, making their assignments, and other academic

requirements (Astodello, 2016).

Napoleon (2010) stated that exposure to social media

has a negative influence on the academic performance of

students. Students spend more time on social media rather

than reading their books and they are now relying on social

media to do their assignments without consulting other

sources. Social media’s influence on academic performance is

negative. Students who spend more time on social media are

likely to perform poorly in their academic activities than

those who do not.

The above literature review reveals that research on

the role of social media and social networking sites in

academic performance of students is still debatable. Most of

the researchers have created more questions than finding

answers. Social media is studied in an educational context,

which is part of a virtual learning behavior.

Related Studies
 22

Social media applications are commonly used by millions

of people across the world for different reasons on the

regular basis Al-rami et al., (2014). This increase in the

use of these applications is because of its convenience,

flexibility, and functionalities Al- rahimi et al., (2013).

This rapid growth in acceptance of social media

applications in a short period of time is due to its

increasingly widespread operation by students Kirscher and

Karpinski, (2010).

Studies have shown that as depression, anxiety and

stress level and time spent on social media increase,

problematic internet use and technology addiction increase

(Andreassen et al., 2016; Bayar, 2019; Demirci, 2019; Odacı

& Çikrıkci, 2017).

Moreover, many studies on social media usage and mental

health have shown that the prolonged use of social media

such as Facebook is positively associated with mental health

problems such as stress, anxiety, and depression and

negatively associated with long-term well-being (Eraslan-

Capan, 2015; Hong, Huang, Lin & Chiu, 2014; Malik & Khan,

2015; Marino et al., 2017; Pantic, 2014; Shakya &

Christakis, 2017; Toker & Baturay, 2016). For example, the

time spent on social media was positively related to

depressive symptoms among high school students in Central

 23

Serbia (Pantic et al., 2012) and among young adults in the

United States (Lin et al., 2016).

Thus, gender-related differences exist in most

addictive behaviors. Studies of substance-use disorders

indicate important gender-related differences in

epidemiology, social factors and characteristics, biological

responses, progressions to dependence, medical consequences,

co-occurring psychiatric disorders, and barriers to

treatment entry, retention, and completion (Tuchman, 2010).

Men are more likely than women to use almost all types of

illicit drugs (SAMHSA, 2014). Results from different fields

of addiction also show an apparent gender-related disparity

with females being less prone to exhibiting most addiction

behaviors (Minutillo et al., 2016). This tendency also

exists in many behavioral addictions, with many studies

suggesting, for example, higher prevalence of IA among males

than females (Mei et al., 2016, Tsitsika et al., 2014). A

recent review of 7 studies across different cultural groups

revealed that most findings converged with males at higher

apparent risk for IA, with the difference in gender-related

prevalence estimates of IA widening over time (Anderson et

al., 2017). This pattern may reflect male tendencies to use

applications with potentially high IA risk (e.g., online

games or cybersexual activities) (Lin, Ko, & Wu, 2011).

 24

Males also score lower than females on IA-related protective

factors (e.g., effortful control) and higher on potential

risk factors (e.g., maladaptive cognitions) (Li, Zhang, Li,

Zhen, & Wang, 2010). Furthermore, female adolescents often

receive more family supervision than males, which may help

prevent them from spending too much time on the internet (Yu

et al., 2013).

Although many studies indicate that males usually have

higher levels of IA than females, there exist some contrary

data. In a cross-cultural comparison study of IA, males had

higher IA prevalence estimates than females (male 15.7%

versus female 5.8%) in Chinese samples, and females had

higher IA prevalence estimates than males (male 7.3% vs.

female 9.7%) in US. samples (Sun et al., 2012). In another

study of Turkish high-school students, females had

significantly higher IA scores than males (Aylaz, Günes,

Günaydin, Kocaer, & Pehlivan, 2015).

Several research studies investigating the topic under

review are found to be very recent. There are numerous

research studies that analyze this topic, and they are

indeed relevant since most of the innovative features

offered by social media sites in collaboration with other

social medium forums have been boosted especially with

introduction of revolutionary features and flatform.

 25

Boyd and Ellison (2007) found out that millions of

people were attracted to social media networking sites such

as Myspace, Facebook, YouTube, Skype and many more. They

consume a lot of time on these sites uploading or

downloading, getting information concerning their career or

academic work, and they are always online movies, and doing

research. This activity has become a habit because some

people find it difficult to study without the interference

of social networking sites.

On the contrary, Oye (2012) observed that most of the

students do feel that social networking sites have a more

positive impact on the students’ academic performance and he

notes that most of the younger students use social

networking sites for socializing rather than for academic

purposes.

According to the study of Larson, et al., (2015), the

use of social media had affected the academic performance of

their respondents negatively and further confirmed that

there was a strong positive relationship between the use of

social media and academic performance. Their study further

revealed that most of their respondents use social media

sites to chat rather than for academic purposes.

In addition to the study of Asemah et al., (2013) found

out that exposure of the students to social media have

 26

effect on their academic performance. Evidence shows that

social media has a negative influence on the academic

performance of students. Students who spend more time on

social media are likely poorly in their academics this is

because instead of reading books, they spend more time

chatting and making friends via social media and this will

have negative effect on their academic performance.

Furthermore, Liang et al., (2011) alleged that social

media sites are absolutely affecting students’ effectiveness

as well as their grades. Therefore, educators need to be

worried about these problems and attempt to find better ways

to solve these problems.

Based on the foregoing studies, the related literature

and studies gathered and presented in this chapter show the

usage and effects of social media addiction to students’

academic performance. Students tend to communicate and do

some activities on it but there is some consideration the

overuse of social media. Though framed within an academic

context, the concepts outlined here can be used to

investigate the use of communication technology not only at

school, but also at home, and in many other settings, for as

to know its effect to the learning behavior of the students.

27
 Chapter 3

RESEARCH METHODOLOGY

This chapter presents research design, research

setting, research participants, Sampling design, research

instrument, data-gathering procedure, and the statistical

treatment of data.

Research Design

This study utilized the quantitative correlational

research design in gathering the data and information

necessary to accomplish the purpose of this investigation.

This research design was used because it is a

correlational process which concerns with the conditions and

relationships that exist, practice that prevail, and belief,

points of view or attitudes that are held (Joaquin, 2010).

Research Setting

This study was conducted in J.H. Cerilles State College

Dumingag Campus, Caridad, Dumingag, Zamboanga del Sur for

the School Year 2023-2024. The school is situated near the

town proper and is accessible by all kinds of land

transportation. The road going to the school is concrete.

 29

Research Participants

The participants of the study were the 370 BEEd

students who were officially enrolled in J.H. Cerilles State

College-Dumingag Campus, during the Academic Year 2023-2024.

Sampling Design

In this study, the researchers employed the stratified

random sampling method for the selection of the

participants. Stratified random sampling method refers to a

tool divides a population into strata for a precise

representation of the total population according to the

needs of the study. This means the researchers would select

the participants because they have indicated the same

characteristics to participate in the study.

Moreover, the population from which the samples were

derived consists of BEEd students.

Research Instrument

To obtain the needed data, the researchers used the

questionnaire-checklist. The questionnaire-checklist was

self-made and adapted. (Andreassen, 2016)

The instrument is composed of two parts. The first part

deals on the social media addiction of BEEd students. It

used the following scale.

 30

Rating Weight Adjectival Interpratation

Scale Continuum Equivalent

5 3.34-5.00 Agree (A) Highly Addicted(HA)

3 1.67-3.33 Moderately(MA) addicted (A)
1 0.01-1.66 Disagree(D) Low Addicted(LA)

The second part dealt with learning behavior of BEEd

students. To determine the learning behavior of the student-

participants, the following rating scale was used:

Rating Weight Adjectival Interpretation

Scale Continuum Equivalent

5 3.34-5.00 Always(A) Desirable(D)

3 1.67-3.33 Sometimes(S) Somewhat Desirable(SD)
1 0.01-1.66 Never(N) Less Desirable(LD)

Data Gathering Procedure

In gathering the data, the researchers seek written

permission from the campus administrator, registrar, as well

as the BEEd Program Chair for them to be allowed to gather

data from the target participants.

Upon approval, the researchers would personally

administer the questionnaire-checklist to the students. But

before the questionnaires were distributed, they explained

to the participants on what to do, and encouraged them to

ask questions for items which were not clear. The

researchers made a thorough check up of all the items to

find out whether these were properly answered.

 31

After the needed data were gathered and collected, the

researchers tabulated, analyzed, interpreted, and presented

the data in textual and tabular forms.

Statistical Treatment of Data

The data gathered were statistically treated with the

use of the Weighted Arithmetic Mean in determining the

extent of the social media addiction and learning behavior

of BEEd student-participants with the given formula below.

Σfx
WAM=
N

Where:

WAM = Weighted Average Mean

F = Frequency

W = Assigned Weighted

∑¿ Summation Sign

To determine the significant correlation between the

social media addiction and learning behavior on the student

the Correlation Coefficient was used with the following

formula.

6∑ d 2
i
ρ =1- 2
n (n −1)
 32

Where:

p= Spearman’s rank correlation coefficient

di = difference between the two ranks of each

observation

n= number of observations
 Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents, analyzes, and interprets the

data gathered in the study. The topical presentation made

are based on the order of the sub-problems raised by the

researchers, to wit:

Level of Social Media Addiction by Student

participants;

Perceived Learning Behavior of the BEEd Student

participants; and

Significant Correlation Between Social Media Addiction and

Learning Behavior of BEEd Students.

Addiction level of the participants of social media use.

Table 1 presents the addiction level of the

participants of social media use.

The data show that the BEEd student-participants Agreed

on statement 1 with a Weighted Arithmetic Mean (WAM) of

3.93; interpreted as “Addicted”. Meanwhile, they Moderately

agreed on statements 4, 9, 3, 2, 5, 10, 6, 3 and 8 with the

Weighted Average Mean of 3.24, 3.23, 3.03, 2.92, 2.83, 2.71,

2.66, and 2.66 respectively, described as Disagreed on

statements 7 with a Weighted Average Mean of 2.31,

interpreted as “low addicted”.

The overall mean of 2.95 indicates that the social

media addiction level is addicted. This implies that

participants are highly addicted due to the result of the

questionnaire checklist that been conducted. This finding is

supported by (Griffiths, 2000; Starcevic, 2013), social

media addiction can be viewed as one form of internet

addiction, where individuals exhibit a compulsion to use

social media to excess.

 34

Table 1

Level of Social Media Addiction

of the Participants

Social Media Addiction Mean SD AE I

1.I checked my social media accounts 3.93 1.19 A HA
first thing in the morning and last
thing at night.
2.I feel restless or irritable when I 3.03 1.28 MA A
can’t access social media.
3.I have hidden or lied about my social 2.66 1.41 MA A
media use from others.
4.I spend more time on social media 3.24 1.2 MA A
than I intend to.
5.I neglected important 2.92 1.31 MA A
responsibilities (e.g., studying,
chores) to use social media.
6.I experience withdrawal symptoms 2.71 1.32 MA A
(e.g., anxiety boredom) when I try
limit my social media use.
7.I compare my life to others on social 2.31 1.35 D LA
media and feel envious.
8. I feel dependent on social for 2.66 1.32 MA A
validation or sense of belonging.
9.I must control my social media use 3.23 1.28 MA A
but haven’t been successful.
10. My social media use has caused 2.83 1.39 MA A
problem in my relationships or
academics.
Overall Mean 2.95 MA A

Legend:

Rating Weight Adjectival Interpretation

Scale Continuum Equivalent

5 3.68 – 5.00 Average(A) Highly Addicted(HA)

3 2.33 - 3.67 Moderately Agree(MA) Addicted (A)
1 1.00 - 2.32 Disagree(D) Low Addicted(LA)
 35

Learning Behavior of the Participants

Table 2 present the learning behavior of the student-

participants.

As indicated in the table, out of the 10 statements,

student’s participants Always on statements 7, “I used

social media to connect with classmates and discussed

schoolwork.” which obtained the highest Weighted Arithmetic

Mean (WAM) of 4.02 followed by statement 4 “I use social

media to find information or resources related to my

studies.” with the Weighted Average Mean of 3.98 interpreted

of “Desirable”. Meanwhile, they are Sometimes on statements

5, 3, 1, 2, 6, 9, 10, and 8 with the Weighted Average Mean

of 3.49, 3.38, 3.38, 3.35, 3.25, 3.31, 3.09 and 2.87

interpreted of Somewhat Desirable.

The overall mean 3.41 proved that the student’s

participants Desirable on Learning Behavior. This result is

supported by Oye (2012) observed that most of the students

do feel that social networking sites have a more positive

impact on the students’ academic performance and he notes

that most of the younger students use social networking

sites for socializing rather than for academic purpose.

 36

Table 2

Learning Behavior of the Participants

Learning Behavior Mean SD AE I

1.I spend more time in studying than 3.38 1.1 S SD
using social media.
2.I find it difficult to concentrate on 3.38 1.26 S SD
my studies when I have access to social
media.
3.I procrastinate on my schoolwork by 3.35 1.05 S SD
browsing social media.
4.I use social media to find information 3.98 1.15 A D
or resources related to my studies.
5.I complete my assignment before 3.49 1.06 S SD
checking social media.
6.I find it hard to detach from social 3.25 1.06 S SD
media even when I need to focus on my
studies.
7.I use social media to connect with 4.02 1.25 A D
classmates and discussed schoolwork.
8.I feel stressed or anxious if I 2.87 1.36 S SD
haven’t checked social media in a while.
9.My social media use impacts sleep 3.31 1.28 S SD
schedule, making it difficult to wake up
early for classes.
10.I feel less motivated to study after 3.09 1.25 S SD
spending time on social media.
Overall Mean 3.41 S SD

Rating Weight Adjectival Interpretation

Scale Continuum Equivalent

5 3.68 – 5.00 Always(A) Desirable (D)

3 2.33 - 3.67 Sometimes(S) Somewhat

Desirable (SD)

1 1.00 - 2.32 Never(N) Less Desirable(LD)

 37

Table 3

Significance of the Relationship Between the Participants’

Addiction Level and Their Learning Behavior

Variables Spearman's p-
Df Remarks
rho value
Social Media
Addiction 0.417*** 173 < .00 Significant
1
Learning Behavior
Note. * p < .05, ** p < .01, *** p < .001

H o : There is no significant correlation between the social

media addiction and their learning behavior of the BEEd
student-participants.

The result shows, that the P-value of 0.001 is less

than the computed value of Spearman’s rho of 0.417. There is

a significant level to reject the null hypothesis. Thus,

there is significance correlation between social media

addiction and learning behavior of BEEd participants.

Therefore, the result implies that social media addiction

is significantly correlated to the learning behavior of

student-participants. This finding supported by the study of

Larson, et al., (2015), the use of social media had affected

the academic performance of their respondents negatively and

further confirmed that there was a strong positive

relationship between the use of social media and academic

performance.
 Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the study, the

findings obtained, the conclusions drawn from the findings

and the recommendations offered by the researchers.

Summary

This study dealt on the learning behavior of BEEd

students in JHCSC, Dumingag Campus, School Year 2023-2024.

The involved of this study 173 of the BEEd Students.

The researchers utilized the questionnaire-checklist in

gathering the quantitative data research to accomplish the

purpose of the study. Here are some important measures that

include in quantitative data: frequency counts,

Questionnaire checklist, percentage, and the statistical

tools used in this study.

Findings

The following are the revealed findings of the study:

1. Majority of the student-participants were addicted on

social media.

2. The student-participants were desirable on their

Learning Behavior as indicated by the overall mean of 3.41.

 3. There was a significant correlation between the social

media addiction and their learning behavior of the BEEd

student-participants.

Conclusion

Based on the findings, the following conclusions are

hereby drawn:

1. The student-participants are addicted in social media.

2. The student-participants perform well in their

learning behavior.

3. The student-participants perceptions on the effects of

social media usage were associated with their learning

behavior.
 39

Recommendation

In the view of the findings and conclusions drawn from

this study, the following recommendations are hereby

offered:

1. That the students should limit the usage of social

media. To ensure that they would not become detrimental

to their academics.

2. The school administrator may limit and monitor the

implementation of cellular phone usage during class

hours.

3. That the teachers may control their students’

engagement of social media to increase attention and

motivate them to engage in higher-level of critical

thinking.

4. That the Parents give advice to their students to

limit using social media and take a rest.

5. That other researchers conduct experimental studies to

determine the effects of social media usage towards

their learning behavior.

 40

LITERATURE CITED

Al-Menayes, J., (2015). Dimentions of Social Media Addiction

among University Students in Kuwait. Psychology and
Behavioral Sciences. Retrieved
from.researchgate.net.2.272019

Akakandelwa (2018)
https://www.researchgate.net/publication/328389136_Stud
ents'_Social_Media_Use_and_its_Perceived_Impact_on_thei
r_Social_Life_A_Case_Study_of_the_University_of_ZambiaS
tudents’ Social Media Use and its Perceived Impact on
their Social Life: A Case Study of the University of
Zambia

Andreassen, P., Balakrishnan., et al., (2013). Social Media

Addiction: Interpersonal & Psychological Problems.
Retrieved
from.www.academia.edu/Documents/in/Social_Media_Addicti
on_Interpersonal_&_Psychological_Problems.02292020

Catipay, J., Seguirp, A., Palicte, C., et al., (2018).

Social Media Addiction and Study Habits of Senior High
Students. Retrieved from.researchgate.net.2.272019

Gazi, M., Cetin, M., & Caki, C., (2017). The Research of the
Level of Social Media Addiction of University Students.
European Journal of Social Sciences Education and
Research. Retrieved from.researchgate.net.2.272019

Griffiths., (2010). Social Media Usage. Retrieved

from.https://doi-org/10.5817/CP2010-1-4.02282020

Griffiths, Starcevic., (2013). Social Media Addiction.

Retrieved from.https://doi.org/10.5817/CP2013-1-
4.02292020

Hou, Y., Xiong, D., Jiang, T., et al. (2019). Social media
addiction: Its impact, mediation, and intervention.
Cyberpsychology: Journal of Psychosocial Research on
Cyberspace, 13(1), Article 4.
https://doi.org/10.5817/CP2019-1-4 February 29, 2020

Kuss & Griffiths., (2011). Social Media Addiction: It’s

Effects of Users Across Social Networking Sites.
 41

Retrieved
from.www.academia.edu/Documents/in/Social_Media_Addicti
on.02282020

Larson, A., (2007). Adolescents Frequent Use on Social

Media. Retrieved
from.www.academia.edu/Documents/in/Adolescents_Frequent
_Use_On_Social_Media.2.282020

Lau., (2017). Social Media For Academic Purposes. Retrieved

from.https://www.plato.stanford.edu.,02272020

Li., Hou., Yang., et al. (2019). The Research of Different

Vulnerabilities to Internet Gaming Disorders. European
Journal of Social Sciences Education and Research.
Retrieved from.researchgate.net.2.272020

Lin, K., & Wu., (2011). Gender-Related Prevalence. Retrieved

from.https://ugspace.ug.edu.gh.2.292020

Out, A., (2015). Social Media Addiction Among Students of

the University of Ghana. Retrieved
from.https://ugspace.ug.edu.gh.2.272019

Pasek & Hargittai., (2009). Implications for Academic

Performance in Social Media Addiction. Retrieved
from.https://www.plato.stanford.edu.2.292020

Tang., Chen., Yang., et al. (2016). Positive Symptoms Among

High School Students. Retrieved
from.https://www.researchgate.net/publication/328389136
_POsitive_Symptoms_Among_High_School_Students_02282020

Sharma & Shukla., (2016). Social Media Addiction. Retrieved

from.https://www.researchgate.net/publication/382383913
6_Social_Media_Addiction.2.282020

Tuchman., (2010). Gender-Related Differences. Retrieved

from.https://doi-org./10.5817/CP2010-1-4.2.292020
 42

Wenliang Su., (2019)

https://www.sciencedirect.com/science/article/pii/S0747
563219301694 Computers in Human Behavior Volume 99
Pages 86-100. Retrieved from.
www.academia.edu/Documents/in/Social_Media_Addiction
 43

Appendix “A”

Republic of the Philippines

J.H. Cerilles State College
Dumingag Campus
Dumingag, Zamboanga del Sur

March 13, 2024

MOISES GLENN G. TANGALIN Ed.D
Campus Administrator
J.H Cerilles State College
Dumingag Campus
Caridad, Dumingag, Zamboanga del Sur

Sir/Madam:
We, the undersigned researchers are presently working
on our thesis titled “SOCIAL MEDIA ADDICTION AND LEARNING
BEHAVIOUR OF BEED STUDENTS” as a requirement for the degree,
Bachelor in Elementary major in General Education for the
School Year 2023-2024.

In this connection, we would like to ask your

permission to allow us to conduct our study to BEED students
who are officially enrolled in Dumingag Campus for this
second semester, School Year 2023-2024.

Hoping for your favorable response to our humble

request. Your approval to our request will be a great help
to our study.
Thank you.

Respectfully yours,

(Sgd.) HAZIEM W. GUMINIGIN

(Sgd.) ESTELLA A. CULANAG

(Sgd.) ANACIL A. LABIGA

(Sgd.) JESSON A. GUMANAD

Researchers
Noted:
MARIZA S. BALATERO, MAED
Adviser
Approved:
MOISES GLENN G. TANGALIN Ed.D
Campus Administrator
 44

Appendix “B”

Republic of the Philippines

J.H. Cerilles State College
Dumingag Campus
Dumingag, Zamboanga del Sur

Questionnaire-Checklist

Name (optional):

Grade & Section:

Part I. Social Media Addiction in BEEd

Directions: Please answer the following questions

honestly, to the best of your ability. There are no right or
wrong answers.
Put a check () in the box which corresponds to your
answer.

Rating Scale Responses

5 Always (A)

3 Sometimes (S)

1 Never (N)

RESPONSES

STATEMENTS
(A) (MA) (D)
5 3 1

1. I checked my social media accounts

 45

first thing in the morning and last

thing at night.
2. I feel restless or irritable when I
can’t access social media.
3. I have hidden or lied about my social
media use from others.
4. I spend more time on social media
than I intend to.
5. I neglected important
responsibilities (e.g., studying,
chores) to use social media.
6. I experience withdrawal symptoms
(e.g., anxiety boredom) when I try
limit my social media use.
7. I compare my life to others on social
media and feel envious.
8. I feel dependent on social for
validation or sense of belonging.
9. I must control my social media use
but haven’t been successful.
10. My social media use has caused
problem in my relationships or
academics.

Part II. Learning Behavior of Student Participants.

Direction: Put a check mark() in the box which

corresponds to your answer.

RESPONSES

STATEMENTS
5 3 1
(A) (S) (N)

1. I spend more time in studying than

using social media.
2. I find it difficult to concentrate on
my studies when I have access to
social media.
3. I procrastinate on my schoolwork by
browsing social media.
4. I use social media to find
information or resources related to
 46

my studies.
5. I complete my assignment before
checking social media.
6. I find it hard to detach from social
media even when I need to focus on my
studies.
7. I use social media to connect with
classmates and discussed schoolwork.
8. I feel stressed or anxious if I
haven’t checked social media in a
while.
9. My social media use impacts sleep
schedule, making it difficult to wake
up early for classes.
10. I feel less motivated to study
after spending time on social media.

Appendix “C”
 47

Pictorials
These are the students-respondents of BEEd

CURRICULUM VITAE
 48

Republic of the Philippines

J.H. Cerilles State College
Dumingag Campus
Dumingag, Zamboanga del Sur

Personal Background

Name: Haziem W. Guminigin

Address: Purok Dancing Lady,

San Pablo, Dumingag Zamboanga del Sur.

Date of Birth: January 16, 2000

Age: 24

Place of Birth: Bingo, Nanatawakan, Kasibu, Nueva

vizcaya

Gender: Female

Civil Status: Single

Religion: United Church of Christ in the Philippines

Father’s Name: Ricardo D. Guminigin

Mother’s Name: Marivic W. Guminigin

Educational Background:

Tertiary: J.H Cerilles State College-Dumingag Campus

Major: General Education

Secondary: San Jose Academy

Elementary: Domang Elementary School

Republic of the Philippines

J.H. Cerilles State College
Dumingag Campus
 49

Dumingag, Zamboanga del Sur

Personal Background

Name: Estella A. Culanag

Address: Purok 2 Libertad,

San Pablo, Dumingag Zamboanga del Sur.

Date of Birth: January 01, 1990

Age: 34

Place of Birth: Upper Salimpuno, Concepcion, Misamis

Occidental

Gender: Female

Civil Status: Married

Religion: Roman- Catholic

Father’s Name: Melardo E. Arapoc

Mother’s Name: Vergelia B. Arapoc

Educational Background:

Tertiary: J.H Cerilles State College-Dumingag Campus

Major: General Education

Secondary: Concepcion National High School

Elementary: Upper Dioyo, Elementary School

CURRICULUM VITAE
 50

Republic of the Philippines

J.H. Cerilles State College
Dumingag Campus
Dumingag, Zamboanga del Sur

Personal Background

Name: Anacil A. Labiga

Address: Purok 4, Licuro-an,

Midsalip, Zamboanga del Sur

Date of Birth: November 05, 2001

Age: 22

Place of Birth: Licuro-an, Midsalip, Zamboanga del Sur

Gender: Male

Civil Status: Single

Religion: United Church of Christ in the Philippines

Father’s Name: Baludoy M. Labiga

Mother’s Name: Minda A. Labiga

Educational Background:

Tertiary: J.H Cerilles State College-Dumingag Campus

Major: General Education

Senior High: Golictop National High School

Secondary: Panagaan National High School

Elementary: New Katipunan Elementary School

CURRICULUM VITAE
 51

Republic of the Philippines

J.H. Cerilles State College
Dumingag Campus
Dumingag, Zamboanga del Sur

Personal Background

Name: Jesson A. Gumanad

Address: Mangilay, Siayan

Zamboanga Del Norte

Date of Birth: August 09, 1999

Age: 24

Place of Birth: Mangilay, Siayan Zamboanga Del Norte

Gender: Male

Civil Status: Single

Religion: DMSCP

Father’s Name: Leonilo T. Gumanad

Mother’s Name: Felina A. Gumanad

Educational Background:

Tertiary: J.H Cerilles State College-Dumingag Campus

Major: General Education

Senior High: Zapatera Senior High School

Secondary: Mangilay National High School

Elementary: Mangilay II Elementary School