MARANATHA CHRISTIAN ACADEMY OF ALABANG MUNTINLUPA INC.

The Impact of Social Media Usage on the Academic Achievement of

Senior High School Students at Maranatha Christian

Academy of Alabang S.Y 2024-2025

In Partial fulfillment of the

Requirements in the subject

Practical Research

Tagle, Lianne Joyce C.

Perez, Hannah M.

Plaza, Lovely Hannah M.

Santiago, Kirsten Lian W.

STEM

MR. Cyril O. Teruel

 Practical Research 1

ACKNOWLEDGEMENT

This research paper is a testament to the collaborative efforts of many individuals and

institutions. We are deeply grateful for the support and guidance we have received throughout

this journey.

First and foremost, we would like to express our sincerest gratitude to the Almighty God

for His enduring grace, guidance, and protection that He has bestowed upon us during this

research project. His blessings have been instrumental in our success.

We are also deeply indebted to Mr. Cyril O. Teruel, our Practical Research advisor for his

unwavering support, insightful guidance, and constructive criticism. His expertise in Education

Psychology has been instrumental in shaping this research. His patience and encouragement

have been invaluable in helping us navigate the complexities of this project.

We are grateful to Senior High School Students for their help in data ga through online

surveys. Their contributions have significantly enriched the quality and scope of this research.
 Finally, we extend our sincere thanks to our Parents, and Friends for their encouragement,

and emotional support. Their support has been invaluable in making this research a reality.

ABSTRACT

This study investigates the impact of social media usage on the academic achievement of

senior high school students at Maranatha Christian Academy. The research examines the impact

of social media on the academic achievement. A survey was administered to a sample of senior

high school students to gather data on their social media habits, academic achievement, and

perceptions of social media’s influence on their studies.

The findings suggest that excessive social media use, particularly during study time, is

negatively correlated with academic achievement. The study also explores potential mediating

factors, such as study habits, that may influence the impact of social media usage and academic

achievement. The implications of these findings for educators, parents, and students are

discussed, along with recommendations for promoting responsible social media use among

senior high school students to optimize academic success.

 TABLE OF CONTENTS

PAGE NO

TITLE PAGE. i

ACKNOWLEDGEMENT. ii

ABSTRACT. iii

TABLE OF CONTENTS. iv

LIST OF TABLES. v

LIST OF FIGURES. vi

CHAPTER 1: The Problem & its Background

Background of the Study. 1

Statement of the Problem.

Hypothesis
 Significance of the Study

Objective of the Study

Theoretical Frameworks

Conceptual Frameworks

Scope and Delimitation of the Study

Definition of Terms

CHAPTER 2: Review of Related Literature and Studies

Foreign Literature

Foreign Studies

Local Literature

Local Studies

Synthesis and its Relevance to the study

CHAPTER 3: Methodology

Research Design

Population and Sampling

Research Instrumentation

Data Gathering Procedure

 Data Analysis

CHAPTER 4: Presentation, Analysis, and Interpretation of Data

Research Question 1

Research Question 2

Research Question 3

Research Question 4

CHAPTER 5: Summary of Findings, Conclusion, and Recommendations

Summary of Findings

Conclusion

Recommendation

References
 LIST OF TABLE

Table 1.1 Results and Interpretation of data in Statement 1

Table 1.2 Results and Interpretation of data in Statement 2

Table 1.3 Results and Interpretation of data in Statement 3

Table 1.4 Results and Interpretation of data in Statement 4

Table 1.5 Results and Interpretation of data in Statement 5

Table 1.6 Results and Interpretation of data in Statement 6

Table 1.7 Results and Interpretation of data in Statement 7

Table 1.8 Results and Interpretation of data in Statement 8

Table 1.9 Results and Interpretation of data in Statement 9

Table 1.10 Results and Interpretation of data in Statement 10

Table 1.11 Results and Interpretation of data in Statement 11

Table 1.12 Results and Interpretation of data in Statement 12

Table 1.13 Results and Interpretation of data in Statement 13

Table 1.14 Results and Interpretation of data in Statement 14

Table 1.15 Results and Interpretation of data in Statement 15

LIST OF FIGURE

Figure 1.1. Theoretical framework

Figure 1.2. The Diagram of Technology Acceptance Model

Figure 1.3 Conceptual Framework

Figure 2.1. Gender of the Respondents

Figure 2.2. Grade of the Respondents

Figure 2.3. Strand of the Respondents

 CHAPTER 1

The Problem & its Background

Background of the Study

In recent years, the broad selection of social media stages has revolutionized the way

individuals communicate, share data, and connect with one another. Social media stages such as

Facebook, Instagram, Twitter, and Snapchat became a necessary portion of the day by day lives

of millions of people, counting understudies. Be that as it may, concerns have been raised around

the potential effect of over the top social media utilization on different perspectives of students’

lives, especially their scholastic performance.

 This study points to examine the relationship between social media utilization and the

scholastic execution of senior high school students. By analyzing the degree of social media

utilization and its potential impacts on students’ scholastic accomplishments, analysts can pick

up profitable experiences into the effect of this wonder on instructive outcome .

The rise of social media can be followed back to the early 2000’s when stages like

Myspace and Friendster picked up ubiquity. In any case, it was the dispatch of Facebook in 2004

that checked a critical turning point in the history of social media. Facebook rapidly picked up

millions of clients around the world and set the arrangement for the consequent expansion of

Social media platforms.

As social media stages advanced and differentiated, their effect on different perspectives

of society became progressively apparent. Whereas social media offers various benefits, such as

encouraging communication, cultivating social associations, and giving data, concerns have risen

with respect to its potential negative impacts, especially on students’ academic performance.

Researchers have conducted various things to investigate the impact of social media

usage on the Academic Performance of Senior High school Students. A few considers have

proposed that intemperate social media usage can lead to diversions, diminished consideration

time, and diminished scholastic engagement. On the other hand, other ponders have found no

noteworthy impact of social media usage on the academic performance, highlighting the

requirement for advance investigation.

 The Inspiration behind conducting this ponder stems from the developing predominance

of social media utilization among understudies and the need to get its potential impact on their

Academic performance. As social media proceeds to advance and become a necessary portion of

students’ lives, it is significant to look at whether intemperate utilization prevents their scholastic

advance or if there are other variables at play.

By conducting this study, we researchers point to experimental proof and bits of

knowledge into the impact social media usage and academic performance. The discoveries of

this study can educate teachers, guardians, and policymakers around the potential dangers and

benefits related with social media usage, empowering them to create methodologies and

mediations to back understudies in accomplishing their scholarly goals.

In conclusion, this study looks to investigate the impact of social media usage on the

Academic performance of senior high school students. By analyzing the chronicled foundation,

related writing, and inspirations for conducting this consideration, analysts contribute to the

existing body of information and give profitable experiences into this critical and opportune

point.

Statement of the Problem

What are the impact of social media usage on academic achievement in Senior High

School Students, which could potentially lead to lower grades and a decrease in academic

achievement.
 1. What are the negative impact of excessive social media usage on the academic

achievement of senior high school students?

- Distraction

- Sleep disruption

- Comparison and Self-Esteem

- Reduced face to face interaction

2. What are the positive impacts of social media usage on the academic achievement of

senior high school students?

- Educational Purposes

- Communication

- Access Information

- Skill Development

Hypothesis

Ho= There is no significant impact between social media usage and the academic achievement of

senior high school students.

Ha= There is a significant impact between social media usage and the academic performance of

senior high school students.

Significance of the Study

The significance of the study titled “The Impact of Social Media Usage on the Academic

Achievement of Senior High School Students” is critical because it can provide valuable insights
to various stakeholders, including students, parents, educators, etc,. Each group stands to benefit

in different ways .

[Link]: this study topic can help students understand the impact of social media on their

academic achievement. If the research finds a negative correlation, students might be motivated

to limit their social media usage, leading to improved concentration and better academic results.

2. Parents: Parents can gain a better understanding of their child’s social media usage and their

impact on academic achievement. Armed with this knowledge, they can set appropriate

guidelines for social media usage at home, ensuring a balance between recreation and study time.

[Link]: Teachers can use the findings to identify students who may be struggling

academically due to excessive social media usage. They can then implement strategies to help

these students, such as providing counseling or suggesting time management techniques.

[Link] Institutions: Schools and educational institutions can benefit from this study by

gaining insights into the relationship between social media use and academic achievement.

5. Technology Companies: Social media platforms and technology companies can use the

study’s findings to enhance their platforms and features to support positive user experiences,

especially for student users.

[Link] Health Professionals: Mental health professionals can leverage the study’s results to

raise awareness about the psychological impacts of excessive social media use on students’

academic achievement.

[Link] Agencies: Government agencies responsible for education and youth

development can use the study’s insights to inform policies and initiatives that promote digital

literacy, online safety, and academic success among senior high school students.

Objective of the Study

To determine The Impact of Social Media Usage on the Academic Achievement of Senior

High School Students at Maranatha Christian Academy of Alabang.

1. To expand more information of students academic achievement between social media usage.

2. To provide more information about social media usage on students academic achievement.

3. To examine the impact of different types of social media platforms on academic achievement

in senior high school students.

Theoretical Framework
 Figure 1.1: The Diagram of Social Cognitive Theory

According to Bandura, people can learn new behaviors by modeling others. In a research

context, students can model the research techniques, writing styles, and presentation skills of

accomplished researchers. Bandura’s theory also speaks about reinforcement, both positive and

negative, which can shape behavior. In research, feedback (a form of reinforcement) is crucial.

Positive feedback can encourage good research practices, while constructive criticism can

help students improve areas of weakness. This concept suggests that a person’s behavior,

personal factors, and environment all interact and influence each other.

Understanding this can help students conduct more comprehensive research, taking into

account all the factors that might influence their topic of study. Studying the impact of social

media usage on academic achievement through the lens of Bandura’s Social Cognitive Theory

can provide valuable insights into the complex interplay of social influences, personal attitudes,

and academic outcomes. By applying Bandura’s Theory to the impact of social media usage on

students, researchers can gain insights into the mechanisms through which social media

influences students’ thoughts, feelings, and behaviors, and develop strategies to promote healthy

and positive social media use among students.

 Figure 1.2: The Diagram of Technology Acceptance Model

The research title “The Impact of Social Media Usage on the Academic Achievement of

Senior High School Students of Maranatha Christian Academy of Alabang” aligns well with the

Technology Acceptance Model (TAM) developed by Davis (1989) and refined by Venkatesh

(1996). TAM offers a structured framework for understanding how individuals adopt and utilize

technology based on their perceptions of its usefulness and ease of use. This model is particularly

relevant to the research topic as it enables an exploration of the factors influencing students’

decisions to use social media for academic purposes, consequently affecting their academic

performance.

The core concepts of the TAM, perceived usefulness and perceived ease of use, are

crucial for examining this research topic. By applying the TAM, we can investigate how students

at Maranatha Christian Academy perceive the usefulness of social media for their academic

studies. For instance, we can analyze whether students view social media as a valuable tool for

accessing educational content, connecting with peers for collaborative study groups, or obtaining
relevant information. Additionally, we can evaluate how simple or challenging students find it to

integrate social media into their academic learning processes.

By comprehensively understanding these perceptions, we can further explore the

associations between students’ beliefs, their actual adoption of social media, and their academic

achievements. This in-depth approach allows us to move beyond merely observing usage

patterns and acquire a more nuanced understanding of the determinants shaping student behavior.

For example, we can investigate whether students who perceive social media as highly beneficial

for their studies are more inclined to use it frequently and, consequently, achieve better academic

outcomes. Furthermore, through examining the role of perceived ease of use, potential obstacles

to effectively integrating social media within the learning environment can be identified,

allowing for the development of strategies to address them.

Research has indicated that students are more likely to embrace and effectively utilize

social media for academic purposes when they view it as both user-friendly and advantageous for

their learning endeavors. Therefore, the perception of social media as a useful tool that supports

academic goals plays a significant role in encouraging student engagement with the platform.

Understanding how social media is perceived by users within the academic context and its

subsequent impact on academic achievement is crucial. Through employing the TAM to study

the Impact of social media on academic achievement, the study aims to provide valuable insights

into the educational landscape at Maranatha Christian Academy of Alabang. It is anticipated that

the findings will Inform strategies to efficiently incorporate social media into the academic

setting, thereby enhancing student success and improving learning outcome.

Conceptual Framework

Figure 1.2: The Diagram of Independent and Dependent Variables of the Study

The conceptual framework for the research contains the Independent Variable (IV) as

Social Media Usage, which represents the exposure of senior high school students to social

media platforms and their participation in social media activities. The Mediating Variable (MV)

is Study Habits, which can serve as a mediator between social media use and academic

performance, covering students’ study methods, ability to focus on time, and dedication to their

studies. The Dependent Variable (DV) is the Academic Performance, which measures the

students’ overall achievement in their academic goals, such as grades, test scores, and class

participation.

This conceptual framework suggests that the independent variable (Social Media Usage)

affects the mediating variable (study habits), which eventually affects the dependent variable

(academic performance). The purpose of the research is to evaluate the effect of these variables
on the academic performance of students in the senior high school of Maranatha Christian

Academy in Alabang.

Scope and Delimitation of the Study

This study will focus on senior high school students in Maranatha Christian Academy,

which aims to provide a comprehensive view of the impact of social media usage on academic

performance. The research will investigate the impact of various social media platforms,

including Facebook, Instagram, Twitter, and Snapchat, on academic performance. It will measure

academic performance through grades and standardized test scores.

The study will consider both the positive aspects, such as access to educational resources,

and the negative effects, such as distraction or addiction, of social media use. The research will

also examine the impact of social media on students’ academic performance, as these factors do

not directly impact academic performance. The study is limited to senior high school students,

excluding students from junior high school and tertiary education. It does not take into account

the impact of other forms of digital media, such as video games, online movies, or general

internet browsing.

Definition of Terms

Social Media: A group of internet-based applications that allow the creation and sharing of user

generated content or participation in social networking. Examples include Facebook, Twitter,

Instagram, and TikTok.

Usage: The act of using or consuming something. In this context, it refers to the frequency and

extent to which senior high school students engage with social media platforms.

Academic Performance: The level of success or achievement in academic or educational

settings, often measured through grades, test scores, and other evaluative methods.

Senior High School Students: Refers to students attending the final stage of secondary

education, typically aged between 16 and 18 years old, who are preparing for higher education,

vocational training, or entering the workforce.

Impact: The effects or influence that social media usage has on the academic performance of

senior high school students. This term encompasses both positive and negative consequences.

CHAPTER 2

Review of Related Literature and Studies

 In Chapter 2 of our study, we will test the impact of the use of social media on the

academic achievement of senior high school students. Through an extensive review of the

available literature, our aim is to bring out the impact of social media on academic performance

of students. The purpose of the study is to offer meaningful insights that will help educators,

parents, and students in advocating for impact of social media and improving the academic

performance of students.

Foreign Literature

Luca, B. (2022), “Social Media and Mental Health.” Department of Decisions Sciences.

4.3 billion individuals had social media accounts, accounting for over half of the world

population and over 90% of internet users. The impact of social media on mental health and

found that Facebook had a negative effect on student mental health. First, the negative effects on

mental health are strongest for students who, based on immutable characteristics such as gender

and age, are predicted to be most susceptible to mental illness. For those students, we also

observe a significant increase in depression diagnoses, take-up of psychotherapy for depression,

and use of antidepressants. Second, in the short-to-medium run, the negative effects of Facebook

on mental health increase with length of exposure to the platform. Third, students reported

suffering some negative downstream effects as a result of their worsened mental health

conditions. Specifically, after the introduction of Facebook, students were more likely to report

that their academic performance was negatively affected by conditions related to poor mental

health.
 Wu (2024), “Unraveling the veil of appearance anxiety: exploring social media use

among Chinese young people”. Apa Association. The purpose of this study is to explore the

relationship between appearance anxiety and social media use among Chinese adolescents. Using

a grounded theory approach, the study conducted two-round online interviews with ten Chinese

university

students and subsequently constructed a theoretical model of social media appearance anxiety

among Chinese young people. The results of the study indicate that social media has a dual

impact on appearance anxiety. On one hand, increased social media engagement amplifies

appearance anxiety by shaping aesthetic standards and fostering comparative environments. On

the other hand, diverse aesthetic perspectives and authentic presentations on social media

partially alleviate appearance anxiety by promoting acceptance of unique appearances and

boosting self-confidence. It is emphasized in this study that there should be an in-depth

understanding of the dual impact and complicated relationship of social media on the daily lives

of Chinese adolescents to further develop relevant strategies that promote healthy social media

behavior among youth. Furthermore, this study calls for efforts to actively promote the healthy

image and psychological well-being of adolescents while alleviating the negative impact of

appearance anxiety and overall mental health. Such efforts are needed to ensure a positive and

healthy development for the younger generation.

Indriaswuri, R., & Gading, K. (2023), “Mindfulness and Academic Performance”.

Migration letter. Mindfulness practices have been shown to improve academic performance by

improving cognitive abilities like attention, self-regulation, and overall well-being. This leads to

improved focus, information retention, and problem-solving. Mindfulness also has potential to
mitigate academic stress and anxiety it can also help students maintain focus, reduce mind

wandering, and remember information more effectively. The practical implications indicate that

the integration of mindfulness practices in educational institutions can have a substantial positive

impact on students’ academic achievements. Mindfulness enables pupils to approach their

scholastic activities with a composed and concentrated mindset by alleviating stress and anxiety.

Consequently, this improves their capacity to focus, memorize, and employ analytical reasoning

abilities. It is important to acknowledge the significant influence of mindfulness on particular

academic abilities, such as concentration and memory. Through the practice of mindfulness,

students cultivate the capacity to maintain and refocus their attention as necessary, leading to

enhanced concentration and efficiency.

Asma, A., (2023), Social Media Usage and Academic Performance Among Medical

Students in Medina, Saudi Arabia. Department of Family and Community Medicine, College of

Medicine, Taibah University, Medina, Saudi Arabia. This study has revealed that students with

higher levels were less addicted to social media, and those who are addicted benefit from using

social media to improve their grades. We call for using social media as a supporting tool for

academic performance and achievement among university students. Social media are websites

and applications enabling users to create or share content and communicate. The widespread use

of social media among university students and easy access during class and study time raises

concern about its impact on academic performance. This study aims to determine the impact of

social media usage, addiction, and exposure on students’ academic performance.

 Manasi, G., (2019), Impact Of Social Media On Academic Performance Of Students.

International Journal of Research and Scientific Innovation. There are many positive effects

associated with the social media use amongst students related to their academics. Students can

connect with various educational groups related to their field of study on social media and easily

access all the important and authentic information shared by others. They can also share some

good information they found out on such groups, which in turn will boost their confidence and

this will help in the learning process. Students use social media platform such as YouTube, which

have millions of educational videos, which help students to broaden their scope of knowledge as

well as develop various other good skills and talents. If students find some good and informative

videos related to their studies, they can share it with their friends or classmates who can benefit

by watching them.

Foreign Studies

Influence of Social Media on Students’ Academic Achievement. Oguguo, Basil C. E.;

Ajuonuma, Juliet O. (2020). Institute of Advance Engineering and Science. This study had a

positive impact, and determined the influence of using social media on the academic

achievement of senior secondary school students. A sample of 150 students comprising 70 males

and 80 Females were drawn from five schools and used for the study, this was arrived at through

multi-stage sampling procedure. Social Media Questionnaire (SMQ) and Students’ Accounting

Achievement Proforma (SAAP) were used for data collection. The result showed that students

frequently engage in social media in order to make new friends, research about their assignments

and source for other educational materials, stay up to dates with latest trends and news. The

finding also showed that students spend an average, 2 to 4 hours daily on social media. There
was no significant influence of frequency of social media use by students on their mean

academic achievements in Accounting; however, gender of students was found to have a

significant influence on students’ mean academic achievement in Accounting. Students should be

guided properly and informed on the vulnerabilities likely to come their way if they fail to

appropriately utilize the opportunities that come with having social media platforms.

The Impact of Social Media on Students’ Academic Performance. Samarasinghe,

Samantha; Chandrasiri, Thamali (2019). American Scientific Research Journal for Engineering,

Technology, and Sciences. This study had a positive impact, Students in higher educational

Institutes are using social media for academic as well as non-academic [Link],

understanding the impact of social media on students’ academic performance has become

inevitable. Even though social media in higher education has been researched by many, the

impact of social media on students’ academic performance has not been addressed sufficiently,

particularly in the Sri Lankan context.

The Effect of Social Media Usage on Academic Performance. Katharine S. Adams;

Meagan C. Arrastia-Chisholm (2018). Active Learning in Higher Education. In this study, the

students were given surveys that inquired about their daily social media usage, whether they used

social media sites while completing university work, which sites they used more often. The

results indicated that students spent a large amount of time in their day on social media, and used

social media while working on classroom assignments. The results also indicated that high

frequency social media usage is correlated with lower overall academic performance. However,

results also suggested that when social media is used for academic purposes, there was not a
negative correlation between social media usage and academic performance. Students in other

studies seldom reported using social media for academic purposes.

“The Impact of Social Media Usage and Lifestyle Habits on Academic Achievement:

Insights from a Developing Country Context” by Hamad (2020) explores the potential negative

consequences of social media addiction. These can include social relation problems, mental and

sleep disorders, and impairments in functional roles and activities (Alhassan et al., 2018). The

study emphasizes the importance of understanding the impacts that lifestyle habits and behaviors

may have on a student’s academic performance. It reveals both positive and negat”ve effects of

social media usage on students’ academic performance. The negative effects include time spent

using social media, nature of usage, health addiction, privacy issues, and the quality of social

connections. These findings highlight the complexity of social media’s impact, which depends on

the individual’s lifestyle and behavior.

The study “The Impact of Social Media on Academic Performance of University Female

Students” by Faryal, et al.(2019) examines the influence of social media on students’ academic

performance in Pakistan. Social media, as a significant tool for global communication, allows

people to share ideas, views, and exchange information through various networking sites like

Facebook, WhatsApp, Twitter, YouTube, etc. (Azizi, Soroush, & Khatony, 2019). The study

acknowledges the user-friendly and effective nature of these platforms. It aims to identify the

relationship between social media usage and students’ academic performance, specifically how

study habits are impacted by social media usage.

Local Literature

Esterline, N. E., Dennis, V. M., & Ghona G. M., (2021), Social Media Exposure and

English Writing Proficiency of Grade 11 Students in a Philippine Public High School. Technium

Soc. Sci. J. Social media has become a vital part of people’s daily communication activities in all

walks of life and had globalized its use, especially to learners. Learners’ propensity to social

media has come to increasing involvement in the internet cafes. Since its medium of instruction

is mainly English, it influences learners’ English communication skills, especially in writing. The

paper examined the relationship between the extent of exposure to social media and the English

writing proficiency of Grade 11 students in a Philippine public senior high school.

Kenneth, B. I., et al. (2022), Students’ Exposure to Social Media and Their Radical

Involvement on the Societal Issues in the Philippines. International Review of Social Sciences

Research. The digital era has had a significant impact on people’s perspectives, thus determining

whether the vast reach of social media and its free access impacts Filipino teenager’s

understanding of the issues in the country and their engagement in politics is crucial. Findings

showed that there is no significant connection between the respondents’ social media exposure

and their level of awareness regarding societal issues in the country. On the other hand, there is a

significant relationship between the respondents’ social media exposure and their level of radical

involvement. Highlighting the effects of specific social media platform to bring in-depth

information about its implications to the political behaviors and awareness of youth in this

Particular variable.
 Kevin, D., C., & Lovely Jean, C., C., (2023), Influence of Social media Addiction on

Academic Performance in Distance Learning: INTERVENING ROLE OF ACADEMIC

PROCRASTINATION. Turkish Online Journal of Distance Education. This examines the indirect

effect of the relationship between learners’ social media addiction and academic achievement in

distance learning as mediated by academic procrastination. Findings indicated a positive and

significant relationship between social media addiction and academic procrastination. There is

also a negative and significant relationship between academic procrastination and learners’

academic achievement. It indicates that academic procrastination substantially impacts the

strength of the correlation between social media addiction and academic achievement.

Local Studies

Jhoselle T., (2020), The influence of study attitudes and study habits on the academic

performance of the students. International Journal of all research writings. Students’ academic

performance embodies an essential part of the constellation of factors determinant of student

success. Also, it plays a very significant role in education, primarily as a concrete tool to assess

the student’s learning process. Psychologists and researchers have attempted to comprehend how

students vary in processing, retaining, and retrieving learning information and have used various

personality, attitudinal, cognitive styles, and ability measures. Thus, this study’s primary purpose

was to determine the students’ study attitudes, study habits, and academic performance. Further,

this examined the influence of study attitudes and study habits on their academic performance.

Maria A., S.,-R., (2019), Factors affecting the study habits of grade eleven students in

one national high school in Pangasinan, Philippines. Southeast Asian Journal of Science and
Technology. Due to the increasing nature of the below-average academic performance of the

Grade 11 students of Senior High School in the first and second quarter, the School Head

gathered all the teachers in the SHS Department and conducted a brainstorming regarding the

performance of the students. This study sought to determine the factors affecting the study habits

of the 11th Grade of the Senior High in Maticmatic National High School, S.Y 2017-2018. In this

study, a mixed-method approach was concurrently embedded. The included participants in this

study were the Grade 11 students of Senior High School. Females are the most respondents of

this research most of the respondents have low monthly family income. For the study habits of

the students in Grade 11, most of the respondents sometimes do a reading, and the majority of

them never take down notes. Over-all, the respondents have poor study habits which led them to

have poor academic performance.

Danilo B., Nami k., & Sun H., K., (2021), Comparing the Mediating Effect of Adolescent

Lifestyle Profiles on the Relationship of Smartphone Addiction and Health- Related Quality of

Life among Male and Female Senior High School Students in The Philippines. This study aimed

to

examine and compare the mediating effect of adolescent lifestyle profiles in the relationship

between male and female adolescents’ smartphone addiction and health-related quality of life.

This model was investigated with 1338 Filipino senior high school students. Using Google

Forms, the participants completed the survey on smartphone addiction, health related quality of

life, and adolescent lifestyle profiles. The correlation analyses demonstrated that smartphone

addiction was significantly and negatively correlated with health-related quality of life and
adolescent lifestyle profiles. Furthermore, adolescent lifestyle Profiles were positively correlated

with health-related quality of life.

Christian J., C., (2023), Effects of Social Media Networking Sites among Students with

Their Academic Performance. East Asian Journal of Multidisciplinary Research. This study

aimed to determine the impact of social media networking sites on students’ academic

achievement in Zamboanga del Norte, Philippines. The descriptive correlation method was used

to select 120 respondents from seven university colleges. The results showed that social media

has grown in acceptance, value, and usefulness among professionals and students. However,

students who engage in heavy social media use but not related to their academics perform worse

in class. The influences, benefits, and drawbacks of social media are highlighted to demonstrate

the potential of social media in academics

Jason M., et al., (2024), The Moderating Effects of Social Media Networking Usage on

Adversity Quotient and Academic Performance among Filipino High School Students.

International Journal of Research and Scientific Innovation. Teenage years are often the subject

of considerable interest for researchers and practitioners of education as children experience the

psychological turmoil and transition that often accompanies this period of development.

Knowing

The teen’s behavior and how they cope with adversity by using social media networking to help

them with academic challenges would be beneficial. The study is a moderation model research

that will investigate the moderating variable Social Media Networking Usage influences the
independent variable Adversity Quotient and its relationship to our dependent variable.

Academic Performance among High School students.

Synthesis and Relevance of the Study

The literature and studies researched provide a comprehensive understanding of the

impact of social media on the academic performance of the senior high school students have

negative and positive impacts. In literature negative, Luca (2022) The study highlighted that the

negative effects on mental health are most pronounced for students who are more susceptible to

mental illness based on immutable characteristics such as gender and age. Wu (2024) The study

emphasized the need for a comprehensive understanding of the complex relationship between

social media and appearance anxiety to develop strategies that encourage healthy social media

behavior among young people and promote their psychological well-being.

Indriaswuri and Gading (2023) these studies shed light on the multifaceted impact of

social media and mindfulness practices on mental health, appearance anxiety, and academic

performance among students, emphasizing the need for a holistic approach to promote healthy

behaviors and wellbeing in educational settings. In positive, Asma, A., (2023), This study has

revealed that students with higher levels were less addicted to social media, and those who are

addicted benefit from using social media to improve their grades. Manasi, G., (2019), found out

that social media have more positive effects associated with the social media use amongst

students related to their academics. In foreign studies have explored the positive influence of

social media on students’ academic performance. In positive Asma (2023) The study emphasized

the potential of using social media as a supporting tool for academic performance and
achievement among university students, highlighting the importance of understanding the impact

of social media usage, addiction, and exposure on students’ academic [Link]

(2019) The study highlighted the positive effects associated with social media use among

students, particularly in relation to academics. Oguguo and Ajuonuma (2020).

The research found that students frequently engaged In social media to make new friends,

research assignments, access educational materials, stay updated with trends and news, and

spend an average of 2 to 4 hours daily on social media. Samarasinghe and Chandrasiri (2019)

The study emphasized the increasing use of social media by students in higher educational

institutes for academic and non-academic purposes. In negative, Katharine S. Adams; Meagan C.

Arrastia-Chisholm (2018) In this study, the students were given surveys that inquired about their

daily social media usage, the results also indicated that high-frequency social media usage is

correlated with lower overall academic performance. Hamad (2020) explores the potential

negative consequences of social media addiction. (Alhassan et al., 2018). The study emphasizes

the importance of understanding the impacts that lifestyle habits and behaviors may have on a

Student’s academic performance. Faryal, et al.(2019) examines the influence of social media on

students’ academic performance in Pakistan. (Azizi,Soroush, & Khatony, 2019). It aims to

identify the relationship between social media usage and students’ academic performance,

specifically how study habits are impacted by social media [Link] local literature negative

impact by Esterline, Dennis, and Ghona’s study (2021) The study emphasizing the impact of

social media on students’ language skills and academic [Link] et al.’s research

(2022) the research highlighted the role of social media platforms in shaping youth’s political

behaviors and awareness, emphasizing the implications of specific social media platforms on
political engagement and activism among Filipino teenagers. Kevin and Lovely Jean’s study

(2023) The study emphasized the impact of academic procrastination on the correlation between

social media addiction and academic achievement, highlighting the detrimental effects of social

media addiction on students’ academic performance in distance learning settings. The local

studies on the negative impact Jhoselle’s study (2020).

The research aimed to assess students’ study attitudes, study habits, and their impact on

academic performance. Maria A.’s research (2019) The study identified below-average academic

performance among Grade 11 students and sought to determine the factors contributing to their

study habits. Danilo B., Nami K., & Sun H.’s study (2021) The research aimed to examine and

compare the mediating effect of adolescent lifestyle profiles on the relationship between

smartphone addiction and health-related quality of life among Filipino senior high school

students. The local studies on the positive impact of social media Christian J.’s study (2023) The

study highlighted the importance of understanding the influences, benefits, and drawbacks of

social media to harness its potential for academic purposes.

Jason M. et al.’s research (2024) The study aimed to investigate how social media

networking usage influences students’ ability to cope with adversity and its impact on academic

performance. This research suggests that excessive use of social media have a positive and

negative impact the students’ study habits, leading to struggles with time management and,

ultimately, lower academic performance. Additionally, the literature and studies highlight the

importance of understanding the impact of social media usage on students’ study habits and

academic performance. This understanding could contribute to our study by providing more
information and insights into students’ academic performance in the context of social media

usage.

CHAPTER 3

Methodology
 This chapter serves as a comprehensive discussion of the methods and procedures

followed by researchers, systematically addressing specific problems used in a study. It includes

the research design, population and sampling, research instrumentation, data gathering

procedure, and data analysis used to gather and analyze relevant information. It also explains the

rationale behind the chosen methodology and demonstrates its acceptability for the research

purpose. By examining the methodology, readers gain a deeper understanding of how the study

was conducted and how the results were obtained.

Research Design

The research study titled “The impact of Social Media on the Academic Performance of

Senior High School Students in Maranatha Christian Academy in Alabang”.This research will

employ a quantitative, correlational research design to investigate the impact of social media

usage on the academic performance of senior high school students at Maranatha Christian

Academy of Alabang. The study will examine the relationship between social media usage,

measured through a questionnaire assessing frequency, duration, and types of activities, and

academic performance, measured using both school records and self-reported perceptions.

Data will be collected through a survey administered to a random sample of students,

covering social media habits, academic performance, and demographic information. Descriptive

statistics will be used to describe the characteristics of the sample, while correlational and

regression analysis will be conducted to determine the strength and direction of the relationship

between social media usage and academic performance, controlling for other relevant factors.
Throughout the research, ethical considerations will be paramount, ensuring informed consent,

confidentiality, privacy, and data security.

While the study will examine correlation, it is important to note that it cannot establish

causation. Other factors may influence academic performance, and further research is needed to

explore potential causal links. The findings of this research will provide valuable insights into

the complex relationship between social media usage and academic performance, potentially

informing educational practices, student support programs, and policy decisions aimed at

promoting academic success in the digital age.

Population and Sampling

The study was conducted in Senior High School at Maranatha Christian Academy of

Alabang S.Y 2024-2025. The total population of Senior High School Students from the selected

school has a total of 190 students.

The Researcher will collect 100 respondents in Grade 11 and Grade 12. The Sampling

technique that the Researcher chose to use is a Simple Random Sampling. It makes sure that

every person in a population has an equal probability of being chosen as a response (Thomas,

2020).

Research Instrument

The instrument used to collect the data was the Survey questionnaire. This was used

because it retrieved the data faster than any other method. Besides here, the respondents in
Senior high school of Maranatha Christian Academy. They can read and answer the Survey

questionnaire easily. Prepared by the researcher for the Survey questionnaire. The draft of the

Survey questionnaire was written based on our research related to learning.

The researcher found that there were enough items to collect the data covering all aspects

of the problem and to answer all the specific questions under the problem statement. The

researcher considers the survey items aside from the survey itself. The questions are specifically

designed to be answered the research questions and cover every aspect of the topic being

researched.

This ensures that the information obtained will provide a comprehensive knowledge of

the topic being researched. The researcher also considers the aspect of saving time using a survey

questionnaire to collect data. This is a practical choice for learning because data collection is

faster than other methods. Then, the researcher distributed the copies of the questionnaires online

using the Google form to the respondents.

Data Gathering Procedure

The data for this research will be gathered through a multi-step process, ensuring a

careful and moral or social approach. First, a random sample of senior high school students will

be selected from Maranatha Christian Academy, ensuring that each student has an equal chance

of being included in the study. Prior to data collection, informed consent will be obtained from

participating students, ensuring they understand the study’s purpose, confidentiality of their

responses, and their right to withdraw at any time.

 A survey questionnaire will be administered to the selected participants, covering aspects

such as frequency and duration of social media use, preferred platforms, and indicators of

academic performance. This questionnaire will be pilot-tested beforehand to ensure clarity and

validity. Data collection will take place in a suitable location at the school, providing

participants with clear instructions and sufficient time to complete the questionnaire.

The collected data will be carefully managed, ensuring confidentiality and anonymity of

participants. Statistical analysis techniques, such as correlation analysis and regression analysis,

will be used to analyze the data and determine any correlation between the use of social media

and academic performance. Throughout the process, ethical considerations will be implemented

to protect the privacy and rights of participants, ensuring a responsible and ethical approach to

data gathering and analysis.

Data Analysis

The purpose of the researchers is to collect the data that will be studied using statistical

techniques. The researchers will also conduct a statistical analysis of the questionnaire analysis

and will examine the Impact of Social Media Usage on the Academic Performance of Senior

High School (SHS) students.

The research that will address these concerns and contribute to the understanding of the

impact of social media usage to academic performance among senior high school students. This

analysis will help us determine the strength and direction of the impact of social media to

academic performance.
Formula:

Where as:

n= Number of Samples

N= Number of Respondents

E= Magin of Errors
 CHAPTER 4

Presentation, Analysis, and Interpretation of Data

This chapter presents the heart of the research, unveiling the findings through a clear

presentation, analysis, and insightful interpretation of the collected data. We will explore

patterns, trends, and relationships within the data, drawing meaningful conclusions that address

the research questions and contribute to a deeper understanding of the topic.

Research Question 1: Profile of the Respondents

Profile of the Respondents in terms of Gender

 Figure 2.1: Gender of the Respondents

This pie graph illustrates the gender of the respondents from the conducted survey shows

that most of the respondents are female which approximately reached 71 respondents. While the

male has 29 respondents.

Profile of the Respondents in terms of Grade

 Figure 2.2: Grade of Respondents

This pie graph illustrates the grade level of the respondents from grade 11 has (40)

students who participates for our conducted survey, and grade 12 has the most participates which

have total of (60).

Profile of the Respondents in terms of Strand

Figure 2.3: Strand of Respondents

This pie graph illustrates the strand of our respondents from conducted survey shows that

in Accountancy, Business and Management has (22) total of respondents, General Academic

Strand has (21) total of respondents, Humanities and Social Sciences has (28) total of

respondents, and the most higher respondents are Science, Technology, Engineering and

Mathematics hit (29) total of respondents.

Research Question 2: Results and Interpretation of data

The following table presents the Impact of social media usage on the Academic

Performance of Grade 11 and 12 students based on their responses to survey statement. It was

measured to a third-point likert scale. The following scoring interpretation in understanding the

results.

Table 1.1:Results and interpretation of data in Statement 1

Statement Mean Interpretations

[Link] you social media for academic 2.69 Agree

performance?

Figure 2.4: Frequency of respondents who answered on Statement 1

 The data reveals a strong inclination towards using social media for academic purposes

among the respondents. With a mean score of 2.69, interpreted as “Agree,” and a majority of

respondents (72) confirming they do use social media for academics, it’s evident that social

media has become a common tool in academic settings. While a smaller group (25) indicated

they use social media for academic purposes sometimes, this still points to a significant portion

recognizing its potential benefits. The limited number of respondents (3) who disagree suggests

that the majority of individuals acknowledge the value of social media within education, even if

they personally choose not to utilize it.

This data highlights the growing trend of social media integration in academic endeavors,

reflecting its increasing relevance for research, communication, and collaboration. However, it’s

important to consider the nuanced nature of this integration. The “Sometimes” category suggests

that social media is not a universal tool, but rather a resource used selectively depending on

individual needs and academic pursuits. This diversity in usage underscores the importance of

developing digital literacy skills among students and faculty to successfully utilize social media

for academic purposes and navigate the complexities of this evolving landscape.

Further research is needed to understand the specific ways in which social media is being

used and its impact on academic practices, challenges, and opportunities. This deeper

understanding will help to maximize the benefits of social media in education, while mitigating

potential risks and ensuring responsible and ethical use. Ultimately, a comprehensive analysis of

social media’s role in study is essential for navigating this evolving landscape and harnessing its

full potential for learning, research, and collaboration.

 Table 1.2: Results and interpretation of data in Statement 2

Statement Mean Interpretation

2. Have you ever used social media as a tool for 2.52 Agree

learning or studying?

Figure 2.5: Frequency of respondents who answered Statement 2

The survey results reveal a strong positive sentiment towards using social media for

learning, with a significant majority (64) of respondents agreeing that they have used social

media for this purpose. This suggests that social media has become a common and accepted

resource for education, with a mean score of 2.52 falling within the “Agree” interpretation.

The data indicates a strong agreement among respondents regarding the use of social

media for learning or studying. A significant majority (64) affirmed their use of social media

platforms for educational purposes, while a smaller percentage (9) disagreed. Notably, a
considerable portion (27) indicated that they sometimes utilize social media for learning. This

suggests that social media has become a common and accepted resource for educational

purposes, with a majority finding value in its potential to enhance learning experiences. The

mean score of 2.52, falling within the “Agree” interpretation, further reinforces the prevalence of

social media as a learning tool among the respondents.

The survey findings underscore the growing acceptance of social media as a legitimate

learning tool. While some individuals may primarily rely on traditional educational methods, the

majority find value in using social media platforms to supplement their learning. This suggests a

shift in how individuals approach education, embracing the accessibility and diverse resources

offered by social media. While social media offers numerous benefits for learning, it’s essential

to approach it critically and use it responsibly. The survey’s findings highlight the evolving role

of social media in education, prompting further exploration of its potential and limitations as a

learning tool.

Table 1.3: Results and interpretation of data in Statement 3

Statement Mean Interpretation

3. Do you believe that your social media 2.45 Agree

usage impact your academic performance?

 Figure 2.6: Frequency of respondents who answered on Statement 3

The survey data reveals a strong perception among students that social media impacts

their academic performance, with a significant majority (61) agreeing that it does. This

sentiment, reflected in a mean score of 2.45 falling within the “Agree” interpretation, suggests

that students are acutely aware of the potential impact of social media on their studies.

Several factors likely contribute to this perception. Social media platforms are designed

to be highly engaging, with constant updates, notifications, and features that can easily distract

students from their academic performance. This can lead to decreased study time and a reduced

focus on coursework. Additionally, social media can disrupt sleep patterns due to late-night

scrolling and exposure to blue light, further impacting students’ ability to concentrate and

perform academically. Moreover, the constant comparison and pressure to present a certain

image on social media can contribute to stress, anxiety, and a sense of inadequacy, further

affecting academic performance. While social media can offer some benefits for learning, the
survey results highlight the significant perception among students that its impact on academic

performance Is primarily negative.

This perception is likely amplified by the increasing prevalence of social media in

students’ lives. With constant access to smartphones and social media platforms, it becomes

increasingly difficult to disconnect and focus on academic tasks. The constant barrage of

notifications, messages, and updates can create a sense of urgency and pressure, making it

challenging to prioritize studying and academic work. While social media can be a valuable tool

for communication, collaboration, and information gathering, its impact on academic

performance is a complex Issue that requires careful consideration. Students must develop

strategies for managing their social media use and prioritizing their academic responsibilities to

ensure that their studies are not negatively impacted.

Table 1.4: Result and Interpretation of data in Statement 4

Statement Mean Interpretation

4. Do you feel distracted by social media 2.33 Agree

when studying?
 Figure 2.7: Frequency of respondents who answered on Statement 4

The survey results reveal a significant perception among students that social media is a

major distraction while studying, with a majority (48) strongly agreeing that they feel distracted.

This sentiment, reflected in a mean score of 2.33 falling within the “Agree” interpretation,

highlights a widespread awareness of the disruptive nature of social media during study sessions.

While a sizable portion (37) reported feeling distracted “sometimes,” the combined “Agree” and

“Sometimes” responses indicate that a substantial majority of students experience social media

as a distraction during their study time. This perception likely stems from the inherent design of

social media platforms, which are engineered to be highly engaging and attention-grabbing, often

featuring constant updates, notifications, and features that compete for users’ focus. This constant

stream of stimulation can make it difficult for students to maintain concentration on academic

tasks, leading to decreased study time and a reduced focus on coursework.

Furthermore, the dopamine rush associated with social media interactions can create a

cycle of dependence, making it challenging for students to resist the urge to check their feeds and

engage with online content, even when they are trying to focus on their studies. The constant
notifications, messages, and updates can create a sense of urgency and pressure, making it

challenging to prioritize studying and academic work. This can lead to procrastination, avoidance

of academic tasks, and a general decline in motivation and engagement with studies. While

social media can offer some benefits for learning, the survey results highlight the significant

perception among students that its impact on their ability to focus on their studies is primarily

negative. This perception underscores the need for students to develop strategies for managing

their social media use and creating a more conducive environment for focused learning.

To address these challenges, students could explore strategies such as setting time limits

for social media use, silencing notifications during study sessions, or creating dedicated

workspaces free from distractions. They could also utilize apps and browser extensions designed

to block distracting websites and apps during focused work periods. By taking proactive steps to

manage their social media use, students can create a more conducive environment for focused

learning and improve their academic performance.

Table 1.5: Result and Interpretation of data in Statement 5

Statement Mean Interpretation

[Link] the social media make it harder for 2.38 Agree

students to focus on their studies?

 Figure 2.8:Frequency of respondents who answered on Statement 5

The survey results strongly suggest that social media poses a significant challenge to

students’ ability to focus on their studies, with a majority (50) of respondents agreeing that it

makes focusing harder. This sentiment, reflected in a mean score of 2.38 falling within the

“Agree” interpretation, highlights a widespread awareness among students of the distracting

nature of social media. This perception is likely driven by the inherent design of social media

platforms, which are engineered to be highly engaging and attention-grabbing, often featuring

constant updates, notifications, and features that compete for users’ focus.

This constant stream of stimulation can make it difficult for students to maintain

concentration on academic tasks, leading to decreased study time and a reduced focus on

coursework. Furthermore, the dopamine rush associated with social media interactions can

create a cycle of dependence, making it challenging for students to resist the urge to check their

feeds and engage with online content, even when they are trying to focus on their studies. The

constant notifications, messages, and updates can create a sense of urgency and pressure, making
it challenging to prioritize studying and academic work. This can lead to procrastination,

avoidance of academic tasks, and a general decline in motivation and engagement with studies.

While social media can offer some benefits for learning, the survey results highlight the

significant perception among students that its impact on their ability to focus on their studies is

primarily negative. This perception underscores the need for students to develop strategies for

managing their social media use and creating a more conducive environment for focused

learning.

To mitigate these challenges, students could explore strategies such as setting time limits

for social media use, silencing notifications during study sessions, or creating dedicated

workspaces free from distractions. They could also utilize apps and browser extensions designed

to block distracting websites and apps during focused work periods. By taking proactive steps to

manage their social media use, students can create a more conducive environment for focused

learning and improve their academic performance.

Table 1.6: Result and Interpretation of data in Statement 6

Statement Mean Interpretation

[Link] the duration of social media use 2.34 Agree

correlate impact your academic performance?

 Figure 2.9:Frequency of respondents who answered on Statement 6

The survey results strongly suggest that students believe there’s a direct link between the

amount of time they spend on social media and their academic performance, with a majority (49)

strongly agreeing. The mean score of 2.34, falling within the “Agree” interpretation, reinforces

this perception. While a significant portion (36) indicated that the correlation exists “sometimes,”

the combined “Agree” and “Sometimes” responses highlight a substantial majority of students

who perceive a link between social media usage time and academic outcomes. This perception

aligns with research findings, which demonstrate a negative correlation between excessive social

media use and academic performance. This correlation is likely attributed to the time-consuming

nature of social media engagement, which can detract from study time and lead to

procrastination, as well as the inherent distractions and addictive qualities of these platforms,

which can hinder focus and concentration on academic tasks.

This suggests that students are aware of the potential negative impact of prolonged social

media use on their academic performance. It highlights the need for students to be mindful of

their social media consumption and to develop strategies for managing their time effectively.

This could involve setting limits on social media usage, scheduling dedicated study time free

from distractions, or utilizing tools that block distracting websites and apps during focused work

periods. By taking proactive steps to manage their social media use, students can create a more

conducive environment for focused learning and improve their academic performance.
 Furthermore, the survey results indicate that students are aware of the potential negative

impact of social media on their academic performance. This suggests that they are increasingly

recognizing the importance of managing their social media use in order to prioritize their studies.

However, it is important to note that the survey results only reflect the perceptions of the students

who participated. Further research is needed to investigate the actual impact of social media on

academic performance and to explore the effectiveness of different strategies for managing social

media use.

Table 1.7: Result and Interpretation of data in Statement 7

Statement Mean Interpretation

[Link] social media use for academic purposes 2.28 Sometimes

have a positive impact to your learning

outcomes?

Figure 2.10:Frequency of respondents who answered on Statement 7

 The survey results reveal a nuanced understanding among students regarding the impact

of social media use for academic purposes on their learning outcomes. While a majority (41)

agree that it has a positive impact, a significant portion (46) believe it sometimes does, indicating

a recognition of both the potential benefits and drawbacks. This “sometimes” interpretation

suggests that students see social media as a tool with mixed effects, capable of enhancing

learning in certain situations while hindering it in others. The mean score of 2.28, while falling

within the “Sometimes” interpretation, further emphasizes this duality, highlighting that the

positive impact is not universally perceived or consistently experienced.

This “sometimes” response likely reflects the diverse ways social media can influence

learning. On one hand, social media platforms offer a vast array of educational resources,

including online courses, tutorials, research papers, and academic articles. Students can access

information from experts in their field, engage in discussions with peers and professors, and stay

updated on the latest research findings. This can enhance their understanding of concepts,

broaden their perspectives, and promote critical thinking skills. Additionally, social media can

facilitate collaboration among students, allowing them to share ideas, resources, and support

each other in their academic endeavors.

However, social media can also be a significant distraction. The constant stream of

updates, notifications, and engaging content can easily pull students away from their studies,

leading to decreased focus, procrastination, and reduced study time. Additionally, the pressure to

maintain an online presence and engage in social interactions can contribute to stress and
anxiety, negatively impacting academic performance. Therefore, while social media can be a

valuable tool for learning, it’s crucial for students to utilize it strategically and responsibly. They

need to develop strategies for managing their social media use, setting boundaries, and

prioritizing academic tasks. This could involve setting time limits, silencing notifications during

study sessions, or creating dedicated workspaces free from distractions. By striking a balance

between the benefits and drawbacks of social media, students can harness its potential for

learning while minimizing its negative impacts on their academic performance.

Table 1.8: Result and Interpretation of data in Statement 8

Statement Mean Interpretation

[Link] you believe that your social media use 2.21 Agree

has impacted your grades?

 Figure 2.11:Frequency of respondents who answered on Statement 8

The survey results reveal a strong perception among students that their social media use

has impacted their grades, with a majority (43) strongly agreeing. This perception is further

reinforced by the mean score of 2.21, falling within the “Agree” interpretation. While a sizable

portion (35) reported that the impact is “sometimes” present, the combined “Agree” and

“Sometimes” responses indicate that a substantial majority of students believe there is a link

between their social media usage and their academic performance. This finding aligns with

research suggesting a negative correlation between excessive social media use and academic

performance.

This correlation is likely attributed to several factors. The time-consuming nature of

social media engagement can detract from study time and lead to procrastination, hindering

academic progress. Additionally, the inherent distractions and addictive qualities of these

platforms can hinder focus and concentration on academic tasks, making it difficult for students

to dedicate their full attention to their studies. The constant stream of notifications, updates, and

engaging content can easily pull students away from their coursework, leading to decreased

productivity and lower grades.

Furthermore, the pressure to maintain an online presence and engage in social

interactions can contribute to stress and anxiety, negatively impacting academic performance.

Students may feel pressured to constantly update their profiles, engage in conversations, and stay
abreast of the latest trends, which can lead to feelings of inadequacy and overwhelm. This can

ultimately detract from their ability to focus on their studies and achieve their academic goals.

Table 1.9: Result and Interpretation of data in Statement 9

Statement Mean Interpretation

[Link] you use social media to access educational 2.49 Agree

resources or research information for your

studies?

Figure 2.12:Frequency of respondents who answered on Statement 9

The survey results reveal that a significant majority of students (60) agree that they use

social media to access educational resources or research information for their studies. This

suggests that social media has become a widely accepted and utilized tool for academic

purposes. While a smaller portion (11) disagree, the substantial “Sometimes” response (29)

highlights a nuanced understanding of social media’s role in learning. This suggests that while
students recognize the potential of social media as a valuable resource for academic exploration,

they also acknowledge that its use is not always consistent or exclusively for educational

purposes. This data points to a growing trend of students integrating social media into their

academic routines, recognizing its potential for accessing a wide range of educational content

and research information.

Social media platforms offer a vast array of educational resources, including online

courses, tutorials, research papers, and academic articles. Students can access information from

experts in their field, engage in discussions with peers and professors, and stay updated on the

latest research findings. This can enhance their understanding of concepts, broaden their

perspectives, and promote critical thinking skills. Additionally, social media can facilitate

collaboration among students, allowing them to share ideas, resources, and support each other in

their academic endeavors.

However, it’s important to note that not all social media content is reliable or accurate.

Students need to be critical consumers of information and verify the credibility of sources before

incorporating them into their academic work. Additionally, while social media can be a valuable

tool for learning, it’s crucial to use it strategically and responsibly. Students need to develop

strategies for managing their social media use, setting boundaries, and prioritizing academic

tasks. This could involve setting time limits, silencing notifications during study sessions, or

creating dedicated workspaces free from distractions. By striking a balance between the benefits

and drawbacks of social media, students can harness its potential for learning while minimizing

its negative impacts on their academic success.

 Table 1.10: Result and Interpretation of data in Statement 10

Statement Mean Interpretation

10. Do you feel that social media has influenced 2.22 Agree

your career or educational path?

Figure 2.13:Frequency of respondents who answered on Statement 10

The survey results reveal a significant perception among students that social media has

influenced their choice of future career or educational plan, with a majority (44) strongly

agreeing. This sentiment, reflected in a mean score of 2.22 falling within the “Agree”

interpretation, highlights a widespread awareness of social media’s potential impact on career

aspirations. While a sizable portion (34) reported feeling influenced “sometimes,” the combined

“Agree” and “Sometimes” responses indicate that a substantial majority of students experience

social media as a factor in shaping their future career paths.

 This perception likely stems from social media’s ability to expose students to a wide

range of career options and educational opportunities. Platforms like YouTube, Instagram, and

TikTok have become hubs for professionals to showcase their skills and share their experiences,

offering a glimpse into diverse fields and inspiring students to explore new possibilities.

Additionally, social media allows students to connect with professionals in their areas of interest,

gaining insights into the realities of different careers and the educational pathways required to

pursue them.

However, it’s important to acknowledge that social media’s influence on career choices

can be both positive and negative. While it can broaden horizons and expose students to diverse

fields, it can also create unrealistic expectations and pressure to conform to certain trends.

Students may be swayed by the curated and often idealized portrayals of certain careers on social

media, leading to misguided choices based on superficial impressions rather than a thorough

understanding of the field. Therefore, it’s crucial for students to critically evaluate the

information they encounter on social media, seeking out diverse perspectives and engaging in

deeper research before making significant career decisions.

Table 1.11: Result and Interpretation of data in Statement 11

Statement Mean Interpretation

[Link] social media can easily use for your 2.40 Agree

assignment?
 Figure 2.14:Frequency of respondents who answered on Statement 11

The survey results suggest a strong perception among students that social media can be

easily used for their assignments, with a majority (54) strongly agreeing. This perception is

further reinforced by the mean score of 2.40, falling within the “Agree” interpretation. While a

sizable portion (32) reported that social media is “sometimes” easily usable for assignments, the

combined “Agree” and “Sometimes” responses indicate that a substantial majority of students

believe social media can be a helpful tool in completing their academic work. This finding

reflects the increasing integration of social media into academic life, with students recognizing

its potential for accessing information, collaborating with peers, and even completing certain

aspects of their assignments.

The ease of access to information and resources is likely a key factor contributing to this

perception. Social media platforms offer a vast array of educational content, including online
courses, tutorials, research papers, and academic articles. Students can easily search for relevant

information, connect with experts in their field, and engage in discussions with peers and

professors. This can greatly simplify the research process, allowing students to quickly find the

information they need for their assignments. Additionally, social media can facilitate

collaboration among students, enabling them to share ideas, resources, and support each other in

completing their work.

However, it’s essential to acknowledge that the ease of using social media for

assignments is not without its limitations. Students need to be critical consumers of information,

verifying the credibility of sources before incorporating them into their work. Additionally, while

social media can be a valuable tool for research and collaboration, it’s crucial to use it

strategically and responsibly. Students need to develop strategies for managing their social media

use, setting boundaries, and prioritizing academic tasks. This could involve setting time limits,

silencing notifications during study sessions, or creating dedicated workspaces free from

distractions. By striking a balance between the benefits and drawbacks of social media, students

can harness its potential for academic success while minimizing its negative impacts on their

work.

Table 1.12:Result and Interpretation of data in Statement 12

Statement Mean Interpretation

12. Do you usually use social media for you 2.38 Agree

academic on your learning outcomes?

 Figure 2.15:Frequency of respondents who answered on Statement 12

The survey results indicate a strong perception among students that they do use social

media in relation to their learning outcomes, with a majority (48) strongly agreeing. This

perception is further reinforced by the mean score of 2.38, falling within the “Agree”

interpretation. While a sizable portion (42) reported that the impact is “sometimes” present, the

combined “Agree” and “Sometimes” responses indicate that a substantial majority of students

believe there is a link between their social media usage and their learning outcomes. This finding

aligns with research suggesting that social media can have a significant impact on student

learning, both positively and negatively.

This perception likely stems from the diverse ways social media can influence learning.

Students may use social media to access educational resources, connect with peers for

collaborative projects, or engage with experts in their field. Social media can also provide a
platform for students to share their work, receive feedback, and develop their communication

skills. However, social media can also be a source of distraction, leading to procrastination and

reduced focus on academic tasks. The constant stream of notifications, updates, and engaging

content can easily pull students away from their coursework, leading to decreased productivity

and lower grades. Additionally, the pressure to maintain an online presence and engage in social

interactions can contribute to stress and anxiety, negatively impacting learning outcomes.

Therefore, it’s crucial for students to use social media strategically and responsibly.

Developing strategies for managing social media use, setting boundaries, and prioritizing

academic tasks is essential for maximizing the benefits of social media while minimizing its

potential drawbacks. This could involve setting time limits, silencing notifications during study

sessions, or creating dedicated workspaces free from distractions. By striking a balance between

the benefits and drawbacks of social media, students can harness its potential for learning while

minimizing its negative impacts on their academic performance.

Table 1.13:Result and Interpretation of data in Statement 13

Statement Mean Interpretation

[Link] you think social media can easily help you 2.42 Agree

for your studies?

 Figure 2.16:Frequency of respondents who answered on Statement 13

The survey results reveal a strong perception among students that social media can easily

help them with their studies, with a majority (55) strongly agreeing. This perception is further

reinforced by the mean score of 2.42, falling within the “Agree” interpretation. While a sizable

portion (32) reported that social media is “sometimes” easily usable for studies, the combined

“Agree” and “Sometimes” responses indicate that a substantial majority of students believe

social media can be a helpful tool in their academic endeavors. This finding reflects the

increasing integration of social media into academic life, with students recognizing its potential

for accessing information, collaborating with peers, and even completing certain aspects of their

assignments.

This perception is likely fueled by the vast array of resources and opportunities available

on social media platforms. Students can easily access online courses, tutorials, research papers,

and academic articles, simplifying the research process and providing access to a wealth of

information. Social media also facilitates collaboration among students, allowing them to share
ideas, resources, and support each other in their academic pursuits. Additionally, many students

find value in connecting with experts in their field, gaining insights and perspectives that

enhance their understanding of complex concepts.

However, it’s important to acknowledge that the ease of using social media for studies is

not without its limitations. Students need to be critical consumers of information, verifying the

credibility of sources before incorporating them into their work. Additionally, while social media

can be a valuable tool for research and collaboration, it’s crucial to use it strategically and

responsibly. Students need to develop strategies for managing their social media use, setting

boundaries, and prioritizing academic tasks. This could involve setting time limits, silencing

notifications during study sessions, or creating dedicated workspaces free from distractions. By

striking a balance between the benefits and drawbacks of social media, students can harness its

potential for academic success while minimizing its negative impacts on their work.

Table 1.14: Result and Interpretation of data in Statement 14

Statement Mean Interpretation

[Link] you think social media is good for your 2.19 Sometimes

academic performance?
 Figure 2.17:Frequency of respondents who answered on Statement 14

The survey results reveal a nuanced perception among students regarding the impact of

social media on their academic performance. While a notable portion (37) believe social media is

good for their academic performance, a significant majority (45) feel it has a sometimes positive

impact, suggesting a recognition of both its potential benefits and drawbacks. The mean score of

2.19 falls within the “Sometimes” interpretation, further supporting this nuanced view. This

“sometimes” interpretation reflects the reality that social media can be a double-edged sword in

the context of learning.

This mixed perception likely stems from the multifaceted nature of social media’s

influence on academic performance. On one hand, social media platforms can provide access to a

vast array of educational resources, facilitate collaboration among students, and foster a global
learning community. Students can access online courses, tutorials, research papers, and connect

with peers from around the world. This can enhance their understanding of concepts, broaden

their perspectives, and promote critical thinking skills.

However, social media can also be a significant distraction. The constant stream of

updates, notifications, and engaging content can easily pull students away from their studies,

leading to decreased focus, procrastination, and reduced study time. Additionally, the pressure to

maintain an online presence and engage in social interactions can contribute to stress and

anxiety, negatively impacting academic performance. Therefore, while social media can be a

valuable tool for learning, it’s crucial for students to utilize it strategically and responsibly. They

need to develop strategies for managing their social media use, setting boundaries, and

prioritizing academic tasks. This could involve setting time limits, silencing notifications during

study sessions, or creating dedicated workspaces free from distractions. By striking a balance

between the benefits and drawbacks of social media, students can harness its potential for

learning while minimizing its negative impacts on their academic success.

Table 1.15 Results and Interpretation of data in Statement 15

 Statement Mean Interpretation

[Link] you find it easier to focus on your studies 2.41 Agree

when you limit your social media use?

Figure 2.18:Frequency of respondents who answered on Statement 15

The survey results strongly suggest that students find it easier to focus on their studies

when they limit their social media use. A majority (54) of respondents strongly agree with this

statement, and the mean score of 2.41, falls within the “Agree” interpretation, further reinforcing

this perception. While a notable portion (33) reported that the impact is “sometimes” present, the

combined “Agree” and “Sometimes” responses indicate that a substantial majority of students

believe limiting social media enhances their ability to concentrate on their academic work.

This finding aligns with research highlighting the distracting nature of social media. The

constant stream of notifications, updates, and engaging content can easily pull students away

from their studies, leading to decreased focus, procrastination, and reduced study time. The

addictive qualities of these platforms can make it difficult for students to resist the urge to check

their feeds, even when they are trying to concentrate on their coursework.

Therefore, limiting social media use can be a crucial strategy for improving academic

performance. Students who consciously reduce their time on social media platforms often report

experiencing increased focus, better time management, and enhanced productivity. This suggests
that by minimizing distractions and creating dedicated time for studying, students can

significantly improve their ability to concentrate and achieve their academic goals.

CHAPTER 5

Summary of Findings, Conclusion, and Recommendations

The journey of this research has led us to a important point, the moment to synthesize our

findings, interpret their meaning, and consider their implications for the field. This chapter
delves into the heart of the study, exploring the Summary of Findings, drawing the Conclusions,

and outlining Recommendations and References for moving forward.

Summary of Findings

This study investigated the impact of social media usage on academic performance of

senior high school students at Maranatha Christian Academy of Alabang.

1.)The majority of respondents were ABM female students from Maranatha Christian Academy

of Alabang are enrolled in Grades 11 and 12.

2.) The majority of grade 12 participants oppose social media usage, as they understand the

impact on senior high school students’ academic performance.

3.) Based on the data we gathered, there are both advantages and disadvantages to students using

social media. While many individuals misuse social media platforms, leading to concerns about

its applicable for students, there are also benefits. Students can improve their technological skills

and explore emerging applications and opportunities through social media. Ultimately, a

balanced approach is crucial, recognizing both the potential risks and rewards associated with

social media use in the educational context.

[Link] benefits of this study based on the data we acquired

Based on the data we acquired, show how social media can be a valuable tool for students

to access academic resources. On social media, you can share information and ideas in a variety
of ways. Different outlets allow you to publish your own ideas in writing, with pictures, or

through videos.

The Internet has given us access to a multitude of high-quality material. Social media can

also serve as personal learning tools for students to access academic education. This can help

them develop their skills and explore their interests, and it can also help students Improve their

academic performance by providing them with a platform to collaborate and share knowledge.

II. Based on the data we acquired, these are the potential drawbacks.

According to our research, social media can also impact academic performance,

particularly for students. This is because social media often leads to a distorted view of reality.

The negative impact that social media has on students their academic performance is less sleep,

and poor time management.

The results show that social media can lead to distractions and with students decreased

focus on academic tasks, grades, and overall performance. As a result of students’ perceptions of

academic performance, they found that use of social media leads to decreased academic

engagement, increased distraction, and reduced time spent studying.

Conclusion
1. Senior high school students’ academic performance may suffer from excessive social

media use, mostly due to distraction, sleep disruptions, problems with comparison-driven

self-esteem and also reduced face to face interaction. Social media platforms’ never-

ending assault of messages and updates may easily distract students from their

academics, affecting their ability to concentrate and focus. Additionally, the blue light

that electronic gadgets produce could cause problems with sleep cycles, causing tiredness

and trouble focusing in class. Additionally, the selected with care and frequently

exaggerated images of other people on social media can encourage feelings of weakness

and comparison, which can have a negative impact on motivation and self-esteem. When

combined, these elements make it difficult for students to succeed academically,

emphasizing the importance of social media use that is balanced and academic

performance.

2. Through communication support, educational purposes, access information and skill

development, social media can help senior high school students achieve success

academically. It gives students access to many different kinds of online tutorials, courses,

and study resources and can connect them with classmates and teachers for group

learning and assignment clarification. Students can participate in debates, exchange

knowledge, and ask questions on social media, all of which build a collaborative learning

environment. Additionally, it can create the development of media literacy,

communication, and critical thinking—all essential modern abilities that will help

students excel in their future studies and career. Social media can be a helpful tool for

students’ academic success if it is used properly.

 3. Senior high school students may use social media for hours every day, which can result in

addictive behavior if left ignored. This emphasizes how important it is to assist students

in developing positive social media habits. These behaviors are essential to their social

growth, academic success, and well-being. We can enable students to interact with the

digital environment in a balanced and healthful way by encouraging appropriate social

media usage. This includes teaching students about confidentiality concerns,

cyberbullying, and the possibility of negative effects of excessive social media use on

mental health. It involves encouraging people to engage in multiple activities, like

hobbies, exercise, and interaction with others that improve both their mental and physical

well- being.

Recommendations

In line with findings of the study, the following recommendations are formulated

[Link] your time more effectively by organizing assignments and deadlines in a planner. It’s

essential to use it responsibly and prioritize your well-being

[Link] your expectations for assignments, assessments, and participation. Effective time

management techniques can help combat social media distractions.

[Link] yourself of your academic goals and the importance of focusing on your studies.

Social media should be a secondary activity. Remember that social media is temporary, but your

education will have a lasting impact on your future.

[Link] these distractions is crucial to studying effectively. By controlling social

media usage, students can maintain focus, enhance understanding, and improve their overall

academic performance.

[Link] time away from social media altogether can help you avoid distraction. By periodically

taking time away from social media, you can reset your habits and focus on your studies. This

can help you build better study habits in the long run and reduce your risk of developing a

dependency on social media.

References

U. D. H. L. Perera and S. M. B. Harshanath, “The Impact Of Social Media On The Academic

Development Of School Students,” 2022 IEEE 10 th Region 10 Humanitarian Technology

Conference (R10-HTC), Hyderabad, India, 2022, pp. 184-190.

[Link]

of-6m9oy1cq55

“Social media.” EncyclopediaBritannica. Wikipedia. Wikimedia.

[Link]
“What Is the Meaning of Academic Performance?” Chron,29 June2018,

[Link]/[Link].

Luca, B., Ro’ee L. & Alexey M. (2022). Social Media and Mental Health. Department of

Decision Sciences.[Link]

[Link]

Yihan, W., Yung, X., Xiaohan, Z., Sijia, H., & Weiyun, W. (2024). Unravelling the veil of

appearance anxiety: exploring social media use among Chinese young people. Apa

Association. [Link]

Retno, l., l ketut, G., Kadek, S., & Ni ketut, S. (2023). Mindfulness and Academic Performance.

Migration Letter. [Link]

Asma, A., et al. (2023). Social Media Usage and Academic Performance Among Medical

Students in Medina, Saudi Arabia. Department of Family and Community Medicine,

College of Medicine, Taibah University, Medina, Saudi Arabia.

[Link]

Manasi, G., (2019). Impact of Social Media on Academic Performance of Students. International

Journal of Research and Scientific Innovation.

 [Link]

demic_Performance_Of_Students

Oguguo, Basil C. E.; Ajuonuma, Juliet O.; Azubuike, Roseline; Ene, Catherine U.; Atta, Florence

O.; Oko, Chidimma J. (2020). Institute od Advance Engineering and Sciences.

[Link]

Samantha, S. & Thamali, C. (2019). The Impact of Social Media on Students’ Academic

Performance. American Journal for Engineering, Technology, and Sciences.

[Link]

Bianca, A. B., Katharine, S. A. & Meagan, C. A-C. (2018). The effects of social media usage on

attention, motivation, and academic performance. Active Learning in Higher Education.

[Link]

Imad, B-H. (2020). The effects of social media usage on attention, motivation, and

academicperformance.

[Link]

Faryal, l., Saeed, U., Sosan, A. & Zonaisha, l. (2019). The Impact of Social Media on Academic

Performance of University Female Students. Libraries at University of Lebraska.

[Link]
Esterline, N. E., Dennis, V. M., & Ghona G. M. (2021). Social Media Exposure and English

Writing Proficiency of Grade 11 Students in a Philippine Public High School. Technique

Soc. Sci. J. [Link]

Kevin, D. & Lovely, J. (2023).INFLUENCE OF SOCIAL MEDIA ADDICTION ON

ACADEMIC ACHIEVEMENT IN DISTANCE LEARNING: INTERVENING ROLE

OF ACADEMIC PROCRASTINATION. Turkish Online Journal of Distance Education.

[Link]

Jhoselle, T. (2020). The Influence of Study Attitudes and Study Habits on the Academic

Performance of the Students. International Journal of all research writings.

[Link]

_and_Study_Habits_on_the_Academic_Performance_of_the_Students

Maria, A. (2019). Factors Affecting the Study Habits of Grade Eleven Students in One National

High School in Pangasinan, Philippines. Southeast Asian Journal of Science and

Technology. [Link]

Buctot, D.B., Kim, N. & Kim, S.H. Comparing the Mediating Effect of Adolescent Lifestyle

Profiles on the Relationship between Smartphone Addiction and Health-related Quality of

Life Among Male and Female Senior High School Students in the Philippines. Int J Ment

Health Addiction 21, 511–528 (2023). [Link]

Christian, J. (2023). Effects of Social Media Networking Sites among Students with Their

Academic Performance. East Asian Journal of Multidisciplinary Research.

[Link]

ing_Sites_among_Students_with_Their_Academic_Performance

Adi, B. “Descriptive Correlational: Descriptive vs Correlational Research.” QuestionPro, 14

Mar. 2023,[Link]/blog/descriptive-research-vs-correlational-research/

#:~:text=Descriptive%20correlational%20research%20is%20a%20good%20way%20to

%20learn%20about,that%20one%20variable%20caused%20another.

Thomas, L. (2020). Simple Random Sampling | Definition, Steps & Examples. Article.

[Link]

%20sample%20is,equal%20chance%20of%20being%20selected

Bastos, João Luiz, et al. “Field Work I: Selecting the Instrument for Data Collection.” Anais

Brasileiros de Dermatologia, vol. 89, no. 6, Nov.-Dec. 2014, pp. 918–923,

doi:10.1590/abd1806-4841.20143884.
 APPENDIX A

INFORMED CONSENT FORM

TITLE OF STUDY

The impact of social media usage on the academic performance of senior

High school students at Maranatha Christian Academy of Alabang

INVESTIGATOR’S

[Name] Lianne Joyce C. Tagle

[Department]Science, Technology, Engineering and Mathematics(STEM)

[Address]Blk 7, Purok 1 Bautista [Link] Muntinlupa City

[Phone]09062061781

[Email] liannetagle936@[Link]
[Name] Hannah Irish B. Perez

[Department] Science, Technology, Engineering and Mathematics(STEM)

[Address] 13 Umali Comp. Summitville Putatan [Link]

[Phone] 09367729688

[Email] perezhannahirish@[Link]

[Name]Lovely Hannah M. Plaza

[Department]Science, Technology, Engineering and Mathematics(STEM)

[Address]Bagong Paraiso Sampaguita St. 32 Bayanan Muntinlupa City

[Phone]09706045867

[Email] mondejarlovelyhannah@[Link]

[Name] Kirsten Lian W. Santiago

[Department] Science, Technology, Engineering and Mathematics(STEM)

[Address] Garden Homes Abelardo Pump 9, Almanza Uno, Las Pinas

[Phone] 09943351322

[Email] jannkirsten07@[Link]

INTRODUCTION
 This document provides information about a research project titled “The Impact of Social

Media Usage on the Academic Performance of Senior High School Students at Maranatha

Christian Academy of Alabang” being conducted by Lianne Joyce Tagle and their team. We

invite you to participate in this research study. Your participation is entirely voluntary.

PURPOSE OF STUDY

You are being asked to take part in a research study. Before you decide to participate in

this study, it is important that you understand why the research is being done and what it will

involve. Please read the following information carefully. Please ask the researcher if there is

anything that is not clear or if you need more information.

The purpose of this study is to investigate the impact of social media usage on senior high

school students at Maranatha Christian Academy of [Link] research will help us

understand how social media usage might impact students’ grades and academic performance.

STUDY PROCEDURES

If you choose to participate, you will be asked to:

- Complete a survey that asks questions about your social media usage habits,

including the types of platforms you use, the amount of time you spend on them, and

your overall social media engagement.

 - Provide your academic performance data, such as your current grade point average

(GPA) or recent test scores. This information will be accessed with your permission

from the school’s records.

- Identify the specific impact of social media use on academic performance. This

includes exploring both positive and negative impacts on areas such as concentration,

time management, motivation, and learning outcomes.

- Investigate the mediating factors influencing the relationship between social media

usage and academic performance. This involves examining individual differences,

such as personality traits, self-regulation skills, and academic goals, as well as

environmental factors, such as social support and learning environment.

- Develop recommendations for mitigating negative impacts and maximizing positive

benefits of social media use for academic success. This includes exploring strategies

for students, educators, and institutions to promote responsible social media use and

leverage its potential for enhancing learning.

The survey will take approximately [20-30 minutes].

RISKS

The potential risks of participating in this study include:

 -Participants may not fully understand the implications of participating in the study.

- There are no anticipated risks associated with participating in this study.

- Participating in the study may lead to feelings of anxiety or stress if you are

concerned about your social media usage or academic performance.

- If the survey delves into topics such as mistakes, failures, or negative behaviors,

participants may feel guilty.

- Participants might worry about being judged or Based on their responses.

BENEFITS

The potential benefits of participating in this study include:

- Contributing to a better understanding of how social media usage impact academic

performance.

- Providing valuable insights that could potentially help the school develop strategies to

support students’ academic success.

CONFIDENTIALITY

Your responses to this survey are confidential and anonymous. We will keep your

information secure and will not share it with anyone else. Your participation is voluntary, and

you can withdraw from the survey at any time without penalty.

CONTACT INFORMATION

If you have questions at any time about this study, or you experience adverse impacts as

the result of participating in this study, you may contact the researcher whose contact

information is provided on the first page. If you have questions regarding your rights as a

research participant, or if problems arise which you do not feel you can discuss with the Primary

Investigator, please contact the Institutional Review Board at 09062061781.

VOLUNTARY PARTICIPATION

Your participation in this study is entirely voluntary. You have the right to decline to

participate or to withdraw from the study at any time without penalty or loss of benefits to which

you are otherwise entitled. If you choose not to participate, or if you decide to withdraw from the

study, your decisions will be respected, and there will be no negative consequences for you. We

will not share any information that could identify you with anyone outside of the research

team/group.
CONSENT

I have read and I understand the provided information and have had the opportunity to

ask questions. I understand that my participation is voluntary and that I am free to withdraw at

any time, without giving a reason and without cost. I understand that I will be given a copy of

this consent form. I voluntarily agree to take part in this study.

Participant’s signature ______________________________ Date __________

Investigator’s signature ___Hannah Irish Perez__________ Date __________

___Lovely Hannah Plaza ________

___Kirsten Lian Santiago________

___Lianne Joyce Tagle__________

 APPENDIX B

Survey Questionnaire

[Link] you use social media for academic purposes?

(Agree, Disagree, Sometimes)

[Link] you ever used social media as a tool for learning or studying?

(Agree, Disagree, Sometimes)

[Link] you believe that your social media usage impacts your academic performance?

(Agree, Disagree, Sometimes)

[Link] you feel distracted by social media when studying?

(Agree, Disagree, Sometimes)

[Link] social media make it harder for students to focus on their studies?
(Agree, Disagree, Sometimes)

[Link] you think social media can easily help you for your studies?

(Agree, Disagree, Sometimes)

[Link] the duration of social media use correlate impact your academic performance?

(Agree, Disagree, Sometimes)

[Link] social media use for academic purposes have a positive impact to your learning

outcomes?

(Agree, Disagree, Sometimes)

[Link] you believe that your social media use has impacted your grades?

(Agree, Disagree, Sometimes)

[Link] you find it easier to focus on your studies when you limit your social media use?

(Agree, Disagree, Sometimes)

[Link] you use social media to access educational resources or research information for your

studies?

(Agree, Disagree, Sometimes)

[Link] you feel that social media has influenced your choice of future career or educational path?

(Agree, Disagree, Sometimes)

13. Does social media can easily use for your assignment?

(Agree, Disagree, Sometimes)

[Link] you think social media is good for your academic performance?

(Agree, Disagree, Sometimes)

[Link] you usually use social media for you academic on your academic learning outcomes?
(Agree, Disagree, Sometimes)

APPENDIX C
Curriculum Vitae
 Appendix D

Editor’s Certificate