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CHAPTER 1

THE PROBLEM

Introduction

The widespread usage of the internet has dramatically changed the way

individuals communicate, access information and interact with one another. In

most cases, people use the internet for everything they do. It has become

embedded in every aspect of human day-to-day life, changing the way individuals

interact with others.

In the recent survey of Data Reportal (2024) as to internet usage, currently

there are 86.98 million internet users in the Philippines. That is to say, roughly

74% of the country’s population around 115 million people have access to the

internet. Furthermore, the majority of internet users in the 2024 survey are

between the ages of 18 and 24.

The Internet is at once a world-wide broadcasting capability, a mechanism

for information dissemination, and a medium for collaboration and interaction

between individuals and their computers without regard for geographic location

(Leiner, Cerf, Clark, Kahn, & Lynch, 2022). Thus, its impact is felt across various

aspects of society making it an integral part of human’s modern life.

In school, internet has transformed its nature by creating a new culture of

learning and accessing information. It has become the beacon of knowledge and

discovery, in the sense that every facet of education correlates with internet.

According to the study of Pew Research Center a nonpartisan fact tank that

informs the public about the issues, attitudes and trends shaping the world, people
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in emerging and developing nations say that the increasing use of the internet has

been a good influence in the settings of education and personal

relationships. There is no doubt that the internet has immense potential to improve

the quality of education. While it is important to remember that not everything is

answered by internet, it is just to think that internet also helps unlock human

capabilities that can improve learning and teaching. Additionally, it has

transformed the way students learn and interact with each other resulting to a

severe aftermath if not manage properly.

In the Philippines, students are engage in high levels of social interaction,

collaborative learning and perceived learning in online settings (Lagat, 2022).

Senior high students, in particular, are part of the digital native generation, and

social media plays a significant role in their daily lives. Understanding the impact

of social media on their social interactions is vital for creating way that effectively

encourage positive online behaviors (Rideout & Fox, 2018). Hence, they are

crucial demographic to study in this regard, as they are at a critical stage in their

development and navigating adolescence. This phase in a person’s life is a

formative period allowing them to prepare for their future.

Research has shown that internet use can have both positive and negative

effects on social relationships among students. On the one hand, the internet

brought about many positive changes in the way students learned, research and

collaborate with one another in so many ways. With the abundance of information

available online, students can readily access resources that were previously

inaccessible to them (Ali, 2023). Through this platform, it locks the potential of the
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human capability in any field of the study making the lives of people a lot easier.

Moreover, internet helps individuals to automatically connect to the people they

wanted to specifically their friends and families easily and inexpensively. On the

other hand, as regards on the student’s well-being, excessive internet use has

been linked to social isolation, decreased face-to-faced communication and

decreased attention span. It also includes poor time management, unhealthy

behaviour, decreased physical activity, low self-esteem, poor school performance,

and harm to social relations – when friends and family members feel they are left

behind by new technology. However, empirical evidence suggests that internet

use can have both positive and negative impacts on cognitive development,

depending on the person and the circumstances.

Senior high students navigate a complex web of relationships with peers,

and family. Crosby, (2023) asserted that these dynamic relationships have pivotal

role in their overall development. However, the rise of digital technology, social

media, and virtual communication platforms has significantly altered the landscape

of interpersonal relationships, leading to potential negative consequences for

young people's social skills, emotional well-being, and overall development. With

the prevalence of smartphones, laptops, and tablets, many students are spending

increasing amounts of time on screens, engaging in virtual interactions rather than

face-to-face communication. This shift towards digital communication can hinder

the development of essential social skills such as empathy, active listening, and

nonverbal communication cues.

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The study is connected to other concepts that are being proven already. But

the researchers would want to focus on the social impact of internet use and how

the student’s peers, family and school relationships are being affected by this. The

researchers would also want to emphasize the damaged by prolonged internet

use, including the increased risk of alienation, isolation, depression, and

withdrawal from society among the Senior High School Students.

Hence, this study was conducted to identify the influence of internet use on

the social interaction of the senior high students. This also allowed the

researchers to understand the phenomena why students struggle to connect with

their socials. Additionally, the result of this study provided insights not just for the

researchers but also for those who will benefit from it. Understanding this can help

students, teachers, and parents know how to balance internet usage. The

researchers’ goal was to find ways to make internet usage not a hinder to the

social relationships of students.

Theoretical Framework

This study utilized the "Social Media Use and Social Connectedness"

theory developed by Kelly A. Allen, Tracii Ryan, DeLeon L. Gray, Dennis M.

McInerney, and Lea Waters (2014). This theory explores how social media use

affects adolescents' social interactions and connectedness. It examines whether

social media use enhances or replaces face-to-face interactions and how it

influences adolescents' social behavior and relationships. Research suggests

both displacement and stimulation effects, with social media potentially enhancing

peer connections while sometimes diminishing school and family connectedness

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(Winstone et al., 2021). As cited by Abeele (2018), the internet can either enhance

or diminish social capital among senior high school students by influencing the

quality and quantity of their interactions and relationships.

The Social Media Use and Social Connectedness theory, explores the

complex relationship between social media use and social connectedness in

adolescents. This theory suggests that social media can both enhance and hinder

social connectedness, creating a paradox (Allen et al., 2014; Ryan et al., 2017).

While social media can increase social capital, foster friendships, and reduce

loneliness, it may also lead to weakened relationships and online ostracism (Ryan

et al., 2017). The impact of social media on connectedness depends on individual

usage patterns and personal characteristics (Ryan et al., 2017; Winstone et al.,

2021).). Media is viewed as a highly accessible product, and the audience, as

consumers, actively select media based on their social and psychological needs.

These needs include acquiring knowledge, relaxation, forming social connections,

and seeking diversion. This theory is particularly relevant in today's digital age,

where social media platforms are ubiquitous and play a significant role in how we

interact and form relationships.

The "Social Media Use and Social Connectedness" theory is particularly

useful for identifying the specific needs and motivations of senior high school

students, as it provides a framework for understanding how these students

engage with social media to fulfill their social and emotional needs. This theory

helps in discerning how the platforms facilitate or hinder peer relationships,

identity formation, and mental well-being during a critical developmental stage. By

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highlighting the unique ways in which adolescents use social media for social

validation, connection, and information, educators and policymakers can tailor

interventions to promote healthier online habits and support the overall well-being

of students (Vannucci, Flannery, & Ohannessian, 2017). For example, students

may seek out social media for entertainment, to maintain friendships, or to form

new social identities, all of which have a direct impact on how they interact with

others in both online and offline environments (Cook & Artino, 2016). By

examining "Social Media Use and Social Connectedness" theory the senior high

students derive from social media, researchers can evaluate how these behaviors

impact their social interactions, both positively and negatively.

In addition, Using the "Social Media Use and Social Connectedness"

theory, researchers can investigate how social media influences various aspects

of social interactions and emotional well-being. This theory offers a structured

approach to identifying patterns and motivations in social media usage,

particularly among specific demographics such as senior high school students.

The "Social Media Use and Social Connectedness" theory helps researchers differ

entiate between various types of social media use, enabling them to categorize sp

ecific activities and analyze their effects on social relationships. For example,

passive browsing like scrolling through feeds may have different social outcomes

compared to active engagement like direct messaging or content sharing. This

distinction is crucial for understanding how different uses of social media influence

feelings of connectedness and social well-being among users

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This Social Media Use and Social Connectedness theory explores how the

use of social media platforms influences individuals’ sense of belonging and

connection to others. Social media allows users to maintain relationships, form

new connections, and participate in communities, even across great distances. By

facilitating communication and interaction, these platforms can enhance feelings

of social connectedness, providing users with a sense of belonging and emotional

support. However, the theory also acknowledges the potential negative effects,

such as superficial connections or social comparison, which can lead to loneliness

or disconnection. Overall, the theory highlights the dual role of social media in

shaping modern social relationships.

Conceptual Framework

This study was anchored on the idea that excessive internet use has a

significant effect on the interaction of students between his family, peers and to

the society which could affect their interaction with the people around them.

In this study, the independent variables were demographic characteristics

of the respondents. The demographic profile includes age, sex, strand, and social

media used. Age was considered in this study since it had a critical factor in

understanding the developmental stage of students in terms of using social media

platforms, which affects their social interaction and behavior. It was also a

significant predictor of social media use patterns, including the frequency and

duration of use, the types of platforms used, and the content consumed (Király &

Griffiths, 2019). Understanding these patterns can help researchers identify

potential risks and benefits associated with social media use at different ages.
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Additionally, sex was considered in this study because there was a relative

difference between male and female in terms of using social media platforms.

Where males were more likely to use social media in terms of online video games,

while females likely to use social media platforms in terms of communication,

browsing in social media, and learning activities such as searching for academic

related study.

Furthermore, strand of senior high school students were important factors in

studying the effects of social media on their social interactions because they

significantly influence students' academic focus, interests, and social

environments. For instance, students in strands like STEM may engage with

social media primarily for educational purposes, while those in HUMSS or ABM

may use it more for collaboration and social discourse. These variations can

influence how students interact with peers, form relationships, and use social

media platforms for different purposes. Studies suggest that academic

background shapes digital behavior, where students’ academic orientation

correlates with their online engagement patterns (Lau, 2017). This distinction

makes the strand a relevant factor in understanding the diverse impacts of social

media on social interactions among senior high school students. Lastly, was the

social media used. It is considered in this study in order to identify how people

used social media platforms in their daily life may it be for leisure, communication

or educational used.
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The dependent variable of this study was the effects of social media on

social interaction in terms of school interaction, peer interaction and family

interaction

The influence of social media among students had both benefits and

challenges. Social media platforms facilitate group work and collaborative learning

by enabling students to communicate, share resources, and work on projects

together, regardless of their physical location. These variables serve as a

measurable and relevant indicator of this study, in which the result was assessed

based on the level and amount of the impact of social media on social interaction.

Recent studies highlight the significant impact of social media on social

interactions, particularly among teens.

According Meier (2023) report by Pew Research Center, social media

platforms are widely used by teens, with about 70% of them visiting YouTube

daily, and a substantial portion of them being almost constantly online. These

platforms have both positive and negative effects on social interaction. On the

positive side, many teens report feeling more connected with their friends and

having a platform to express their creativity. About 80% of teens say social media

helps them stay updated with their friends’ lives, and 67% feel it provides a

supportive environment during tough times.

The relationship between these variables can be explained as follows;

School interaction, in this variable, researchers recommend that students’

behaviors, attitudes, and beliefs are influenced by the social context of the school

of the school that is provided by social media platforms. Researchers often

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assume that social media amplifies social influence on school interaction due to

the visibility and reach of content in different fields of the school environment.

Students show positive attitudes and beliefs about social media use in education.

Family Interaction, in this study, the researchers assumed that family

members communicate regularly, and that is the nature of their interactions.

Through the use of this existing social media, the researchers suggest that it is not

only the actual impact of social media on family systems that matters but also

parents’ perceptions about it and how much they feel and are able to manage their

and their children’s social media use without damaging their family relationships.

Peer Interaction, the researchers’ expectations of this variables were focus

on understanding how online peer interactions influence individual behaviors,

attitudes, and social dynamics. The study might anticipate that social media

facilitates both positive and negative peer interactions. The researchers also

expected to find that these interactions on social media significantly impact self-

esteem, mental health, and the development of social skills, particularly among

adolescents. Furthermore, the research could predict that the nature and quality of

peer interactions on social media vary depending on factors such as the platform

used the frequency of use, and the demographic characteristics of the users.

All the variables were identified using one of the theories, models, or

frameworks, and were chosen as a theoretical framework as well as in Figure 1.

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Schematic Diagram

Independent Variable Dependent Variable

Demographic Profile: Level of influence of social

media on the social interaction of
a. Age; the students in terms of:
b. Sex; and
a. School Interaction;
c. Strand.
b. Peer Interaction; and
c. Family Interaction.
Social Media Usage:
a. Leisure;

b. Educational; and

c. Communication.

Figure 1: A Schematic Presentation of the Conceptual Framework of the Study

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Statement of the Problem

This study aimed to know the level of influence of social media on the

social interaction of the senior high students. Since the internet has been

changing the performance of the students in school, this study also aimed to

determine the positive and negative effects of social media among the senior high

students’ social interaction.

Specifically, this study answered the following questions:

1. What are the students’ demographic profiles in terms of the following?

1.1- Age;

1.2- Sex; and

1.3- Strand?

2. What is the level social media usage of the respondents in terms of:

2.1- Leisure;

2.2- Educational; and

2.3- Communication?

3. What is the level of influence of social media on student interactions in

terms of the following:

3.1- School interactions;

3.2- Family Interactions; and

3.3- Peer Interactions?

4. Is there a significant difference in the level of influence of social media

usage on social interactions when grouped according to profile?

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Statement of the Hypothesis

Problem 1, 2 and 3 are hypothesis free while problem 4 is hypothesized in

null form and was tested with 0.05 margin of error.

HO. There is no significant difference in the influence of social media usage

on social interactions when grouped according to profile.

Scope and Limitation of the Study

This study focused on examining how social media influence social

interaction among the senior high school students. The independent variable of

this study was only limited to age, sex, strand and social media usage in terms of

leisure, educational, and communication. While the independent variable is the

impact of social media on the social interaction of the students which includes

impact on their family interactions, school interaction and peer interactions. These

limitations are considered in order to have a focus and in-depth discussion on how

these variables affects the social interactions of the respondents on their

surroundings.

This study was limited to the grade 12 senior high school students at a

private secondary school under Balingasag district who were officially enrolled in

the current school year 2024-2025.

Significance of the Study

This study examined the influence of internet use on the social interactions

of senior high school students. Its findings will benefit the following:
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Students. As the primary focus, students will gain insights into how social

media affects their social interactions. They will also learn strategies for using

social media more effectively, particularly in academic settings.

Teachers. The study will help teachers understand how social media

shapes students' behavior and communication. It will also equip them to guide

students and provide informed advice to parents on managing social media use.

Parents. By understanding the influence of social media on their children’s

social interactions, parents can better support their learning and decision-making

regarding appropriate media use at home and in school.

Future Researchers. The findings will serve as a reference for future

studies, offering a baseline for understanding trends and providing a foundation

for further exploration into the impact of social media on student behavior and

interactions.

Definition of Terms

To facilitate easy understanding of the contents and discussion of the study,

the following terms were defined operationally and/or theoretically:

Family Interaction: It refers to interactions between individuals who share

a close genetic or emotional connection, which can include shared experiences,

emotions, and responsibilities. It is one of the dependent variables in the study.

Interaction: It is defined as the exchange of information, influence, or

feedback between two or more entities that affect each other's behavior, actions,

or outcomes.
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Internet: It is defined as a network of interconnected computers and

servers that facilitate communication, data transfer, and access to information

through the use of internet protocols.

Peer Interaction: It is defined as the interactions between individuals who

share similar characteristics, roles or experiences, where there is a sense of

equality or mutual respect. It is one of the dependent variables in the study.

School Interaction: It refers to the process of exchanging information,

ideas, or emotions through verbal or nonverbal around the school premises. It is

one of the dependent variables in the study.

Social Media: Social media is the digital platforms that enable users to

create profiles, share content (e.g., text posts, images, videos), and interact with

others through likes, comments, shares, and direct messages.

Leisure: This refers to the time that individuals spend away from their

obligatory activities (such as work or academic responsibilities), which they can

utilize for relaxation, enjoyment, or engagement in activities of personal interest.

Leisure is characterized by voluntary participation and the freedom to choose how

one spends their time.

Educational Use: Educational use refers to the application of tools,

resources, or platforms designed to facilitate learning, enhance knowledge, and

support academic achievement. This includes utilizing digital content and social

media platforms in a manner that promotes educational outcomes and skill

development.
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CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter represents the background of the study that serves as the

basis of this research. This review synthesizes existing literature to explore the

significant effects of social media on the social interaction of the senior high

students.

Social Media

Social media are the online means of communication, conveyance,

collaboration, and cultivation among interconnected and interdependent networks of

people, communities, and organizations enhanced by technological capabilities

(Tuten & Solomon 2015). Basically, it is the website and applications people use

every day to share connect with other users. Most of the students used social

media for entertainment and educational use. Social media shows potential as an

educational tool in higher education, offering benefits such as improved student

engagement, motivation, and collaboration (Lampropoulos, 2021).

Social media tools and networking sites have shown potential in fostering

student engagement and creativity in educational settings. These platforms enable

students to connect, interact, and collaborate with peers, promoting a sense of

belonging and active learning (Faizi, 2019). Teenager using social media has

been experiencing emotional rollercoaster: they are intermittently, ecstatic, furious,

envious, heartbroken, charmed, anxious, obsessive and bored (Shafer, 2018).

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Benefits of Using Social Media to Students

Using social media platforms like YouTube for academic purposes means

that a student could gain more information and knowledge about the topics that

they are studying. Students can engage with these resources at their own pace,

reinforcing their understanding of complex topics (Snelson, 2016). According to

(Adesola, 2019 & Kaur 2021) Research indicates that students' mood and

emotions significantly impact their learning strategies, motivation, and academic

performance YouTube allows students to engage in collaborative learning by

sharing educational videos and content with their peers (Moghavvemi, 2018).

The uses and gratifications theory effectively explains YouTube usage,

highlighting how users choose content satisfy their needs for entertainment,

information, relaxation, and social interaction. Studies have shown that YouTube

serves different purposes for consumers and content creators. While consumers

primarily use it for relaxation and information (Buf & Stefanita, 2020), content

creators seek recognition and social validation (Buf & Stefanita, 2020). In addition,

it provides a platform for individuals to connect and reconnect with

others, overcoming barriers of distance and time, which is beneficial for

maintaining strong social networks (Harvard T.H. ChanSchool of Public Health,

2020).

Disadvantages of Using Social Media to Student

Compulsive Social media usage is defined as one that is extensive because

the user cannot limit or control the time spent on the app. Excessive use of social

media can lead to mental health issues such as anxiety, depression, and feelings
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of isolation, especially among younger users. The emotional connection to social

media, driven by fear of missing out and social comparisons, can negatively

impact well-being (Harvard, 2020) Whereas Social Media addiction is likely to

have elements of extensive usage associated with preoccupation with the platform

and compulsive use associated with poor self-regulation, but an element of harm

must be present if usage is seen already with symptoms of addiction.

According to Klobas (2018), the positive view of YouTube, in literature, has

been questioned by the recent studies of the potential for YouTube usage to be

problematic for its users after knowing that compulsive YouTube use is high

among the students who are so into using the platforms for entertainment, but less

likely among students who are strongly motivated to use it for information and

learning. It serves as a platform for disseminating information rapidly, making it

easier for people to stay informed about current events and trends. According to

Zsila & Reyes (2023) social media can be a valuable tool for learning, offering

access to various educational resources and enabling collaborative learning

experiences.

The Impact of Social Media in Students’ Social Interaction

Social media's role has become part of human's life, such as the scope of

education, both academically and as a chat material for teenagers. It is

undeniable, and social media has a considerable influence on someone. Social

media significantly impacts students' social interactions, offering both positive and

negative effects. It enhances connectivity, facilitates information sharing, and

promotes social interaction (Chukwuere, 2021 & Yohanna, 2020). Social media
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plays a significant role in students journey towards their education, they can used

social media regarding with their studies, getting a factual information related to

their educations, and having critical thinking skills when using social media, it can

make students to be more aware of their actions and their decision. Various kinds

of technology created by humans have a function to facilitate human life itself.

Some used social media when they need entertainment. Someone who has these

feelings usually uses social media to deal with the loneliness experienced due to a

lack of direct communication with others (Rosy, 2018).

Social media also play a significant role in the continuity of students in

seeking information, news, education, insights, and long-distance contacts.

People who use social media are now free to communicate. Research from Putri

(2016) showed that social media does not really represent reality. Teenagers often

upload their daily activities to become more popular in their environment, so they

don't always show their true social condition. Recent studies have examined the

impact of social media on students' social interactions. While social media can

enhance connectivity and access information (Yohanna, 2020; Sutikno & Basit,

2023), excessive use may lead to addiction and reduced face-to-face interactions

(Yohanna, 2020; Chukwuere, 2021). Drakel (2018) show that students are more

focused on social media when they are in the teaching and learning process, and

when they are outside the classroom, there is almost no communication between

students.

This phenomenon shows that students have unconsciously faced social

media' influence that, hinder social interaction. Based on this, researchers are
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interested in researching social m influence on social interaction and its impact on

students of the Faculty of Social Sciences, Universitas Airlangga. Social media

also plays a role in the continuity of students and students in seeking information,

news, education, insights, and long-distance contacts. People who use social

media are now free to communicate and share information, any news with each

other without thinking of obstacles such as cost, distance, and time (Soliha, 2015).

Distance and time are no longer a problem for today's youth. Many teenagers or

students who are traveling far away to study and are far from their parents and

families, as well as people who are far from their spouses, besides that, having

meetings in the world of work, is not difficult to meet. That convenience is because

social media offers many features that do not require face-to-face contact but can

bring both parties together remotely.

Social media can be a medium for learning entrepreneurship and foster

interest in becoming entrepreneurs for teenagers. Lots of young entrepreneurs

today have businesses through social media. People who use social media find it

easier to buy something without having to go out of the house to shop, but now

with just one button, people can order all the items they need or want. The ease of

finding various sources is what makes social media a primary need that is always

around. Thus, we should always remember that when we are using social media,

we should be careful not to harm any other person. We should think before we

click. Studies revealed that among the various age groups of students, university

students are among the most using social networking (Azizi, 2019).
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Social networking sites (SNS) offer significant educational opportunities,

enhancing student learning and engagement. They provide access to information,

facilitate collaboration, and support personal and professional development

(Pribeanu, 2018) SNS enable students to connect with learning groups, share

content, and improve research capabilities (M.Sasikala, 2021). Social media also

has an impact on student mental health, which refers to their emotional,

psychological, and social well-being. University students spend a lot of their time

on social media both during the day and at night, and it can be contended that

such technologies play an important role in their daily lives. However, despite their

tremendous contributions to knowledge acquisition, there is a need to determine

whether such technologies are being used to gain knowledge or for other

purposes that may lead to the harmful effects of technology misuse.

Social Media and Students’ School Interaction

Social media platforms have become integral to students' communication

and collaboration both within and outside academic environments. Studies show

that students actively use social media for collaborative learning activities, with

Facebook being particularly popular (Boumarafi, 2015; Zabidi & Wang, 2021).

Social media platforms are a virtual community that connects friends, including

students, in sharing information and communication (Balakrishnan, 2017).

According to Gudelliwar (2019), social media platforms enable teachers and

students to collaborate, interact or communicate with others and access online

resources. It improves students' grades and reduces absenteeism in class, which

affects academic grades and performance.

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The learning skills of a student have a big impact on their academic

performance. This could help them increase their academic performance. Each

student has their own learning skills. These are taking notes, time management,

studying for the tests, and other learning strategies. Effective learning strategies

are crucial for academic success in post-secondary education. Research has

Identified several key strategies that positively impact student achievement. Self-

testing, scheduling, and concept mapping have been shown to enhance academic

performance (Xu et al., 2021. Another factor which affects a student’s

performance is the study habits. Each student has different study habits on using

YouTube for educational purposes.

This study habits could be a good or a bad effect to our learning. According

to Sreelekha, 2016, Research consistently demonstrates a strong positive

correlation between study habits and academic performance. Students with good

study habits achieve significantly higher grades compared to those with poor

habits. There are also some students who rarely got high grades even though

their study habits are poor. The learning environment plays a significant role in

shaping academic outcomes, with an effective study environment making the most

substantial difference in scholastic achievement (Chigbu & Nekhwevha, 2021).

The student’s academic performance is the most important part in education.

Several studies have been carried out which impacts the students’ academic

performance or achievement in school. Research has identified several factors

impacting students' academic performance across different educational settings.

In blended and traditional learning environments, technology use, interaction

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processes, student characteristics, and class factors play crucial roles (Ismail,

2018). These are self-motivation, the usage of social media such as YouTube,

and many more.

Social Media and Peer Interaction

Social media provides a way for students to communicate and connect with

other people, which will help increase their knowledge and social participation

(Chukwuere, 2021). The use of social media will affect and decrease academic

performances, mental health issues, and social interaction of the students

(Taranto, 2023). Social media will help students who have social anxiety or

difficulty with face-to-face interactions; they will be more comfortable when

interacting with peers in person (Weir, 2023).

According to the Mayo Foundation for Medical Education and Research

(2024) social media lets teens create online identities, chat with others, and build

social networks. These networks can provide teens with support from other people

who have hobbies or experiences in common. The use of online social media for

collaborative learning facilitates students being more creative, dynamic, and

research-oriented (Ansari & Khan, 2020). Social media platforms facilitate

students’ communication and information sharing quickly for various reasons,

using WhatsApp, Facebook, and others (W. Akram & R. Kumar, 2017).

Social Media and Family Interaction

In the last few decades, social media has become a vital component of life

for adolescents all over the world. As social media has gradually preoccupied the

majority of the time of adolescents’ daily life, leading to concerns about the
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negative consequences such as academic achievement, social connection, sleep

quality and mental health. Family has been identified as the primary and foremost

component, among others, that has a strong link to social integration and social

media addiction. This review aims to discuss the association between family and

adolescents' social media addiction, which will focus on three causative family-

related factors: parenting style, family relationships, and the socioeconomic status

of the family. Specifically, the communication between parents and adolescents

are important in their developmental history, and coping strategies and prevention

of addictive behavior.

In addition, dysfunctional family has a close relationship with social media

addiction. For parents, healthcare providers, and intervention developers, it is

necessary to consider family factors in order to support adolescents’ health and

development. The discussion part of the literature still has the limitation of

addressing possible strategies and pathways for families to support adolescents’

health and development.

This review of related literature relates to our present study because it

contains how the social media influence on the social interaction of the grade 12

academic strand students and it also includes their benefits and disadvantages of

social media towards the social interaction. This literature review will help in

understanding the phenomena why social media may affect the social interaction

of the respondents.
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CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the method used by the researchers in conducting

the study. The following were considered: research design, research locale,

research respondents, research instruments, validity and reliability of the

instruments, scoring procedure and statistical treatment of data.

Research Design

This study adopted a descriptive design. As McMillan (2021) explains, a

descriptive correlational design was used to explore relationships between two or

more variables without determining cause and effect. It enables researchers to

observe and measure the strength and direction of these relationships as they

naturally occur, without manipulating any variables.

In this study, the descriptive correlational design was appropriate for

examining the relationship between social media use and the social interaction of

senior high school students. Data was collected through a survey instrument,

allowing researchers to identify patterns and associations between the variables.

While this design can describe existing relationships, it does not aim to explain

why these relationships occur.

Research Locale

This study was conducted at a private, non-sectarian tertiary school in

Balingasag, Misamis Oriental, during the school year 2024-2025. The participants

were Grade 12 Academic track senior high school students enrolled in this

institution. Senior high school students were chosen as participants due to their
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varied experiences and perspectives within the school environment. They were

considered matured enough to engage with the study's themes and provide

insightful feedback. Additionally, their status as senior high school students allow

for a deeper exploration of how social media use impacts their social interactions.

Research Respondents and Sampling Procedure

This study employed a stratified random sampling technique to determine

the number of respondents. Stratified sampling was appropriate because there

were multiple sections within the Grade 12 academic track, and this method

ensures that each section is adequately represented. The sample size was

determined using an online sample size calculator, considering factors such as

confidence level, margin of error, and variability.

Table 1. The Distribution of the respondents

Strand Enrolled % Sample

ABM 38 11.9 % 21
STEM 112 35. 8% 63
HUMSS 163 52. 3% 92
Total 313 100% 176

Given an estimated Grade 12 academic track students’ population of 313

students, the target sample size for the study was 176 respondents. This sample

size was chosen to ensure a reliable representation of the population while

maintaining feasibility for the study. The samples were evenly divided among the

three strands offered at the Grade 12 level, ensuring proportional representation

from each group.

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Research Instrument

This research was descriptive and quantitative, allowing the researchers to

describe the data obtained and generalize the results from the sample. The study

used the survey method to collect data within a specified period. The research

instrument consisted of three parts and were adapted from Chukwuere's (2021)

study "The Impact of Social Media on Students' Social Interaction," which has

been cited 15 times on ResearchGate. Minimal revisions were made to the

original statements to better suit the current research respondents.

The instrument was divided into three parts: Part I covers the respondents'

demographic profile (sex, age, and strand). Part II focuses on social media usage

across three domains Leisure, Educational, and Communication where each

domain contains 5 items, to be rated on a 4-point Likert scale (Always to Never).

Part III evaluates the impact of social media on the interaction based on School

Interaction, Family Interaction, and Peer Interaction, also consisting of 5 items per

category, using a 4-point Likert scale (Very Influential to Very Uninfluential).

The Likert scale used in this study was modified to better align with the

specific context and needs of the research. The questionnaire was designed to

gather comprehensive data on the effects of social media usage on students'

social interactions, providing insights for further analysis.

Validity and Reliability of the Instrument

To ensure the reliability and validity of the questionnaire, a rigorous process

was undertaken. Prior to distribution, the instrument was reviewed by a professor

with expertise in the field, as well as experts in assessment. Furthermore, the

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questionnaire had undergone a validity test as an additional measure to confirm its

accuracy. To assess reliability, a Cronbach Alpha test was conducted, which

compares the shared variance among items to the overall variance, as defined by

Collins (2007). Before actual data collection using the instrument, an acceptable

Cronbach Alpha score must be obtained. To achieve this, the questionnaire was

piloted among a sample of 20 respondents who will not participate in the actual

study. The Cronbach Alpha result was 0.87 which is considered good internal

consistency.

Data Gathering Procedure

The respondents were given a survey instrument to answer. There were

various steps to make in the study such as preparation, administration, gathering

and analysis of data. Letters of information and requests for approval to gather

data will be sought from different offices.

1. Ask permission to conduct the study. The researchers wrote a letter for

permission to the research director of the school to conduct a study on

“Social Media Influence on the Social Interaction of the Grade 12 Academic

Strand Students” and to the School Principal asking permission to gather

data from the Grade 12 students. Consent and assent forms were also

presented during the request to identify who will participate in the survey.

2. Questionnaire Construction. The researchers adapted a survey

questionnaire containing age, sex, strand, and social media usage

including varying uses for leisure, communication, and education. This

survey was designed to gather specific data on how social media affect
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interactions with peers, family, and school, that would meet specific

answers for the study.

3. Validation of Questionnaire. After the questionnaire was prepared, it was

reviewed by the adviser and validated by the expert panel. After being

validated by the experts, it was subjected to pilot testing in order to

measure the validity and reliability of the questionnaire.

4. Distribution of the questionnaire. With the approval of the request, the

researchers personally administered the distribution of Google form links or

survey sheets to the identified respondents through online communication

applications, notably Messenger or face to face communication.

5. Retrieval of the Questionnaire. Questionnaires were retrieved after being

accomplished by the respondents. This was done on the respondents'

convenient schedules.

6. Collection and tabulation of the data. The retrieved questionnaires were

tallied, collated, and recorded accordingly. Results were analyzed. Interpret

and statistically compute to answer the study question with the statistician's

assistance.

Scoring Procedure

This scoring procedure was designed to help researchers evaluate the

interactions of Senior High School Students across different levels of interaction.

By breaking down interactions into three categories School, family, and peer

interaction, it provided a clear framework for assessing students' interaction skills.

Researchers used this procedure to measure how well students interact or

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socialize in their family, school, and peers and apply their interaction skills to real-

world situations about socialization.

Table 2. Scoring procedure for Social Media Usage

Social Media Usage

Score Range Of Means Verbal Equivalence Interpretation

4 3.26 – 4.00 Always Frequently
3 2.51 – 3.25 Sometimes Regularly
2 1.76 – 2.50 Often Limited
1 1.00 – 1.75 Seldom Never

Table 3. Scoring procedure for the impact of social media to interaction

Impact of social media to Interaction

Score Range Of Means Verbal Equivalence Interpretation
4 3.26 – 4.00 Strongly Agree Very Influential
3 2.51 – 3.25 Agree Influential
2 1.76 – 2.50 Disagree Uninfluential
1 1.00 – 1.75 Strongly Disagree Very Uninfluential

Statistical Treatment of Data

The collected data were analyzed using both descriptive and inferential

statistics to address the research objectives comprehensively.

Problem 1, which focused on the profile of the respondents, descriptive

statistics such as frequency and percentage distribution were used. These were

employed to categorize and describe the age, sex, and strand of the respondents.

Descriptive statistics provided a clear overview of the demographic characteristics

of the sample population (García et al., 2020).

Problem 2, which analyzed level of social media use, the study employed

the mean and standard deviation to assess the leisure, educational, and

communication usage. The mean was used to measure the central tendency of
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the responses, while the standard deviation helped in understanding the variability

in the respondents’ level of use.

Problem 3, which analyzed level of influence of social media use in

interaction, the study employed the mean and standard deviation. The mean was

used to measure the central tendency of the responses, while the standard

deviation helped in understanding the variability in the respondents’ level of use.

Problem 4, this focused on the analysis of significant differences thus the

researchers used t-Testing and Analysis of Variance tested using the 0.05 margin

of error.
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CHAPTER 4

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter presents the findings of the study, which were obtained

through a survey conducted to determine the influence of social media on the

social interactions of Grade 12 students in a selected school in the municipality of

Balingasag. The primary goal of this research was to evaluate the social media

usage of the respondents and how it can affect their social interactions. The

collected data was analyzed using descriptive statistical methods, and the results

are discussed in relation to the research questions and objectives outlined in

earlier chapters.

Problem 1. What is the students’ demographic profile in terms of the

following?

1.1 Age

The data presented in Table 4 reveals the age distribution of 176 Grade 12

respondents. A large majority, 98.30% (173 individuals), were within the age

group of 17 to 18 years, which aligns with the typical age range for students in this

grade level. A smaller proportion, 1.70% (3 individuals), were slightly older, falling

into the 19 to 20 years age group. This suggests that most of the respondents

were within the expected age range for Grade 12, with only a few outliers likely

due to factors such as delayed school entry, grade retention, or other personal

circumstances.

The age distribution of Grade 12 students in this study aligns with findings

from related research. For instance, most students in Grade 12 typically fall within
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the age range of 17 to 18 years due to the structured progression of the Philippine

education system and standard enrollment ages (American Journal of Humanities

and Social Sciences Research, 2023; Gauthmath, n.d.).

Table 4. Frequency Distribution Based on Profile: Age

Age (in years) Frequency Percentage (%)

19 to 20 3 1.70
17 to 18 173 98.30
TOTAL 176 100.00

1.2 Sex

The data in Table 5 indicates the gender distribution of the 176

respondents. A significant majority of the respondents, 61.36% (108), were

females, while the remaining 38.64% (68) were males. This finding suggests that

females were more represented in the study population. The higher percentage of

female respondents could be reflective of trends observed in various educational

studies where females tend to be more involved in academic surveys or have a

higher enrollment in certain educational programs (American Journal of

Humanities and Social Sciences Research, 2023; U.S. Census Bureau, 2021).

This gender distribution is consistent with findings in related studies, such

as those by Neri et al. (2018), which observed that female students are more likely

to participate in surveys and academic activities compared to males, possibly due

to cultural, social, or behavioral factors.

Table 5. Frequency Distribution Based on Profile: Sex

Sex Frequency Percentage (%)

Male 68 38.64
Female 108 61.36
TOTAL 176 100.00
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1.3 Strand

The data in Table 6 reveals the strand distribution of the 176 respondents.

The majority, 52.27% (92), were enrolled in the HUMSS (Humanities and Social

Sciences) strand, while 35.80% (63) were in the STEM (Science, Technology,

Engineering, and Mathematics) strand. The smallest group, 11.93% (21),

belonged to the ABM (Accountancy, Business, and Management) strand. This

indicates that the HUMSS strand was the most preferred among the respondents,

potentially due to its broader focus on social sciences and preparation for non-

technical fields. In contrast, the STEM strand, despite its growing demand in

science and technology-oriented fields, accounted for slightly more than a third of

the participants. The ABM strand, catering to business-related careers, had the

fewest respondents, possibly reflecting its more specialized appeal.

This distribution aligns with findings in related studies, which suggest

varying popularity of strands based on regional and cultural factors. For example,

Santiago and Roxas (2020) found that students often choose strands based on

perceived career opportunities, personal interests, and parental influence.

Furthermore, Ferrer and Bautista (2019) noted a significant preference for

HUMSS among students inclined towards creative and social professions, while

STEM attracts those with a clear interest in technical and science-based careers.

Table 6. Frequency Distribution Based on Profile: Strand

Strand (academic only) Frequency Percentage (%)

STEM 63 35.80
HUMSS 92 52.27
ABM 21 11.93
TOTAL 176 100.00
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Problem 2. What is the social media usage of the respondents in terms

of:

2.1 Leisure

The data in Table 7 highlights respondents’ social media usage patterns for

leisure. The mean scores ranged from 2.64 to 3.48 on a four-point Likert scale.

Indicator 4, with the lowest mean (2.64) and highest standard deviation (SD =

0.98), suggests that while respondents occasionally participate in social media

trends for entertainment, this is not a consistent activity across the group.

Conversely, item 1, which had the highest mean (3.48) and lowest standard

deviation (SD = 0.59), indicates that most respondents primarily use social media

as their main source of entertainment.

Table 7. Social Media Usage: Leisure

Indicator Mean SD Interpretation

1. Social media is a primary source of entertainment
3.48 0.59 Very Frequently
for me.
2. I use social media to stay updated on trends and
3.35 0.72 Very Frequently
popular culture.
3. I follow entertainment accounts or pages on social
3.02 0.77 Frequently
media.
4. I participate in social media challenges or trends for
2.64 0.98 Frequently
fun.
5. Social media helps me find and share memes or
3.21 0.86 Frequently
funny content.
OVERALL 3.14 0.52 Frequently

This finding aligns with studies showing that entertainment is a key

motivator for social media usage among young people. The Scale of Motives for

Using Social Networking Sites (SMU-SNS) identifies entertainment as a primary

driver of social media engagement, alongside seeking information and maintaining

relationships. The variability in responses also reflects individual differences in

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how social media is used for leisure, ranging from active participation in trends to

passive content consumption (PLOS ONE, 2019). Additionally, research on social

media behavior suggests that platforms are increasingly central to leisure

activities, providing easy access to video content, trends, and games, which

reinforce their role as entertainment hubs (IMEM Research Methods, 2023).

2.2 Educational

Table 8 highlights respondents’ social media usage for educational

purposes, with mean scores ranging from 2.54 to 3.31. Item 3, which has the

lowest mean score (2.54) but the highest standard deviation (SD = 0.95),

suggests that students occasionally participate in online study groups through

social media, indicating variability in engagement. On the other hand, Item 1, with

the highest mean score (3.31) and the lowest SD (0.79), reflects that social media

is frequently used by students for studying and completing assignments. The

overall mean of 2.98, interpreted as "frequently," underscores social media's role

in supporting educational activities.

Table 8. Social Media Usage: Educational

Indicator Mean SD Interpretation

1. Social media helps me with my studies and
3.31 0.79 Very Frequently
assignments.
2. I follow educational accounts or pages on social
2.99 0.83 Frequently
media.
3. I participate in online study groups through social
2.54 0.95 Frequently
media.
4. I use social media to stay updated on educational
2.98 0.87 Frequently
events and webinars.
5. I use social media to connect with educators and
3.08 0.86 Frequently
experts.
OVERALL 2.98 0.56 Frequently
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Recent studies corroborate these findings. Pitafi et al. (2021) report that

social media enhances collaborative learning and active student engagement,

particularly in group projects and assignments. Similarly, research by Rasheed et

al. (2020) shows that students perceive social media as an accessible and

effective platform for resource sharing and academic discussions. Chang and Zhu

(2021) found that the ease of use and collaborative features of social media

significantly improve students’ motivation and learning outcomes in educational

contexts.

2.3 Communication

Table 9 presents the respondents' social media usage as a communication

tool. The data shows an overall mean of 3.30 (SD = 0.48), indicating very frequent

usage. The lowest mean score is for item 2 (mean = 3.06, SD = 0.93), which

highlights that respondents frequently use social media to share life updates.

Conversely, item 1, with the highest mean of 3.61 (SD = 0.70), reveals that

respondents very frequently use social media to communicate with friends and

family.

Table 9. Social Media Usage: Communication

Indicator Mean SD Interpretation

1. I use social media to communicate with friends and
3.61 0.70 Very Frequently
family.
2. I use social media to share updates about my life. 3.06 0.93 Frequently
3. Social media helps me reconnect with old friends. 3.32 0.73 Very Frequently
4. I use social media to communicate with groups or
3.28 0.78 Very Frequently
communities I belong to.
5. Social media enhances my ability to network and
3.24 0.72 Frequently
form new connections.
Very
OVERALL 3.30 0.48 Frequently
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Recent studies reinforce the critical role of social media in facilitating

communication. For instance, Pew Research Center (2023) reported that

platforms such as WhatsApp, Snapchat, and Instagram are widely used for daily

communication, particularly among younger demographics. Similarly, research

shows that teens and adults use platforms like Instagram and Facebook primarily

to maintain personal connections and share updates about their lives (Pew

Research Center, 2023; APA, 2023). This aligns with the study's findings,

underscoring the ubiquity of social media in everyday interpersonal

communication.

2.4 Summary: Social Media Usage

Table 10 highlights the patterns in respondents' social media usage.

Communication, with the highest mean score of 3.30 (SD = 0.48), indicates a

predominant "very frequent" usage, emphasizing its role as the primary reason for

social media engagement. This aligns with findings that social media fosters a

sense of connectedness, reducing social isolation and enhancing relationships

with both strong and weak ties (Twenge & Campbell, 2019; Barbosa et al., 2021).

On the other hand, Leisure activities, with a mean of 3.14 (SD = 0.52), also

play a significant role, reflecting their use for relaxation and recreation (Iwasaki et

al., 2019). While, Educational purposes, with a mean of 2.98 (SD = 0.56), show

frequent engagement, supported by research indicating that social media

facilitates access to resources and collaborative learning opportunities (Barbosa et

al., 2021).
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Overall, these findings reinforce that communication dominates social

media use, underlining its transformative role in modern social interaction and

connectivity.

Table 10. Summary: Social Media Usage

Sub-Variable Mean SD Interpretation

A. Leisure 3.14 0.52 Frequently
B. Educational 2.98 0.56 Frequently
C. Communication 3.30 0.48 Very Frequently
OVERALL 3.14 0.40 Frequently

Problem 3. What is the level of influence of social media on student

interactions in terms of the following?

3.1 School Interaction

Table 11 reveals the level of influence of social media on students' school

interactions, with mean scores ranging from 2.95 to 3.47 and an overall mean of

3.21, interpreted as Very Influential.

Table 11. Influence of Social Media Usage: School Interactions

Indicator Mean SD Interpretation

1. Social media usage enhances my communication
3.21 0.64 Influential
with teachers.
2. Social media helps me stay informed about school
3.47 0.61 Very Influential
events.
3. I collaborate with classmates on school projects
3.37 0.65 Very Influential
through social media.
4. My engagement in online class discussions is
3.06 0.73 Influential
supported by social media.
5. Social media contributes to my classroom
2.95 0.84 Influential
participation.
OVERALL 3.21 0.47 Influential

The lowest mean score, 2.95 (SD = 0.84), corresponds to item 5, indicating

that social media supports occasional class participation. Meanwhile, item 2, with
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the highest mean (3.47, SD = 0.61), demonstrates that social media frequently

helps students stay informed about school events.

Recent studies emphasize social media's positive role in academic and

institutional engagement. According to Bicen et al. (2019), social media enhances

students' awareness of school events and opportunities, promoting better

participation. Additionally, Cheung et al. (2021) found that social media platforms

provide efficient channels for disseminating information about institutional

activities, fostering inclusivity and school connectedness.

3.2 Family Interactions

Table 12 presents the level of influence of social media on family

interactions, where mean scores range from 2.89 to 3.25, indicating a finding of

Influential across items. The overall mean score is 3.10 with a standard deviation

of 0.58, reinforcing the interpretation of a meaningful influence.

This finding aligns with recent research suggesting that social media

significantly shapes family dynamics, both positively and negatively. For instance,

studies highlight that while social media facilitates easier communication and

engagement among family members, it can also lead to decreased face-to-face

interactions and conflicts if not managed well (Procentese et al., 2019). Similarly,

the balance between connectivity and disconnection within family systems due to

social media usage is mediated by parents' perceptions and their ability to

regulate its influence on familial relationships (Gatti et al., 2019).

Social media's role in family systems is further nuanced by its ability to

either foster open communication or create distance. Research by Schlagwein

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and Hu (2021) identifies that usage patterns—such as employing social media for

collaborative or dialogue-driven purposes—can positively impact relationships,

while over-reliance for casual sociability might undermine deeper connections.

Table 12. Influence of Social Media Usage: Family Interactions

Indicator Mean SD Interpretation

1. Social media usage strengthens my relationship
3.13 0.82 Influential
with my family.
2. I share important family moments on social media 3.03 0.86 Influential
3. My relationship with my family is positively
2.89 0.83 Influential
influenced by social media.
4. I use social media to communicate important
3.25 0.81 Influential
information to my family.
5. Social media helps me feel more connected to
3.22 0.80 Influential
my family
OVERALL 3.10 0.58 Influential

3.3 Peer Interaction

Table 13 details the influence of social media on peer interactions, with

mean scores ranging from 3.07 to 3.16. All these scores signify a Influential result

corroborated by an overall mean score of 3.12 (SD = 0.49).

This finding is consistent with recent research on the dual influence of

social media on peer relationships. Positive effects include enhanced connectivity,

intimacy, and companionship. Social media provides unique opportunities for

adolescents to communicate and bond, often complementing offline friendships.

Interactive behaviors, such as liking, commenting, or sharing content, are linked to

improved friendship quality and emotional validation among peers (Angelini et al.,

2024).

On the other hand, some studies warn that excessive or superficial social

media use, like passive scrolling or overemphasis on peer validation, may

undermine relational satisfaction due to increased comparison and anxiety

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(Lysenstøen et al., 2023; Moreno & Uhls, 2019). The nature of interactions—

whether prosocial or driven by peer conformity—plays a crucial role in determining

whether social media fosters or hinders peer connections (Twenge & Campbell,

2019).

In summary, the results underline that social media significantly shapes

peer interactions, acting as a critical tool for relational development and

maintenance in adolescence.

Table 13. Impact of Social Media Usage: Peer Interactions

Indicator Mean SD Interpretation

1. My peers influence me through social media. 3.16 0.76 Influential
2. I communicate with peers effectively using social
3.17 0.58 Influential
media.
3. I prefer using social media to stay in touch with
3.09 0.75 Influential
peers.
4. Social media support my friendships. 3.11 0.79 Influential
5. I participate in group activities with peers on social
3.07 0.71 Influential
media.
OVERALL 3.12 0.49 Influential

3.4 Summary: Impact of Social Media Usage on Social Interaction

Table 14 summarizes the influence of social media usage on students’

interactions across three domains: school, family, and peers. The mean scores

range from 3.10 to 3.21, with an overall mean of 3.15. All scores are interpreted as

Influential with family interaction receiving the lowest mean (3.10) and school

interaction the highest (3.21).

These findings align with studies on social media’s multifaceted influence.

In the context of school interactions, research highlights that social media fosters

collaboration, engagement, and access to academic resources, contributing to

improved academic relationships and performance (Gómez-García et al., 2020).

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However, excessive use may detract from focus and productivity, which some

studies caution against (Twenge & Campbell, 2019).

For family dynamics, social media can both enhance and disrupt

connections. While it facilitates communication across distances, it can reduce

face-to-face engagement and increase conflict if not used mindfully (Procentese et

al., 2019). Peer interactions are often positively influenced by social media

through strengthened friendships and opportunities for emotional expression,

though passive use may foster negative effects like social comparison (Angelini et

al., 2024).

Overall, these results reinforce the pervasive and significant impact of

social media on students’ relationships, with its effects shaped by the context and

nature of use.

Table 14. Summary: Impact of Social Media Usage on Social Interaction

Sub-Variable Mean SD Interpretation

A. School Interaction 3.21 0.47 Influential
B. Family Interaction 3.10 0.58 Influential
C. Peer Interaction 3.12 0.49 Influential
OVERALL 3.15 0.42 Influential

Problem 4. Is there a significant difference in the influence of social

media usage on social interactions when grouped according to
profile?

4.1 Age

Table 15 illustrates the results of a Two-Sample t-Test examining whether

there is a significant difference in the influence of social media on social

interactions when respondents are grouped by age. Respondents aged 17–18

reported a mean score of 3.14, slightly lower than the mean score of 3.47 among
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those aged 19–20. With a t-value of 1.97 and a p-value of 0.18, the result is not

statistically significant (p > 0.05). Consequently, the null hypothesis is retained,

indicating no significant difference in the influence of social media based on age

group.

This finding aligns with research suggesting that while age can influence

how social media is used—such as older adolescents engaging in more diverse

interactions or nuanced content sharing—the overall influence on social

interactions remains relatively stable across age groups. Social media serves as a

platform for communication, identity exploration, and social engagement,

regardless of minor age differences among adolescents and young adults

(Twenge & Martin, 2020; Liu et al., 2021).

Moreover, social media’s pervasive role in modern socialization often leads

to similar outcomes in influence across age cohorts, as younger and older users

share overlapping motivations like staying connected with peers and accessing

information (Kuss et al., 2020). The lack of significant difference may reflect these

shared uses and the platforms’ universal appeal across age brackets.

Table 15. t-Test Result: Age

MEAN t-VALUE P-VALUE DECISION

17 to 18 3.14 Accept
1.97 0.18
19 to 20 3.47 H0
Decision Rule:
p-value ≤ 5 – reject H0
p-value > 5 – accept H0

4.2 Sex

Table 16 presents the results of a Two-Sample t-Test analyzing the

difference in the influence of social media on social interactions when respondents

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are grouped by sex. The female respondents reported a slightly higher mean

score (3.19) compared to male respondents (3.09). However, with a t-value of

1.97 and a p-value of 0.16, the result is statistically insignificant at conventional

thresholds (e.g., p < 0.05). Thus, the null hypothesis is retained, indicating no

significant difference in influence based on sex.

These findings are consistent with broader research suggesting that while

men and women may differ in social media usage patterns—such as the type of

content shared or interaction styles—these differences do not necessarily

translate into disparities in the influence on social interactions (Chen & Lee, 2020).

Both groups tend to leverage social media to maintain social ties and build

relationships, though women often engage more in expressive and relational

interactions, while men may favor informational exchanges (Kimbrough et al.,

2019).

Table 16. t-Test Result: Sex

MEAN t-VALUE P-VALUE DECISION

Female 3.19 Accept
1.97 0.16
Male 3.09 H0
Decision Rule:
p-value ≤ 5 – reject H0
p-value > 5 – accept H0

The insignificant difference may also reflect the increasing convergence in

social media behavior between sexes, particularly among younger demographics,

where platforms are widely used for similar purposes, such as communication and

networking (Twenge & Martin, 2020).

4.3 Strand
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Table 17 displays the results of an Analysis of Variance (ANOVA)

assessing the significant difference in the influence of social media on social

interactions when respondents are grouped by academic strand. The mean scores

for STEM, HUMSS, and ABM students are 3.04, 3.18, and 3.32, respectively. With

an f-value of 3.05 and a p-value of 0.01 (p < 0.05), the result is statistically

significant. Therefore, the null hypothesis is rejected, indicating that the influence

of social media usage on social interaction varies significantly across strands.

These findings suggest that students’ academic specialization may

influence their social media usage and its influence. For instance, ABM students,

who scored the highest, may rely more heavily on social media for networking and

business-related interactions, consistent with the demands of their strand (Fauzi &

Abdulai, 2022). Conversely, STEM students, who scored the lowest, might focus

more on academic and informational uses, reflecting a more utilitarian approach to

social media.

Table 17. ANOVA Result: Strand

MEAN f-VALUE P-VALUE DECISION

STEM 3.04
Reject
HUMSS 3.18 3.05 0.01
H0
ABM 3.32
Decision Rule:
p-value ≤ 5 – reject H0
p-value > 5 – accept H0

HUMSS students fall in between, likely reflecting their emphasis on

humanities and social sciences, which naturally foster relational and

communicative uses of social media (Caballa & Villegas, 2020).

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CHAPTER 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter explained the summary of the findings, conclusions obtained from

the findings, and recommendations of the researchers. The purpose of this study

was to evaluate social media’s influence on the social interaction of the Grade 12

academic strand students.

Summary of the findings

The study aimed to answer how social media influence social interaction of

senior high school students. Variables considered in this study were the

demographic profile of the respondents, social media usage and the impact of

social media on students’ social interaction.

Problem 1. What is the students’ demographic profile in terms of age, sex

and strand?

As revealed in the study, majority of the respondents were within the age

group of 17 to 18 years old and only a smaller portion fell within 19 to 20 years

age group. In terms of the respondents’ sex, a significant majority were

represented by females, while the remaining were males. In terms of the senior

high students’ strand, HUMSS was recorded as the highest, followed by STEM

and then ABM.

Problem 2. What is the social media usage of the respondents in terms of

leisure, education and communication?

The finding shows that majority of the respondents use social media as a

means of communication, occurring with great frequency. On the other hand,

 PAGE \* MERGEFORMAT 18

leisure activities and educational purposes also play a significant role, with both

being interpreted as frequently engaging factors.

Problem 3. What is the influence of social media on student interactions

in terms of family, peer and school interactions?

As revealed in the study, the influence of social media usage on students’

interactions across three domains: school, family, and peers were interpreted as

having influential. Among these, family interaction received the lowest mean

followed by peer interaction and school interaction as the highest.

Problem 4. Is there a significant difference in the influence of social

media usage on social interactions when grouped according to
profile?
The study reveals that, there is no significant difference in the influence of

social media usage on social interaction when group according to age. Similarly,

when grouped by sex, no significant difference is observed; however, female

respondents reported as having slightly higher mean score than the male

respondents. On the other hand, influence of social media on social interaction

varies significantly across academic strands. Specifically, STEM recorded as

having the highest mean score followed by HUMSS and then ABM.

Conclusions

This study highlights the influential role of social media in the lives of senior

high school students, with its primary function being a source of communication.

Beyond communication, social media also serves as a beneficial tool for education

and leisure, specifically influencing both academic and entertainment.

 PAGE \* MERGEFORMAT 18

By examining the frequency and purpose of social media usage, the study

put an emphasis on its benefits and implications for students' daily lives and

relationships. The results show that most respondents used social media very

frequently, and most of them do so for communication. For learning purposes,

social media is perceived as an accessible site for resource sharing and academic

discourse, which enhances collaborative learning. Its role as an entertainment tool

is also significant as students use it to engage video content, trends, games, and

various media forms adopting a diverse range of skills and interests. Moreover, a

social media platform strengthens school interaction through the efficient flow of

communication about institution activities, promoting inclusiveness, and school

connectedness.

Social media influences students' school, family and peer interactions

significantly in making stronger connections and friendships. As a tool for leisure,

education, and communication, social media has proven to be very useful and

influential in the way students experience their academic and social lives.

Recommendations

The following are the recommendations of the researchers:

For the Senior High School Students. They should utilize social media

cautiously and in moderation. They should allocate specific times for social media

use to prevent it from interfering with academic responsibilities and personal well-

being. This can help maintain a healthy balance between online interactions and

real-life engagements.
 PAGE \* MERGEFORMAT 18

For the School Administration. They should actively promote and

facilitate digital literacy programs within the curriculum. These programs should

focus on educating students about the positive and negative aspects of social

media use, emphasizing the importance of balanced online and offline

interactions. Additionally, creating safe spaces for open discussions about social

media experiences can foster a supportive environment where students can share

their perspectives and challenges.

For the Parents. They should help their children moderate social media

use by setting clear time limits, encouraging offline activities that promote face-to-

face interactions, and fostering open communication about the potential effects of

social media on mental health and self-esteem. It is also crucial to monitor their

children’s online activities while respecting privacy, ensuring they use age-

appropriate platforms and teaching them digital etiquette, empathy, and how to

handle negative online experiences.

For the Future Researchers. They should explore other related variables

that would affect the social interaction. With the results of the study, the future

researchers can gain ideas through this study and can fill in the research gap by

using a different type of research design like causal comparative. The future

researchers could also use this study as a guide to know if there is really an

influence of social media on the social interaction.

 PAGE \* MERGEFORMAT 18

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APPENDIX A
“Research Instrument”

MISAMIS ORIENTAL INSTITUTE OF SCIENCE AND TECHNOLOGY

Sta. Cruz, Cogon, Balingasag, Misamis Oriental
S.Y. 2024-2025

QUESTIONNAIRE

This study aims to understand how social media affects the social
interaction of senior high school students. Your responses will help us better
understand this topic and inform future research. Please answer the questions
honestly and to the best of your ability.
Part I. Demographic Profile

1. Sex: Male Female

2. Age: 15-16 years old 17-18 years old 19-20 years old

3. Strand: STEM HUMSS ABM

Part II: Social Media Usage

Instruction: Using the 4 point scale shown below. Rate the following statements
by placing a check in the table. Please answer the statement honestly. Do not
leave each item unanswered.

Scale;

Always Sometimes Seldom Never

4 3 2 1

Leisure: Leisure refers to the time that individuals spend away from their
obligatory activities (such as work or academic responsibilities), which they can
utilize for relaxation, enjoyment, or engagement in activities of personal interest.
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Leisure is characterized by voluntary participation and the freedom to choose how

one spends their time.

Leisure
Item Statement A SO S N
1. Social media is a primary source of
entertainment for me.
2. I use social media to stay updated on trends
and popular culture.
3. I follow entertainment accounts or pages on
social media.
4. I participate in social media challenges or
trends for fun.
5. Social media helps me find and share memes or
funny content.

Educational Use: Educational use refers to the application of tools, resources, or

platforms designed to facilitate learning, enhance knowledge, and support

academic achievement. This includes utilizing digital content and social media

platforms in a manner that promotes educational outcomes and skill development.

Educational
Item Statement A SO S N
1. Social media helps me with my studies and
assignments.
2. I follow educational accounts or pages on social
media.
3. I participate in online study groups through
social media.
4. I use social media to stay updated on
educational events and webinars.
5. I use social media to connect with educators
and experts.

Communication: The process of exchanging information, ideas, thoughts, or

feelings between individuals or groups. It can occur through various channels,

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including verbal, non-verbal, written, or digital mediums, and encompasses both

the content and the manner in which messages are conveyed.

Communication
Item Statement A SO S N
1. I use social media to communicate with friends
and family.
2. I use social media to share updates about my
life.
3. Social media helps me reconnect with old
friends.
4. I use social media to communicate with groups
or communities I belong to.
5. Social media enhances my ability to network
and form new connections.

Part III. Impact of Social Media on Students Social Interaction

School Interaction
Item Statement SA MA DA SD
1. Social media usage enhances my
communication with teachers.
2. Social media helps me stay informed about
school events.
3. I collaborate with classmates on school projects
through social media.
4. My engagement in online class discussions is
supported by social media.
5. Social media contributes to my classroom
participation.

Family Interaction
Item Statement SA MA DA SD
1. Social media usage strengthens my relationship
with my family.
2. I share important family moments on social
media.
3. My relationship with my family is positively
influenced by social media.
4. I use social media to communicate important
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information to my family.
5. Social media helps me feel more connected to
my family.

Peer Interaction
Item Statement SA MA DA SD
1. My peers influence me through social media.
2. I communicate with peers effectively using
social media.
3. I prefer using social media to stay in touch with
peers.
4. Social media supports my friendships.
5. I participate in group activities with peers on
social media.

APPENDIX B
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INFORMED CONSENT FORM

We are the Third Year BSED-Social Studies Education students taking up

Research 2. As a candidate for the degree program, we are conducting a research project
on “SOCIAL MEDIA INFLUENCE ON THE SOCIAL INTERACTION OF THE GRADE 12
ACADEMIC STRAND STUDENTS” The objective of this study is to examine the
influence of social media on the social interaction of senior high students. In view of the
above rationale, may I ask you to participate in this research study?

You are chosen to take part in the study considering that you and your co-
respondents directly represent the qualities that will best address the study. There is no
risk to you in participating in this project.

The data generated by this study will be kept confidential. Respondents will not be
named in any manner of publication and identities are strictly private that may be derived
from this study. Research files, papers, documents and audio recordings will be kept
secured and only the researcher can access them.

You are absolutely free to decide whether to take part or not to take part in this survey. If
you decide to participate and choose to stop at your own free will you can terminate your
participation. There will be no consequences nor will you be penalized for not
participating.

Confidentiality and Privacy of Data

All information gathered about you as a result of this study will be secured and
absolutely confidential. There is definite assurance from the researcher that
confidentiality, privacy, and anonymity will be observed during and in the aftermath of
data collection, storage, and publication of the research study. All data gathered in the
process of the research study will be properly stored in paper or electronic form for a
period covering ten years after the research study has been completed.

Thank you for carefully reading the information in this form and for your voluntary
participation in this survey.

CONSENT

With my signature affixed in this consent form, I hereby affirm that I have read and
understood the instructions and was given the chance to seek further information. I am fully
aware, and I have understood very well that this purely voluntary and that I am not obliged
to participate and may decline for no reason and cost. I freely give my consent to participate
in this study.

Signature: _______________________ Date: _____________________________

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APPENDIX C

APPROVED LETTER TO CONDUCT A STUDY

November 11, 2024

MR. REYNALDO P. VALMORES, RPh

President
This Institution

Thru: MRS. NYMPHA R. DELSOCORA, LPT, MA

Principal, Basic Education Department

Dear Mr. Valmores:

Greetings in peace!

We, the third-year BSEd students of this institution, are currently working on our research study
titled “Social Media Influence on the Social Interaction of the Grade 12 Academic Strand
Students” as a requirement of our subject in Research in Social Studies.

We sincerely request your office’s permission to conduct our research survey with the Senior High
School students as our respondents. The objective of this research is to explore how social media
platforms affect interpersonal relationships and communication among students. The survey will
include questions related to social media usage, social interactions, and related perceptions.
Participation in this survey is entirely voluntary, and respondents will have the option to withdraw at
any time without any consequence.

Rest assured that their anonymity will be protected as mandated by R.A. 10173 or also known as
Data Privacy Act of 2012.

We are hoping for your positive response. Thank you and God bless.

Respectfully yours,

RICCA MAE BICAR

Research Leader

Noted:

PAUL JAYSON P. TOLEDO, LPT, MA

Research Adviser

Recommending Approval:

NYMPHA R. DELSOCORA, LPT, MA

Principal

Approved by:

REYNALDO P. VALMORES, RPh

President
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APPENDIX D

Certificate of Reliability

This is to certify that after testing using Cronbach’s Alpha with 20 respondents to
know if the survey questionnaire for the study “SOCIAL MEDIA INFLUENCE ON THE
SOCIAL INTERACTION OF THE GRADE 12 ACADEMIC STRAND STUDENTS”, has
internal consistency, the following data was gathered:

Item Total Statistics

Scale Mean if Item is Scale Variance if Item Corrected Item Total Cronbach’s Alpha if
Deleted is Deleted Correlation Item is Deleted
Var001 110.45 238.79 0.25 0.87
Var002 110.20 227.33 0.53 0.86
Var003 110.55 228.47 0.52 0.86
Var004 110.65 228.24 0.47 0.86
Var005 110.15 235.29 0.38 0.87
Var006 109.55 241.52 0.31 0.87
Var007 109.95 234.05 0.54 0.86
Var008 110.20 226.69 0.52 0.86
Var009 110.15 230.66 0.58 0.86
Var010 110.30 225.80 0.63 0.86
Var011 109.15 251.29 0.00 0.87
Var012 110.65 239.71 0.27 0.87
Var013 109.80 239.75 0.30 0.87
Var014 109.75 238.41 0.45 0.86
Var015 109.95 234.79 0.42 0.86
Var016 109.95 237.94 0.35 0.87
Var017 109.75 237.14 0.41 0.87
Var018 110.15 238.03 0.35 0.87
Var019 110.15 233.08 0.53 0.86
Var020 110.45 232.58 0.44 0.86
Var021 109.65 247.29 0.12 0.87
Var022 109.75 242.83 0.27 0.87
Var023 110.75 236.20 0.32 0.87
Var024 110.15 234.34 0.44 0.86
Var025 110.25 240.62 0.32 0.87
Var026 110.20 242.59 0.24 0.87
Var027 110.00 233.37 0.52 0.86
Var028 110.35 229.29 0.49 0.86
Var029 110.30 235.69 0.35 0.87
Var030 109.80 239.33 0.43 0.87

Reliability Statistics
Cronbach’s Alpha Number of Items
0.87 30

The test result of Cronbach’s Alpha which is 0.87 means GOOD internal
consistency. Therefore, the instrument used is considered RELIABLE as it has consistent
results.

Certified Correct by:

MS. ROSEMARIE G. SILVA-TORREGOSA, LPT, MACDDS

Statistician
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