IMPACT OF SOCIAL MEDIA ON THE SOCIAL BEHAVIOR OF HIGH SCHOOL

STUDENT AT ICT-ED INSTITUTE OF SCIENCE AND TECHNOLOGY INC.

SAN ANTONIO CAMPUS

A Research
Presented to the Faculty of ICT-ED Institute
of Science and Technology Inc.
San Antonio, Quezon

In Partial Fulfilment
of the Requirements for the 3I’s
Information and Communications Technology Strand

By:

Beron, Lie Ann L.

De Castro, Myrhine M.
Manalo, Diane Nicole A.
Morcilla, John Renz A.

May, 2025
s

APPROVAL SHEET

This research titled “IMPACT OF SOCIAL MEDIA ON THE SOCIAL

BEHAVIOR OF HIGH SCHOOL STUDENT AT ICT-ED INSTITUTE OF

SCIENCE AND TECHNOLOGY INC. SAN ANTONIO CAMPUS” prepared and

submitted by Lie Ann L. Beron, Myrhine M. De Castro, Diane Nicole A.

Manalo, and John Renz A. Morcilla in partial fulfillment of the requirements for

the Inquires, Investigation, and Immersion has been examined and is

recommended for acceptance and approval for oral examination.

______________________________
MR. ADRIAN J. ANDAL
Adviser

THESIS COMMITTEE

______________________________
MR. JOJIE R. DE RAMOS, MBM
Chairman

______________________________
MS. REINA B. MATANGUIHAN
Member

______________________________
MS. MIA IRISH R. CUENCA, LPT
Member

ii
 CERTIFICATION FROM THE PANEL OF EXAMINERS

Approved by the Committee on Oral Examination with a grade of ______.

______________________________
MR. JOJIE R. DE RAMOS, MBM
Chairman

______________________________
MS. REINA B. MATANGUIHAN
Member

______________________________
MS. MIA IRISH R. CUENCA, LPT
Member

Approved and accepted in partial fulfillment of the requirements for the Inquires,

Investigation, and Immersion.

______________________________
Date

______________________________
MRS. EDNA A. DEJETO
School President
 CERTIFICATE OF AUTHENTICITY

We, the researchers, hereby certify that this paper constitutes our own

product, that where the language of others is set forth, quotation marks so

indicate, and appropriate credit is given where we have used the language,

ideas, expressions, or writings of another. This is original work of the authors and

does not infringe the copyright or other rights of others.

Researchers

Beron, Lie Ann L.

De Castro, Myrhine M.

Manalo, Diane Nicole A.

Morcilla, John Renz A.

 ACKNOWLEDGEMENT

Heartfelt gratitude and appreciation are offered to all who contributed to

the success of this study.

First and foremost, the researchers express their deep thankfulness to

God for the wisdom bestowed upon them.

They would also like to sincerely thank their research advisor, Mr. Adrian

J. Andal, for his unwavering support, patience, motivation, enthusiasm, and vast

knowledge – all of which were instrumental in guiding them throughout the

research process.

Additionally, the researchers extend their gratitude to the rest of their

research committee, including Mr. Jojie R. De Ramos, Ms. Reina B.

Matanguihan, and Ms. Mia Irish R. Cuenca for their encouragement and

insightful feedback that helped improve the research.

L.A.L.B.

M.M.D.

D.N.A.M.

J.R.A.M.
 DEDICATION

This research paper is sincerely dedicated to our supportive family, whose

unflinching support and encouragement have been the foundation of our path, is

the recipient of this research dedication.

Moreover, we dedicated this research paper to our research adviser Mr.

Adrian J. Andal and group mates, whose advice and ideas have been important.

Lastly, we dedicated this effort to all the academics and researchers

whose work served as inspiration and an outline for this study. May this study

help in the group’s search for for information and comprehension.

L.A.L.B.

M.M.D.

D.N.A.M.

J.R.A.M.
 ABSTRACT

Title: IMPACT OF SOCIAL MEDIA ON THE SOCIAL BEHAVIOR OF HIGH

SCHOOL STUDENT AT ICT-ED INSTITUTE OF SCIENCE AND TECHNOLOGY
INC. SAN ANTONIO CAMPUS
Name of the Researcher: Beron, Lie Ann L., De Castro, Myrhine M., Manalo,
Diane Nicole A., Morcilla, John Renz A.
Institution: ICT-ED Institute of Science and Technology Inc.
Grade and Strand: Grade 12 – Information and Communications Technology
School Year: 2024 – 2025
Adviser: Mr. Adrian J. Andal
Summary
The research entitled "Impact of Social Media on the Social Behavior of
High School Students at Ict-Ed Institute of Science and Technology Inc. San
Antonio Campus" investigated the impact of social media on the social behavior
of 113 ICT-ED high school students. Using a quantitative approach and survey
questionnaires, the study examined students' demographic profiles, their
perceptions of social media (including media dependency, connections with
family and friends, and professional connection), and their social behavior
(neuroticism, extraversion, openness, agreeableness, and conscientiousness).
The results revealed a mix of responsible and irresponsible social media use.
Students displayed both positive and negative behaviors, often relying heavily on
social media and feeling misunderstood in face-to-face interactions. Significant
differences in perceptions of social media were observed across various
demographic groups (sex, age, grade level, applications used, and time spent on
social media), with females and heavy social media users demonstrating greater
media dependency and neuroticism. A positive correlation was found between
social media use and social behavior, suggesting that mindful social media
usage was associated with positive social behavior. The study recommended
implementing social media literacy programs focusing on responsible media use,
improved socialization skills, and positive behavior development.
Keywords: Social Media, Social Behavior Media Dependency Professional
Connection, Neuroticism, Extraversion, Openness, Agreeableness, And
Conscientiousness
TABLE OF CONTENTS

Page

TITLE PAGE …………………………………………………………………….

APPROVAL SHEET……………………………………………………………. i
CERTIFICATION OF THE PANEL OF EXAMINERS……………………….. ii
CERTIFICATE OF AUTHENTICITY…………………………………………. iii
ACKNOWLEDGEMENT ………………………………………………………. iv
DEDICATION ……………………………………………………………………. v
ABSTRACT …………………………………………………………………….. vi
TABLE OF CONTENTS ……………………………………………………….. vii
LIST OF TABLES ………………………………………………………………. ix
LIST OF FIGURES ………………………………………………………………. x

CHAPTERS
1. THE RESEARCH PROBLEM
Introduction……………………………………………………………… 1
Theoretical and Conceptual Framework …………………………….. 3
Statement of the Problem ……………………………………………... 5
Hypothesis of the Study…………………………………………………. 6
Scope, Delimitation, and Limitation ………………………………….. 8
Significance of the Study ………………………………………………. 9
Definition of Terms …………………………………………………….. 10

2. REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature ………………………………………………………. 13
Related Studies ………………………………………………………… 19
Synthesis ……………………………………………………………….. 24
3. RESEARCH METHODOLOGY
Research Design ………………………………………………………... 26
Respondents of the Study ………………………………………………. 26
Data Gathering Instrument ……………………………………………. 27
Data Gathering Procedure ……………………………………………... 28
Statistical Treatment of the Data ………………………………………. 28
Ethical Consideration …………………...………………………………. 31
4. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
5. SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Findings ………………………………………………………………….. 51
Conclusions……………………………………………………………. 53
Recommendations……………………………………………………. 54
BIBLIOGRAPHY….…………………………….………………………………. 59
APPENDICES….…………………………….………………………………..... 66
CURRICULUM VITAE……………………….………………………………….. 72
 LIST OF TABLES

No. Title Page

1 Respondent’s profile in terms of Age 30

2 Respondent’s profile in terms of Gender 31

3 Respondent’s Profile in Terms of Grade level 32

4 Respondents ‘ Profile in Times of Hours Spend in Social 4

Media

5 Respondents’ Profile in Terms of Social Media Application 35

Used

6 Social Media on Media Dependency 36

7 Social Media on Family and Friends 37

8 Social Media on Profesional Connections 39

9 Social Media on Neuroticism 40

10 Social Media on Extraversion 42

11 Social Media on Openness 43

12 Social Media on Agreeableness 44

13 Social Media on Conscientiousness 45

14 The significant relationship between the demographic profile 47

of the respondents and the respondents perception towards

social media

15 Significant Relationship between used of social media and 48

 social behavior

LIST OF FIGURES

No. Title Page

1 SOCIAL MEDIA ON DEPENDENCY AND

COMMUNICATION PRACTICE M. MEDHAT(2024)
2 THE BIG FIVE PERSONAL TRAITS ON SOCIAL MEDIA
USAGE ALEV KOCAK ALAN (2016)
3
 CHAPTER 1

THE RESEARCH PROBLEM

This chapter includes the introduction, theoretical framework, statement of

the problem, hypothesis of the study, scope, limitations and delimitations,

significance of the study, and definition of terms.

Introduction

Social media platforms' ubiquity offered a vast space for individuals to

connect, share information, and express themselves (Esteban, 2019). These

online platforms, including social networking sites and microblogging websites,

enabled a type of mass media communication where users shared their

thoughts, experiences, and updates with a wider audience. This widespread use

led to a growing interest in understanding its impact on various aspects of human

behavior, particularly social behavior.

Globally, research suggested that excessive social media use could be

linked to negative social outcomes, such as increased loneliness, depression,

and anxiety (Primack et al., 2017). Studies also highlighted the potential for

social media to contribute to the spread of misinformation and the formation of

echo chambers, hindering healthy dialogue and critical thinking (Sunstein, 2017).

While global trends provided valuable insights, it was crucial to examine the
specific impact on local populations. Within educational settings, the rapid

adoption of social media presented both opportunities and challenges. Teachers

and educators faced the need to adapt their teaching methods to integrate

technology effectively, while also addressing concerns about its potential

negative effects on student learning and social development.

The ICT-ED Institute of Science and Technology, like many educational

institutions, experienced a notable shift in student mood and social behavior,

potentially linked to the increasing use of social media. Anecdotal evidence

suggested a decrease in face-to-face interaction among students, with many

opting for online communication instead. This shift raised concerns about the

potential effects of social media on students’ ability to build meaningful

relationships, develop empathy, and navigate complex social situations.

Researchers were motivated by a desire to understand the complex relationship

between social media and social behavior in a real-world setting. This study

aimed to address the specific research problem of understanding the impact of

social media on the social behavior of high school students at the ICT-ED

Institute of Science and Technology. The research investigated how social media

influenced student interactions, communication styles, and overall social

development, taking into account the unique context of the Institute. The findings

provided valuable insights for teachers, students, and future researchers to

understand the interplay between technology and social behavior in educational

settings.
 H1
H2
H3
Conceptual Framework

Media Dependency

Family and Friends

Social Media
Professional
Connection
Figure 1
Social media on dependency and communication practice M. Medhat
(2024)
This analysis investigates the multifaceted impact of social media on

various aspects of social behavior, specifically focusing on its influence on media

dependency. Relationships with family and friends, and professional connections.

The study posits three hypotheses: H1 explores the relationship between social

media use and media dependency, examining how reliance on social media

platforms for information and connection might lead to a dependence on these

platforms for social interaction and news. H2 investigates the connection

between social media use and the quality of relationships with family and friends,

acknowledging that social media can both strengthen and weaken these bonds

by facilitating communication while potentially decreasing face-to-face

interaction. H3 examines the link between social media use and professional
connections, analyzing how platforms are utilized for networking. Connecting with

colleagues, and accessing job opportunities. Underlying this analysis is the

Media System Dependency Theory, which emphasizes the interconnectedness

of individuals, media, and social systems. The theory suggests that increased

reliance on social media for information and connection fosters a greater

dependency on these platforms, influencing communication patterns and social

behaviors. By examining the relationships between social media and these key

aspects of social life, the analysis aims to provide a comprehensive

understanding of how social media has transformed communication and social

interaction, particularly in the context of the post-pandemic era, where media has

become increasingly central to daily life.

Neuroticism

Extraversion

Social Media Usage

Agreeableness
Openness

Conscientiousness

Figure 2
The big five personality traits on social media usage Alev Kocak Alan
(2016)
 The contextual learning theory looked into the connection between social

media usage and neuroticism, extraversion, openness, agreeableness, and

conscientiousness. Social media usage refers to online behaviors that facilitate

“direct exchanges” among users. Such as messages, leaving comments, liking

content, and interacting with other people in different ways. Accordingly, the

phrase social media usage refers to the digital interaction which is connected into

the phrase neuroticism, the overall tendency towards negative feelings. Second,

the term extraversion is the characteristic of the person who are outgoing,

sociable, and energetic. Third, the term openness is the personality trait or an

overarching concept that emphasizes transparency and collaboration. Fourth, the

term agreeableness the personality of a person (kind, cooperation, and

consideration). Lasty, the term Conscientiousness is the personality of a person

being responsible, careful, or diligent. The model shows that Big Five personal

traits, namely, neuroticism, extraversion, openness, agreeableness and

conscientiousness have a direct impact on behavioral intention namely, social

media usage intention.

Statement of the Problem

This research investigated the relationship between social media use and

the social behavior of high school students. Specifically, the study sought to

answer the following research questions.

1. What is the demographic profile of the respondents in terms of:

1.1. Age;
 1.2. Gender;

1.3. Grade level;

1.4. Application used

1.5. No. of hours spend on Social Media

2. What are the respondents perception towards social media in terms of:

2.1. Media Dependency;

2.2. Family and Friend;

2.3. Professional Connections

3. What are the respondents perception towards the impact of social media use

on the social behavior of high school students, in terms of:

3.1. Neuroticism;

3.2. Extraversion;

3.3. Openness;

3.4. Agreeableness;

3.5. Conscientiousness

4. Is there a significant relationship between the demographic profile of the

respondents and the respondents perception towards social media?

5. What action plan can be implemented to mitigate the negative effects of social

media use on the social behavior of high school students?

Hypothesis of the Study

Ho1: There is no significant relationship between the demographic profile of the

respondents and respondents perception towards social media.

Hα1: There is significant relationship between the demographic profile of the

respondents and the respondents perception towards social media.

Ho2: There is no significant relationship between the demographic profile of the

respondents and respondents perception towards social media use on the

social behavior of the students.

Hα2: There is significant relationship between the demographic profile of the

respondents and respondents perception towards social media use on the

social behavior of the students.

Research Paradigm

This study employed an input-process-output (IPO) model. The IPO

model, represented by a connected sequence of boxes, depicted the study's

fundamentals.

The input (I) comprised the respondents' demographic profile (age,

gender, grade level), social media application usage, daily social media usage

hours, and their perceptions of social media and its use. The study investigated

the significant relationships between the respondents' demographic profile and

their perceptions of social media and its use.

The process (P) involved questionnaire distribution and data analysis,

conducted with a transparent methodology.

The output (O) represented the study's results, derived from processing

the input, and included a proposed action plan to improve high school students'

social media use at the ICT-Ed San Antonio Campus.

 INPUT PROCESS OUTPUT

•Demographic profile.
• Respondents
perception towards
social media.
• Respondents
perception towards the
impact of social media
use on the social
P P
behavior of the students.
Distribution of survey •
• Significant relationship
questionnaire
between the
Data analysis • • Propose action plan
demographic profile of
the respondents and
respondents perception
towards social media.
• Significant relationship
between the
demographic profile of
the respondents and
respondents perception
towards social media
use on the social
behavior of the students.

Figure 3

IPO Model of the Study

Scope, Delimitation and Limitation

This study examined the impact of social media on the social behavior of

high school students at the ICT-ED San Antonio campus during the 2025-2026

school year. The study's scope was limited to high school students, with a total

population of 113 respondents. The research focused on understanding and

analyzing the effects of social media on students' social behavior.

Researchers maintained objectivity by excluding themselves from the

respondent pool, except for four Grade 12 Information and Communications

Technology students who participated in the research. The use of a survey

questionnaire as the primary data collection method was a deliberate choice to

gather the respondents' perspectives on social media's influence on their social

behavior.

The research aimed to provide a comprehensive understanding of how

social media usage affected the social interactions and behaviors of the high

school students involved in the study. The findings from the survey were

analyzed to determine the nature and extent of this influence.

Significance of the Study

This study aimed to determine the impact of social media on the social

behavior of high school students at the ICT-ED Institute of Science and

Technology Inc. The study's findings were considered valuable and relevant to

various stakeholders
Students. The Study will be beneficial to the student, who will benefit from a

better understanding of the Social Media on their Social Behavior. The

knowledge will empower them to make informed decision about Social Media on

their Social Behavior.

Parents. The study will be the guide of the parents to lessen the students

adaptation of behavior form Social Media. The research provide a suggestions or

recommendation to fix the issue.

The Teachers. The study can provide the necessary information to the teachers

and to know the better understanding of the Students Behavior.

The Researchers. The study can help the researchers to know on how the

Social Media will impacted the Social Behavior of the Students. The Study can

apply the recommendation of this study to themselves to have more discipline

using Social Media.

The Future Researchers. The study can help the future researchers who will

continue the study about the impact of Social Media on students Social behavior.

This will be a guide and reference for the their future study

Definition of Terms

Agreeableness. It refers to a personality trait that can be described as

cooperative, polite, kind, and friendly. (Graziano, 2017). In this research, it refers

to the consideration and self control of the students when they are using social

media.
Conscientiousness. It refers to being governed by or conforming to the dictates

of conscience and is often associated with meticulousness and carefulness in

one’s work (Merriam-Webster, 2016). In this research, it refers to the sort out of

the student belongings.

Extraversion. It refers to a personality type that focuses energy on the external

world, contrasting with introversion, which focuses energy on the internal world

(Jung, 2019). In this study, it refers to the students communicative behavior

online.

Family. It refers to a group of two or more persons related by birth, marriage,

adaptation who live together (Bernades, 2018). In this research, it refers to the

students relationship to the family members.

Friends. It refers on a person who is attached to another by feelings of affection

or personal regard. Friends are individuals who provide support, compasionship,

and loyalty (Colwell et al, 2016). In this study, it refers to the relationship of the

students with other people.

Media dependency. It refer to the individuals rely on media for information,

entertainment, and social connection, creating a relationship where both media

and individuals influence each other (Sandra 2015). In this research, it refers to

the students reliability on social media.

Neuroticism. It refer to a personality trait (Eysenck, 2020), involves a

predisposition to experience negative emotions like anxiety, sadness, and anger

frequently and intensely, often perceiving threats even when absent and feeling a
lack of control. In this study, it refers to the isolation of the students because of

social media.

Professional Connections. It refers to the relationships and networks formed

among individuals within a particular industry, leading to collaboration,

opportunities, and shared knowledge crucial for career advancement (Nick,

2021). In this study, it refers to the professionalism of students about6 social

media influence.

Social Behavior. It refers to behavior that varies as a function of other

organisms, where interactions can elicit, occasion, or reinforce such behavior,

and it need not occur in the presence of others, as it can also relate to stimuli

previously associated with them (Angel, 2018). In this research, it refers to the

personality of the students that are influenced by social media.

Social Media. It refers to interactive digital platforms enabling user interaction

and content sharing within online communities and networks, facilitating the

creation, sharing, and aggregation of information, ideas, and other forms of

expression (Aichner et al., 2021). In this study, it refers to the platforms that is

being used by the students.

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter reviews related literature and studies, synthesizing the

impact of social media on the social behavior of students. The analysis considers

media dependency, professional connections, family and friend relationships,

and the Big Five personality traits.

Related Literature

Social media

According to Taylor (2019), social media significantly impacts adolescents’

well-being, affecting their mental health, body image, and social relationships.

Their work highlights how social media has transformed communication and

information sharing, offering benefits such as connecting with loved ones,

networking, and sharing ideas. As mentioned by Adam et al. (2022), the

pervasive use of social media is fundamentally altering communication and

impacting various aspecints of life, from relationships to political engagement. It

explores public perception of social media, focusing on platform usage,

motivations, and user perspectives on both the benefits and drawbacks.

Based on Raheem et al. (2021), social media’s widespread use,

particularly among teenage students utilizing platforms like Twitter, Instagram,

and Facebook, presents both advantages and disadvantages for academic

performance, which includes a survey, investigates social media’s impact on

students’ studies, social lives, and academic achievements, highlighting

concerns about privacy, security, and distractions while also acknowledging the

technology’s evolving nature and potential benefits.

As cited by Amedie (2015) examined social media’s negative impacts

across three key areas: First, it fosters superficial online connections, leading to

emotional and psychological problems. Second, its addictive nature displaces

family time, diminishes interpersonal skills, and contributes to antisocial behavior.

Social behavior

According to Cox (2021), social media’s integration into daily life has

significantly influenced human behavior, yielding both positive and negative

consequences. While fostering open-mindedness, mutual respect, and career

exploration, social media also presents challenges. Positive impacts include

enhanced creativity, risk-taking, and improved self-efficacy and coping

mechanisms. However, the overall effect is a complex interplay of beneficial and

detrimental influences on behavior.

Moreover, as stated by Eskine et al. (2011), Articles show that

manipulating pre-existing emotional states through various methods like arousing

stimuli or emotion regulation influences social behavior. Genetic variations can

also affect these emotional states, altering brain processes crucial for social

interaction, suggesting that affective and social functioning share overlapping

systems. Based on Rubenstein et al. (2019), social behavior encompasses a

range of interactions aggressive, mutualistic, cooperative, altruistic, parental

between individuals. Repeated interactions lead to social relationships, forming

across various demographics strangers, relatives, sexes, generations. These

relationships create social systems, varying in reproductive strategies

monogamous, polygamous and cooperative structures. Ultimately, ecological

factors, demography, and kinship determine the nature of these social systems.

As mentioned by Kutbi et al. (2016) investigated the perceptions of

students and faculty regarding social media’s impact on student social behavior.

While both groups acknowledged positive aspects, common concerns included

physical inactivity, social introversion, exposure to bullying, and decreased

mental engagement among students. .

Media dependency

According to Maidin et al. (2024) analyzed factors contributing to social

media dependency among youth, exploring its psychological and social

consequences. Their literature review identified social comparison, smartphone

addiction, and fear of missing out FOMO as key drivers of increased reliance on

social media. It highlights the complex relationship between social media use and

youth mental health, acknowledging both its benefits connectivity, information

access and risks psychological well-being, social behavior.

As mentioned by Handarkho et al. (2022) developed a model using Social

Impact, Uncertainty, Analyzing data from 390 respondents via SEM, they found

that SNS dependency most strongly influenced trust. Social impact also

significantly affected trust, demonstrating how others’ opinions influence

individual judgments. Uncertainty indirectly affected and moderated the

relationship between SNS dependency and trust.

As cited by Aldamen (2023) used the media system dependency model

and uses and gratifications theory to investigate Syrian refugees’ social media

use in Turkey. Employing a mixed-methods approach, leading to increased

social media dependency. Refugees favored Facebook for various reasons, and

this dependency had diverse consequences for individuals.

Based on Jung (2014) examined the media dependency theory provides a

multilevel, ecological framework for explaining individual and societal conditions

that influence the importance of media in people’s daily lives. Following a

theoretical discussion, it reviews empirical research applying media dependency

theory. The entry explains how media dependency theory, first proposed when

mass media were more dominant, has evolved since then.

Family and Friends

According to Hao et al. (2023) investigated the differing impacts of

perceived family and friend support on problematic social media use PSMU

among 1056 adolescents. Their mediation analysis revealed that resilience and

loneliness partially mediated the relationship between family support and PSMU,

but fully mediated the relationship between friend support and PSMU.

Importantly, the article found that the influences of family and friend support on

PSMU were independent and did not interact. It highlight the distinct and
separate effects of family and friend support on adolescent PSMU, clarifying the

mediating mechanisms involved.

Based on Procentese et al. (2019) examined how Italian parents’

perceptions of social media’s impact on their families relate to family

communication and collective efficacy. Using data from 227 parents with

teenage children who use Facebook and WhatsApp, Parents’ perceptions

mediate the relationship between collective family efficacy and open

communication.

According to Lin (2023) investigated the distinct roles of family and friend

support in mitigating problematic social media use among adolescents. Their

study of 1056 adolescents revealed that resilience and loneliness partially

mediated the relationship between perceived family support and PSMU, but fully

mediated the relationship between perceived friend support and PSMU. This

suggests independent and differing influences of family and friend support on

adolescent PSMU, with family support having a more direct impact. Moreover, As

stated by Swami (2023) found that social media engagement negatively impacts

appearance satisfaction, regardless of the content creator. Remarkably, content

from friends and family had a significantly stronger negative effect than content

from celebrities and influencers.

Professional connection

Based on Toerien (2023) highlights that while professional connections

have always been crucial for career success, social media platforms like
LinkedIn, Twitter, and Facebook have exponentially increased their value by

facilitating connections with like-minded professionals and building extensive

networks. This article explores the value of these social media connections and

how to maximize their benefits.

Neuroticism

Based on Joinson et al. (2021) reviewed 159 studies examining the

relationship between neuroticism and social media use. Despite significant daily

social media engagement, many users express a desire to limit its intrusion. The

review revealed contradictory findings: individuals high in neuroticism reported

excessive use while simultaneously exhibiting infrequent usage. The authors

highlight difficulties experienced by highly neurotic individuals in fully benefiting

from social media, emphasizing design and user considerations for platforms.

Moreover, As stated by Huang et al. (2023) examined the relationship

between adolescent neuroticism and problematic mobile social media use,

investigating the mediating role of self-control and the moderating role of family

socioeconomic status FSES. Analysis of data from 1146 adolescents revealed

that self-control mediated the positive association between neuroticism and

problematic social media use. Furthermore, FSES moderated the self-control-

problematic use relationship; the association was stronger for high-FSES

adolescents.

As mentioned by Marengo et al. (2020) investigated the relationship

between extraversion, neuroticism, online posting activity, positive social

feedback (Likes), and social media addiction among 1094 Facebook users.

Neuroticism, but not extraversion, directly correlated with social media addiction.

Posting frequency mediated the link between both personality traits and

addiction. Received Likes mediated the extraversion-addiction link, but not the

neuroticism-addiction link. A serial mediation effect was found, whereby

increased hi activity leading to positive feedback increased the risk of addiction

for both extroverts and neurotics, indicating distinct patterns linking personality,

online behavior, and social media addiction.

According to Tackett, (2015) study provides a comprehensive review of

neuroticism, a salient higher-order personality domain with significant public

health implications. The chapter covers neuroticism’s facets, genetic and

environmental influences, its developmental trajectory including change, and its

predictive validity for psychopathology, physical health, and quality of life. The

authors conclude with suggestions for future research and applications in public

health.

Extraversion

According to Hofacker et al. (2013) investigated the relationship between

extraversion, social identity expressiveness, and active social media use among

1308 online content contributors. Results showed positive correlations between

extraversion and active use, both directly and indirectly via social identity

expressiveness. While limited to the specific social media platforms used by

participants, the study identified two key motivations for active use and suggests
that marketing strategies emphasizing self-expression could enhance

engagement, particularly among extraverted users. This research is novel in its

combined examination of extraversion and social identity expressiveness to

explain active social media participation.

Based on Hinds et al. (2020) systematically reviewed 182 studies

examining the relationship between extraversion and social media behavior.

Their findings, categorized across six areas content creation, content reaction,

user profiles, usage patterns, perceptions, and aggression/trolling/excessive use,

reveal that extraverts exhibit higher social media engagement, mirroring their

offline tendencies towards social interaction and positive expression

As cited by Sharma et al. (2022) examined how social media affects the

academic performance of undergraduate and postgraduate students, focusing on

the difference between extraverted and introverted individuals of both genders.

Data from 408 students 202 male, 206 female were collected using a validated

scale. One-way ANOVA showed a significant difference in the impact of social

media on academic performance between extraverted and introverted students.

Related studies

Andador et al. (2019) conducted a study on the impact of social media on

students' study habits. The study indicated that social media negatively affects

students' study habits, leading to poor academic performance due to distractions.

Most junior high school students agreed that social media occupied their minds

even during class, impacting their ability to concentrate on studies. The study
recommended that students learn to control their social media usage to improve

their focus and academic performance.

According to Suarez et al. (2019), this research found that high school

students using social media exhibited higher levels of psychiatric morbidity than

middle school students. This indicates that social media may exacerbate mental

health issues among older adolescents. The study suggests that the transition to

high school, combined with increased social media use, may increase

vulnerability to mental health challenges. The authors recommend integrating

social media usage assessments into adolescent psychiatric evaluations to

address potential mental health risks.

Based on Atherton (2021), a survey indicated that high school students

spend an average of three to five hours daily on social media, negatively

impacting their self-image and mental health. The study concludes that excessive

social media use is linked to feelings of loneliness and poor self-esteem. It

recommends that students take regular breaks from social media to improve their

mental well-being and self-perception.

As cited by Bokase (2023) social media significantly impacts various

aspects of behavior across different demographics, influencing political views,

purchasing habits, social interactions, and mental well-being. While offering

potential benefits like increased self-esteem and political engagement, it also

presents challenges such as increased loneliness and stress, and a complex

relationship with social interaction Mar (2013). Further research is needed to fully
understand these complex relationships and develop strategies to mitigate the

negative impacts of social media on mental health.

Synthesis

The previous literature is similar to the present study in that it’s focused on

social media and social behavior. Manktelow and Taylor established a significant

correlation between social media use and adolescent well-being, impacting

mental health, body image, and social relationships. In line with this, the

researcher saw the similarities to the present study because the researcher also

saw the impact of social media on social behavior of ICT-Ed students, particularly

during leisure time and education which is the reason of conducting this study.

Furthermore , Raheem revealed social media’s impact on the academic

performance of teenage students using platforms like Twitter, Instagram, and

Facebook. The studies are related to the present study as it focus on social

media’s impact on student social behavior.

Moreover, previous study by Adam, Cox, Toerien, Ellison, Oksa, Bay,

Amedie, Kutbi, Maidin, Joinson, Huang and Marengo demonstrates social media

has both positive and negative effects on social behavior. The present study,

similar to Andador, Suarez, Atherton and Bokase research, employed a

quantitative research method to collect and analyze numerical data providing

statistical evidence of social media impact . Amedie’s study differed from the

present study as it utilized a qualitative approach, focusing on negative impacts

of social media. While Joinson study also differs as it was a literature review, a
qualitative synthesis of existing research, rather than a primary study collecting

original data.

Additionally, Hao, Lin, Swami and Procentese’s studies employed a

quantitative approach, focusing the impact of social media on support systems,

particularly regarding family and friends among adolescents. Similarly, Hisrich,

Darius, Peljko and Tabares employed a quantitative approaches, focusing on

entrepreneurship; the latter group reviewed literature on opportunity-driven

behaviors in international .

The researcher also noted the difference and similarities between the

previous and present study. The study of Aldamen and Jung are comparable to

the present study because both used descriptive research. Meanwhile

Handarkho study utilized a statistical technique, specifically structural equation

modeling, to analyze their data.

In addition according to Hofacker, Hinds, Deckert, Sharma, Roos and

Seidman, studies examining the personality traits and social media use. It is

similar to the present study because it also explained the effects of social media

use on the social behavior

 CHAPTER 3

RESEARCH METHODOLOGY

This chapter deals with the research method, research design,

respondents of the study, data-gathering instrument, data-gathering procedure,

and statistical treatment of data.

Research Design

This study's objective was to determine the impact of social media on

the social behavior of high school students. A descriptive research design was

employed to describe the students' social behavior, aligning with Siedlecki's

(2020) definition of descriptive research as aiming to produce accurate

descriptions of the characteristics and circumstances under study.

A quantitative research approach was chosen due to its structured nature

and focus on numerical, unchanging data, consistent with Chetty's (2020)

description. This approach was deemed the most suitable and straightforward

method for investigating the research question. Data collection utilized the total

population of the ICT-Ed San Antonio Campus.

Respondents of the Study

From an initial pool of 117 students, 113 high school students at the ICT-

ED Institute of Science and Technology Inc. served as participants in the study.

The researchers considered these students, as active users of social media and

exhibiting active social behaviors, to be a reliable source of data for the

questionnaire.
Data Gathering Instrument

Survey questionnaire have been form of survey created by Dazar and

Manalo that were related to the researchers being studied. Survey questionnaire

was distributed to respondents by the researchers in order to gather the data

required to solve the study’s problem. The survey questionnaire was composed

of two parts. Part 1 was about the profile of the respondents, which consisted of

age, gender, grade level, and the social media use. The second part of the

survey questionnaire was about the effect of social media use on the social

behavior interms of media dependency, family and friend, and professional

connections. The third is to determine the level of social media on the social

behavior of junior high and senior high school students, in terms of: Neuroticism,

extraversion, openness, agreeblaness, conscientiosness.

Likert Scale. It is a psychometric scale that is frequently used in studied

involving survey questionnaire and the method of scaling responses in every

research. The equivalent verbal interpretation of the are as followed (4) strongly

agree, (3) agree, (2) disagree, (1) strongly disagree.

Option Range Verbal Interpretation

4 3.50-4.00 Strongly Agree
3 2.50-3.49 Agree
2 1.50-2.49 Disagree
1 1.00-1.49 Strongly Disagree
Data Gathering Procedure

Before the survey, permission will be requested from the respondents, the

teachers for each grade level, the school president of ICT-ED San Antonio. This
is done by asking permission verbally and written. The respondents is not forced

by the researchers to answer the questionnaire.

Upon receiving approval, the researchers arranged to distribute the survey

questionnaires to the intended participants, ensuring that every student received

a copy. After collecting the completed questionnaires, the researchers compiled

and organized the data. The information gathered served as the foundation for

data analysis. This systematic approach enabled the collection of valuable data,

which was crucial for further analysis and study.

Statistical Treatment of Data

The data obtained will be treated through the application of the following:

In treating the demographic profile of the respondents, percentage, and

frequency distribution were employed.

f
P= × 100
n

Where:

P = is the percentage

f = is the frequency

n = is the total population

To determine effects of social media on media dependency, family and

friend, professional connections, and the effect of social media use on social

behavior of the respondents, the researchers used the weighted arithmetic mean.

fw
WAM = ∑ n
Where:

WAM = Weighted Arithmetic Mean

Σfw = Sum of the products of the frequency and the weight

n = total number of responses per item.

To determine the significant relationship between the profile of the

respondents and the impact of social media the researchers used spearman

correlation test. The formula will shown below.

2
6∑d i
p=1 –
n (n2 – 1 )

Where:

p = Spearman’s rank correlation coefficient

di = Difference between the two ranks of each observation

n = Number of observations

Ethical Consideration

To gather the necessary data for this study, the researcher followed a

systematic process. First, they developed a survey questionnaire, which was

reviewed and approved by their adviser. Once the questionnaire was finalized,

the researcher drafted a permission letter to secure approval from the school

administration and informed consent from the study’s pespondents.

In this study, researchers relied on information provided by respondents

after survey completion. Prior to the survey, verbal and written permission was

obtained from respondents, teachers of each grade level, and the school

president of ICT-Ed San Antonio. Participation was entirely voluntary.

Respondents were free to complete the questionnaire without coercion.

Researchers maintained the confidentiality of all respondent data to protect the

privacy of students, parents, teachers, and the school. Data were collected and

processed without alteration to ensure the reliability of the research findings.

 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents and discusses the data analysis and findings from

the study. It includes the respondents' demographic profile, the impact of social

media on their social behavior, and the significant relationship between the

respondents' demographic profiles and social media's influence on the social

behavior of high school students. The results are also examined in the context of

relevant literature and earlier research findings.

1. Demographics Profile of the Respondent

In order to accurately describe the respondents the study collect and analyze

their demographic profile including their age gender and area of specification.

Table 1
Respondents’ Profile in Terms of Age
Age Frequency Percentage (%)
12 to 13 27 23.894
14 to 15 39 34.513
16 to 17 41 36.283
18 above 6 5.310
Total 113 100.000
As shown in Table 1, out of 113 respondents, the range of 16-17 years old

got the highest frequency and percentage of 41, or 36.283%, followed by the

frequency and percentage of 39 and 34.513%, which belonged to the

respondents with the age range of 14-15 years old. Moreover, 12-13 years old

got the frequency and percentage of 27 and 23.894%, respectively. Respondents

with an age of 18 years and older had a frequency and percentage of 6 and
5.310%. Lastly, those respondents with the age range of 11 years old and below

got the lowest frequency and percentage of 0%.

Many teenagers’ lives build on social media for a variety of reasons, and

the amount of time they spend online can have a big impact on their social

development and habits. Teenagers are especially prone to the emotional and

social effects of social media. Their growing brains, increased social awareness,

focus on identity development, ability for risk-taking behaviors, and substantial

internet time. Constantly being exposed to well chosen pictures and messages

can affect their social skills, self-esteem, and reality perceptions.

According to Anderson et al. (2018), teenagers aged 16-17 are highly

active on social media platforms such as YouTube, Instagram, TikTok, and

Snapchat, where they have mixed views on its impact, ranging from positive

experiences of connection and self-expression to negative encounters with

drama and pressure, and many use these platforms frequently, often going

online almost constantly.

Table 2
Respondents’ Profile in Terms of Gender
Gender Frequency Percentage (%)
Male 45 39.823
Female 68 60.177
Total 113 100.000
As shown in table 2, out of 113 respondents female got the highest

frequency and percentage of 68 and 60.177%, followed by male with a frequency

by percentage of 45 and 39.823%.

 Social media’s impact on self-esteem differs between genders. Women

tend to spend more time on social media due to activities like cooking, makeup

tutorials, and online interactions. Men, on the other hand, often spend less time

online, engaging more in activities like watching motorsports videos. This

difference in online behavior stems from differing interests and activities. While

social media offers opportunities for self-expression and connection for both

genders, women’s longer engagement raises concerns about potential negative

impacts related to body image and social comparison.

According to Ebere (2017), social media improves how female students

think, engage, communicate, fall in love, lead social lives, and many other

aspects of their lives. The study also discovered that female students’ use of

social media increases and creates extra information and confusion in their

brains. They can struggle to distinguish between legit and untrue content and

information on social media platforms.

Table 3
Respondents’ Profile in Terms of Grade Level
Grade Level Frequency Percentage (%)
7 22 19.469
8 24 21.239
9 16 14.159
10 15 13.274
11 ABM 10 8.850
11 ICT 7 6.195
11 HE 6 5.310
12 ABM 9 7.965
12 ICT 4 3.540
Total 113 100.000
 As shown in table 3, the majority of the respondents were in Grade 8, with a

frequency and percentage of 24 and 21.239%, followed by a frequency and

percentage of 22 and 19.469%, which belonged to Grade 7. Meanwhile,

respondents from Grade 9 have a frequency of 16 and a percentage of 14.159%.

It was followed by Grade 10, with frequency and percentage of 15 and 13.274%.

Moreover, Grade 11 ABM with a frequency and percentage of 10 and 8.850%, It

was followed by the frequency and percentage of 7 and 6.195%, which belonged

to the grade 11 ICT respondents, followed by Grade 12 ABM with a frequency

and percentage of 9 and 7.965%. Followed by Grade 11 HE with a frequency of

6 and percentage of 5.310%, while Grade 12 ICT got th. Lowest frequency and

percentage of 4 and 3.540%.

Due to their developmental stage, increased social pressure, and

extensive use of technology, 8th grade are particularly prone to the impact of

social media on their social behavior. Their developing ability to think and strong

attention to emotions, adaption, and social acceptance. Social media provides

chances for connections, but because of its possible negative effects, media

literacy training and appropriate.

According to Straker (2018), there is extensive usage of technology in

education. Students in secondary grade are urged to use digital resources and

platforms for their education.

 Table 4

Respondents’ Profile in Terms of Hours Spend In Social Media

Hrs spent on social media Frequency Percentage (%)

0-1 10 8.850
1–5 30 26.549
6 –10 45 39.823
10 above 28 24.779
Total 113 100.000
The distribution of respondents on on the frequency of Hours spent on

social media is displayed in Table 4. The results indicate that the number of

hours spent on social media use in 6-10 had the highest frequency and

percentage of 45 and 39.823%, followed by 1-5 hours with a frequency and

percentage of 30 and 26.549%. Moreover, 10 hours above got the frequency and

percentage of 28 and 24.779%. While 0-1 hour got the lowest frequency of 10

and percentage of 8.850.

Many students spend 6 to 10 hours on social media because of their

heavy reliance on it. They often have their phones with them even during meals,

rest breaks, and other activities. Their study time, conversations, and information

searches leave little time for rest, often resulting in sleep deprivation or even all-

nighters spent chatting online. This excessive social media use contributes to

negative consequences like social isolation, anxiety, and other social behavior

problems.

According to Ebrahem(2016), today’s adolescents have unprecedented

access to modern technology and use them in expected and unexpected ways.
Adolescents spend many hours a day browsing on social media, and the vast

majority of them have access to Internet, websites and applications.

Table 5

Respondents’ Profile in Terms of Social Media Application Used

Social media use Frequency Percentage (%)

Facebook 18 15.929
Instagram 30 26.549
TikTok 57 50.442
Twitter 8 7.080
Total 113 100.000
As shown in table 5, the majority of the respondents were in TikTok, with

a frequency and percentage of 57 and 50.442%, followed by a frequency and

percentage of 30 and 26.549%, which belonged to Instagram. Meanwhile, the

frequency and percentage of Facebook is 18 and 15.929%. It was followed by

the lowest frequency and percentage of 8 and 7.080%, which belonged to twitter.

The pandemic's widespread use of TikTok significantly altered students'

social behavior. The platform's popularity during lockdowns fostered a unique

social environment where they readily adopted online trends and memes.

However, this adoption isn't always beneficial; some viral trends and memes are

inappropriate for a student's academic and personal development. This highlights

the need for critical media literacy among students to discern and filter online

content effectively.

As stated by mateusz (2024), TikTok’s influence on students’ social

behavior is complex and multifaceted, presenting both positive and negative

aspects. In conclusion, TikTok’s effect on students’ social behavior is a complex

interplay of positive and negative influences. While it offers opportunities for

connection and skill development, responsible use and media literacy education

are crucial to mitigate potential risks and harness its benefits effectively. The

impact is highly dependent on individual usage patterns and the surrounding

social context.

Table 6

Social Media on Media Dependency

Media Dependency Mean Verbal Interpretation

1. People around me say that I use my 3.071 Agree
gadgets too much.

2. I feel weird when my phone is 2.770 Agree

charging or when I don’t have my
phone around because it’s like I don’t
have anything to do.
3. I stay up late at night using my phone 2.991 Agree
Overall 2.944 Agree
Legend (1) strongly disagree, (2) disagree, (3) agree, (4) strongly agree

The illustration shows the Impact of Media Dependency with a general

average of 2.944. Respondents agreed to the statement People around me say

that I use my gadgets too much with a weighted mean of 3.071, agree. The

statement I feel weird when my phone is charging or when I don’t have my phone

around because it’s like I don’t have anything to do received a weighted mean of

2.770, agree. It was followed by the statement I stay up late at night with a

weighted mean of 2.991, agree. Overall, the findings indicate consistent

agreement among participants regarding their media dependency.

 The first statement has the highest weighted mean because it Is the most

experience by students when they are with other people. Media dependency

describes a state where an individual’s well-being and daily functioning become

excessively reliant on media consumption. It’s not simply about spending a lot of

time with media, it’s about experiencing negative consequences—such as

affecting their daily behavior or impaired social interactions—when access to

media is limited or unavailable. The level of dependency can vary greatly, and

it’s important to distinguish between healthy media use and unhealthy, excessive

reliance. Students rely on social media because they can be portrayed differently

and be less shy. Students rather use their mobile phones than to communicate.

According to Ramachandrian(2018) students rely on social media

because they can be portrayed differently and be less shy. When it comes to

distant relationships, social media increases the quality of students social

behavior. As for the observation, the findings show that students were inclined to

resort to social media when situated in social contexts.

Table 7

Social Media on Family and Friends

Family and Friends Mean Verbal Interpretation

1. I share my thoughts or 2.788 Agree
problems online because I can’t
do it with my family.
2. I use my phone during meals 2.558 Agree
with my family or friends.
3. I ignore my friends’ messages 2.735 Agree
when I’m busy scrolling on
social media,
4. I have friends where I’m 2.761 Agree
 comfortable talking to them
online but we’re awkward in
real life.
Overall 2.710 Agree
Legend (1) strongly disagree, (2) disagree, (3) agree, (4) strongly agree
The illustration shows the Impact of Family and Friends with a general

average of 2.710. Respondents agreed to the statement I share my thoughts or

problems online because I can’t do it with my family with a weighted mean of

2.788, agree. I use my phone during meals with my family or friends obtained a

weighted mean of 2.558, agree. The statement I ignore my friends’ messages

when I’m busy scrolling on social media received a weighted mean of 2.735,

agree. I have friends where I’m comfortable talking to them online but we’re

awkward in real life had a weighted mean of 2.761, agree. Overall, the findings

indicate consistent agreement among participants regarding the influence of

family and friends

The first statement has the highest weighted mean because students

prefer to share their emotions and feelings to their friends. Friendships often

provide a space for open and honest communication, where teenagers can feel

comfortable discussing their feelings without fear of judgment or negative

consequences. Friends can encourage personal growth and exploration, while

family members may hold onto past perceptions or expectations that can feel

limiting.

According to Colins et al. (2021), social media is now the stronger

companion and like to spare their free time on it rather than with their families or

going for any other physical activity. Students accepted that their social life has
been badly affected due to spending more time on social media but they believe

that can keep in-touch with their friends and family members through social

media more frequently and were satisfied on this type of behavior.

Table 8

Social Media on Professional Connections

Professional Connection Mean Verbal Interpretation

1. I can communicate effectively 2.876 Agree
with my professional
connections.
2. I listen to the views of our 2.912 Agree
instructors from different
professional backgrounds
about social media influences.
3. I agree on ground rules for 2.885 Agree
accepted team behaviors and
methods of communication like
social media.
Overall 2.891 Agree

Legend (1) strongly disagree, (2) disagree, (3) agree, (4) strongly agree
Table 8 shows the impact of Social Media on the Social Behavior in

terms of Professional Connections with the general average of 2.891 with the

verbal interpretation of agree. The respondents agreed to the statement I can

communicate effectively with my professional connections with a weighted mean

of 2.876. It was followed by the statement I listen to the views of our instructors

from different professional backgrounds about social media influences with a

weighted mean of 2.912. Lastly, the statement I agree on ground rules for
accepted team behaviors and methods of communication like social media with a

weighted mean of 2.885.

Students' increasing reliance on technology, particularly social media,

can affect their social behavior in professional contexts. The comfort and

anonymity offered by virtual interactions often contrast sharply with the perceived

pressures of in-person professional networking. This discrepancy can lead to

apprehension and hesitancy when approaching professionals face-to-face,

potentially hindering the development of crucial professional relationships and

impacting their overall social skills in professional settings. The perceived

disconnect between virtual and personal interactions creates a barrier for some

students, impacting their confidence and ability to navigate professional social

situations effectively.

According to Massarat et al. (2022), agreeing on ground rules for

accepted team behaviors and methods of communication, such as social media,

plays a significant role in enhancing team collaboration.

Part 2: The Respondents Perception toward Social behaivior in terms of

Neuroticism, Extraversion, Openness, Aggreableness and Conscientiousness.

Table 9

Social Media on Neuroticism

Neuroticism Mean Verbal Interpretation

1. Without browsing social media, 2.752 Agree
I feel lonely at times despite
having people around me.
2. I feel completely worthless 2.425 Disagree
when I am not updated with
 social media trends.
3. I feel more nervous or awkward 2.788 Agree
when socially interacting in real
life than on social media.
4. I immediately feel bored when I 2.885 Agree
don’t have my phone and does
not browse on social media.
Overall 2.712 Agree
Legend (1) strongly disagree, (2) disagree, (3) agree, (4) strongly agre
Table 9 shows the impact of Social Media on the Social Behavior in terms

of neuroticism with the general average of 2.712 with the verbal interpretation of

agree. The respondents agreed to the statements without browsing social media,

I feel lonely at times despite having people around me, I feel more nervous or

awkward when socially interacting in real life than on social media and I

immediately feel bored when I don’t have my phone and does not browse on

social media with the weighted mean of 2.752, 2.788, and 2.885. However, the

respondents disagreed to the statement I feel completely worthless when I am

not updated with social media trends with a weighted mean of 2.425.

Many people think social media can make them feel lonely or anxious.

They might feel more nervous talking to student in person than online. Some

students also get bored without their phones. But most people do not think their

self worth depends on social media. This means social media might affect how

people feel. When the students is using social media the students have more

confident than in person.

Based on Jaman (2019) , it is evident that teenagers exhibit a strong

dependence on technology, particularly smartphones and social media. When

deprived of their phones and social media, many teenagers report feeling
immediate boredom and discomfort, underscoring the integral role technology

plays in their daily lives and emotional states. This phenomenon highlights the

deep-seated integration of technology in the lives of young individuals.

Table 10

Social Media on Extraversion

Extraversion Mean Verbal Interpretation

1. I feel like I just want to talk to 2.681 Agree
people online instead of talking
to them personally.
2. I feel socially isolated or 2.531 Agree
disconnected in the real world.

3. I like being around a lot of 2.920 Agree

people, both in person and on
social medi
4. I am glad if things are happening 2.823 Agree
around me
Overall 2.739 Agree
Legend (1) strongly disagree, (2) disagree, (3) agree, (4) strongly agree
Table 10 shows the impact of Social Media on the Social Behavior in

terms of extraversion with the general average of 2.739 with the verbal

interpretation of agree. The respondents agreed to the statements I feel like I just

want to talk to people online instead of talking to them personally, I feel socially

isolated or disconnected in the real world, I like being around a lot of people, both

in person and on social media, I am glad if things are happening around me with

a weighted mean of 2.681, 2.531, 2.920 and 2.823, respectively.

Other students like being around of people and talking to them whether it

is in person or social media . When using social media or not the students is
more likely to talk to others. The students is sociable and have a positive

personality in both social media and in person. But some students prefer to talk

to people online instead of talking to them in person.

According to Salem et al. (2019), teenagers tend to thrive in dynamic

environments where things are happening around them. Growing up in a world

integrated with technology, students are accustomed to constant stimulation and

interaction, which makes them more likely to feel engaged and enthusiastic when

surrounded by activity.

Table 11

Social Media on Openness

Openness Mean Verbal Interpretation

1. I get don’t get annoyed at 2.841 Agree
other people when they bother
me while I’m using my phone.

2. I talk openly if things are not 2.770 Agree

working with fellow students

Overall 2.805 Agree

Legend (1) strongly disagree, (2) disagree, (3) agree, (4) strongly agree

The illustrations shows the Impact of Social Media on the Social Behavior

in terms of openness with a general average of 2.805 and a verbal interpretation

of agree. The respondents agreed to the statement “ I get don’t get annoyed at

other people when they bother me while I’m using my phone” with a weighted

mean of 2.841 with the verbal interpretation of agree. It was fo uhllowed by the

statement “I talk openly if things are not working with fellow students” with a

weighted mean of 2.770 with the verbal interpretation of agree

 Some students are too focus when using social media but the students will

not forgot to talk to a person or a fellow students when the students are in a

down state. The curiosity of a students is not limited when the students are using

social media the students can use the social media to talk to others, make friends

and gain knowledge.

As cited by Mathios (2020), teenagers can become so engrossed in using

their phones that they may not readily acknowledge or react to disturbances from

others, suggesting a strong attachment to technology that can sometimes

supersede social awareness.

Table 12

Social Media on Agreeableness

Agreeableness Mean Verbal Interpretation

1. I am engage fully in activities 2.832 Agree
undertaken as part of team
work despite of social media
influences
2. I demonstrate respect to the 2.841 Agree
views and opinions of my
fellow students on social
media posts
Overall 2.836 Agree
Legend (1) strongly disagree, (2) disagree, (3) agree, (4) strongly agree

Table 12 shows the Impact of Social Media on the Social Behavior in

terms of agreeableness with a general average of 2.836 with the verbal

interpretation of agree. The respondents agreed to the statement “I am engage

fully in activities undertaken as part of team work despite of social media

Influences” and “I demonstrate respect to the views and opinions of my fellow

students on social media posts” with the verbal interpretation and a weighted

mean of 2.832 and 2.841 respectively.

Students knows how to respect the viewers when the students post on

social media they will not post that offend others and the he students can engage

in full activities as part of teamwork, they cooperate to others and trust like they

are family. Just because they are not agreeableness does not mean they are

unkind, but they just prioritize their own needs and goals over those of others.

According to Kee (2022), despite the significant influence of social media,

many teenagers are capable of fully engaging in team-based activities. Their

proficiency in technology, honed from an early age, allows them to navigate both

online and offline collaborative environments effectively, ensuring active

participation in teamwork despite potential distractions.

Table 13

Social Media on Conscientiousness

Conscientiousness Mean Verbal Interpretation

1. I can organize my time to 2.788 Agree
arrange everything even under
the influence of social media
trends.
2. I work collaboratively to 2.973 Agree
develop clear goals both
online and offline
3. I reflect on team performance 2.991 Agree
on how social media platforms
help us in a way.
Overall 2.917 Agree
Legend (1) strongly disagree, (2) disagree, (3) agree, (4) strongly agree
 Table 13 shows the impact of Social Media on the Social Behavior in

terms of agreeableness conscientiousness with a general average of 2.917 with

the verbal interpretation of agree. The statement "I reflect on team performance

on how social media platforms help us in a way" got the highest weighted mean

of 2.991with the verbal interpretation of agree. It was followed by the statement "I

work collaboratively to develop clear goals both online and offline"with a

weighted mean of 2.973 with the verbal interpretation of agree. Lastly, the

statement "I can organize my time to arrange everything even under the

influence of social media trends" got the lowest weighted mean 2.788 with the

verbal interpretation of agree.

The consciousness is the personality of a person the students that would

organize the time to arrange everything when under the use of social media. The

students tend to be thoughtful and careful in their actions, avoiding mistakes. The

students consider the consequences of their actions before acting out of control

Stated by Williams (2016), teenagers often reflect on team performance

by assessing how social media platforms contribute to their collaborative efforts.

By leveraging technology, they can identify effective strategies, share feedback,

and enhance teamwork dynamics, ultimately improving overall team performance

through digital means.

Part 4 The significant relationship between the demographic profile of the

respondents and the respondents perception towards social media

Table 14
Chi
Significant Interpretatio
Demographics squar Decision
value n
e
Accept
Age 6.386 0.701 Ho Not Significant

reject
Social Sex 9.745 0.021 Ho Significant
media
use Accept
Grade Level 23.813 0.472 Ho Not Significant

Hrs spent on Accept

14.928 0.093 Ho Not Significant
social media

Table 14 demonstrate that the che square values (6.386, 23.813, 14.928)

for age, grade level, and hours spent on social media are all below the significant

levels. This means that for these variables, the researchers accept the null

hypothesis. Therefore, the che square value (9.745) for sex is not below the

significant levels. This means that for this variable, the researchers reject the null

hypothesis. Moreover, there is enough evidence to conclude that the

respondents' profiles and the respondents perception towards social media have

no significant relationship.

The table show how age, gender, and time spent online relate to social

media use reveals some surprising everyday truths, and some important

cautions. While it makes sense that boys and girls might use social media

differently, it's unexpected that simply spending more time online doesn't

necessarily mean someone is more engaged with social media. Also, the way
people use social media might be more important than how much time they

spend on it.

Based on Straker (2020), the progress of Social media is very influential

in life. The changing of student’s behavior will be seen clearly now days than

before. Apart from all kinds of controversies. This case full of controversies, but

the students could not be separated from internet and social media.

Part 5: Significant Relationship between used of social media and social

behavior
Table 15
Pearso Significan Interpretatio
Decision
nr t value n
Use of reject
social Behavior 0.547 0.001 Ho Significant
media

The table shows a significant relationship (r = 0.547, p < 0.001) between

social media use and the respondents perception towards the impact of social

media on the social behavior. The null hypothesis (H₀) is rejected because the p-

value is significant.

The daily social media use averaging three to five hours negatively

affected self-image and mental health, linking excessive use to loneliness and

low self-esteem. The broad impact of social media across demographics,

influencing not only mental well-being but also political views, purchasing habits,

and social interactions. While acknowledging potential benefits like increased

self-esteem and political engagement, the study emphasizes the significant

influence of social media on various aspects of behavior. Overall, the need for a
balanced approach to social media use, acknowledging both its potential benefits

and the risks of excessive engagement.

According to Widyanti (2019) students heavily reliant on social media

platforms often exhibit communication patterns characterized by brevity,

informality, and visual communication (images, videos), potentially affecting their

social behavior. Social media also plays a significant role in social interaction and

social behavior. While it facilitates connections across geographical boundaries

and the formation of online communities, it can also contribute to social isolation,

miscommunication, and the spread of misinformation. The ease of forming and

ending online relationships might affect students’ abilities to develop and

maintain deeper, more meaningful connections offline.

6. Proposed action plan may be implemented to mitigate the negative

effects of social media use on the social behavior of high school students.

Students who use social media experience isolation, loneliness, and

miscommunication while socializing with other people online and face-to-face.

They should set time limits on using social media. Instead of isolating

themselves, try ot communicate and spend more time on face-to-face on

interaction with other people.

Parents report that their children are alone all the time and have a lot of focus

on using social media. Parents should know the negative impacts of too much

exposure on using social media on their children. They should set some rules
and proper bedtime and encourage then to socialize more without their online

friends.

Teacher and school administration say that their students are having a difficult

time focusing when having a conversation with them and other people.
Areas of Findings Objectives Persons Action Time Expected
Concern Involve Frame Outcome

Media Excessive To decrease Researchers August 25- Students will

Dependency technology use technology use Students Sessions 26, 2025 effectively
Parents/ manage their
9:00 to
Guardian time and reduce
11:30 am feeling of
Teachers dependence on
gadgets

Family and Imbalance To improve Researchers September Studenrt will

friends between online communication Students Orientation 9, 2025 improve
Parents/ communuication
and offline social and strengthen 9:00 to
Guardian skills in both
interactions relationships 12:00 nn online and offline.
Teachers

Neuroticism Discomfort in real To avoid Researchers September Students will

life social feeling lonely Students Programs 20, 2025 reduce reliamnce
Parents/ on social media
interactions and bored 9:00 to 3:00
Guardian and will be able
compared to without social pm to improve their
online interaction media coping
Teachers
mechanism for
boredom and
loneliness

Extraversion Lack of social To have more Researchers September Students will

bonding with time socializing Students Sessions 21, 2025 socialize more
Parents/ and reduce
orthers while with others 9:00 am –
Guardian feeling of social
using social 2:30 isolation
media
Teachers
 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter concludes the research, and it include a summary of the

findings, followed by the conclusions and proposed action plan that the

researchers have considered and documented in relation to the study entitled

“Impact of Social Media on The Social Behavior of High School Student at Ict-Ed

Institute of Science and Technology Inc. San Antonio Campus”.

Summary of Findings

The following summarizes the study's findings in relation to its objectives

and the discussion and analysis.

1. The study investigated the demographic profile of respondents regarding

age, gender, grade level, application used, and time spent on social

media. The researchers found that the majority of the respondents were

female, aged 16–17, in Grade 8, and spent 6–10 hours daily on TikTok.
2. Moreover, the second objective of the study was to examine the impact of

social media on media dependency, relationships with family and friends,

and professional connections. Survey respondents acknowledged that

social media use significantly affected their social behavior. Specifically, it

influenced their media dependency and relationships with family and

friends. Additionally, it was associated with professional networking. The

survey explored the impact of social media on students' social behavior.

Respondents reported that social media impacted their media

dependency, relationships with family and friends, and increased shyness

in face-to-face interactions, potentially contributing to introversion.

3. The thrid objective of the study was to examine the impact of social media

on big five personality traits. Survey respondents acknowledged that

social media use significantly affected their social behavior. Specifically, it

influenced their neuroticism, extraversion, openness, aggreeableness and

conscientiousness of the student.

4. Meanwhile the fourth objective was the significant relationship between

the profile of the respondents and the impact of social media on the social

behavior of the students. It was found out that age, grade level, application

used and number of hours spend on social media that social media was

used of social media use were found to have no significant relationship

with the impact of social media on student social behavior, gender was

identified as a significant factor in influencing social media used.

 5. The fifth objective a proposed action plan for more effective social media

use.

Conclusion

Relative to the finding of the study, the following conclusions are:

Base on the findings regarding the demographic profile of the

respondents, the researchers conclude that 16-17 years old and female

students are more affected by social media. They tend a considerable

amount of time using social media on the social behavior and display a

higher level of reliance on its capabilities.

Regarding the impact of social media on the behavior in terms of media

dependency, family and friends and professional connection, the

reseachers conclude the students social behavior is positively and

negatively affected by social media.

Moreover, in relation to the impact of social media on the social

behavior of the students, the researchers found that while social media

contributes to enhancing students’ social life, it also foster a greater media

dependency, which can lead to decrease interaction and relationship with

family and friend.

Lastly, the proposed action plan to improve the potential of social

media by high school students .

Recommendation
1. . Researchers highly recommend that the school implement the proposed

action plan put forward by the researcher. This action plan focuses on promoting

digital citizenship, enhancing online safety, and fostering healthy social media

habits among high school students. By implementing social media literacy

programs, monitoring online activities, and promoting positive online interactions,

the school can create a safer and more supportive online environment for

students, ultimately.

2. For future researchers who will continue this study, it is recommended to

select participants from various socioeconomic backgrounds and geographic

locations to examine if there is a significant correlation between social media

usage and social behavior among high school students. This will allow for an

investigation into whether the findings of this study, which focused on social

media’s impact on social behavior, vary across different demographics and

regions, providing a more comprehensive understanding of the issue.

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 APPENDIX A
Letter of Request
Mrs. Edna A. Dejeto
School President ICT-ED Institute of Science and Technology Inc. San Antonio,
Quezon

Ma’am
Good day!
We. Grade 12 Information and Communication Technology students of the
ICT-ED San Antonio Campus, are currently conducting a study entitled “Impact
of social media on the social behavior of the high school students for
School Year 2024-2025.” The main objective of the study is to determine the
social media impact on ICT-ED San Antonio students’ social behavior and then
utilize the results to suggest solutions for the identified issue.
Regarding this, we would like to ask for permission to administer survey to
junior and senior high school students at the ICT-Ed San Antonio Campus. Your
approval will be much appreciated so that the study can be carried out.
We are hoping for your approval upon the said matter. Thank you and God
bless.

Sincerely yours,

LIE ANN BERON MYRHINE DE CASTRO

Researcher Researcher

DIANE NICOLE MANALO JOHN RENZ MORCILLA

Researcher Researcher

APPENDIX B
Letter of Respondents’
To the Respondents:

Good day!
We. The Grade 12 Information and Communication Technology students of
ICT-ED San Antonio, are currently conducting a study entitled “ Impact of social
media on the social behavior of high school students School Year 2024-
2025.” The said study is directed towards its main objective of determining the
impact of social media on the social behavior of ICT-ED San Antonio Inc.
students and use the findings to propose an action plan.
We kindly ask for your time to complete this survey as part of our data
collection. We value your participation and assure you that any information you
submit will be kept completely private and used only for academic purposes.
We sincerely hope for your positive response. Thank you very much and
Godspeed!

Sincerely yours,
LIE ANN BERON MYRHINE DE CASTRO
Researcher Researcher

DIANE NICOLE MANALO JOHN RENZ MORCILLA

APPENDIX C
 APPENDIX D

CERTIFICATION

This is to certify that this research entitled “Impact Of Social Media

On The Social Behavior Of High School Student At Ict And Institute At

Science And Technology Inc. San Antonio Campus”. Has undergone

statistical analysis for reliability test and data analysis.

This certification is issued upon request of Lie Ann L. Beron,

Myrhinee M. De Castro, Diane Nicole A. Manalo and John Renz Morcilla

for acknowledgement purpose.

________________________

MR. ADRIAN J ANDAL

Statistician
 CURRICULUM VITAE

Lie Ann Legaszpi Beron

Address: Brgy Niing, San Antonio, Quezon
Contact Number: 09934109434
EmailAddress: [email protected]

PERSONAL INFORMATION
Age : 18 years old
Civil Status : Single
Date of birth : March 19, 2007
Place of Birth : Naujan Oriental Mindoro
Height : 4’9
Weight : 45 kg
Citizenship : Roman Catholic
Languages : Filipino

EDUCATIONAL BACKGROUND
Senior High School: ICT-ED Institute of Science and Technology
Brgy.Poblacion, San Antonio, Quezon. Information and Communications
Technology Strand
Junior High School: Tacligan National Highschool. Brgy Tacligan San
Teodoro, Oriental Mindoro.
Primary Education: Tacligan Elementary school. Brgy. Tacligan San
Teodoro, Oriental Mindoro

LIE ANN LEGASZPI BERON

 Myrhine Morcilla De Castro
Address: Brgy Niing, San Antonio, Quezon
Contact Number: 09948529873
Email Address: [email protected]

PERSONAL INFORMATION
Age : 18 years old
Civil Status : Single
Date of birth : March 20, 2007
Place of Birth : Niing, San Antonio, Quezon
Height : 5’0
Weight : 52 kg
Citizenship : Roman Catholic
Languages : Filipino

EDUCATIONAL BACKGROUND
Senior High School: ICT-ED Institute of Science and Technology Brgy.
Poblacion, San Antonio, Quezon
Information and Communications Technology Strand
Junior High School: San Antonio National High School
Brgy. Sampaguita, San Antonio, Quezon
Primary Education: Niing Elementary School
Brgy. Niing, San Antonio, Quezon

MYRHINE MORCILLA DE CASTRO

 Diane Nicole Aguilar Manalo
Address: Brgy Niing, San Antonio, Quezon
Contact Number: 099155810176
Email Address:
[email protected]

PERSONAL INFORMATION
Age : 18 years old
Civil Status : Single
Date of birth : December 10, 2006
Place of Birth : Poblacion, San Antonio, Quezon
Height : 5’1
Weight : 45 kg
Citizenship : Roman Catholic
Languages : Filipino

EDUCATIONAL BACKGROUND
Senior High School: ICT-ED Institute of Science and Technology Brgy.
Poblacion, San Antonio, Quezon
Information and Communications Technology Strand
Junior High School: San Antonio National High School
Brgy. Sampaguita, San Antonio, Quezon
Primary Education: Niing Elementary School
Brgy. Niing, San Antonio, Quezon

DIANE NICOLE AGUILAR MANALO

 John Renz Altar Morcilla
Address: Brgy Poblacion, San Antonio,
Quezon
Contact Number: 09911502566
Email Address: [email protected]

PERSONAL INFORMATION
Age : 18 years old
Civil Status : Single
Date of birth : July 12, 2006
Place of Birth : Poblacion, San Antonio, Quezon
Height : 5’8
Weight : 55kg
Citizenship : Roman Catholic
Languages : Filipino

EDUCATIONAL BACKGROUND
Senior High School: ICT-ED Institute of Science and Technology
Brgy.Poblacion, San Antonio, Quezon
Information and Communications Technology Strand
Junior High School: San Antonio National High School
Brgy. Sampaguita, San Antonio, Quezon
Primary Education: San Antonio Central School
Brgy. ,San Antonio, Quezon

JOHN RENZ ALTAR MORCILLA