The Effects of Social Media on Students Academic

Performance of Grade 7 Students of Diadem Christian

Academy SY: 2015 -2016

A Thesis Presented to Madam Carolina B. Valencia

And to the Faculty
Of Diadem Christian Academy

In Partial Fulfillment of the Requirements

For the Secondary Course at
Diadem Christian Academy
By:

Fulgencio, Jayvee P.
Alvarez, Hauntz Gabriel B.
Cancejo, Louise Verano O.
Santos, Mico Briant C.
Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

Today in our world, everyone has the competences to communicate with others.
There are numerous ways of communication like directly speaking to someone or even
through snail mail but one of the well-known way is through social media by the use of
the internet. Social Media is widely known for its main purpose and it is to express ones
feelings in various ways publicly. Due to their exchange of feelings, people found it
interesting and pleasurable. Thus, people end up entertaining themselves by spending
most of their time alone on Social Media that it affects their priorities in real life which
results into a problem.
One of the most affected users of Social Media is a student. Most students have
the access on using Social Media either by phone, by a desktop or even through laptop.
As they use it, they become a part of it where it comes to a point that they live on it
because that is just how the social media works. Due to this, their academic
performance is also being affected. The researchers were curious on why do students
like to be socially updated rather than spending their daily lives focusing on their studies
and also how do social media affect them. The researchers conducted a thesis talking
about how Social Media affects the academic performance of a student.

Background of the Study

Conceptual Framework
INDEPENDENT

INDEPENDENT

Demographic Profile of the

Respondents

Social Media Activity

Age
Gender
Daily Allowance
Year Level

Length of Exposure
Purpose
Frequency of Exposure

DEPENDENT VARIABLE

Social Media and Academic

Relation Activity

Hindrance
Time Distribution
Use as an Educational Tool
Dependence
Impacts towards the Grades

DEPENDENT VARIABLE

Statement of the Problem

This study attempts to recognize the effects of social media towards the
academic performance of the students.
1. What is the demographic profile of the respondents as to;
a. Name;
b. Age;
c. Gender;
d. Daily Allowance;
e. Payee of the respondents internet access
f. Length of usage of the internet.
2. What are the social media activities of the respondents as to:
a. Frequency of Exposure
b. Length of Exposure
c. Purpose of Usage
d. Frequently visited sites
3. What are the levels of the observed academic and internet related activities of
the students as to:
a. Internet as a hindrance to school works
b. Time spent more on the internet than studying.
c. Internet as a tool of help in accomplishing school works
d. Reliance of respondents on social media
e. Effects of social media in their grades as follows:
i. Negatively
ii. Positively
4. Do social media affect the academic performance of a student?
5. Can a student manage both being socially active and maintaining their studies at
the same time?

Hypotheses:
1. Upon using social media, it could affect their academic performance but it is in
both ways such as a benefit that it positively helps them or negatively that causes
them to ruin their time table just by spending their time alone on the internet.
2. The use of social media is another way of a person to relieve their stress or
another tool for entertainment which makes ones feelings better and light for it is

easier to study in such state but the problem will occur if a person would spend
more time in the social media and ruins the balance of both variables. So a
student may be able to be socially active and maintain their studies at the same
time if the student would know how to spend their time efficiently towards both
factors.

Significance of the Study

The result of the study will be advantageous to the following group of individual:
Students - In relations of the outcome, this can help raise the awareness of each
student on how Social Media affects their studies and this, also, can encourage them to
maintain their time spent on Social Media.
Parents - The conducted study can inform them on how Social Media affects the
grades of their children so they can be aware and that they could also guide and limit
them about Social Media.
Faculty and Staff - The results can be useful mostly in interacting towards their
students and also in helping them the values of life and to teach them about prioritizing
tasks and time management.
Guidance counselors and Psychologists - The outcome can provide ideas and
information about the effects of Social Media on Students Academic Performance of
selected Junior High School students and serves as study. They will able to find on the
right way of approaching students who is involved in the said topic.
Future Researchers - The study can be served as a reference guide and support
the future researcher on understanding the effects of Social Media in the performance
on Education.

Scope and Delimitation of the Study:

The study is intended to determine the effects of social media on the academic
performances of the students. The study was conducted within the grounds of Diadem
Christian Academy located at Mayamot, Antipolo City. It does not attempt to include the
study of the World Wide Web and the role and categories both of the variables at hand.
The researcher will make no attempt to modify, manipulate or interfere with the
variables.
The respondents are composed of Grade 7 students of Diadem Christian
Academy during the third semester of the school year 2015-2016. The total number of
the Grade 7 students was chosen to represent the whole population of Diadem
Christian Academy so that the data obtained from the study is legitimate and accurate.

Definition of Terms
The following terminologies used in the study area defined operationally
1. Communication (n.) is the purposeful activity of information exchange
between two or more participants in order to convey or receive the
intended meanings through a shared system of signs and semiotic rules. 1
2. Social Media (n.) are computer-mediated tools that allow people to create,
share, or exchange information, career interests, ideas, and pictures/videos
in virtual communities and networks. 2
3. Social Networking Sites (SNS)

(n.) is a platform to build social

networks or social relations among people who share similar interests, activities,
backgrounds or real-life connections.

1 https://en.wikipedia.org/wiki/Communication
2 ( Buettner, R. (2016). Getting a Job via Career-oriented Social Networking Sites:
The Weakness of Ties. 49th Annual Hawaii International Conference on System
Sciences. Kauai, Hawaii: IEEE.doi:10.13140/RG.2.1.3249.2241.)
3 ( Buettner, R. (2016). Getting a Job via Career-oriented Social Networking Sites:
The Weakness of Ties. 49th Annual Hawaii International Conference on System
Sciences. Kauai, Hawaii: IEEE.doi:10.13140/RG.2.1.3249.2241.)

Social networking sites also allow users to share ideas, pictures, posts,
activities, events, and interests with people in their network. 4
4. Academic Performance (or Academic Achievement) (n.) is the outcome
of education the extent to which a student, teacher or institution has achieved
their educational goals. It is commonly measured by examinations or continuous
assessment but there is no general agreement on how it is best tested or which
aspects are most important procedural knowledge such as skills or declarative
knowledge such as facts. 5

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
4 ( Journal of Computer-Mediated Communication Volume 13, Issue 1, pages 210
230, October 2007)
5( Annie Ward, Howard W. Stoker, Mildred Murray-Ward (1996), "Achievement and
Ability Tests - Definition of the Domain",Educational Measurement 2, University
Press of America, pp. 25, ISBN 978-0-7618-0385-0)

This chapter includes the related various sources of information present to this
study. It also includes varied researches and studies which makes this study valuable,
truthful and successful.

Foreign Literature
After understanding the characteristics associated with social media users,
researchers began conducting research to determine consumers motivations for
providing product reviews electronically. In a 2004 study, Hennig-Thurau, Gwinner,
Walsh, and Gremler defined eleven motivations to explain why consumers engage in
electronic word-of-mouth communication, and 2,000 consumers were surveyed to
examine these motivations. Based on the results, four motivations were discovered:
social benefits, economic benefits, concern for others, and self-enhancement
(HennigThurau et al., 2004). Social benefits refers to the idea that consumers gain a
sense of belonging from participating in an online community, whereas economic factors
refer to any payment a reviewer may receive (Hennig-Thurau et al., 2004). Concern for
others reflects an individuals desire to assist others in a purchase decision, and selfenhancement refers to the desire of individuals to be seen as experts in their field
(Hennig-Thurau et al., 2004.) 6

A similar study conducted by Hyllegard, Ogle, Yan, and Reitz (2011) sought to
understand students motivation in using Facebook and fanning, or liking, particular
brands on the social networking site. The researchers found students use the site to
establish personal connections with others and use the site to create affiliations with
brands that define who they are and help them establish a sense of self (Hyllegard et
al., 2011). Thus, these motives are similar to the social benefits motive discovered by
6 ( Hennig-Thurau, T., Gwinner, K. P., Walsh, G., & Gremler, D. D. (2004). Electronic word-ofmouth via consumer-opinion platforms: What motivates consumers to articulate themselves
on the internet? Journal of Interactive Marketing, 18(1), 38-52. Retrieved November 9, 2011.)

Hennig-Thurau et al. (2004), the desire to display their personality discussed by

Casteleyn et al. (2009), and the desire for self-expression cited by Pempek,
Yermolayeva, and Calvert (2009). In addition, Hyllegard et al. (2011) found that students
fanned companies and brands to become market mavens who could receive and
disseminate information about brands. This motivation discovered by Hyllegard et al.
(2004) is consistent with the concern for others motive and self-enhancement
motives discovered by Hennig-Thurau et al. (2004), as students could improve their
knowledge about a product (self-enhancement), and then share this information with
friends (concern for others). 7
Social media, Internet-based tools that promote collaboration and information
sharing (Junco, Helbergert, & Loken, 2011), can be used in academic settings to
promote student engagement and facilitate better student learning (Kabilan, Ahmad, &
Abidin, 2010). Because student engagement represents the time and effort that
students invest in collaborative and educational activities (Kuh, 2001), it is often linked
with the achievement of positive student learning outcomes, such as critical thinking and
individual student development (Carini, Kuh, & Klein, 2006; Kuh, 1993). This review
discusses the connections between student engagement and student learning, followed
by the prevalence of social media use and how it can impact peer interactions,
collaboration, and knowledge creation. Social media includes a variety of web-based
tools and services that are designed to promote community development through
collaboration and information sharing (Arnold & Paulus, 2010; Junco, Helbergert, &
Loken, 2011). These tools provide opportunities for individual expression as well as
interactions with other users (Arnold & Paulus, 2010). Social media can include blogs,
wikis, media (audio, photo, video, text), sharing tools, networking platforms (including
Facebook), and virtual worlds. Current research has indicated that using social media
as an educational tool can lead to increased student engagement (Annetta, Minogue,
Holmes, & Cheng, 2009; Chen, Lambert, & Guidry, 2010; Junco, 2012a; Junco et al.,
7 Hyllegard, K. H., Ogle, J. P., Yan, R., & Reitz, A. R. (2011, September). An exploratory study
of college students' fanning behavior on Facebook. College Student
Journal, 45(3), 601-616. Retrieved October 16, 2011.

2011; Patera, Draper, & Naef, 2008). By encouraging engagement with social media,
students develop connections with peers, establish a virtual community of learners and
ultimately increase their overall learning (Fewkes & McCabe, 2012; Heafner &
Friedman, 2008; Jackson, 2011; Kuh, 1993; Liu, Liu, Chen, Lin & Chen, 2011; Nelson
Laird & Kuh, 2005; Yu, Tian, Vogel, & Kwok, 2010). Student engagement represents
both the time and energy students invest in interactions with others through
educationally purposeful activities (Kuh, 2001). Nelson Laird and Kuh (2005) reported
that students who use information technology for academics also have a higher
likelihood of contributing and participating in active, academic collaboration with other
students. This collaboration indicates that as engagement with technology increases,
engagement with academics also increases, promoting a deeper connection between
the students, educators, and course content (Mehdinezhad, 2011). By participating in a
community of learners, students become more engaged with the course content which
increases the achievement of popular learning outcomes, such as critical thinking and
individual student development. Therefore, student engagement through social media
can increase connections to create a virtual community that leads to better content
learning. 8
Social media use has increased in recent years across all age levels. The Pew
Internet and American Life Project found that although 73% of teens between the ages
of 12 and 17 use social media, the rates of social media use are even higher (83%) for
young adults between the ages of 18 and 29 (Lenhart, Purcell, Smith, & Zickuhr, 2010;
Madden & Zickuhr, 2011). Social media has been implemented in academic settings to
motivate students to participate, share, and learn with other collaborators (Kabilan,
Ahmad, & Abidin, 2010). Nelson Laird and Kuh (2005) found that students use
information technology regularly in both their academic and personal lives. However,
students use social media more than other course related technologies because they
are already familiar with the features and settings (Appel, 2012; Hurt et al., 2012; Liu,
8
(http://www.studentaffairs.com/ejournal/Summer_2013/EffectsOfStudentEngagementWithSo
cialMedia.html)

2010. Use of technology such as internet is one of the most important factors that can
influence educational performance of students positively or adversely. Shah et al.
(2001) proposed that student users are affected by the internet and this impact is
determined by the type of internet usage. They are positively affected by the informative
use of internet while having drastic impact of recreational use of internet on them. Also,
Oskouei (2010) proposed that internet is advantageous to both students and teachers if
used as a tool of knowledge creation and dissemination. The effect of SNS usage will
depend on the type of SNS the student is using, if

student uses the internet for the

purpose of leisure activity that interferes with academic, it will affect the student
academic performance negatively. 9

The University of New Hampshire agrees, and believes that current college
students grew up in the technology era and social networking is now just a part of a
student's daily routine. Their research show that '63% of heavy users received high
grades, compared to 65% of light users' (U of NH, 2009). The University of New
Hampshire said that a majority of students use social networking for social connections
and entertainment, but are also using it for education and professional reasons.
Kirschnera revealed that students who multi-task between social networking sites and
homework are likely to have 20% lower grades than a student who does not have a
social networking site in visual range. Kirschnera believes that even running a social
networking site on the background on a student's PC while studying or doing homework
could lower a student's grade. He believes that "the problem is that most people have
Facebook or other social networking sites, their e-mails and maybe instant messaging
constantly running in the background while they are carrying out their tasks" (Enriquez,
2010).

9L enhart, A., Purcell, K., Aaron, S., & Zickuhr, K. (2010). Social media & mobile
Internet use among teens and young adults. Pew Internet & American Life Project.
Retrieved from http://pewinternet.org/Reports/2010/Social-Media-and-YoungAdults.aspx

American Educational Research Association conducted a research and it was

declared on its annual conference in San Diego, California (2009) that SNSs users
study less and generated lower grades eventually (21stcenturyscholar.org). Similarly,
Banquil et al. (2009) found a continuing drop of grades among student users of social
networking sites. However, many researchers also found a positive association between
use of internet and SNS and academic performance of the student users. Students,
using internet frequently, scored higher on reading skills test and had higher grades as
well (Linda et al., 2006). 10

Local Literature
Social

networking is

one

of

the

most

active web-based

activities

in

the Philippines, with Filipinos being declared as the most active users on a number of
web-based social network sites such as Friendster, Facebook, and Twitter. The use of
social networking website has become so extensive in the Philippines that the country
has been tagged as "The Social Networking Capital of the World," and has also become
part of Filipino cyber culture. Social networking is also used in the Philippines as a form
of election campaign material, as well as tools to aid criminal investigation. 11
With over 7.9 million Filipinos using the Internet, 6.9 million of them visit a social
networking site at least once a month. At times, Friendster has been the most visited
website in the Philippines, as well as in Indonesia, according to web tracking site Alexa.
David Jones, vice president for global marketing of Friendster, said that "the biggest
percentage of (their site's) users is from the Philippines, clocking in with 39 percent of
the site's traffic." Meanwhile, Multiply president and founder Peter Pezaris said that the
Filipino users of their site comprised the largest and most active group in terms of
number of subscribers and of photographs being uploaded daily. About 2.2 million out of
10 Enriques, J. (2010). Facebook and Other Online Social Networking Sites Can Lower
Grades, Study Says. Retrieved from http://seerpress.com/facebook-and-other-online-socialnetworking-sites-can-lower-grades-study-says/6935/

11 (https://en.wikipedia.org/wiki/Social_networking_in_the_Philippines)

more than nine million registered users of Multiply are Filipinos, outnumbering even
nationalities with a bigger population base like the United States, Indonesia, and Brazil.
Also, one million photographs are uploaded by Filipinos to Multiply every day, which is
half of their total number worldwide. 12

Foreign Studies
674 students from Salzburg participated in the study that was conducted by the
eTheory Research Group (University of Salzburg, ICT&S Center). 88.3% of the
respondents use studiVZ, 39.5% Facebook, 15.9% MySpace, 9.0% Xing, 7.4%
Lokalisten. Each of 61 other social networking sites (SNS) is used by less than 1%.
Study author associate professor Christian Fuchs: There are indications for a strong
economic concentration in the area of social networking sites. On the one hand
concerning usage, but as a consequence on the other hand also in relation to profits
that are made by advertising.
81.8% of the respondents have little knowledge about concrete data surveillance
in Europe (e.g. the Data Retention Directive or the Austrian Security Police Act). But
67.4% have a critical standpoint towards surveillance. 88.7% of the studiVZ users have
good or very good knowledge about what happens with their data on the platform. The
same is true for only 35.9% of Facebook users and 22.6% of MySpace users. Fuchs:
Students are generally critical towards surveillance, but they only have little concrete
knowledge about the existing political regulations. Users rather high degree of
knowledge about studiVZ and their rather critical information behaviour on this platform,
contrast with knowledge and information behaviour on Facebook and MySpace. This
can be explained by the change of the terms of use that studiVZ undertook at the
12 Yazon, Giovanni Paolo (March 31, 2007). "Social networking to the higher level". Manila
Standard Today. Retrieved 2008-06-23.Jump up^ Ling, Woo Liu (January 29,
2008). "Friendster Moves to Asia". Time.com. Retrieved 2008-06-23.

beginning of 2008 and that introduced targeted advertising. The introduction was
accompanied by a self-organized information campaign that students conducted on the
platform

and

public

discussions

that

presented

studiVZ

as

the

sniffleVZ

(=SniffleDirectory). This campaign can be interpreted as a form of fragmented public. Its

success was very limited. Nonetheless it has resulted in the fact that many students
have read the new terms of use and have opted out of standard advertising options,
which was not the case on other platforms.
The study recommends that citizens see commercial Internet platforms that store
and evaluate personal data generally critically and that by establishing special
consumer protection websites it could be documented in the public, which rights in
dealing with personal data such platforms obtain by their terms of use and their privacy
terms. Christian Fuchs: There are many examples for how affected citizens try
surveilling the surveillors with the help of websites. This can pose a certain degree of
protection by making use of public information, but also has limits because the basic
problem is that we live in times, in which on the one hand there are strong commercial
interests in data collection and data evaluation and on the other hand after 9/11
continuously more political steps have been taken for creating surveillance societies.
These are political-economic problems, not technological ones
The expertise of the study will be part of the Europe-wide research project Living
in Surveillance Societies of the European Science Foundation, in which Christian
Fuchs represents Austria in the management committee. 13

Relevance of Related Literature and Studies

To the foreign and local literatures and studies that are mentioned above
provided a lot of insights to the researchers about the topic at hand. Starting with the
foreign literature, these have given the researchers information on how the Social Media
becomes a part of an individuals daily life. It becomes influential due to the openness of
the user and it becomes well-known because of how it becomes more accessible in our
13 .(http://fuchs.uti.at/books/social-networking-sites-study/)

time. The studies enumerated Social Medias benefits in a student such as gaining
motivation, self-enhancement and the like. The written article above also gave the
researchers ideas on Social Media being an education tool not only for the students but
for everyone. The mentioned studies are important aspect of some part of the study for
it served as a basis and a foundation concerning the topic to be analyzed and studied.
The idea that Philippines have become a great participant in Social Media with the help
of the local studies gave the researchers an insight on the availability of Filipinos on
using the internet. In addition, the researcher finds that Social Media has become a
priority in some individuals life. Thus, it means that there is a connection between the
academic performance of a student and the students use of Social Media.

CHAPTER III
RESEARCH METHODOLOGY
This study was conducted to know if social media really affects an individual to its daily
life. To be able to gather the necessary data, the researchers used some methods,
using both quantitative and descriptive approaches. The grade 7 students that have
been chosen to accomplish a questionnaire to know the effects of it. The results of the
survey were processed by computing the mean of each survey item. Some relevant
literatures were also used to support the research. The credibility of findings and
conclusions extensively depend on the quality of the research design, data collection,
data management, and data analysis. This chapter will be dedicated to the description
of the methods and procedures done in order to obtain the data. This section is to justify
the means which will give the study purpose and strength so it will be truthful and
analytical.
Specifically, this research will cover the following: the research design and
method, the respondents or subjects to be studied (which will include the sampling
method), the data collection instrument, and the data analysis. These will be presented
below.

The study uses specific methods to obtain the required data. These methods are
chosen to find the accurate and adequate interpretation of the following study. The
technique that was used is the multiple regression which is an extension of simple
linear regression. It is used when we want to predict the value of a variable based on
the value of two or more other variables. The variable we want to predict is called the
dependent variable (or sometimes, the outcome, target or criterion variable) and the
summation (symbol: ) which is the addition of a sequence of numbers; the result is
their sum or total. If numbers are added sequentially from left to right, any intermediate
result is a partial sum, prefix sum, or running total of the summation. The variables we
are using to predict the value of the dependent variable are called the independent
variables (or sometimes, the predictor, explanatory or regressor variables).The survey is
appropriate for the study because it enables the researchers in formulation and
generalization.
The purpose of using the descriptive method for social media is to describe the
nature of condition. The researcher used this kind of research to acquire first hand data
from the respondent so as to formulate rational and sound conclusions and
recommendations for the study. Also, the goal of conducting a descriptive research is
that for it to be able to relate the given variables. The quantitative data is derived from
the answers of the respondents. Quantitative or statistical research was used to see the
cause-and-effect relationships of the variables such that it uses the formulas for Chisquare, mean, and etc.
The aim of the survey is to collect data from a specific respondent so the
researchers can obtain pertinent data to achieve the research object. In this study, the
selected respondents will be selected from the high school students for they are known
for being socially active
The study will have the respondents chosen from the high school. Each member
of the population has an equal chance of becoming a research participant. The
researcher defined the population first, listed down all the members of the population

There are 28 participants for the questionnaire survey. The respondents were
given 5-10 minutes to complete the survey. After collecting the questionnaires, the
responses will be tallied, computed, analyzed, and recorded.
The multiple regression which is an extension of simple linear regression. It is
used when we want to predict the value of a variable based on the value of two or more
other variables. The variable we want to predict is called the dependent variable (or
sometimes, the outcome, target or criterion variable)
Frequency is the number of occurrences of a repeating event per unit time.
The frequency (or absolute frequency) of an event i is the number n_i of times the
event occurred in an experiment or study.
Summation (symbol: ) is the addition of a sequence of numbers; the result is their
sum or total. If numbers are added sequentially from left to right, any intermediate result
is a partial sum, prefix sum, or running total of the summation
Mean and expected value are used synonymously to refer to one measure of the
central tendency either of a probability distribution or of the random variable
characterized by that distribution.
Chi-square is used to examine differences between what you actually find in your study
and what you actually find in your study and what you expected to find
The Overall Mean is the mean of all observations, as opposed to the mean of individual
groups. In ANOVA, for example, this is the mean of all observations across factor levels,
as opposed to the means of individual levels.

Statistical Treatment of Data

The following statistical formulas were used by the researchers in testing and/or proving
their hypotheses.

x =

fx
r
1) Overall Mean mean of all observations, as opposed to the mean of
individual groups. In ANOVA, for example, this is the mean of all observations
across factor levels, as opposed to the means of individual levels.
x

is symbol for the Overall Mean

is the symbol for the frequency.

is the symbol for the Midpoint of a Grouped Data.

is the symbol for the total number of respondents.

fx

is the total number of the frequency multiplied to the midpoint

Y =a+b 1 X 1+ b 2 X 2+b 3 X 3
2) Multiple Regressions - is an extension of simple linear regression. It is used
when we want to predict the value of a variable based on the value of two or more other
variables. The variable we want to predict is called the dependent variable (or
sometimes, the outcome, target or criterion variable)
Y

is the value of the Dependent variable (Y), what is being predicted or explained

(Alpha) is the Constant or intercept

b 1 is the Slope (Beta coefficient) for X1

X 1 First independent variable that is explaining the variance in Y

b 2 is the Slope (Beta coefficient) for X2

X 2 Second independent variable that is explaining the variance in Y

b 3 is the Slope (Beta coefficient) for X3

X3

Third independent variable that is explaining the variance in Y

CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Percentage Distibution of People of the Respondents as to Age

36%

10-12 Years Old

13-15 Years Old
16 and Above

64%

Table 1.1
Overall Mean: 12.929 years old
Table 1.1 shows that out of 28 respondents, 10 or 35.71% of them are in the range of the
age 10 to 12 years old. Moreover, 18 or 64.29% of the respondents belongs to the range of age
13-15 years old. And on the other hand, none of them are 17 years old and above. The overall
mean of the age of the respondents is 12.929 years old. In conclusion, Grade 7 students are,
mostly, composed of Midadolescent Youth or teenagers between 13-15 years old.

Gender

46%

Male
54%

Female

Table 1.2
As seen in Table 1.2 out of 28 respondents, 15 or 53.57% of them are Male while
13 or 46.43% of the respondents were Female. It is observed that the population of
Grade 7 students of Diadem Christian Academy is mostly male.

Daily Allowance

4% 7%

0 - 20
21 - 50

36%
54%

51 - 100
101 and above

Table 1.3
Overall Mean: 46.693
Table 1.3 shows us that out of 28 respondents, 2 or 7.14% of them have the daily
allowance of 20 and below while 15 or 53.57% of them have 21 - 50 as their daily
allowance. Next is 10 or 35.72% of the respondents having the daily allowance of 51 - 100
and only 1 or 3.57% have a daily allowance that is 100 or more. With the help of the data
gathered, it showed us that the overall mean was 46.693. Together with the results, it has
revealed us that students have enough money for food and transportation.

The Payee for the Internet Access

4%

7%

Parents
Siblings
Relatives

89%

Table 1.4
In Table 1.4, out of 28 respondents, 25 or 89.29% of them have their parents to pay for
their internet access while only 1 or 3.57% have their siblings to pay for their internet access.
On the other hand, 2 or 7.14% of them have their relatives to pay for their monthly bill for the
internet. Table 1.4 revealed that most of the respondents are relying on their parents for the
payment of their internet access.

Length of Usage of the Internet

Never
21%

Less than 6 months

4% 7%
18%

14%

6-11 months
1-3 years
3 years and 1 month to 6
years

36%

More than 6 years

Graph 1.5
Overall Mean: 18.089 months or 1 year and 6.089 months
In Graph 1.5 out of 28 respondents, 1 or 3.57% of them have never used the internet
while 2 or 7.14% of them have been using the internet less than 6 months. In addition to the
information, 5 or 17.86% of the respondents have been using the internet for 6 11 months and
also, 10 or 35.71% of them have used the internet for 1-3 years already. On the other hand, 4 or
14.29% of the respondents have been using the internet for 3 years and 1 month to 6 years and
then 6 out of the 28 respondents have been using the internet for more than 6 years. Given the
information from the table, the overall mean is 18.089 months or 1 year and 6.089 months. It is
observed that most of the respondents have used the internet for 1-3 years up until now which
makes them an amateur towards using the internet.

Test II Social Networking/Media Activity

Table 2.1 (Mean Perception Profile of the Frequency of Usage to Social Media/Social
Networking)
Frequency of Usage
How often?

Mean
3.89

Interpretation
Most of the Times

Variable
5=Always
4=Most of the Times
3=Frequently
2=Rarely
1=Never
Total

No.

(Percentage)
46.43%
28.57%
14.29%
10.71%
0%
100%

(Frequency)
13
8
4
3
0
28

In Table 2.1, it shows that the respondents are socially active or online most of the times having
the value of mean 3.89.
Table 2.2 (Mean Perception Profile of the Length of Exposure to Social Networking/Media)
Number of Hours
Less than an hour
1-2 hours
2-3 hours
More than 3 hours

Variable

Mean
2.36
2.75
2.43
2.57

a. Less

b. 12

c. 2-3

than an

hours

hours

Interpretation
Rarely
Frequently
Rarely
Frequently

Rank
4
1
3
2

d. More than 3 hours

hour
5=Always

No.

No.

No.

No.

7.14%

25%

17.86

17.86%

4=Most of the

21.43%

14.29%

14.29

10.71%

Times
3=Frequently

7.14%

7.14%

%
10.71

14.29%

2=Rarely
1=Never
Total

21.43%
42.86%
100%

6
12
28

17.86%
35.71%
100%

5
10
28

%
7.14%
50%
100%

2
14
28

25%
32.14%
100%

7
9
28

Table

2.2

shows

that

the

respondents

are

frequently

exposed

to

Social

Media/Networking. Looking at the table above, the first bracket which is Less than an hour
being in rank 4, its verbal interpretation is rarely with the mean 2.36 while the third bracket
which is 2-3hours is in the third rank has the value of mean that is 2.43 and is interpreted as
rarely. Meanwhile, in the second ranking which is in the fourth bracket named More than 3
hours is interpreted as frequently having the mean of 2.57. Lastly, having the highest value of
mean which is 2.75 located at the second bracket named 1-2 hours is interpreted as
frequently. Having the overall mean of the given mean of each bracket, we had the value of
2.53.
Table 2.3(Mean Perception Profile of the Purpose of Usage of Social Media/Networking and the
Internet)
Purpose
Project and

Mean
4.14

Interpretation
Most of the Times

Rank
1

Homework Purposes
Pleasure and Fun

3.82

Most of the Times

a. Project and
Variable

5=Always
4=Most of the Times
3=Frequently
2=Rarely
1=Never

b. Pleasure and Fun

Homework
Purposes
%
42.86%
35.71%
14.29%
7.14%
0%

No.
12
10
4
2
0

%
39.29%
25%
10.71%
10.71%
14.29%

No.
11
7
3
3
4

Total

100%

28

100%

28

Table 2.3 shows us that the rank 1 gives us information about the respondents upon
using the Internet for Project and Homework Purposes most of the times having the mean of
4.14. Meanwhile, in the second ranking, the purpose of using the internet for them is for
Pleasure and Fun having the mean of 3.82 which is having a verbal interpretation Most of the
Times.
Table 2.4(Mean Perception of the Frequency of Visited Sites)
Sites
Facebook
Twitter
Instagram
Overall Mean

Mean
4.36
2.07
1.68
2.70
b. Twitter

a.
Variable

Interpretation
Most of the Times
Rarely
Rarely
Frequently
c. Instagram

Rank
1
2
3

Facebook

5=Always
4=Most of the Times
3=Frequently
2=Rarely
1=Never
Total

No.

No.

No.

67.86%
14.29%
7.14%
7.14%
3.57%
100%

19
4
2
2
1
28

10.71%
10.71%
7.14%
17.86%
53.57%
100%

3
3
2
5
15
28

3.57%
7.14%
7.14%
17.86%
64.29
100%

1
2
2
5
18
28

In Table 2.4, it is observed that Facebook is the first in the rank having the mean of
4.36 which is an interpretation of usage as Most of the Times while Twitter having the mean
of 2.07 is in the second rank is interpreted as Rarely used. On the other hand, Instagram
which is interpreted as used Rarely is on the third rank having the mean of 1.68.
Test III Social Media and Academic Related Activity
Table 3.1 Does using the internet hinder your priorities like homework, projects, and etc.?
Mean 3.21

Interpretation Frequently
%

No.

Variable

(Percentage)

(Frequency)

5=Always

10.71%

4=Most of the Times

3=Frequently
2=Rarely
1=Never
Total

39.29%
28.57%
3.57%
17.86%
100%

11
8
1
5
28

In Table 3.1, it is seen that out of 28 respondents, most of the respondents think that
using Social Media hinders them in accomplishing school works Most of the Times but in
overall it is interpreted as Frequently.

Table 3.2 Do you spend more time being online rather than studying?
Mean 3.32

Variable
5=Always
4=Most of the Times
3=Frequently
2=Rarely
1=Never
Total

Interpretation Frequently
%

No.

(Percentage)
21.43%
21.43%
32.14%
17.86%
7.14%
100%

(Frequency)
6
6
9
5
2
28

In Table 3.2, it is observed that most of the respondents spend more time being online
Frequently which is the same interpretation of the overall information.
Table 3.3 Is the internet a great help in accomplishing school works?
Mean 4.14

Interpretation Most of the Times

Variable
5=Always
4=Most of the Times
3=Frequently
2=Rarely
1=Never
Total

No.

(Percentage)
53.57%
17.86%
21.43%
3.57%
3.57%
100%

(Frequency)
15
5
6
1
1
28

In Table 3.3, the researchers found out that in the total of 28 respondents, most of them
answered that Social Media becomes a great tool of help towards the academic field Always
but in overall it is interpreted as Most of the Times.

Table 3.4 Do you often rely on the social media rather than yourself?
Mean 2.75

Variable
5=Always
4=Most of the Times
3=Frequently
2=Rarely
1=Never
Total

Interpretation Frequently
%

No.

(Percentage)
17.86%
10.71%
21.43%
28.57%
21.43%
100%

(Frequency)
5
3
6
8
6
28

In Table 3.4, out of 28 respondents, most of the respondents Rarely relies on the Social
Media in many aspects rather than themselves but when it comes in overall, it is interpreted as
Frequently.
Table 3.5 Does using social media affects your grades in any manner?
a. Mean 2.93

Interpretations Frequently

b. Mean 3.21

Interpretations Frequently
a. Negatively

Variable
5=Always

%
21.43%

No.
6

b. Positively
%
25%

No.
7

4=Most of the Times

3=Frequently
2=Rarely
1=Never
Total

17.86%
14.29%
25%
21.43%
100%

5
4
7
6
28

14.29%
35.71%
7.14%
17.86%
100%

4
10
2
5
28

In Table 3.5, most of the respondents gave us the information that upon using social
media it affects them negatively Rarely but Frequently it affects their grades positively but in
overall both negatively and positively affecting their academic performance Frequently.

CHAPTER 5
SUMMARY, CONCLUSIONS, AND INTERPRETATION OF THE DATA

Summary:
This study was conducted for the purpose to determine the effects of social
media in the academic performances of selected Junior High School students of
Diadem Christian Academy. The descriptive method of research was utilized and
qualitative survey technique was used for the gathering of data. The questionnaire
served as the instrument for gathering data. All the Grade 7 students of Diadem
Christian Academy were the respondents of the questionnaire. The study was
conducted during the school year 2015-16.
Specifically, the study seeks to answer the following questions:
1. What is the demographic profile of the respondents as to:
a. Name
b. Age
c. Gender
d. Daily Allowance
e. Payee of the respondents internet access
f. Length of usage of the internet.
2. What are the social media activities of the respondents as to:
a. Frequency of Exposure

b.
c.
d.
3. What

Length of Exposure
Purpose of Usage
Frequently visited sites
are the levels of the observed academic and internet related activities of

the students as to:

a. Internet as a hindrance to school works
b. Time spent more on the internet than studying.
c. Internet as a tool of help in accomplishing school works
d. Reliance of respondents on social media
e. Effects of social media in their grades as follows:
i. Negatively
ii. Positively
Findings:
Based on the results and methodology applied, the following findings were
forwarded.
1. The demographic profile of the respondents shows that the majority of
Grade 7 students are Male which is 15 or 53.57% of the total population
while in terms of the age; most of the respondents are in the range of the
13-15 years old. As to the allowance of the respondents, most of them had
an allowance ranging from 21 - 50 and as for the payee of the internet
access of the respondents; most of them, which is 24 or 85.71%, had their
parents to financially help them in terms of the payment of the internet. In
addition, the respondents, most of them that is having the percentage of
35.71% or the count of 10, have been using the internet from then up until
now which is ranging from 1 to 3 years.
2. As to the social media activity of the selected Junior High School students,
the following data were obtained. As to the frequency of exposure, most of
the students, with the mean of 3.89, spent being socially active most of the
times while in the length of exposure of the respondents, having the mean
2.75, students mostly spend 1-2 hours on the internet which is interpreted
frequently. In accordance to the obtained data, most of the students use
the internet for Project and Homework Purposes with the mean 4.14
which is interpreted as Most of the Times. While, majority of the

respondents are observed to visit Facebook most of the times having the
mean of 4.36.
3. In terms of the academic related to the internet usage activity, it is
observed that internet frequently hinders the respondents to their priorities
having the mean of 3.21 while the respondents frequently spend more
time being online rather than studying with the mean 3.32. In addition, the
respondents have seen that, most of the times, the internet have become
a great help in accomplishing school works that is seen with the mean of
4.14 and it is seen from the data gathered that the respondents frequently
rely on the social media that has the mean of 2.75. Lastly, in terms of
social media that affects the grades of the respondents, both it affects their
grades positively and negatively frequently with the mean 2.93 and 3.21 in
order.
4. Multiple R and R square or Chi square of demographic profile to the
frequency of exposure, length of exposure, purpose of usage and
frequently visited sites.
Conclusions:
From the findings obtained from the study, the following terminations have been
made:
1. Majority of the Grade 7 students are composed of Male which is 53.75%
and most of them have a daily allowance of 21 - 50 which is 53.75%
again and most of the students are in midadolescence which is the age
ranging from 13-15 years old which is 64.29% of the total. It is also
observed that none of them are financially capable for paying their own
internet so instead, most of them, have their parents as their payee for
their internet and it is also seen that most of them, which is 35.71%, have
encountered using the internet for the first time 3 years -1 year from now.
2. Most of the students are always online spending 1-2 hours on the internet
for project and homework purposes and it is observed that most of them
have a Facebook account and they spend a lot of time in it.
3. The selected Junior Highschool students have a hard time doing their
homework and the like for they end up being on the internet browsing and
etc. also frequently most of the students end up being online rather than

studying in many reasons but they gave us an information that the internet
helps them in accomplishing school works for it is easier to be accessed
and most of them rarely relies on the internet or the social media and
mostly trusts on themselves for any particular reason. Lastly, they have
given us the fact that upon using the social media, it rarely affects their
grades negatively but frequently affects it positively. So it us upon the user
that it could greatly help them or badly affect them.
4. It is highly observed that social media could affect the academic
performance of a student but both positively and negatively. The effect is
based on how the user utilizes the social media. So when the user makes
efficient use of social media, it would greatly help them increase learning
and would have higher grades for the way of usage. Meanwhile, if the user
makes wrong use of the social media, which pertains to entertainment and
the like, it would likely lower the grades and degrade the way of the users
learning.
5. Based on the information gathered, a student could handle both being
socially active and to be able to maintain their grades or studies
Recommendations:
The following recommendations are given based on the found findings and
conclusion:
1. The parents, as the payee of the internet access, must be able to observe
and manage the usage of internet towards their children and they should
usually be informed on the academic performance of the students so that
they will know how to handle their children.
2. The school must always have a parent-teacher meeting to inform the
parents about the progress of their children academically.
3. It is highly recommended that the teachers should use Social Media,
specifically Facebook, as another means of communication in the
academic setting and the said site would be used as an alternative way of
learning by being a venue of learning for it is easier to exchange and
provide ideas with each other with the help of the internet.

4. The school must hold more events that would instead of students
spending time in the social media, it would instead help the students know
more about each and everyones specializations and skills which would
help our country to have more talented young people that is a great impact
in the future of our country especially in our economy.
5.

APPENDICES

Questionnaire for Respondents

Dear Respondents,
A pleasant day to you! We, the group VIII of Grade 10 students, are currently conducting a baby
thesis study entitled The Effects of Social Media on Students Academic Performance of Junior High
School Students in Diadem Christian Academy.
Together with this, we would like you to answer this questionnaire honestly for it is intended to
know the effects of social media with your academic performance. We will make sure that the information
gathered will be confidential.
Thank you very much.
I. Profile of Respondents
Direction: Please put a checkmark (/) on the following boxes provided that best describes your personal
profile.
Name: ____________________________________ Year Level: __________

Age:

10-12 years old

13-15 years old
16 and above years old

Gender:

Male
Female

Daily Allowance:

None P20
P21 P50
P51 P100
P101 and above

Who pays for your Internet access?

Parents
Relatives

Siblings

Others, please specify: ___________

How long have you been using the Internet?

Never used it
1 to 3 years

Less than 6 months

6 to 12 months

4 to 6 years
7 years or more

II. Social Media Activity

Directions:

This questionnaire is intended to measure your social media activity.

This is not a test nor graded so there will be no right or wrong answers.
Answers are based on your own experience. Please answer each item carefully
and accurately by checking (/) the number that best describes your activity on social
media.
5=Always
4=Most of the Times
3=Frequently
2=Rarely
1=Never

5
1. How often do you go
online?
2. How much time do
you spend on being
socially active?
a. Less than an hour
b. 1 hour- 2 hours
c. 2 hours - 3 hours
d. More than 3 hours

3. What is your
purpose in using the
internet?
a. Project and Homework
purposes
b. Pleasure and Fun
c. Others, please specify:
____________________

4. What website do you

usually visit?
a. Facebook
b. Twitter
c. Instagram
d.Others, please specify:
____________________

III. Academics - Internet Relation Activity

5
1. Does using the
internet hinder your
priorities like
homework, projects,
and etc.?
2. Do you spend more
time being online
rather than studying?
3. Is the internet a
great help in
accomplishing your
school works?
4.Do you often rely on
the social media rather
than yourself?
5. Does using social
media affects your
grades in any manner?
A. Negatively
B. Positively

Spreadsheet

Analysis
Chi-Square insert here.

Curriculum Vitae

Cancejo, Louise Verano O.

E-mail Address: veranocancejo@yahoo.com
Contact Number: 0936346114
Address: #176 Sitio Tibagan, Brgy. Mayamot, Antipolo City

Personal Information
Age: 15
Birthday: February 20, 2000
Birthplace: Quirino Hospital
Religion: Roman Catholic
Citizenship: Filipino
Civil Status: Single
Fathers Name: Johnis A. Cancejo
Mothers Name: Virginia O. Cancejo

Education Attainment
Elementary
-Meraculus
-Diadem Christian Academy
Mayamot, Antipolo City (2007-2012)

Secondary
-Diadem Christian Academy
Mayamot, Antipolo City (2012 present)

Awards Received

Primary
-Grade Level: Achievements
Secondary

Research Conducted
-Year Level: title

Alvarez, Hauntz Gabriel B.

E-mail Address: zerefvayne99@gmail.com
Contact Number:
Address: 11A Sunflower st., Treshermanas Village, Brgy. Mayamot,
Antipolo City

Personal Information
Age: 15
Birthday: January 14, 2000
Birthplace:
Religion: Baptist
Citizenship: Filipino
Civil Status: Single
Fathers Name: Mark C. Alvarez
Mothers Name: Edna B. Alvarez

Education Attainment
Elementary
-Pleasant Mount School
Mayamot, Antipolo City (2006 2011)
-Diadem Christian Academy
Mayamot, Antipolo City (2011-2012)

Secondary
-Diadem Christian Academy
Mayamot, Antipolo City (2012 Present)

Awards Received

Primary
-Grade Level: Achievements
Secondary

Research Conducted
-Year Level: title

Santos, Mico Briant C.

E-mail Address: santosmicobriant@yahoo.com
Contact Number:
Address: Zone 4-A Mapayapa St., Brgy. Mayamot, Antipolo City

Personal Information
Age: 15
Birthday: May 18, 2000
Birthplace:
Religion: Christian
Citizenship: Filipino
Civil Status: Single
Fathers Name: Emar Santos
Mothers Name: Sabel C. Santos

Education Attainment
Elementary
-City Covenant Academy
(2006-2007)
-Justo Learning Academy
(2007-2008)
-Diadem Christian Academy
Mayamot, Antipolo City (2008 2012)

Secondary
-Diadem Christian Academy
Mayamot, Antipolo City (2012 present)

Awards Received

Primary
-Grade Level: Achievements
Secondary

Research Conducted
-Year Level: title

Fulgencio, Jayvee P.
E-mail Address: jayveefulgencio@gmail.com
Contact Number: 09262671180
Address: Block 5 Lot 2 Prometheus St., Crestview Homes Subd., Brgy.
Mayamot, Antipolo City

Personal Information
Age: 15
Birthday: September 2, 2000
Birthplace:
Religion: Philippine Indipendiente
Citizenship: Filipino
Civil Status: Single
Fathers Name: Jaime D. Fulgencio
Mothers Name: Vergie P. Fulgencio

Education Attainment
Elementary
-Diadem Christian Academy
Mayamot, Antipolo City (2006-2012)

Secondary
-Diadem Christian Academy
Mayamot, Antipolo City (2012-present)

Awards Received

Primary
-Grade 1: 5th Honor
-Grade 2: 6th Honor
-Grade 3: 7th Honor
-Grade 4: 7th Honor, Scripture Memorization Award
-Grade 5: 6th Honor, Best in Math, Scripture Memorization
Award
-Grade 6: 6th Achievers Award, Scripture Memorization Award
Secondary
-Grade 7: 4th Honor, Best in Math, TLE and Research,
Scripture Memorization Award
-Grade 8: 4th Honor, Best in Arts, and Research, Scripture
Memorization Award
-Grade 9: 2nd Honor, Best in Math, Computer, Science,
English, Earth Science and Research, Scripture Memorization Award

Research Conducted
-Grade 8: Banaba Leaves as a Herbal Tea