Effect of Social Media On The Academic Performance

CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale
Social media continues to evolve. Today there are number of sites
where users can interact with each other and share information. Social network
sites may affect people's minds in different ways depending on what kind of
information is shown to them. According to the given definition of Merriam-Webster
Dictionary, social media are forms of electronic communication through which
users create online communities to share information, ideas, personal messages,
and other content. Social Media is used for many purposes which are to exchange
ideas, feelings, personal information, pictures and videos.
Most people rely on social media for entertainment, news, advertisements
and information. Nowadays, one can use social media and get any form of data.
The use of social media has transformed the society into a global village where
people can interact freely within a span of a second.
Benefits of social interactions seem endless with the advancements of
communications online. With the complexity of information available on the
internet, new possibilities for people to communicate on global networks, and for
the ability to aggregate different information streams (Kop & Hill, 2008).
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Social media sites have been proven to be perfect platforms of
communications. Thousands of people join social media networking sites to keep
in touch with their long-lost friends or family members living abroad. These people
are in need of various products and services, thus you as an online person can
take advantage to communicate and connect to others (Stephen Kavita, 2009).
Social networking sites were created to allow individuals to communicate
with others who share similar interests/activities, or information or friends. Most
social network services are web based and provide a variety of ways for users to
interact, such as e-mail and instant messaging services (Ocean Web, 2009).
However, most people focus on the benefits of social media without
considering its drawbacks. Thirty-two percent of online teens have experienced
some form of harassment via the Internet, a problem also known as cyberbullying.
According to recent data, 15% of online teens have had private material forwarded
without permission, 13% have received threatening messages and 6% have had
embarrassing photos posted without permission. Unsafe disclosure of information,
cyberbullying, addiction, risky behavior and contacting dangerous communities are
but a few of the concerns raised in the media about the use of online social
networks (Brenda Brathwaite, 2008).
From the information given, this study has been chosen by the researcher
to find out the use of social networking sites and how it affects to the academic
performance of the students. Through this study we were able to know the reason
why they use social network sites as a way of communication and building
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relationship with the other person, and also the researcher would like to present
the possible problem that a user might encounter using social networking sites.
Nevertheless, the researchers would like to get data from various students of the
Immaculate Mary Academy in order to assess the use of social networking sites.
REVIEW OF RELATED LITERATURE
Theoretical Background
This study was anchored on Vigotsky’s theory on Sociocultural and
Cognitive Development. Vygotsky’s main assertion was that individuals are
entrenched in different sociocultural contexts and their cognitive development is
advanced through social interaction and communication with more skilled
individuals. Communication is one thing need to consider in building relationships.
You can spend countless hours on social media websites and still fail to generate
good connection to others. It is not about the number of people you are linked with
that really matter, but the content quality you share. Before anything else, work on
gaining trust by introducing yourself and your hobbies. This helps in breaking the
ice. Get to learn what other people are involved in and show some kind of interest
(Stephen 2009).
Vygotsky’s theory of cognitive development is mainly concerned with the
more complex cognitive activities of an individual that are governed and influenced
by several factors such as people around them, things they always do, or their
environment in general. Further, a study conducted by Rithika M. (2013) states
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that while people are living in a network era, the tremendous growth of the internet
where in students interact and socialize may also have high impact on their
academic development. Moreover, the widespread use of online social network
sites among college students from texting to chatting on cellphones to posting
status updates on Facebook maybe taking an academic toll.
Another study on the same topic by Trusove (2009) which focuses on the
effect of social network sites and its impact on the academic life and learning
experiences of the students, in which he noted that internet is certainly an evolution
of technology but specifically social network sites are extremely unsafe for
teenagers particularly students. We cannot deny the fact that plenty of students
are being bullied through social media.
By that, our government gives an immediate response on that issue through
implementing laws. The Anti-Bullying Act Of 2013 (RA 10627). This law finds
applicability in school-related bullying incidents which cover those uttered on social
media platforms. “Bullying” under this law refers to any severe, or repeated use by
one or more students of a written, verbal or electronic expression, or a physical act
or gesture, or any combination thereof, directed at another student that has the
effect of actually causing or placing the latter in reasonable fear of physical or
emotional harm or damage to his property; creating a hostile environment at
school; infringing on the rights of another student at school; or materially or
substantially disrupting the education process. (Sec. 2, RA 10627) When done
through the use of the Internet, the law categorizes the same as “cyber-bullying.”
(Sec. 3, B-1, RA 10627, Implementing Rules). However, this law only addresses
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student-student bullying. Hence, a teacher who belittles a student in Facebook or
any other social media account, on account of grades or class performance, social
standing or gender may not be held liable under this law.
The Civil Code on Damages. One who is aggrieved by a defamatory post
in social media may find refuge in the provisions of the Civil Code on Damages.
(Art. 2176, Civil Code) One who posts in social media, causing damage to the
reputation of another may be liable to the subject for damages and this can be a
valid cause of action under the law. Such posts must tend to pry to the privacy and
peace of mind of another, meddle or disturb the private life or family relations of
another, intrigue to cause another to be alienated from his friends or vex or
humiliate another on account of his religious beliefs, lowly station in life, place of
birth, physical defect or other personal condition. (Art. 26, Civil Code)
Theoretical Framework
The theoretical framework of this study is based on the Social Information
Processing Theory of Joseph Walther, often referred to as "Cues Filtered In,"
proposes that despite the lack of nonverbal communication inherent in online
interactions, people formulate ways to give off and interpret individuating
information. Instead, people seek out and interpret cues that serve as substitutes
of nonverbal communication, such as use of emoticons and time stamps. We know
from various studies conducted face-to-face (f2f) that people, by their very nature,
are motivated in interactions with others to "reduce interpersonal uncertainty, form
impressions, and develop affinity (535)."This is found in online interactions as well.
SIP theory thus constructs people as beings capable of adopting and interpreting
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alternate methods to form impressions of others in the absence of cues present in
f2f interactions. Instead of passively allowing the internet to influence and shape
people’s communication behaviors, people use the internet and the clues it
provides to interpret and form impressions of others. People are thus capable of
taking a low-bandwidth media and using the limited cues it provides us with to
construct perceptions of others.
Solely on the linguistic content of computer-mediated communication
(CMC), parties who meet online can develop relationships just as close as those
formed face-to-face—though it takes longer. Because online senders select,
receivers magnify, channels promote, and feedback enhances favorable
impressions, CMC may create hyper personal relationships. (Socio-psychological
tradition)
Moreover, Granovetter 1973 outlined that the potential useful connections
may be valuable sources of new information and resources. Additionally, the ability
to stay in touch with these networks may offset feelings of "friend sickness," the
distress caused by the loss of old friends.
Finally, social network site intensity predicted increased levels of maintained social
capital, which assessed the extent to which participants could rely on high school
acquaintances to do small favors. For college students, many of whom have
moved away for the first time, the ability to stay in touch with these high school
acquaintances may illustrate most clearly the "strength of weak ties" (Putnam
2000).
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THEORIES: LEGAL BASIS:
Vigotsky’s theory on The Anti-Bullying Act

Sociocultural and Cognitive Of 2013 (RA 10627). This law
Development. Vygotsky’s finds applicability in school-
main assertion was that related bullying incidents which
individuals are entrenched in cover those uttered on social
different sociocultural contexts media platforms.
and their cognitive (Sec. 2, RA 10627)
development is advanced When done through the use of
through social interaction with the Internet, the law
more skilled individuals. The categorizes the same as
Vygotsky’s theory of cognitive “cyber-bullying.”
developments is mainly (Sec. 3, B-1, RA 10627,
concerned with the more Implementing Rules).
complex cognitive activities of However, this law only
an individual that are governed addresses student-student
and influenced by several bullying.
factors such as people around The Civil Code on
them, things they always do, or Damages. One who is
their environment in general. aggrieved by a defamatory post
in social media may find refuge
in the provisions of the Civil
Code on Damages.
Effect of Social Media on the Academic Performance of

Junior High School students of Immaculate Mary
Academy School Year 2017 – 2018
Academic
Performance Social Media
Proposed Action Plan
Figure 1. Theoretical Framework
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Related Studies
Carolina Gonzales of the University of Texas at el Paso found out that social
media in today’s time was a huge impact among the internet system. For some
people, computers are considered essential on a daily basis. This had cause to
many people become abusers to this great service. Now, we see almost in every
social place providing Wi-Fi service. Also, with all the great technology now days
we no longer have to carry a laptop to places to use the internet, phones have
immense technology access. Currently, people can use their phones to update
their social page. Also, people who have some level of social addiction like or find
pretty interesting and getting to know everything about their friends through the
monitors of their computers and cell phones. No longer hanging out with friends is
interesting them anymore.
For many people is pretty easy to become addicted to social networks due
to the fact that it is very popular among not only young people but adult people too,
also it is easy to access, and it is entertaining. Although, it is important to consider
that the purpose of the multiple social networks presented to people is to keep in
touch with family, friends, and old friends that one may have lost touch with.
Addiction to these internet websites becomes a problem once it starts to interfere
towards daily life. This review of literature review seeks to explore the following
questions: What is Social Network Addiction? What can be some solutions to this
problem? And, what kind of resources does a social network abuser have access
to?
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According to Pamaoukaghion (2010), Social Network Addiction was first
known as a psychological disorder around the world, also internet addiction lead
to social network addiction (paragraph #2). According to Young (2009) Social
Networking can be compare as the same as being addicted to drugs or alcohol.
Internet addiction is big cause of social network addiction because people started
to explore the internet and by that started visiting social network websites and by
that people when to internet addiction to social network addiction. Social network
addiction leads to many problems such as problems with your family, work, friends,
etc. According to Pamaoukaghion (2005-2010) Facebook is one of the most
famous visited social network website. There are many levels of social network
addiction, some of the levels are for emotional low self-esteem, and afraid to be
socially expose Pamaoukaghion (2005-2010) (paragraps#4-5). People with low
self-esteem are most likely to fall into social network addiction because of the
unstable social expose with people in person. According to Pamaoukaghion (2055-
2010) in a study from the University of Athens, psychiatrists discuss about a
woman who lost her job because of being online on a social network websites
(paragraph #3). The discussion was about this situation of the women that it could
be a sign of social network addiction.
Some solutions that Cheever (2007) suggests is to try to find medical
support if symptoms of social network addiction are getting noticing from closed
relatives such as family members. It is important to also people who notice this
type of behavior for example with teenagers, parents should know the correct
approach to correct or at least lowering the levels of addiction of their teenager by
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having open conversation and try to be has supportive as possible. It is important
to be supportive because that way the person affected by the addiction can feel
more confident to become stronger to manage their addiction. According to
Cheever (2007) spending more time with your family by going out and going stuff
together than be online in the social networking website the addict can avoid social
networking. Also Cheever (2007) recommends used the reward system works is
like setting a goal, complete the goal and then reward yourself, and finally Cheever
(2007) states to make an effort to stay offline, to be mature about the recovery that
it takes to become successful to fight back Social Network Addiction.
Social Network Addiction is a psychological disorder almost all around the
world with internet access. It is known that internet addiction leads to social
network addiction. The signs of social network addiction are very easy to identify
but the person that is affected by the addiction is the one that notices it the first
time but does not seem to pay attention to it since they do not identify internet use
as a psychological disorder. The people that are affected by this addiction are
mostly the ones that have social insecurities, but also the other people see it as a
hobby, but in reality, they are being affected by the psychological disorder. Some
solutions of social networking are to be able to do physical activities: like going out
with friends, family, playing sports, or just to spending more quality time with family.
One recommendation is to be able to control oneself, in the survey conducted in
February 2011 many students added at the end of the survey that one strategy to
control their addiction to social network websites is to manage their time and create
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a schedule or set a strict time schedule. Social network addictions are growing
more and more as technology keeps progressing.
THE PROBLEM
STATEMENT OF THE PROBLEM
The study aims to determine the effect of social media on the academic
performance of Junior High School students of Immaculate Mary Academy School
Year 2017 – 2018.
Specifically, the aimed to determine the following:
1. What is the profile of the respondents in the areas of:
1.1 Grade Level
1.2 Sex
1.3 Age?
2. What is the academic performance of the Junior High School students of
Immaculate Mary Academy SY 2017 – 2018?
3. What is the profile of the Junior High School students in terms of using the
social media?
4. What is the attitude of the Junior High School students of Immaculate Mary
Academy SY 2017 – 2018 towards social media?
5. Is there an effect of using the social media on the academic performance of
Junior High School students of Immaculate Mary Academy SY 2017 –
2018?
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6. Is there a significant relationship between using social media and academic
performance of the Junior High School students of Immaculate Mary
Academy SY 2017 – 2018?
STATEMENT OF HYPOTHESIS
A. Using the social media do not affect the academic performance of the
Junior High School students of Immaculate Mary Academy SY 2017 –
2018.
B. There is no significant relationship between the academic performance
and the usage of social media of Junior High School of Immaculate
Mary Academy SY 2017 – 2018.
SIGNIFICANCE OF THE STUDY
The researchers believed that the study would be beneficial to the following:
Students
That they may read and find out the good and bad side of this kind of problem in
their education and their future. Moreover, this research or study will provide them
enough information so they can avoid being addicted to social networking sites
and so that they can improve their academic performance.
Teachers
That they may read and be aware of the changes of the students and even the
effects of social media to their students, so that they can educate their students
about the limitations of using the social media sites. Thus, guiding them in
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designing and conducting school and classroom activities that would motivate the
students to participate.
Parents
The parents would be cognizant on the effects of Social Media Usage on
their children’s academic performance. With that, they would be able to help their
children with proper discipline on Social Media usage and guide them in following
good study habits.
School Administrator
The School Administrator may use the findings of this study as bases in
creating and conducting programs that would minimize student’s distraction and
maximize meaningful learning.
Scope and Limitations
The main purpose of this study was to determine the relationship of Social
media usage and academic performance of the students. The respondents of this
study were the 26 male and 26 female or a total of 52 students of Junior High
School in Immaculate Mary Academy for SY 2017 – 2018.
The respondents were limited only on to the students who have active on
social media accounts. The study was a correlational quantitative design
employing the test of variables on Social Media usage (Independent) and
Academic Performance (Dependent).
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RESEARCH METHODOLOGY
Research Design
Descriptive survey will be used. This design makes use of gathering the
profiles of the respondents. The survey also requires the respondents to give their
perceptions towards the sub-problems of the study.
Research Locale
The research will be conducted at Immaculate Mary Academy located at
Poblacion Weste, Catigbian, Bohol. This school was chosen as the environment
where the study will be conducted since the researchers and the respondents are
presently studying in this institution. Thus, there is no need to travel and spend
much money and time to conduct this study.
Research Participants
The respondents of this study will be the students from Junior High School
students of Immaculate Mary Academy of the S.Y. 2017-2017. Random samples
will be used as the respondents of the study. There will be equal number for male
and female students to create no bias. They were chosen as the respondents
because teenagers, they are all exposed to social media.
Research Instruments
A. Preparation of the Questionnaires
The tools used in gathering data will be the survey questionnaires.
Both will contain 28 items. All of the questions will be related to social media
and one researcher- made questions.
B. Validation of Test Questionnaires
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To validate the test questionnaires, they will be refused the thesis
adviser and research adviser for corrections and revisions.
C. Survey
The researchers will prepare the revised questionnaire for distribution
to respondents.
Research Procedure
Phase I. Securing Permission to Conduct the Study
Permissions to conduct the study will be asked from the school
principal, noted by the thesis adviser and research adviser. The explanation
on the purpose of the study will be given. Permissions was also asked from
the selected subject teachers to use their time.
Phase II. Administration of the Study
The researchers will administer the survey to the respondents. It will
be administered with no time limit.
Statistical Treatment
In order to determine the profile characteristics of the respondents the
Percentage formula was used:

𝑓
𝑃= 𝑥 100
𝑛
Where:
P = percentage
f = frequency
n = total number of respondents
To determine the attitude of the respondent towards social media addiction,
the weighted mean was used:
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∑ 𝒇𝒙
𝑊𝑀 =
𝑵
Where:
WM= weighted mean
f = frequency of response
x = weight of response
N = no. of respondents
To interpret the computed weighted mean, the scale below was used:
Weighted Mean Interval Description
3.26 – 4.00 -------------------------------------------------------- Strongly Agree
2.51 – 3.25 -------------------------------------------------------- Agree
1.76 – 2.50 -------------------------------------------------------- Disagree
1.00 – 1.75 -------------------------------------------------------- Strongly Disagree
In finding the significant difference in the effects of the respondents, the
Paired T-Test was used:

(∑𝐷) ∕ 𝑁
𝑡=
2
∑𝐷 2 − ((∑𝐷) )
√ 𝑁
(𝑁 − 1)(𝑁)
Where:
∑𝐷 = summation of the difference
N = total number of respondents
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Pearson Product Moment Correlation was used to determine the significant
degree of difference between the

𝑛∑𝑥𝑦 − ∑𝑥 ⋅ ∑𝑦
𝑟=
√[𝑛∑𝑥 2 − (∑𝑥)2 ][𝑛∑𝑦 2 − (∑𝑦)2 ]
Where:
r = Pearson correlation coefficient
x = values in first set of data
y = values in second set of data
n = total number of values
∑xy = summation of the product of x and y
∑x = summation of x
∑y = summation of y
∑x2 = summation of the square of x
∑(x)2 = the square of the summation of x
∑y2 = summation of the square of y
∑(y)2 = the square of the summation of y
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DEFINITION OF TERMS
The followings were the key terms used in this research and their
constitutive and operational definitions:
Social Media
They are forms of electronic communication which facilitate interactive base
on certain interests. Social media include web and mobile technology. Boyd &
Ellison (2008) defined Social Media as a group of internet-based app location that
allows the creation and exchange of user generated content.
Social Networking
The use of internet to make information about yourself available to other
people especially people you share an interest with to send messages to them.
Social Networking Sites
A website where people put information about them and can send to others.
Academic Performance
It is the average grades of the Junior High students of Immaculate Mary
Academy during the 2nd grading period.
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CHAPTER 2
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter contains the presentation, analysis and interpretation of data.
The first part contains the gathered from the Profile of the Students in terms of
Grade Level, Sex & Age. The second part shows the average grades of the
students during the first semester. The third part shows the profile of the
respondents in using Social Media. It was then followed by the attitudes of the
students towards Social Media. The fifth part contains the relationship between the
students’ Social Media usage and academic performance. The last part shows the
programs proposed by the researchers basing on the results of the study.
Table 1
Profile of the Students in terms of
Grade Level, Sex & Age
GRADE LEVEL FREQUENCY PERCENTAGE

Grade 7 13 25.00%
Grade 8 13 25.00%
Grade 9 13 25.00%
Grade 10 13 25.00%
Total 52 100.00%
SEX POPULATION PERCENTAGE

Male 26 50.00 %
Female 26 50.00%
Total 52 100.00%
AGE FREQUENCY PERCENTAGE
12 5 9.62%
13 15 28.85%
14 16 30.77%
15 10 19.23%
16 5 9.62%
17 1 1.92%
Total 52 100.00%
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Table 1. Shows the profile of the students in terms of grade level, sex, and
age.
Grade Level. Regarding in every grade level, it had the same frequency of 13
and percentage of 25%.
Gender. With regards to their gender, both male and female had the same
frequency of 26 and percentage of 50% that summed to 100%
Age. As to their age, 16 (30.77%) students were 16 years old and 15 (28.85%)
students were 15 years old. This revealed that most of the students who using in
social media is at the age of 15 and 16.
Table 2
Student Academic Performance
GRADE RANGE DESCRIPTION FREQUENCY PERCENTAGE

90-100 Outstanding 30 56.69%
85-89 Very Satisfactory 14 26.92%
80-84 Satisfactory 8 15.38%
75-79 Fairly Satisfactory 0 0.00%
Below 75 Did Not Meet
0 0.00%
Expectations
Total 52 100.00%
Table 2. Shows the grades or the academic performance of the students. It
was revealed that 56.69% of students were described as Outstanding, 26.92%
were Very Satisfactory and 15.38% were classified as Satisfactory. Meanwhile,
both Fairly Satisfactory and Did Not Meet Expectation got 0%. This means that
students have good performance in their academic.
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Table 3
Profile of the Students
1. Social Media frequently used FREQUENCY PERCENTAGE

A. Facebook/Messenger 44 84.62%
B. YouTube 6 11.54%
C. Twitter 0 0.00%
D. Instagram 0 0.00%
E. WhatsApp 0 0.00%
F. Any other 2 3.85%
Total 52 100.00%
2. Number of Social Media accounts POPULATION PERCENTAGE

A. 1 5 9.62%
B. 2 11 21.15%
C. 3 12 23.08%
D. More than 3 24 46.15%
Total 52 100.00%
3. Time spent on Social Media sites FREQUENCY PERCENTAGE
A. 1-30 mins. 9 17.31%
B. 30 mins. – 1 hour 13 25.00%
C. 1 hr. – 2 hours 7 13.46%
D. 2-3 hours 8 15.38%
E. 3-4 hours 9 17.31%
F. More than 4 hours 6 11.54%
Total 52 100.00%
4. Uses of Social Media sites FREQUENCY PERCENTAGE

A. Downloading music/video 11 21.15%
B. Uploading music/video 1 1.92%
C. Posting text/photos 3 5.77%
D. Live 0 0.00%
E. Chatting 29 55.77%
F. Selling online products 2 3.85%
G. Streaming music/video 5 9.62%
H. Any other 1 1.92%
Total 52 100.00%
5. Kind of communities they subscribe FREQUENCY PERCENTAGE
A. Educational 8 15.38%
B. Informational 22 42.31%
C. Entertainment 22 42.31%
D. Any other 0 0.00%
Total 52 100.00%
Table 3. Shows the profile of the students in using social media.
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Social Media frequently used. Results show that the item with the highest
frequency on social media frequently used is Facebook / Messenger which is the
frequency of 44 and percentage of 84.62%.
Number of Social Media accounts. The highest number of social media accounts
are more than 3 which is the population of 24 and percentage of 46.15%.
Time spent on Social Media sites. Results show that the item with the highest
frequency on numbers of time spent by the students in using Social Media is 30
minutes – I hour.
Uses of Social Media sites. Results show that the item with the highest frequency
on uses of social media sites by the student is chatting which is the frequency of
29 and percentage of 55.77%.
Kind of communities they subscribed. Results show that the item with the
highest frequency on kind of communities they subscribe by the students in using
social media are equal, the informational and entertainment with the frequency of
22 students and percentage of 42.31%.
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Table 4
Attitude of the Students towards Social Media
N = 52
WIEGHTED
STATEMENTS DESCRIPTION
MEAN
A. Information Seeking
1. Social media makes me more connected to information about what
3.08 Agree
is happening in my friends’ lives.
2. I used social media when a parent or teacher has told me not do. 2.27 Disagree
3. I use social media technology for learning in schools/colleges. 2.94 Agree
4. I think social media is important in seeking important information. 3.04 Agree
5. I think social media is a part of the glue that keeps a portion of
2.73 Agree
this firm some of the generation together and inform.
6. I think social media help in making the student awareness of the
current happenings concern, issue, social activities and 2.67 Agree
prospective employment.
7. I think social media has created jealous behavior over illusions. 2.67 Agree
Average Weighted Mean 2.77 Agree
B. Self-Expression
1. People share too much information about themselves on social
3.23 Agree
media.
2. I compare my own life and the lives of those I am connected to a
social media when I see events and activities to which I am not 2.35 Disagree
invited.
3. I feel worse about my own life based on what others post to
2.27 Disagree
social media.
4. I get to show my different side on social media that I cannot show
2.40 Disagree
offline.
5. I feel pressured to post positive and attractive content about
2.67 Agree
myself.
6. I love expressing my thoughts and ideas in social media. 1.83 Strongly Disagree
7. I want freedom for the full expression of my personality in social
2.31 Disagree
media.
Average Weighted Mean 2.44 Disagree
C. Socializing
1. Social platforms better connect me to my friend’s feelings. 2.96 Agree
2. I receive support on social media during challenges or tough
2.67 Agree
times from my friends, peers and broader social networks.
3. I feel pressured to post content that others like and comment on. 2.48 Disagree
4. I said no to an activity with my family or friends because of social
2.00 Disagree
media.
5. I think that privacy policies are effective in social media. 2.65 Agree
6. I prefer to interact with people on social media rather than face to
2.56 Agree
face.
7. I have more friends on social media than I do in my real life. 2.81 Agree
D. Entertainment
1. I enjoyed being a member of multiple social media. 2.69 Agree
2. I visit my social media with no goal or specific purpose in mind. 2.67 Agree
3. I am usually surprised by how much time I spend on a social
2.71 Agree
media.
4. I ignored a responsibility like homework or chores because of
2.17 Disagree
social media.
5. I stay up late or get up early to spend more time on social media. 2.54 Agree
6. I hid my time on social media from family or friends. 2.15 Disagree
7. I believe that social media can bring goodness to everybody. 2.73 Agree
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Table 4 represents the “Attitude of the Students towards Social Media”. The
highest weighted mean in the aspect of “Information Seeking” is “Social media
makes me more connected to information about what is happening in my friends’
lives” with a weighted mean of 3.08 which is interpreted as “Agree”. This means
the majority of the students use Social Media to be aware of the more connected
to information about what is happening to their friends’ lives.
The highest weighted mean in the aspect of “Self-Expression” is “People
share too much information about themselves on social media” which had a mean
of 3.23 which is interpreted as “Agree”. This means that the most of the students
use social media as means that people are share too much information about
themselves on social media.
The highest weighted mean in the aspect of “Socializing” is “Social
platforms better connect me to my friend’s feelings” which had a mean of 2.96
which is interpreted as “Agree”. This means that social media is also used by the
students in social platforms better connecting them to their friend’s feelings.
According to Cano, one of the advantages of Social Media is it can be a means of
communication.
The highest rated item in the aspect of “Entertainment” is “I believe that
social media can bring goodness to everybody” which had a mean of 2.73 which
is interpreted as “Agree. This means that students entertain themselves by using
Social Media and it can bring goodness to everybody.
24
Table 5
Test of Correlation between the Students’ Social Media Usage
and the Academic Performance
N = 52
Table
Computed Decision on Null
r Value @ Interpretation
Value or t Hypothesis
0.05
Not Significant
Accept the Null
0.2106 -13.4775 2.009 (Very Low
Hypothesis
Correlation)
Table 5 shows the correlation between the student’s Social Media usage
and academic performance. The tabular at 0.05 level of significance with 50
degrees of freedom is 2.009, which is greater than the computed value of -13.4775.
This implies that the null hypothesis is will be accepted. It was found out that the
computed relationship between the variables is not significant. It means that Social
Media usage is not a hindrance to the students’ academic performance.
PROPOSED OUTPUT
Rationale
Social Media is a series of websites and applications designed to allow
people to share content quickly, efficiently and in real-time used by most of the
youths today. However, if not used properly, Social media could be perceived as
a distraction to the students’ education.
The proposed program would provide guide to the school administrators
and teachers in enhancing the students’ academic performance in relation to
students’ usage in Social Media.
25
Objectives
This proposed output is aimed at improving students’ academic
performance and study habits in relation to students’ discipline in using social
media sites.
Mechanics
The proposed output will be presented to the school principal of Immaculate
Mary Academy and will be disseminated to the teachers of the said school. The
strategies and activities included in the proposal are merely suggestive.
Schedule of Implementation
The implementation of the proposed output will start immediately at the
beginning of the first semester for the School Year 2018 – 2019.
26
PROPOSED OUTPUT
AREAS OF ACTIVITIES PERSONS TIME SUCCESS
OBJECTIVES
CONCERN STRATEGIES INVOLVE FRAME INDICATOR
 Constant
reminder from
the teachers and
SBSC on the  Students
school rules and follow the
 To inculcate regulations school rules
discipline to regarding the the regarding
students use of cellphone the
regarding during class appropriate
proper Social hours. time in
Media usage.  Implementing  Principal using
Discipline on
 To strengthen classroom rules  Teachers cellphone.
Social  Year
the school regarding  SBSC  Both the
Media Round
Usage
rules and appropriate time  Students teachers
regulations on on using  Parents and parents
restricting the cellphone are in close
use of specifically in monitor of
cellphones Social Media. the
during class  Informing students’
hours. parents on the Social
amount of time Media
students spents usage.
in Social Media
and its possible
implications.
 Providing
students with
educational
materials like
books, scrablle  Students
games or spend their
 Principal
 To improve the sudoku boards vacant time
Students’  Teachers  Year
study habits of that students can in
Study Habits
use their vacant  Students Round
the students. educational
time.  Parents activities
 Introducing the and games.
students to
Social Media
educational
pages.
 To help
students be
 Awareness
aware of the
 Conducting  At the of the
different social
Social symposiums on  Principal start of positive and
media sites
Media the implications  Teachers the negative
and the
Awareness of using Social  Students school effects of
adavantages
Media sites. year using Social
and
Media.
disadvantages
in using them.
27
CHAPTER 3
SUMMARY, SIGNIFICANT FINDINGS, CONCLUSIONS
AND RECOMMENDATIONS
This chapter consists of the significant findings, conclusion and
recommendations whose order of discussions and presentation was based on the
results, analysis and interpretations of the gathered data.
Summary
The main purpose of this study was to determined the effect of social media
on the academic performance of Junior High School students. Specifically, it
sought to answer the following problems: the profile of the students in terms of
grade level, sex, and age; the academic performance of the Junior High School
students; profile of the students in using social media; and the attitude of the
students towards social media to determine the relationship between social media
and their academic performance.
The locale of the study was Immaculate Mary Academy. The researchers
used random sampling in determining the respondents. A descriptive survey
method was utilized. The data were analyzed with the use of percentage formula,
weighted mean formula, t-test formula and Pearson Correlation formula.
Significant Findings
1. Academic Performance of the Students during the First Semester
It was revealed that most of the students have grades of
“Outstanding” or a grade range of 90 – 100 and “Very Satisfactory” or a
grade range of 85 – 89.
28
2. Profile of the Students on Social Media
a. Social Media frequently used
Results show that the item with the highest frequency on
social media frequently used is Facebook / Messenger which is the
frequency of 44 and percentage of 84.62%.
b. Number of Social Media accounts
The highest number of social media accounts are more than
3 which is the population of 24 and percentage of 46.15%.
c. Time spent on Social Media sites
Results show that the item with the highest frequency on
numbers of time spent by the students in using Social Media is 30
minutes – I hour.
d. Uses of Social Media sites
Results show that the item with the highest frequency on uses
of social media sites by the student is chatting which is the frequency
of 29 and percentage of 55.77%.
e. Kind of communities they subscribed
Results show that the item with the highest frequency on kind
of communities they subscribe by the students in using social media
are equal, the informational and entertainment with the frequency of
22 students and percentage of 42.31%.
3. Attitude of the Students towards Social Media
a. Information Seeking
29
The highest rated item in the aspect of “Information Seeking”
is “Social media makes me more connected to information about
what is happening in my friends’ lives” which is interpreted as
“Agree”.
b. Self-Expression
The highest rated item in the aspect of “Self-Expression” is
“People share too much information about themselves on social
media” which is interpreted as “Agree”.
c. Socializing
The highest rated item in the aspect of “Socializing” is “Social
platforms better connect me to my friend’s feelings” which is
interpreted as “Agree”.
d. Entertainment
The highest rated item in the aspect of “Entertainment” is “I
believe that social media can bring goodness to everybody” which is
interpreted as “Agree.
4. Correlation between the Student’s Social Media Attitude and Academic
Performance.
It was found out that the computed relationship between the
variables is not significant.
Conclusion
In the light of the findings, the researchers conclude the following:
30
1. The students’ academic performance during the first semester shows
proficiency in their subjects. However, the students’ performance still needs
to be improve since there are number of students with moderate grades.
2. On the attitude of the students towards social media, it was implied that
majority of the students using social media is to makes more connected to
information about what is happening in their friends’ lives. It can also have
inferred that most of students use social media that people are share too
much information about themselves on social media. In addition, Social
media is also used by the students in social platforms better connecting
them to their friend’s feelings and they believe that social media can bring
goodness to everyone.
3. It was found out that according to statistical computation, the relationship
between the students’ Social Media Attitude and their academic
performance is not significant. This implies that the students’ attitude in
social media is not a distraction. Moreover, it can be denoted that Social
Media attitude does not affect the academic performance of the students.
Recommendations
Based on the findings, the researchers offered the following
recommendation.
1. Different educational materials (books, scrabble boards, sudoku boards,
etc.) must be provided to the students to help them use their free time
productively and at the same time, develop good study habits.
31
2. Discipline of the students on Social media usage must be taught by
strengthening the implementation of the school rules and regulations
regarding the restriction of cellphone use during class hours.
3. Symposium regarding awareness on the advantages and disadvantages of
using Social Networking Sites (Facebook, Instagram, etc.) must be
conducted to inform by students of the positive and negative effects of using
Social Media.
4. The school through Student Body Supreme Council must make an official
Facebook page to update the students of the different school events and
activities.
32
REFERENCE LIST
33
APPENDIX A
Letter Request for the Conduct of Research Study
IMMACULATE MARY ACADEMY
Catigbian, Bohol
September 7, 2017
AMELIA N. ANUNCIADO
School Principal
Immaculate Mary Academy
Catigbian, Bohol
Ma’am:
Greetings in Christ’s Peace!
In partial fulfillment of the requirements for the Practical Research 1 & 2, the researchers
are asking permission from your good office to allow as to conduct a study entitled “Effect
of Social Media on the Academic Performance of Junior High School Students of
Immaculate Mary Academy School Year 2017 – 2018”.
In line with this, the researchers seek the approval from your good office to allow as to
conduct the study inside the campus. We will conduct our study at Immaculate Mary
Academy.
The researchers are looking forward for your good response.
Thank you and God bless!
Respectfully yours,
FERMO B. ASUFRA JR.

Thesis Group Leader
Recommending Approval:
MARIA JOFE C. BAAY JOSEPH JAYED O. BALABAG

Thesis Adviser Subject Teacher
Approved:
AMELIA N. ANUNCIADO
School Principal
34
APPENDIX B-1
LETTER TO THE TEACHER

Catigbian, Bohol
February 15, 2018
JERALDINE P. TANGO
Grade 7- Piety Class Adviser
Catigbian, Bohol
Ma’am:
Greetings!
We, the students of Immaculate Mary Academy, Grade XII- Fortitude (ICT), are
conducting study entitled “Effect of Social Media on the Academic
Performance of Junior High School Students of Immaculate Mary Academy
School Year 2017 – 2018” in partial fulfillment of the requirements for the subject
Practical Research 1 & 2.
In connection to this, may we request your permission to allow us to distribute

questionnaires and request for a copy of the first and second grading period
average of the Grade 7 students in under your jurisdiction regarding our research.
Thank you very much for your kind consideration.
Respectfully yours,
FERMO B. ASUFRA JR.

Thesis Group Leader
Noted:
MARIA JOFE C. BAAY

Thesis Adviser
Approved:
JERALDINE P. TANGO
Grade 7- Piety Class Adviser
35
APPENDIX B-2

Catigbian, Bohol
February 15, 2018
MARDONIA L. TEREC
Grade 7- Understanding Class Adviser
Catigbian, Bohol
Ma’am:
Greetings!

Respectfully yours,
FERMO B. ASUFRA JR.

Thesis Group Leader
Noted:
MARIA JOFE C. BAAY

Thesis Adviser
Approved:
MARDONIA L. TEREC
Grade 7- Understanding Class Adviser
36
APPENDIX B-3

Catigbian, Bohol
February 15, 2018
RODEL A. RASONABLE
Grade 8 Class Adviser
Catigbian, Bohol
Sir:
Greetings!

Respectfully yours,
FERMO B. ASUFRA JR.

Thesis Group Leader
Noted:
MARIA JOFE C. BAAY

Thesis Adviser
Approved:
RODEL A. RASONABLE
37
APPENDIX B-4

Catigbian, Bohol
February 15, 2018
JENNIE B. SAPID
Catigbian, Bohol
Ma’am:
Greetings!

Respectfully yours,
FERMO B. ASUFRA JR.

Thesis Group Leader
Noted:
MARIA JOFE C. BAAY

Thesis Adviser
Approved:
JENNIE B. SAPID
38
APPENDIX B-5

Catigbian, Bohol
February 15, 2018
MARIA JOFE C. BAAY

Catigbian, Bohol
Sir:
Greetings!

Respectfully yours,
FERMO B. ASUFRA JR.

Thesis Group Leader
Noted:
MARIA JOFE C. BAAY

Thesis Adviser
Approved:
MARIA JOFE C. BAAY

Grade10 Class Adviser
39
APPENDIX C
Questionnaire for Students
Part 1: RESPONDENT’S PROFILE
DIRECTIONS: Fill in the required information. Please do not leave an item unanswered.
NAME: _________________________________________ GENDER: _____________
GRADE LEVEL: __________________________________ AGE: ________________
_____ What Social Media site you frequently use?
a. Facebook/Messenger d. Instagram
b. b. YouTube e. WhatsApp
c. c. Twitter f. Any other: _________________
_____ How many social media sites do you use?
a. 1 c. 3
b. 2 d. More than 3
_____ How much time do you spend on social media sites?
a. 1-30 mins. d. 2-3 hours
b. 30 mins. – 1 hour e. 3-4 hours
c. 1 hour – 2 hours f. More than 4 hours
_____ You use social media primarily for?
a. Downloading music/video d. Chatting
b. Uploading music/video e. Selling online products
c. Posting text/photos f. Streaming music/video
d. Live g. Any other: ________________
_____ What kind of communities do you subscribe on social networking sites?
a. Educational c. Entertainment
b. Informational d. Any other: ________________
Part 2: LEARNING BEHAVIOR

DIRECTIONS: The researchers conducted research on “Effect of Social Media on the
Academic Performance of Junior High School Students of Immaculate Mary
Academy School Year 2017 – 2018” as partial fulfilment of the subject Practical
Research 1 & 2.
Please accomplish this questionnaire carefully and honestly. Rest assured that
any information that you supply will be treated with the greatest confidentiality and
anonymity. Put a check (√) on the number that corresponds to your answer. Rate your
perceptions on the statements as:
1=Strongly Disagree (SD) 3=Agree (A)

2=Disagree (D) 4=Strongly Agree (SA)
40
SD D A SA
STATEMENTS
1 2 3 4
I. INFORMATION SEEKING
1. Social media makes me more connected to information
about what is happening in my friends’ lives.
2. I used social media when a parent or teacher has told
me not do.
3. I use social media technology for learning in
schools/colleges.
4. I think social media is important in seeking important
information.
5. I think social media is a part of the glue thats keeps a
portion of this firm some of the generation together
and inform.
6. I think social media help in making the student
awareness of the current happenings concern ,issue,
social activities and prospective employment .
7. I think socia media has created jealous behaviour over
illusions.
II. SELF EXPRESSION
1. People share too much information about themselves
on social media.
2. I compare my own life and the lives of those I am
connected to an social media when I see events and
activities to which I am not invited.
3. I feel worse about my own life based on what others
post to social media.
4. I get to show my different side on social media that I
cannot show offline.
5. I feel pressured to post positive and attractive content
about myself.
6. I love expressing my thoughts and ideas in social
media.
7. I want freedom for the full expression of my
personality in social media.
III. SOCIALIZATION
1. Social platforms better connect me to my friends
feelings.
2. I receive support on social media during challenges or
tough times from my friends, peers and broader social
networks.
3. I feel pressured to post content that others like and
comment on.
4. I said no to an activity with my family or friends
because of social media.
41
5. I think that privacy policies are effective in social
media.
6. I prefer to interact with people on social media rather
than face to face.
7. I have more friends on social media than I do in my
real life.
IV. ENTERTAINMENT
1. I enjoyed being a member of multiple social media.

2. I visit my social media with no goal or specific purpose
in mind.
3. I am usually surprised by how much time I spend on a
social media.
4. I ignored a responsibility like homework or chores
because of social media.
5. I stay up late or get up early to spend more time on
social media.
6. I hid my time on social media from family or friends.
7. I believe that social media can bring goodness to

everybody.
42
APPENDIX D-1
STATISTICAL COMPUTATION
Pearson Product Moment
Attitude Grade
Student x2 y2 x•y
(x) (y)
1 2.29 84 5.2441 7056 192.36
2 1.96 89 3.8416 7921 174.44
3 2.18 92 4.7524 8464 200.56
4 2.36 87 5.5696 7569 205.32
5 2.37 87 5.6169 7569 206.19
6 2.39 82 5.7121 6724 195.98
7 2.68 94 7.1824 8836 251.92
8 2.11 95 4.4521 9025 200.45
9 2.39 91 5.7121 8281 217.49
10 2.57 92 6.6049 8464 236.44
11 2.32 90 5.3824 8100 208.80
12 2.11 87 4.4521 7569 183.57
13 2.00 89 4.0000 7921 178.00
14 2.75 90 7.5625 8100 247.50
15 3.00 87 9.0000 7569 261.00
16 3.93 82 15.4449 6724 322.26
17 2.29 90 5.2441 8100 206.10
18 2.29 90 5.2441 8100 206.10
19 2.82 83 7.9524 6889 234.06
20 2.86 83 8.1796 6889 237.38
21 2.75 85 7.5625 7225 233.75
22 2.61 95 6.8121 9025 247.95
23 2.79 94 7.7841 8836 262.26
24 2.29 89 5.2441 7921 203.81
25 2.71 90 7.3441 8100 243.90
26 2.89 87 8.3521 7569 251.43
27 2.50 88 6.2500 7744 220.00
28 2.64 84 6.9696 7056 221.76
29 2.39 94 5.7121 8836 224.66
30 2.32 91 5.3824 8281 211.12
31 2.36 88 5.5696 7744 207.68
32 2.75 85 7.5625 7225 233.75
33 2.39 92 5.7121 8464 219.88
43
34 2.86 81 8.1796 6561 231.66
35 2.54 94 6.4516 8836 238.76
36 2.82 96 7.9524 9216 270.72
37 2.96 84 8.7616 7056 248.64
38 2.89 95 8.3521 9025 274.55
39 2.86 93 8.1796 8649 265.98
40 2.18 97 4.7524 9409 211.46
41 2.82 87 7.9524 7569 245.34
42 2.57 95 6.6049 9025 244.15
43 2.54 94 6.4516 8836 238.76
44 2.14 94 4.5796 8836 201.16
45 2.64 89 6.9696 7921 234.96
46 2.75 91 7.5625 8281 250.25
47 2.43 93 5.9049 8649 225.99
48 2.71 95 7.3441 9025 257.45
49 2.86 96 8.1796 9216 274.56
50 3.46 92 11.9716 8464 318.32
51 2.82 95 7.9524 9025 267.90
52 2.36 93 5.5696 8649 219.48
∑y = 134.27 ∑y = 4680 ∑x2 = 353.08 ∑y2 = 422144 ∑xy = 12067.96
44
APPENDIX D-2
Pearson Product Moment
Computation of the Relationship of the Students’ Social Media Attitude

and Academic Performance
N = 52
𝒏(∑𝒙𝒚) − (∑𝒙)(∑𝒚)
𝒓=
√[𝒏∑𝒙𝟐 − (∑𝒙)𝟐 ][𝒏∑𝒚𝟐 − (∑𝒚)𝟐 ]
𝟓𝟐(𝟏𝟐𝟎𝟔𝟕. 𝟗𝟔) − (𝟏𝟑𝟒. 𝟐𝟕)(𝟒𝟔𝟖𝟎)

𝒓=
√[𝟓𝟐(𝟑𝟓𝟑. 𝟎𝟖) − (𝟏𝟑𝟒. 𝟐𝟕)𝟐 ][𝟓𝟐(𝟒𝟐𝟐𝟏𝟒𝟒. 𝟎𝟎) − (𝟒𝟔𝟖𝟎)𝟐 ]
𝟔𝟐𝟕𝟓𝟑𝟑. 𝟗𝟐 − 𝟔𝟐𝟖𝟑𝟖𝟑. 𝟔
𝒓=
√[𝟏𝟖𝟑𝟔𝟎. 𝟏𝟔 − 𝟏𝟖𝟎𝟐𝟖. 𝟒𝟑𝟐𝟗][𝟐𝟏𝟗𝟓𝟏𝟒𝟖𝟖 − 𝟐𝟏𝟗𝟎𝟐𝟒𝟎𝟎]
−𝟖𝟒𝟗. 𝟔𝟖
𝒓=
√[𝟑𝟑𝟏. 𝟕𝟐𝟖𝟏][𝟒𝟗𝟎𝟖𝟖]
−𝟖𝟒𝟗. 𝟔𝟖
𝒓=
√𝟏𝟔𝟐𝟖𝟑𝟖𝟏𝟗. 𝟖𝟖
−𝟖𝟒𝟗. 𝟔𝟖
𝒓=
𝟒𝟎𝟑𝟓. 𝟑𝟐𝟏𝟓𝟑𝟒
−𝟖𝟒𝟗. 𝟔𝟖
𝒓=
𝟒𝟎𝟑𝟓. 𝟑𝟐𝟏𝟓𝟑𝟒
𝒓 = 𝟎. 𝟐𝟏𝟎𝟓𝟔𝟎𝟔𝟔𝟖𝟓
𝒓 = 𝟎. 𝟐𝟏𝟏 (very low)
45
APPENDIX D-3
STATISTICAL COMPUTATION
t-TEST
Attitude Grade
Student x-y (x-y)2
(x) (y)
1 64 84 -20 400
2 55 89 -34 1156
3 61 92 -31 961
4 66 87 -21 441
5 65 87 -22 484
6 67 82 -15 225
7 77 94 -17 289
8 84 95 -11 121
9 110 91 19 361
10 64 92 -28 784
11 64 90 -26 676
12 79 87 -8 64
13 80 89 -9 81
14 70 90 -20 400
15 74 87 -13 169
16 67 82 -15 225
17 65 90 -25 625
18 66 90 -24 576
19 77 83 -6 36
20 61 83 -22 484
21 79 85 -6 36
22 72 95 -23 529
23 71 94 -23 529
24 60 89 -29 841
25 74 90 -16 256
26 77 87 -10 100
27 75 88 -13 169
28 59 84 -25 625
29 67 94 -27 729
30 72 91 -19 361
46
31 65 88 -23 529
32 59 85 -26 676
33 56 92 -36 1296
34 77 81 -4 16
35 73 94 -21 441
36 78 96 -18 324
37 64 84 -20 400
38 76 95 -19 361
39 81 93 -12 144
40 67 97 -30 900
41 80 87 -7 49
42 71 95 -24 576
43 79 94 -15 225
44 83 94 -11 121
45 81 89 -8 64
46 80 91 -11 121
47 68 93 -25 625
48 76 95 -19 361
49 80 96 -16 256
50 97 92 5 25
51 79 95 -16 256
52 66 93 -27 729
∑x-y = -922 ∑(x-y)2 = 21228
47
APPENDIX D-4
t-TEST
Computation of the Relationship of the Students’ Social Media Attitude
and Academic Performance
N = 52
(∑𝑫) ∕ 𝑵
𝒕=
𝟐
∑𝑫 𝟐 − ((∑𝑫) )
√ 𝑵
(𝑵 − 𝟏)(𝑵)
(−𝟗𝟐𝟐)⁄𝟓𝟐
𝒕=
(−𝟗𝟐𝟐)𝟐
√ 𝟐𝟏𝟐𝟐𝟖 − ( )
𝟓𝟐
(𝟓𝟏)(𝟓𝟐)
−𝟏𝟕. 𝟕𝟑𝟎𝟕𝟔𝟗𝟐𝟑
𝒕=
√𝟐𝟏𝟐𝟐𝟖 − 𝟏𝟔𝟑𝟒𝟕. 𝟕𝟔𝟗𝟐𝟑
𝟐𝟔𝟓𝟐
−𝟏𝟕. 𝟕𝟑𝟎𝟕𝟔𝟗𝟐𝟑
𝒕=
√𝟏. 𝟖𝟒𝟎𝟐𝟎𝟕𝟔𝟖𝟕
−𝟏𝟕. 𝟕𝟑𝟎𝟕𝟔𝟗𝟐𝟑
𝒕=
𝟏. 𝟑𝟏𝟓𝟓𝟖𝟕𝟎𝟐𝟗
𝒕 = −𝟏𝟑. 𝟒𝟕𝟕𝟒𝟓𝟖𝟐𝟑
𝒕 = −𝟏𝟑. 𝟒𝟕𝟕𝟓 (computed value)
𝒅𝒇 = 𝑵𝟏 + 𝑵𝟐 −2
𝒅𝒇 = 26 + 26 – 2
𝒅𝒇 = 50 (2.009 is the tabular value)
48
RESEARCHERS BIODATA
PERSONAL BACKGROUND
Name : FERMO B. ASUFRA JR.

Nickname : “Emooy“
Date of Birth : FEBRUARY 26, 1999
Place of Birth : Catigbian, Bohol
Home Address : Poblacion, Catigbian, Bohol
Civil Status : Single
Religion : Roman Catholic
Sex : Male
Father's Name : Fermo T. Asufra Sr.
Mother's Name : Julia Yayanie B. Asufra
EDUCATIONAL BACKGROUND
Elementary : Catigbian Central Elementary School

(2006-2012)
Poblacion, Catigbian, Bohol
Junior High School : Immaculate Mary Academy
(2012-2016)
Catigbian, Bohol
Senior High School : Immaculate Mary Academy
Tech. Voc. -ICT (2016-2018)
Catigbian, Bohol
“Challenges are made to encourage you.”
49
PERSONAL BACKGROUND
Name : HARLEE SON E. BALDUMAN

Nickname : “harl“
Date of Birth : October 27, 1999
Place of Birth : Tagbilaran City
Sex : Male
Father's Name : Joelix Balduman
Mother's Name : Piñaflor E. Balduman

(2006-2012)
(2012-2016)
Catigbian, Bohol
Tech. Voc. -ICT (2016-2018)
Catigbian, Bohol
“Don’t be judgmental because no one is perfect.”
50
PERSONAL BACKGROUND
Name : JOHN GIL D. MAINIT

Nickname : “john“
Date of Birth : June 5, 1999
Home Address : Poblacion Weste, Catigbian, Bohol
Sex : Male
Father's Name : Gil Mainit
Mother's Name : Joana Mainit
Elementary : Central West Elementary School

(2006-2012)
Poblacion Weste, Catigbian, Bohol
(2012-2016)
Catigbian, Bohol
Tech. Voc. -ICT (2016-2018)
Catigbian, Bohol
“If you believe, you can achieve.”
51
PERSONAL BACKGROUND
Name : MERVIN T. OTOM

Nickname : “vinn“
Date of Birth : December 11, 1999
Sex : Male
Father's Name : Vicente Otom
Mother's Name : Florentina Otom

(2006-2012)
(2012-2016)
Catigbian, Bohol
Tech. Voc. -ICT (2016-2018)
Catigbian, Bohol
“Ony God can judge me.”
52
PERSONAL BACKGROUND
Name : RHEALYN B. ASUFRA

Nickname : “rheat“
Date of Birth : August 31, 2000
Sex : Female
Father's Name : Fermo T. Asufra Sr.
Mother's Name : Julia Yayanie B. Asufra

(2006-2012)
(2012-2016)
Catigbian, Bohol
Tech. Voc. -ICT (2016-2018)
Catigbian, Bohol
“You can always accept all challenges in life.”
53
PERSONAL BACKGROUND
Name : CHRISELA JEL G. GODARIDO

Nickname : “jel“
Date of Birth : December 24, 1999
Home Address : Bongbong, Catigbian, Bohol
Sex : Female
Father's Name : Gerardo Y. Godarido
Mother's Name : Jelma G. Godarido

(2006-2012)
(2012-2016)
Catigbian, Bohol
Tech. Voc. -ICT (2016-2018)
Catigbian, Bohol
“What is your beauty if your attitude is ugly.”
54
PERSONAL BACKGROUND
Name : MARY JOY D. PESIDAS

Nickname : “joy“
Date of Birth : September 10, 1999
Home Address : Candumayao, Catigbian, Bohol
Sex : Female
Father's Name : Dario S. Pesidas
Mother's Name : Josepine D. Pesidas
Elementary : Candumayao Elementary School

(2006-2012)
(2012-2016)
Catigbian, Bohol
Tech. Voc. -ICT (2016-2018)
Catigbian, Bohol
“God first before anything else.”
55

Effect of Social Media On The Academic Performance

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Effect of Social Media On The Academic Performance

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CHAPTER 1

THE PROBLEM AND ITS SCOPE

Social media continues to evolve. Today there are number of sites

information is shown to them. According to the given definition of Merriam-Webster

Dictionary, social media are forms of electronic communication through which

users create online communities to share information, ideas, personal messages,

ideas, feelings, personal information, pictures and videos.

Most people rely on social media for entertainment, news, advertisements

people can interact freely within a span of a second.

Benefits of social interactions seem endless with the advancements of

communications online. With the complexity of information available on the

communications. Thousands of people join social media networking sites to keep

take advantage to communicate and connect to others (Stephen Kavita, 2009).

Social networking sites were created to allow individuals to communicate

with others who share similar interests/activities, or information or friends. Most

However, most people focus on the benefits of social media without

considering its drawbacks. Thirty-two percent of online teens have experienced

embarrassing photos posted without permission. Unsafe disclosure of information,

cyberbullying, addiction, risky behavior and contacting dangerous communities are

networks (Brenda Brathwaite, 2008).

REVIEW OF RELATED LITERATURE

This study was anchored on Vigotsky’s theory on Sociocultural and

Cognitive Development. Vygotsky’s main assertion was that individuals are

entrenched in different sociocultural contexts and their cognitive development is

advanced through social interaction and communication with more skilled

individuals. Communication is one thing need to consider in building relationships.

Vygotsky’s theory of cognitive development is mainly concerned with the

environment in general. Further, a study conducted by Rithika M. (2013) states

academic development. Moreover, the widespread use of online social network

sites among college students from texting to chatting on cellphones to posting

status updates on Facebook maybe taking an academic toll.

experiences of the students, in which he noted that internet is certainly an evolution

are being bullied through social media.

By that, our government gives an immediate response on that issue through

applicability in school-related bullying incidents which cover those uttered on social

one or more students of a written, verbal or electronic expression, or a physical act

effect of actually causing or placing the latter in reasonable fear of physical or

emotional harm or damage to his property; creating a hostile environment at

school; infringing on the rights of another student at school; or materially or

substantially disrupting the education process. (Sec. 2, RA 10627) When done

standing or gender may not be held liable under this law.

The Civil Code on Damages. One who is aggrieved by a defamatory post

another, intrigue to cause another to be alienated from his friends or vex or

The theoretical framework of this study is based on the Social Information

Processing Theory of Joseph Walther, often referred to as "Cues Filtered In,"

proposes that despite the lack of nonverbal communication inherent in online

interactions, people formulate ways to give off and interpret individuating

of nonverbal communication, such as use of emoticons and time stamps. We know

are motivated in interactions with others to "reduce interpersonal uncertainty, form

impressions, and develop affinity (535)."This is found in online interactions as well.

construct perceptions of others.

Solely on the linguistic content of computer-mediated communication

formed face-to-face—though it takes longer. Because online senders select,

receivers magnify, channels promote, and feedback enhances favorable

impressions, CMC may create hyper personal relationships. (Socio-psychological

Moreover, Granovetter 1973 outlined that the potential useful connections

distress caused by the loss of old friends.

acquaintances to do small favors. For college students, many of whom have