SOCIAL MEDIA USE AND ACADEMIC PERFORMANCE OF STUDENTS IN ABM

SPECIALIZED SUBJECTS: A CORRELATIONAL STUDY

A Research Paper
Presented to
The Faculty of
Northern Quezon College
Incorporated

In Partial Fulfillment
of the Requirements for
Research Project

Kianna Dogillo
Klaudine Bernadette Dumagtoy
Ken Izzy Sabareza
Daisylin Soyum

2022
 DEDICATION

This fruit of hard work and effort is dedicated to everyone who helped us conduct this

research. Our heartfelt gratitude goes to the most important people in our lives:

our parents, for their unending love and support for us, and to our research

adviser, for all of the knowledge and effort he put in to help us unders-

tand and learn about our research project, which led to our success.

Thank you to everyone who encouraged us to finish this work

despite the difficulties and problems we encountered. And,

most importantly, to our Almighty God for the gifts

He has bestowed upon us and will continue to

bestow upon us.

ii
 ACKNOWLEDGEMENT

The researchers would like to express their heartfelt gratitude to everyone who

contributed and generously shared their ideas and materials, which were extensively used in the

preparation and completion of this study, with special mention going to the following:

Mr. and Mrs. Bernardo Dumagtoy, Parents…….., the researcher’s parents, for their

unending love and support for their child, which motivates them not only to succeed in this study

but also in other academic areas;

Mr. Name, research adviser, for his countless hours spent understanding, making

recommendations, persevering in checking the manuscript, listening to the researchers' thoughts,

ideas, and helping them progress to finish the study;

Everyone who helped make this paper possible for their cooperation and willingness to

participate in the study; this research would not be possible without them.

To their Special Friends who have encouraged them academically, spiritually, morally,

mentally, and emotionally to pursue this study and eventually complete it.

Finally, they express their gratitude to the Almighty God for providing them with the

knowledge, strength, abilities, skills, resources, and everything they needed to complete this fruit

of hard work

iii
 TABLE OF CONTENTS

Page
Title Page

Dedication ……………………………………………………………………. ii

Acknowledgement …………………………………………………………… iii

Table of Contents …………………………………………………………….. iv

List of Tables ………………………………………………………………… vi

List of Figures ……………………………………………………………….. vi

Abstract ……………………………………………………………………… vii

CHAPTER

I INTRODUCTION

Introduction ………………………………………………….. 1

Background of the Study…………………………………….. 2

Objectives of the Study………………………………………. 3

Hypotheses…………………………………………………… 4

Significance of the Study…………………………………….. 4

Scope and Limitations………………………………………... 5

Definition of Terms…………………………………………... 5

II Review of Related Literature

Conceptual Framework……………………………………… 12

III Methodology

iv
 Research Locale……………………………………………… 13

Research Design……………………………………………... 13

Respondents of the Study……………………………………. 14

Instrumentation/Materials……………………………………. 14

Data Gathering Procedure……………………………………. 15

Statistical Treatment………………………………………….. 17

IV RESULTS AND DISCUSSION

Results ………………………………………………………… 19

V SUMMARY, FINDINGS, CONCLUSION, AND

RECOMMENDATION

Summary……………………………………………………… 26

Findings ………………………………………………………. 26

Conclusion ……………………………………………………. 27

Recommendation ……………………………………………… 28

Literature Cited………………………………………………………………… 30

Appendix A…………………………………………………………………….. 37

Appendix B…………………………………………………………………….. 40

v
LIST OF TABLES

Table Page

1. Koningsbruggen Social Media Self-Regulation Failure (SMSRF)

Scale ………………………………………………………………… 16

2. Likert Scale and Remarks for Academic Performance ……………. 17

3. Social Media Self-Regulation Failure (SMSRF) Ratings of the

Grade 12 ABM Students of NQCI…………………..……………… 20

4. Average Social Media Usage Data of the Grade 12 ABM Students

of NQCI ……………………………………………………………. 21

5. Student’s Academic Performance on ABM Specialized Subjects …. 22

6. Spearman’s Correlation for Study Variables ………………………… 23

LIST OF FIGURES

Figure Page

1. Research Paradigm ………………………………………………………. 12

vi
 ABSTRACT

Several studies have been conducted in recent years to determine the impact of social

media on human lives as well as on academics, in light of the global social media trend.

However, establishing a consistent result has become a significant gap for each new similar or

related research, and the same is true for this study. By analyzing existing literature, it is clear

that the results are contradictory, and the cause, as per established theories and studies, is the

dynamic nature of social media, which is defined as the difference in how social media is viewed

by different populations. Furthermore, no studies have been conducted that solely assessed

Accountancy, Business and Management (ABM) specialized subjects. Prior to the start of the

main phase of the study, all G12 ABM students at Northern Quezon College Incorporated

(NQCI) completed an online pre-survey to determine their level of Social Media Self-Regulation

Failure (SMSRF). Out of 37 respondents, 28 of them got high SMSRF ratings, qualifying them

to participate in the main survey. Following the surveys’ completion, the results indicated that

social media use does not significantly predict academic performance in ABM specialized

subjects while remaining positively correlated with it. However, since it is not statistically

significant, the positive correlation may have occurred by chance, and it is not found in all of the

respondents' data sets. Academic performance in ABM specialized subjects, on the other hand, is

regarded as a high level for all the respondents that have high levels of SMSRF. This is amidst

the fact that their average social media usage is 8.18 hours with a standard deviation of 3.12,

indicating that the majority of those with high SMSRF rates also use social media heavily and at

a much higher rate than is recommended.

Keywords: Social Media Usage; Academic Performance; Social Media Self-Regulation

Failure

vii
 Chapter I

INTRODUCTION

Social media is a software-based technology that has been in use since the late 1990s and

allows people to share ideas, opinions, and information by forming virtual networks and

communities. During the early 2000s, software tools and broadband availability improved,

contributing to the widespread use of social media. Nowadays, it can be found in public places

such as malls or even in our own homes. There are many different types of social media, and

their impact on users varies depending on the website. Thanks to social media, a wide range of

internet-based services opens up new opportunities as well. On the other hand, teenagers' use of

social media platforms such as Facebook, Instagram, Snapchat, WhatsApp, and TikTok has

increased dramatically over the last decade, and it now pervades their daily social lives

(Thorisdottir et al., 2019). It is also a means or platform for people to express their feelings and

ideologies.

Academics relates to or is associated with an academy or school and might be related to

performance in courses of study (Merriam- Webster, n.d.). The history of academics can be

traced back to the development of any type of education from the civilizations created by

humans in ancient times (Britannica, n.d.). In the Philippines, the first education system was

established in 1863 by Spaniards and it was an effort by Spain to reform the Philippines' colonial

education system (Musa & Ziatdinov, 2012). However, according to historians, the first record of

education can be traced back to the pre-colonial period. The Philippine government is currently

using the K-12 program as its primary educational program, intending to provide sufficient time

for mastery of concepts and skills, prepare graduates for tertiary education, and so on. This

1
program also includes the Accountancy, Business and Management (ABM) strand for senior

high school students, as well as its own specialized subjects. This strand aims to prepare students

who want to study business management and accounting in college, to get them oriented to their

chosen courses (GOVPH, n.d.).

Background of the Study

According to Kepios (2021), a global digital solutions provider, the number of social

media users worldwide is growing at a 9.9 percent annualized rate, or an average of 13 new users

every single second, with each user allocating an average of 7 hours of use per day. Similarly,

Statista, a reliable source of statistics, discovered a significant 9.6 percent increase in the global

number of internet users since 2005. As a result, 4.55 billion people use social media worldwide,

accounting for 57.6 percent of the global population. Given this trend, several studies have been

conducted to determine whether using social media has a significant impact on people's lives

such as the study by Lloyd in 2014, Byron in 2015, and Zhan et al. in 2016. Similar studies to the

one we conducted, such as those by Almojuela et al. in 2019 and Cortez et al. in 2019, assess the

effect of social media on the academic performance of Accountancy, Business and Management

(ABM) students. However, they found different results. Almojuela discovered that excessive use

of social media has a negative impact on academic performance, whereas Cortez discovered that

it has a positive impact. By analyzing the questions used in the two studies, it is clear that they

only use questionnaires that directly ask if social media has a positive or negative impact on

academic performance. As a result, the study's findings have a gap since the relationship between

the variables social media use and academic performance has not been examined in depth. In this

study, the researchers used more efficient questions than those used in previous studies to assess

2
the aforementioned variables, which could potentially make the results more precise. Another

thing that helped the research is the use of a questionnaire about Social Media Self-Regulation

Failure, or SMSRF, which enabled the researchers to identify how likely a specific respondent is

to give in to a desire to use social media. Having it ensured that the study has accurate

respondents as the researchers were able to determine who really fails to regulate themselves to

using social media. Finally, this study focused on ABM-featured subjects, such as those that are

only found in the ABM strand and not in other strands or tracks. These will aid future researchers

who will conduct studies on how to improve the learning of ABM students in the context of the

global social media trend.

Objectives of the Study

The study aimed to see how students' use of social media affects their academic

performance in ABM specialized subjects. This is in response to the current global social media

trend.

Specifically, this intended to find answers to the following objectives:

1. To assess the social media use of students;

2. To determine the academic performance of students in ABM specialized subjects;

3. To identify the relationship between social media use and academic performance of

students in ABM specialized subjects.

3
Hypothesis

𝐻01: There is a significant relationship between social media usage and the academic

performance of students in ABM specialized subjects.

Significance of the Study

This research is of great significance to ABM students, especially in this pandemic,

because it aims to determine a significant relationship between social media use and their

academic performance in ABM specialized subjects. In addition, this study will significantly

benefit the following:

To the students, specifically ABM students, this study would assist them to be aware of

the effects of social media use on their academic performance, especially in this time of

pandemic where they are obliged to attend classes online. Hence, they will be able to use the

information gathered to manage their time significantly in utilizing various social media

platforms that will help them improve their academic performance.

To the parents, this would assist them in guiding their child's social media usage.

Furthermore, if their child's academic performance is being harmed by social media use, it may

raise awareness of the situation.

To the community, this study would help raise awareness about proper social media

usage and how it affects academic performance in ABM specialized subjects. Finally, the

community can use this research to find solutions to improve the current learning techniques

used on ABM students, especially given the learning difficulties caused by the pandemic.

To the researchers, this would be an excellent starting point for learning about and

4
comprehending the current findings. Eventually, this will provide them with ideas on what gaps

they can still study in the future.

To the future researchers, this would assist and guide them in carrying out similar or

related studies. This will also help them come up with new ideas for their own research. They

can also use this study as a resource to gather information.

Scope and Limitations

This study aimed to determine the impact of social media use on academic performance

in ABM specialized subjects. To accurately assess the effects of social media use, the researchers

conducted a pre-survey using the Social Media Self-Regulation Failure (SMSRF). It was held

solely on the NQCI campus. This study's respondents were senior high school students,

specifically grade 12 ABM students at Northern Quezon College Incorporated. Other than social

media use, no other factors were investigated in this study. Furthermore, since the researchers

only looked at SMSRF levels, gender, ethnicity, social status, and other factors not covered by

the study were totally disregarded.

Definition of Terms

The following terms are defined operationally and/or conceptually for further

understanding of the study.

Social Media Use is defined as the deliberate decision to share information,

comment, fact check, or engage in a related activity, or an act of simply reading

and observing information (Gainous et al., 2020). In this study, it serves as an

5
 independent variable that affects academic performance and is defined similarly

to the conceptual definition.

Academic Performance is defined as the holistic assessment of a student’s achievement

which largely contributes to academic success (Masud et al., 2019). In this study,

academic performance is defined as the performance that is based on three

determinants concerning engagement, namely, behavioral, cognitive, and,

emotional. Furthermore, it is used as a dependent variable being affected by social

media use.

Social media is defined as a form of technology and website that provides a

platform for accessing information, sharing ideas, and promoting communication

(Dizon et al., 2012). In this study, it is defined as a factor affecting one’s academic

performance.

Social Media Self-Regulation Failure is defined as people’s failure to control

their social media use when it interferes with other primary goals (Du, van

Koningsbruggen, & Kerkhof, 2018). In this study, it was used as a variable that

allowed the researchers to accurately assess the social media usage of the

respondents and is defined the same as its conceptual definition.

6
 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter should present various related studies and pieces of literature that are

relevant to understanding the topic of the study. These related studies and literature are believed

to be useful in advancing the research, filling a research gap, and strengthening the study's

concepts.

Related Literature

In today's generation, we can say that social media is more than just a way to

communicate and socialize. It is important in a variety of domains such as entertainment,

communication, and information dissemination. In fact, it almost seems like a world wherein we

live. Without it, we may see business transactions fail to go smoothly or have communication

issues. According to Edosomwan et al. (2011), in the book The History of Social Media and its

Impact on Business, its origins can be traced back to the use of telegraphs in 1792, the invention

of the telephone in 1876, and the development of the internet. Furthermore, it has evolved at a

rapid pace since the invention of smartphones. There are currently over 4.5 billion social media

users worldwide, accounting for more than half of the world's population (Kepios, 2021).

This social media growth is attributable to the dynamic nature of its composition, which

allows it to adapt to its users. In the Journal of Media Ethics, Literat and Brough (2019) found

significant differences in how youth experience social media designs based on race, gender, and

other social identity markers. Miller et al. (2016), on the other hand, highlight the dynamism of

social media in the book How the World Changed Social Media, referring to differences in the

7
level of interest from one location to another due to different aspects of a community. According

to their analysis, people in South Italy felt they already had enough social engagement, making it

less appealing to use social media. In contrast, in some societies, such as Brazil, Trinidad, and

rural China, social media is used to make friends out of strangers or other people who are

somehow connected to them. Another significant point raised by Miller et al. (2016) in their

book How the World Changed Social Media is how Facebook's contents differ across countries

due to the influence of politics and culture. In the end, this dynamic nature added to its current

trend, regardless of which aspect it pertains to.

Academics on the other hand is something that even in ancient times existed. However,

the quality of education or academics is not the same for all institutions or countries that utilized

it. Watty (2003) indicated in the journal Quality in Higher Education that this is attributed to the

two types of perception a population may have towards the term “quality”. Firstly, it can be

defined with context. Baird (1998 ) indicated in the journal Higher Education Research and

Development that quality is associated with a context, and as a result, its meaning becomes

meaningful. For example, assessment quality, student intake, academic programs, teaching and

learning, the student experience, and program designs are all common themes. As a result, any

attempt to define or assign meaning to the term is ignored, leaving one to assume that 'high'

rather than 'good' or 'poor' quality is being referred to (Watty, 2003). Fry (1995) and Nordvall et

al. (1996) reported similar findings in their respective journals, Quality Higher Education

Quarterly and The Journal of Higher Education. A second way of thinking about quality is in

terms of stakeholder interpretation. According to Watty (2003), the term “quality” is being

considered here with regard to a variety of stakeholders with an interest in higher education, each

of whom has the ability to think about quality in various ways. Works by Vroeijenstijn (1992),

8
Middlehurst (1992), and Harvey and Green (1993) in particular highlight the significance and

value of considering quality from a variety of stakeholder perspectives.

Overall, these facts and observations from various sources outline the main aspect of

social media and academics: their dynamic nature. As a result, researchers were able to better

understand how they differ from place to place or from person to person, and it establishes a goal

by focusing on differences in social media activity and conducting this research on the

population that is being studied again rather than applying the results of previous studies to it.

Furthermore, due to it, the researchers decided to include SMSRF, or Social Media

Self-Regulation Failure, in their study. Furthermore, it is necessary since a variety of factors

influence people's perceptions of social media.

Foreign Studies

Education is one of the most important aspects that define a country's overall

development. With the current social media trend, researchers conduct studies all over the world

and have the following findings. According to Talaue et al. (2018), while the internet has a

specific place in the lives of students, it has no negative impact on their education. Jadav

discovered the same findings in 2019 in Junagadh City, Gujarat, India, but instead suggested that

we should still regulate social media use. Boateng and Amankwaa (2016) and Mushtaq and

Benraghda (2018), on the other hand, discovered that social media has a positive impact on

college students' education by providing new ways to communicate and complete

academic-related activities. Furthermore, the negative effects are so minor in comparison to the

benefits that they should not be considered a problem. These findings, however, contradict the

9
conclusions of Amade and Jabe (2018) and Asemah et al. (2013), who discovered that social

media has a negative impact on students' academic performance.

We can conclude from analyzing the results of these studies that they are inconsistent and

that many factors could have influenced them. For example, we have every population's

perception of social media, which is said to be dynamic. As a result, the impact of social media

on academic performance will differ. Second, there are differences in the level and standard of

education provided by each country or university, as well as differences in the learning capacity

level of students. These factors could have influenced the findings, implying that they are not

applicable to all populations. Hence, a new study was conducted to determine the relationship

between social media use and academic performance in ABM students at Northern Quezon

College Incorporated. Furthermore, this research solely focuses on ABM-specialized subjects,

whereas all previous studies in this field did not.

Local Studies

Due to the general popularity of social media and the curiosity about its effects on human

well-being, local studies have been conducted to determine its relationship with academic

performance as well. For example, Tipones et al. in 2020 found that social influences can have

both positive and negative effects on students' academic performance in the study titled “Impact

of Social Media on Academic Performance of Grade 6Students”. The findings and conclusions

of this study are also consistent with those of other local studies, such as those conducted by

Tamayo and Cruz (2014) and Carreon et al (2019), despite the fact that these were conducted

with college students as respondents. However, the findings of these studies differ from those of

De Ramos et al. in 2020 and Azedon et al. in 2019, which indicate that social media has a

10
negative impact on academic performance. This disparity in results can be attributed to the

population studied, as academic performance can vary from one school to the next due to the

quality of education and student standards, as stated in the analysis of Miller et al. in 2016, and

Brough and Literat in 2019.

Another factor that could influence this disparity is the number of students who

participated in the aforementioned local studies as respondents. In fact, De Ramos (2020) and

Azedon et al. (2019) used 30 and 50 respondents, respectively, despite the fact that their goal is

to determine the impact of social media use on the academic performance of the entire

population at certain grade levels. As a result, the studies conducted by Tepones et al. and

Azedon et al. may have chosen individuals by chance who have other conditions that affect their

well-being, and thus the negative effect of social media on academic performance is very clear.

On the other hand, in the studies of Tamayo and Cruz (2014) and Carreon et al. (2019), the entire

population was chosen or a random sampling was used, which may have resulted in a more

precise result. Regardless of which result is correct, the inconsistency in the results created a gap,

and their findings are thus not applicable to all populations. Finally, this suggested that a new

study should be conducted to examine the effects of social media use on the academic

performance of ABM students in their specialized subjects at NQCI.

11
Conceptual Framework

Figure 1

Research Paradigm

12
 Chapter III

METHODOLOGY

This chapter shall provide an in-depth explanation and understanding of how the

researchers will gather and analyze the data to identify the relationship between social media use

and academic performance in ABM specialized subjects. This is organized into the following

sections: research locale, research design, respondents of the study, instrumentation, data

gathering procedures, and statistical treatment. A deep analysis of documents and literature

related to the study was the basis for the researcher’s methodology.

Research Locale

This study was conducted in Northern Quezon College Incorporated (NQCI), Barangay

Comon, in the town of Infanta, found in Quezon Province, Philippines. NQCI’s ABM students in

grade 12 were chosen as respondents. They were selected due to their accessibility for the

researchers to assess the study during this time of the pandemic. Furthermore, the chosen

respondents have already been studying ABM specialized subjects for nearly two years, making

the assessment of academic performance more accurate because of their familiarity to the said

variable.

Research Design

The researchers of this study used the correlational study design, as the researchers aimed

to investigate the relationship between variables, namely social media usage and academic

performance. Since teenagers use social media in various ways, correlating each data for social

13
media usage with their corresponding academic performance would be the most effective and

logical way of conducting this study. This made it easier to determine whether or not a

significant relationship exists between the given variables.

Respondents of the Study

The researchers selected the entirety of grade 12 students in the Accountancy, Business

and Management strand from Northern Quezon College Incorporated as respondents for the

pre-survey. These students were chosen as they're the only grade levels with ABM specialized

subjects and already know the majority of the specialized subjects, allowing a more accurate

assessment of academic performance. Furthermore, they must be chosen in order to determine

the relationship between academic performance in ABM specialized subjects and social media

use. These respondents were given questionnaires to assess their SMSRF rating, and only those

with high scores progressed to the next stage of the study. This is since a high SMSRF indicates

a higher likelihood of being tempted to use social media and a lower likelihood of refusing to use

it. There was no minimum or maximum number of respondents expected to proceed to the next

phase. On the other hand, the study's main respondents were the students with high and very high

SMSRF ratings.

Instrumentation

The Koningsbruggen social media self-control failure (SMSCF) scale was used to

measure SMSRF for the pre-survey. On the other hand, the questionnaire for academic

performance was formulated from the study by Delfino (2019) titled “Student Engagement and

Academic Performance of Students of Partido State University”. For both, the researchers

14
utilized a 5-point Likert Scale which assesses the frequency, and that was included in the study

of Sulivan et al (2013). Social Media Use was assessed using the strategy that Nasirudeen et al

(2017) used in their study titled “Impact of social media usage on daytime sleepiness: a study in

a sample of tertiary students in Singapore”. In the strategy, the respondents were just asked about

the usual amount of time they spent on social media on a daily basis. If the answer is a range

then it will be averaged. The questionnaires and strategies mentioned were used to identify their

specific goals and are based on related literature and observational studies.

Data Gathering Procedures

To begin, the researcher selected questionnaires concerning Social Media Self-Regulation

Failure (SMSRF), Social Media Use, and Academic Performance to include in the study and

evaluate their corresponding variables. The researchers intended to use Google Forms software

to collect data from appropriate and present individuals in the research area. With this, the

administration of questionnaires and data collection became more efficient. The researchers also

sent a letter of request to Northern Quezon College Incorporated's principal or president,

requesting permission to conduct the study and administer the pre-surveys and necessary

questionnaires. Copies of what will be administered will be included with the letter.

Following the receiving of the authorization letter, the researchers proceeded to the

distribution of Google Forms containing a set of questionnaires to determine the SMSRF rates of

the population, which served as the study's pre-survey. The questionnaire for this was adapted

from the Koningsbruggen social media self-control failure (SMSCF) scale and is consist of three

questions. Students who scored high or very high responded to the question about their daily

average social media use. Meanwhile, the questionnaire that was formulated using the study of

15
Delfino (2019) titled “Student Engagement and Academic Performance of Students of Partido

State University”, was used to assess academic performance. After collecting completed surveys,

the researchers began summarizing and writing interpretations of the collected data.

Table 1

Koningsbruggen Social Media Self-Regulation Failure (SMSRF) Scale

Scale Range Descriptive Analysis Equivalent Definition

5 4.20 - 5.0 Always Very High

4 3.40 - 4.19 Often High

3 2.60 - 3.39 Sometimes Average

2 1.80 - 2.59 Rarely Low

1 1.00 - 1.79 Never Very Low

The SMSCF Scale developed by Koningsbruggen consists of three questions (Du et al.,

2018) that assess how frequently social media users want to use social media. A five-point Likert

scale was used to score the three SMSCF scale questions (from 1 - "never" to 5 - "very often"). A

high or very high equivalent definition score indicated that they were unable to control their

social media use. Previous research by Du et al. (2018) concludes that this scale is a reliable and

valid measure of social media self-control failure.

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Table 2

Likert Scale and Remarks for Academic Performance

Scale Range Descriptive Analysis Equivalent Definition

5 4.20 - 5.0 Always Very High

4 3.40 - 4.19 Often High

3 2.60 - 3.39 Sometimes Average

2 1.80 - 2.59 Rarely Low

1 1.00 - 1.79 Never Very Low

Statistical Treatment

This part discusses the statistical treatment that was used in the analysis of the data that

will be gathered in this study.

To get the Range:

Spearman’s rank Correlation Coefficient

The researchers used Spearman's rho to correlate the data sets obtained on the students'

social media use and academic performance.

17
Where,

p = Spearman’s rank correlation coefficient

2
𝑑𝑖 = difference between the two ranks of observation

n = number of observations

18
 Chapter IV

RESULTS AND DISCUSSION

This chapter presents the results of the study. Given are the analysis and interpretation of

data supported by tables.

Results

In light of the current social media trend, studies have been conducted to determine the

relationship between academic performance and social media use. However, the results have

been found to be inconsistent. Furthermore, no research has specifically focused on ABM

specialized subjects. The researchers conducted surveys assessing the said variables using

validated and efficient questionnaires with the goal of determining the impact of social media use

on academic performance in ABM specialized subjects. Assessing students using the Social

Media Self-Regulation Failure questionnaire also aided the study in achieving more precise

results. The Spearman's Rank Correlation Coefficient was utilized to connect the data obtained

on respondents' social media use and academic performance.

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Table 3

Social Media Self-Regulation Failure (SMSRF) Ratings of the Grade 12 ABM Students of
Northern Quezon College Incorporated

SMSRF Rate Number of Respondents per Rate (%)

Very Low 0 (0%)

Low 2 (5.4%)

Average 7 (19%)

High 26 (70.2%)

Very High 2 (5.4%)

Table 3 shows the results of the pre-survey conducted to assess the SMSRF rates of the

studied population. On a five-point Likert scale, wherein 5 means “always” (highest) and 1

means “never” (lowest), the SMSRF rates are measured with three questions, “How often do you

give in to a desire to use social media even though your social media use at that particular

moment conflicts with other goals (for example: doing things for school/ study/ work/ or other

tasks)?”, “How often do you give in to a desire to use social media even though your social

media use at that particular moment makes you use your time less efficiently?”, ”How often do

you give in to a desire to use social media even though your social media use at that particular

moment makes you delay other things you want or need to do?”.

Based on the table above, out of 37 students, 28 (72.6%) got high rates of SMSRF, 7

(19%) got average rates, and 2 (5.4%) got low rates. Among those 37 respondents with high

rates, 26 of them (70.2%) had High SMSRF, and 2 (5.4%) had Very High SMSRF. This shows

that 72.6 percent of the Grade 12 ABM students fail to control their social media use when it

20
interferes with other primary goals. As a result, they were selected respondents for the next

survey.

Table 4

Average Social Media Usage Data of the Grade 12 ABM Students of Northern Quezon College

Incorporated

Average Hours of Respondent’s Social Media Number of Respondents per Average Hours
Use Surveyed (%)

4 1 (3.6%)

5 5 (17.9%)

6 2 (7.1%)

7 6 (21.4%)

8 7 (25%)

10 2 (7.1%)

14 5 (17.9%)

Based on the table above, respondents spend an average of four to fourteen hours per day

on social media. Specifically there is 1 (3.6%) respondent under 4 hours, 5 (17.9%) under 5

hours, 2 (7.1%) under 6 hours, 6 (21.4%) under 7 hours, 7 (25%) under 8 hours, 2 (7.1%) under

10 hours, and 5 (17.9%) under 14 hours. On the other hand, the calculated mean is 8.18 hours

with a standard deviation of 3.12, indicating that the majority of the studied respondents with

high SMSRF rates, use social media heavily as well. Furthermore, the average use is much

higher than advisable (Hunt et al., 2018). Even so, only 7 (25%) of them were found to be

utilizing hours greater than the average rate of use.

21
Table 5

Student’s Academic Performance on ABM Specialized Subjects

Academic Performance
Determinants
Means per Determinant Remarks

Behavioral 4 High

Cognitive 4 High

Emotional 3 Average

Overall Mean 4 High

On a five-point Likert scale, wherein 5 means “always” (highest) and 1 means “never”

(lowest), the student’s academic performance were measured using three determinants, namely

behavioral, cognitive, and emotional. Each of the three determinants has its own set of

statements that must be evaluated using a five-point Likert scale, with 12 statements for

behavioral, 17 for cognitive, and 11 for emotional. The scores for each statement under every

determinant are then individually averaged for all respondents. The overall mean for each

determinant is as follows. A mean of 4 (SD = 0.79) for behavioral, which is considered high, a

mean of 4 (SD = 0.90) for cognitive, which is considered high, and a mean of 3 (SD = 0.89) for

emotional, which is considered average. Finally, the means of the three determinants were added

to yield an overall mean of 4, which is considered high. With these remarks, it is concluded that

despite having high SMSRF rates, the academic performances of selected respondents are

classified to be of good quality.

22
Table 6

Spearman’s Correlation for Study Variables

Variable Social Media Use Academic

1. Social Media Use Spearman’s rho __

p-value __

2. Academic Spearman’s rho 0.069 __

p-value 0.729 __

Note. ***. Correlation is significant at the 0.001 level

Table 6 shows the correlation between the two variables being studied, namely, Social

Media Use and Academic Performance. As shown, social media use is positively correlated to

academic performance (r = 0.069, p < 0.729). Even so, the correlation is found to be statistically

insignificant. As per the findings, increasing a user's social media use improves academic

performance. However, the correlation does not apply to all data sets from respondents, and it is

not always present. The results of the correlation using data from 28 respondents also contradict

previous studies, such as those conducted by De Ramos et al. in 2020 and Azedon et al. in 2019,

which found that social media has a negative impact on academic performance. The result could

be explained by the fact that the respondents' perceptions of social media differ from the

population on which this study was focused. This describes the dynamic nature of social media

(Bowen, 2013; Literat et al., 2019; Miller et al., 2016). Previous similar studies, on the other

hand, found results that were almost identical to the current one, indicating that social media use

could be positively or negatively correlated with academic performance. Since the results are

23
considered to be insignificantly positively correlated, the correlation may still be negative for

other respondents' data sets.

Discussion

Based on the information gathered by the researchers, this is one of the first correlational

studies in the Philippines, if not the first that assessed the effect of social media use on academic

performance in ABM specialized subjects solely. Furthermore, the study is unique in that it

employs the Social Media Self-Regulation Failure Rate to ensure that the respondents for the

correlation are really using social media. According to the findings, social media use is not

significantly positively correlated with academic performance. On the other hand, the data show

that, even though the average hours of social media use per day is high, as shown in table 4,

academic performance is still of high quality, as shown in table 5. In terms of Social Media

Self-Regulation Failure, the majority of early respondents (72.6 %) failed to control their social

media use even when it interfered with other primary goals, as shown in table 3.

It was hypothesized that social media use and academic performance in ABM specialized

subjects have a significant relationship. In contrast, the findings indicate that the correlation is

not significant. Specifically, it is not significantly positively correlated, revealing a link that does

not exist within every respondent's data set. The disparity in this study could be due to the fact

that the population is too small to create a significant correlation. However, since the study's

population was limited to G12 ABM students at Northern Quezon College Incorporated, the

result is not flawed. Furthermore, the rejection of the hypothesis does not imply that the research

is incorrect. Lastly, the case in this study could be that social media does not immediately affect

24
academic performance but instead creates things that will affect it eventually, demonstrating that

correlation does not always imply causation.

25
 Chapter V

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary, findings derived from the analysis, and interpretation

of the results. This also imparts the conclusions and recommendations formulated thereafter.

Summary

In the current study, the researchers looked at the relationship between social media use

and academic performance in ABM specialized subjects among students with high rates of

Social Media Self-Regulation Failure (SMSRF). The findings revealed that social media use has

a positive but not statistically significant impact on academic performance. This indicates a link

between the variables, but it is not present in every respondent's data set. Regardless of the

hypothesis' rejection, the researchers believe that the result is accurate in the given sample size

and population studied.

Findings

1. Social media use is utilized at an average of 8.18 hours per day with a standard deviation

of 3.12. A small portion of G12 Accountancy, Business and Management students in

NQCI (25%), from a total of 28, were found to be utilizing hours greater than the average

rate of use. SMSRF rates indicate that the majority (72.6%) of the studied population

highly failed to control their social media use, rather than average or low rates (24.4%).

On the other hand, the number of people who failed to control their use on average (7) is

higher than those who failed to control it at low rates (2).

2. The overall mean (4) and the mean for each academic performance determinant, namely

behavioral ( = 4, SD = 0.79), cognitive ( = 4, SD = 0.90), and emotional ( = 3, SD =

26
 0.89), indicating that the overall quality of academic performance of those G12

Accountancy, Business and Management students with high SMSRF rates is good.

3. Social Media Use is positively correlated with Academic Performance in ABM

Specialized Subjects (r = 0.069, p < 0.729), but the relationship is not statistically

significant. This means that if a user’s social media use increases (decreases), his or her

academic performance improves (declines) or increases (decreases). However, this does

not apply to all respondents with a high rate of SMSRF and is not always true. It can also

be concluded that Social Media Use cannot be used to predict Academic Performance in

ABM Specialized Subjects.

Conclusion

The completion of the objectives leads to the conclusion that social media use is not

significantly positively correlated with academic performance in Accountancy, Business and

Management specialized subjects, statistically. Despite the fact that the hypothesis was not met,

the current study was able to fill a gap by determining the relationship between social media use

and academic performance in ABM specialized subjects rather than social media use and overall

academic performance. Furthermore, since the findings of previous similar studies were said to

be inconsistent, the current study's findings became its strength by determining the objective

with the NQCI’s G12 ABM students as its respondents. The topic of this research is still not

widely studied in the country where it was conducted as well; thus, the data gathered will support

future similar studies. Despite these strengths, since the relationship is not significant, the

researchers will be unable to recommend whether or not to use social media or increase or

decrease its use, implying that further investigation is required, such as determining why there is

a case where it positively impacts academic performance, but not significantly.

27
Recommendation

Overall, the current study met its objectives and yielded significant results. The

hypothesized result, on the other hand, was not obtained. Despite this, the researchers

recommend that future researchers conduct a similar or related study in order to spur more

research into the various types of social media use and their consequences on teenagers' lives.

Specifically, they recommend that these improvements and suggestions be made to the

study and its unchartered topic.

1. Students, particularly Accountancy, Business and Management students, are encouraged

to conduct additional assessments on a similar topic while focusing on how social media

use affects positively, as it was discovered in the current study that it somehow affects

academic performance in ABM specialized subjects positively, but the reasons for this

are beyond the scope of the current paper.

2. Parents are encouraged to support the advancement of similar and related research as it

will help to spur more research into the various types of social media use and their effects

on teenagers' lives in forms other than academic performance.

3. The community, including subject matter experts, is encouraged to support additional

research similar to or related to the current one or to conduct similar or possible studies.

The latest literature has already served as a stepping stone toward a further investigation

of facts and findings, and carrying out the recommendation will eventually benefit the

community.

4. Researchers and future researchers are encouraged to create a social media questionnaire

that will better assess social media use by including both active and passive social media

28
use, as well as the specific time range in which they use social media. Furthermore, they

are advised to conduct a similar study in the future when complete face-to-face classes

are available, as the current situation may affect the findings presented. All of this is done

with the intention of learning more about related studies and discovering new potential

topics in the future.

29
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 Appendix A

“Pre-survey Questionnaire”

37
38
39
 Appendix B

“Main Survey Questionnaire”

40
41
42
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44
45