A CORRELATIONAL STUDY OF SOCIAL MEDIA ENGAGEMENT AND

SOCIAL SKILLS OF SHS STUDENTS

___________________________

A Research Paper
Presented to the
Faculty of the Senior High School Department
Mintal Comprehensive High School
Mintal, Tugbok, Davao City

In Partial Fulfilment of the

Requirements for Inquiries, Investigations, and Immersion

__________________________

Grade 12 - Narra

GILWANO, RICHELLE B. RABACAL, KENTH JOHN

LIBAS, CHEITRY T. SAJOLAN, DIMPLE D.
MANDALUNES, DON ANGELO R. SINAJON, FRANCIS LOIUS N.
PADASAS, ERICA MAE C.

June 2023
 ii

APPROVAL SHEET
This research paper entitled “A CORRELATIONAL STUDY OF SOCIAL
MEDIA ENGAGEMENT AND SOCIAL SKILLS OF SHS STUDENTS” prepared
and submitted by Richelle B. Gilwano, Cheitry T. Libas, Don Angelo R.
Mandalunes, Erica Mae C. Padasas, Kenth John Rabacal, Dimple D. Sajolan,
and Francis Loius N. Sinajon for the Grade 12 Narra applied subject: Inquiries,
Investigations and Immersion has been examined and recommended for
approval and acceptance.

NORMAN R. GALABO, EdD

SHS Master Teacher I
Research Adviser

PANEL OF EXAMINERS

APPROVED by the Panel of Examiners on Oral Examination with a grade

of Passed.

QUEEN GLADYS O. FIEL, MA

SHS Master Teacher I
Chairperson

JEANNE M. BALIAD, MA JOSUA C. BARANGAY, MA

SHS Teacher III SHS Teacher II
Member Member

ACCEPTED in partial fulfillment of the requirements for the Grade 12

Applied Subject: Inquiries, Investigations and Immersion.

BIBIAN M. KEMPIS, EdD RODRIGO J. CAYANONG

School Research Coordinator Principal II, SHS Department

Date of Oral Examination: May 26, 2023

 iii

Acknowledgment

This paper is made possible by the amazing providence of God, who

blesses us with His help and love from the start to the end of our paper. The
researchers would like to extend our heartfelt gratitude for the enormous support
given by our research teacher, Dr. Norman R. Galabo. Your guidance in our
paper will leave a track in our hearts and minds. And to the following individuals:
Sir Rodrigo J. Cayanong, principal II of the SHS Department; Ma’am Jeanne M.
Baliad, Grade 12 Curriculum Head, SHS Teacher III; Ma’am Queen Gladys O.
Fiel, SHS Master Teacher I; Ma’am Ligaya Sia, SHS Teacher II; the members of
research panels and validators, thank you for being part of our research journey.
We would also like to express our deepest gratitude to our beloved family
members, whose unwavering support and understanding have been crucial
throughout the process of completing this group research paper. Your
encouragement, love, and sacrifices have been instrumental in enabling us to
accomplish this significant milestone together. We want to sincerely thank our
friends who helped us finish this research paper. Their consistent
encouragement, support, and insightful advice have greatly aided the success of
this study. We also want to extend our appreciation to the sister of Cheitry T.
Libas, Joremy Libas, the parents of Dimple Sajolan, and Anna Marie Mantalaba
for allowing us to use their house and accommodating us with love and an open
hand in completing our research. Your hospitality and presence are a great help
to us in making this paper complete.
This research paper will not be completed without the help and dynamic
effort of our Research Leader Richelle B. Gilwano, thank you for being good,
understanding and for your long patience to our absence. Your leadership is very
visible and effective throughout this journey.

The Researchers
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ABSTRACT

The purpose of the study was to determine the significant relationship between
the level of social media engagement and social skills among the senior high
school students at Mintal Comprehensive High School, Tugbok, Davao City,
Philippines. The research used non-experimental descriptive correlational
research with a total of 228 Grade 11 and 12 respondents who were randomly
selected. The statistical tools used were the Likert scale, mean, and Pearson r.
The indicators of social media engagement were behavior, platforms, and
measurement. The indicators of social skills were cognitive, emotional, and self-
awareness. The findings revealed that the level of social media engagement of
SHS students is high and that the students’ social skills are highly extensive.
Further, there is a significant relationship between social media engagement and
the social skills of students. Therefore, the school may integrate social media
education into the curriculum to help students understand the responsible use of
social media platforms.

Keywords: Basic education, social media engagement, social skills, senior high
school, Davao City
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TABLE OF CONTENTS
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
ABSTRACT iv
TABLE OF CONTENTS v
LIST OF TABLES vii
LIST OF FIGURES viii
DEDICATION ix

Chapter Page

1 THE PROBLEM AND ITS SETTING

Background of the Study 1
Scope and Delimitation 3
Statement of the Problem 3
Hypothesis 4
Theoretical Framework 4
Conceptual Framework 5
Significance of the Study 7
Definition of Terms 8
Review of Related Literature 9

2 METHOD
Research Design 25
Research Locale 25
Location Map 26
Research Respondents 27
Research Instrument 27
Data Gathering Procedures 29
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Statistical Treatment Data 30

Ethical Considerations 30
3 RESULTS AND DISCUSSION
Level of Social Media Engagement of Senior High School 32
Students

Level of Social Skills of Senior High School Students 35

Significant Relationship of Social Media Engagement and 37
Social Skills

4 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary 39
Conclusions 40
Recommendations 41

REFERENCES 42

APPENDICES 50
A Endorsement Letter from the Research Teacher 51
B Letter of Approval from the School Principal 52
C Letter of Request to the Section Adviser 53
D Survey Questionnaire 54
E Validation Sheets 55
F Letter to Expert Validators 56
G Summary of Rating and Expert Validators 57
H Data Analysis 58

CURRICULUM VITAE 59
 vii

LIST OF TABLES

Table Page

1 The Level of Social Media Engagements of Senior High 32

School Students

2 The Level of Social Skills of Senior High School Students 35

3 The Significant Relationship of Social Media Engagement 37

and Social Skills of Senior High School Students
 viii

LIST OF FIGURES

Figure Page

1 Conceptual Framework of the Variable of 6

the Study

2 Location Map 26
 ix

DEDICATION

This research paper is sincerely dedicated to our loving parents, who

supported us and provided the motivation for us to carry out this study. They
have been by our sides the entire time, giving us courage and hope whenever we
considered giving up. They gave us a lot of energy and persistence to keep going
with this. This research would not have been feasible without their support and
love.
Additionally, we dedicate this research paper to Dr. Norman R. Galabo,
our subject teacher expert, who never stops advising and instructing us on how
to improve this study, as well as to our family for always being there to lift our
spirits and provide the best possible support, as well as to our friends and
classmates who have assisted us in finishing this research paper. We are very
grateful for your wise counsel and ongoing moral, emotional, and financial
support.
Finally, we thank the Almighty God for providing us with the ability to think
clearly, with security, competence, and good health as we work on this study
paper. I give you all of these.

The Researchers
 Chapter 1

THE PROBLEM AND ITS SETTING

Background of the Study

Social media has become a powerful tool for communication and
networking, enabling people to connect with others who share their interests,
hobbies, and professional pursuits. Social media has more adverse effects than
positive ones (Woods and Scott, 2016). The world is now a technology adopter
and active user in everyday life. Students become dependent on any social
media sites for their studies. Social skills is the ability to effectively communicate
and interact with others in a variety of social situations. Social skills involve both
verbal and nonverbal communication, as well as the ability to understand and
interpret the communication of others.
According to the latest data available on Statista (2020), there are around
3.96 billion social media users across the globe. The research featured in A New
Era of Engagement in Media & Entertainment comes from a study they
conducted in the US. The study shows that active engagement with
entertainment is on the rise. Younger generations are seeking more creative
styles of engagement. Nearly three-quarters of Gen Z consumers actively create
digital content. The spread of social media platforms enhanced academic and
professional debate on social media engagement that attempted to better
understand its theoretical foundations and measurements (Trunfio and Rossi,
2021).
In the Philippines, involvement in social media platforms, specifically on
social networking sites, is one of the most active web-based activities on the
World Wide Web (Fortuna, 2022). The Department of Education (DepEd) warns
that “social media is the easiest medium to deliver information in this digital age
using the latest on-hand technologies (Papa, 2020). Due to this phenomenon,
Filipinos were hailed as the most active social media platform users (Estares,
 2

2019). Several advantages and disadvantages can be identified since many

people have already been using different social media platforms and social
networking sites every day. Social media is a means to facilitate social
interactions among different individuals through a connected network. It enables
people to collaborate and reach larger groups around the world.
As experts in social media services in Davao City, CB Year in Review:
Davao City Facebook, Stats 2019 has recorded roughly 1.5 million to 2 million
Facebook users present in the economic hub of Mindanao (2020). In addition,
social media became more widely spread through Davao City based on the
online platform surveys that were conducted by the experts. Researchers have
published studies claiming that social media including different social networking
sites have greatly affected the interpersonal relationships, mental health and
well-being of individuals, thus it can be understood that social media have distinct
impact in the holistic development of a person (Olipas and Leona, 2020).
It utilized the fact that this topic examined the relationship between social
skills and social media engagement to fulfill the parts of other studies that weren't
covered in social skills due to more related research appearing nowadays.
However, this has usable objectives by providing data and also for the variables
used. As described by Iwamoto and Chun (2020), when students are affected by
social media posts, especially due to the increasing reliance on social media use
in life, they may be encouraged to begin comparing themselves to others or
develop great unrealistic expectations of themselves or others, which can have
several negative consequences. Social media has a huge influence on the
socialization of people as it helps to increase social contact. For this purpose,
people developed the practice of using social media as a medium of
communication. So, it is crucial to know the effect of excessive use of social
media on socialization. It will help to understand the gravity of socialization in real
life. Hassan et al. (2019). Using social media excessively affects individuals’
social skills when having a face-to-face conversation. The purpose of social
media is to keep people connected and maintain interaction while they are apart,
 3

but people are beginning to use social media to interact more than they do in
person (Belmont, 2019).
In this present time, every individual was influenced by the advancement of
technology and by social media. The students, specifically, are susceptible to any
new platforms of technology that affect their day-to-day lives. The study will
identify how social media engagement affects the social skills of students.
Many studies have explored aspects of social media engagement, social
skills, and social media. They have often looked at the impact of these factors in
regards to behavior and practices, but they did not focus on the relationship of
these factors and did not sufficiently explore the cause and relationship of these
factors.

Scope and Delimitation

This study was focused only on the relationship between social media
engagement and social skills at Mintal Comprehensive High School Senior High
School Department. The respondents are officially enrolled in the senior high
school for the school year 2022-2023. Teachers and other staff are not included
in the study. One of the weaknesses of this study is the limited number of
participants. The researcher does not cover the whole senior high school
strands; only HUMSS Academic Strand is covered, and there are only 228 total
respondents.

Statement of the Problem

This study aimed to find out the significant relationship between the level of
social media engagement and social skills among the senior high school
students in Mintal Comprehensive High School.
1.What is the level of social media engagement of the senior high school
students in Mintal Comprehensive High School in terms of:

1.1 behavior;

1.2 platforms; and

1.3 measurements?
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2.What is the level of social skills of the senior high school students in
Mintal Comprehensive High School?

2.1 self-awareness;

2.2 emotional; and

2.3 cognitive?

3.Is there a significant relationship in the level of the social media

engagement and social skills among the senior high school students of Mintal
Comprehensive High School?

Hypothesis
There is no significant relationship between social media engagement and
social skills

Theoretical Framework
This study was supported by the theory of Tajfel, "Social Identity Theory",
cited from the study of Hogg, 2016.
Social identity theory is an interactionist social psychological theory of the
role of self-conception and associated cognitive processes and social beliefs in
group processes and intergroup relations. According to this theory, people strive
to maintain a positive self-image by identifying with groups that they perceive as
high-status or prestigious and by distancing themselves from groups that they
perceive as low-status or undesirable. The theory suggests that social identity is
not only a personal characteristic but also a source of social influence and
behavior. People tend to conform to the norms and values of their social groups
and to engage in behaviors that reflect positively on their group identity. Social
identity theory has important implications for understanding group behavior and
intergroup relations. It helps explain how social groups can shape individual
attitudes and behaviors and how group membership can lead to intergroup
conflict and prejudice. In the context of social media, Social Identity Theory
 5

suggests that people may use social media to express and reinforce their social
identities and to connect with others who share similar identities.
The "social learning theory" of Bandura was also supported in this study.
According to this theory, individuals learn new behaviors and attitudes by
observing the actions and consequences of others and then imitating or modeling
those behaviors in their own interactions. Bandura identified several key factors
that influence the effectiveness of social learning, including the characteristics of
the model, the observer's attention and retention, the observer's ability to
reproduce the behavior, and the consequences of the behavior. One important
aspect of social learning theory is that it emphasizes the role of feedback and
reinforcement in shaping behavior. Individuals are more likely to continue or
repeat behaviors that are followed by positive consequences and less likely to
continue behaviors that are followed by negative consequences. In this way,
social learning theory highlights the importance of positive reinforcement as well
as the potential negative effects of punishment and criticism.

Conceptual Framework
Figure 1 shows the conceptual framework of the study. This study aims to
find out the significant relationship between the level of social media engagement
and social skills among the senior high school students in Mintal Comprehensive
High School. The independent variable is the students’ social media engagement
and the dependent variable is students’ social skills.
These indicators are adapted from the study of Trunfio and Rossi (2020),
Social media engagement includes behavior, platforms, and measurement.
Behaviors are the actions and reactions of individuals and organizations when
they interact with others on social media platforms. These behaviors can include
both online and offline actions, as well as positive and negative interactions.
Platforms refer to the various online channels or tools that individuals and
organizations use to communicate with and engage with their audiences. These
platforms provide a range of features and functionalities that enable users to
share content, interact with others, and build communities.
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Independent Variable Dependent Variable

Social Media Engagement Social Skills

 Behavior  Self-Awareness
 Platforms  Emotional
 Measurement  Cognitive

Figure 1. Conceptual Framework of the Variable of the Study

Self-awareness involves understanding one's own emotions, thoughts,

and behaviors and how they impact others. Students who are self-aware are
 7

better able to manage their emotions and reactions in social situations, which can
help them build positive relationships with peers, teachers, and other adults.
Emotional skills are an important aspect of social skills for students, as they
involve the ability to recognize, understand, and regulate one's own emotions as
well as the emotions of others. Cognitive skills are an important aspect of social
skills for students, as they involve the ability to process, analyze, and interpret
information related to social situations (Manu et al., 2021).

Significance of the Study

This research was made with the aim of providing crucial information and
knowledge regarding the chosen topic from the respondents, recent studies, and
related sites needed. The following will be gained from this study:
School. Administrators may recognize that students are prone to social
media engagement that may affect their behavior, performance, and well-being
when using different media platforms. Through this study they could organize
programs that could help and promote students' social skills, attitude, and
performance in school and the community.
Teachers. This study will be an effective way for the teachers to recognize
that the students need guidance and are dedicated to socializing while engaging
in social media. The teachers may have an overview of the current issues that
the students engage with; thus, it will provide a wider plan for better awareness.
Parents. They will be aware of the current issues that regard social media
engagement and the social skills of the children. Hence, this may give them
awareness to guide and educate their children, and they may also share this with
others.
Students. The students will have some information or idea about the
relationship between social media engagement and social skills. This will serve
as a guide for the students, and they may aspire to take action or make changes
for themselves.
Future Researchers. This study will be useful for future researchers who
may conduct similar research. Furthermore, they may conduct practical and
 8

beneficial research in the future to provide answers to the issues that they
choose.

Definition of Terms
Social Media. Websites and applications that focuses on communication
and social skills of people. This is used to interact an develop interactions
socially. Social media is intended to be interactive.
Social Skills. Is use to communicate and interact with each other, both
verbally and non-verbally, through gestures, body language and personal
appearance.
Social Media Engagement. It is an engagement using different social
media platforms with corresponding behavior. The use of social media is quickly
growing to supplement and augment the evidence already available.
Behavior. Go beyond transactions and may be specifically defined as
student’s behavioral manifestations that have a social media focus. It is how
someone or somebody acts.
Platforms. Platforms used on social media for people to have interactions
with the others whenever they are. Social media platforms allow users to create
virtual communities for the purpose of exchanging ideas and thoughts.
Measurement. Is a metric used to assess the average number of hours
using social media, audience's engagement with postings, using, and
engagement on social media.
Self-Awareness. The ability to become aware of your own feelings,
thoughts, and actions. It also implies being able to recognize how others perceive
you.
Emotional. Accurately assessing one’s feelings, interests, values, and
strengths; maintaining a well-grounded sense of self-confidence.
Cognitive. Involves all the abilities that enable us to understand and
interact with the people. It is crucial to be able to predict the behavior of others,
by analyzing and interpreting their intentions.
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Review of Related Literature

This section contains review related literature pertaining to the variables
and indictors considered in this study. These includes the following: Social Media
Engagement (behavior, platforms, measurement) and Social Skills (self-
awareness, emotional, cognitive).

Social Media Engagement

Social media sites are among the most popular technologies utilized
today, especially by younger generations. Education is one of these sectors
where the effects of such sites are more clearly seen than in other aspects of
society. Social media are designed to be engaging, but they are often used as a
mechanism by public organizations and practitioners for mass information
dissemination rather than engaging audiences in true multi-way conversations
and interactions. Social media engagement has also been investigated as brand-
user interaction on social media platforms (Barger et al., 2016). It was found that
students have a strong interaction with social media, and the intensity of their
usage of social network platforms can be associated with different factors. The
researchers found a positive association between the intensity of Facebook use
and the accumulation of social capital among college students. Students who
reported higher levels of Facebook use also reported higher levels of bridging
social capital (maintaining weak ties with acquaintances) and bonding social
capital (maintaining strong ties with close friends). The study highlighted the
positive impact of Facebook use on college students' social capital. It provided
evidence that online social networking sites like Facebook can serve as valuable
platforms for students to accumulate and leverage social resources
(Haythornthwaite, 2005). The study revealed that Facebook primarily served as a
tool for maintaining and strengthening existing relationships with close friends
(bonding social capital). Students used the platform to stay connected with their
close friends and exchange social support. Facebook played a significant role in
maintaining existing relationships with close friends and expanding networks with
weaker ties (Donath and Boyd, 2004).
 10

As well as that, the platform provided a convenient and accessible means

for students to stay connected with their social circles. The researchers
suggested that the accumulation of social capital through Facebook could have
potential academic and professional benefits for college students. Expanded
social networks and increased access to social resources may lead to enhanced
opportunities for information sharing, collaboration, and career networking. In
addition, Facebook served as a space for informal learning, primarily through
discussions and the sharing of academic-related information among students.
Students reported using Facebook to exchange ideas, seek help, and discuss
coursework with their peers. The findings highlighted the potential of digital
technologies, such as Facebook, in facilitating informal learning within higher
education. Facebook provided an informal space for knowledge exchange,
collaboration, and peer support outside of formal classroom settings (Madge et
al., 2009).
Moreover, encouraging engagement with social media, students develop
connections with peers, establish a virtual community of learners and ultimately
increase their overall learning and that by participating in a community of
learners, students become more engaged with the course content which
increases the achievement of popular learning outcomes, such as critical thinking
and individual student development (Badge et al. 2012). Scholars agree that
social media engagement is a context-specific occurrence of customer
engagement (Brodie et al., 2013) that reflects customers’ individual positive
dispositions towards the community or a focal brand. Social media represents
various Internet tools, technologies or apps that emphasize the social
communication, collaboration, and creative expression on the internet with the
rapid spread of smartphones, social media has become an indispensable tool for
maintaining social connections, browsing news, and entertainment, especially
among young people.
The trend toward visual social media is partially driven by the changing
habits of social media users, thanks to the popularization of smartphones and
improved mobile internet experience (Nada and Rick, 2011). As people engage
 11

with social media through apps on their smartphones, they quickly learn that
taking a picture “on the go” using a high-resolution phone camera is much easier
than typing a status update on a tiny keyboard. According to Meeker (2016),
People want to shape how others perceive them through what they say and
share online they are also more likely to share useful information to appear smart
and helpful. What people say and how they say it also affect user engagement
on social media, investigates individual-level antecedents and relational
outcomes of social media engagement. Social media engagement approached in
this study is a three-dimensional construct composed of affective, cognitive, and
behavioral dimensions (Dessart, 2017).
In the simplest of terms, social media engagement is social—it is
participatory and reciprocal, lending itself to conversations and interactions.
Social media has been characterized as mutually beneficial for their audiences to
connect to each other in ways that promote a “common good”. Social media
engagement is fast emerging to complement and support the existing evidence
and best practices from the community engagement and community building
perspectives.
Behavior. Social networking technologies also allow one to share a
thought with another. There are various motivations for using Facebook,
including social connection, information seeking, entertainment, self-expression,
and maintaining relationships. These motivations may vary among individuals
and can impact their engagement with the platform (Joinson, 2008). Different
media types exhibit different levels of interactivity, expressed through the degree
to which users can influence the form and content of the media environment.
Previous studies in the field of online advertisements found the existence of a
positive effect of vividness on the effectiveness of the online advertisement,
measured by the level of interaction with the online ad. Users' behavior on the
firm's fan page is influenced by the social media platform environment. The
findings confirm that users of firms' fan pages on Instagram tend to "like" more
(passive engagement) than generate comments (active engagement). In reverse,
commenting on Facebook has become a more popular engagement behavior. In
 12

other words, Facebook provides an environment that provokes users to have

active engagement behavior and write more comments than Instagram
(Shahbaznezhad, 2021).
In addition, the popularity of social media is obvious among Internet users.
People share and express themselves well on these platforms. In this respect, a
study is conducted to analyze the factors having an impact on users’ behavior
and intention to use social media. The results figure out that behavior intent is
positively affected by perceived ease of use, perceived usefulness, and trust
(Akar and Mardikyan, 2014). Social media helps a man toward one side of the
world to interface and trade thoughts with a man at the other side. With the use
of social media students can easily communicate or share information quickly
with each other through various social networking sites like Facebook, Orkut, and
Instagram etc (Ahmed et al. 2008). A social media is an online platform which
people use to build social networks or social relations with other people who
share similar personal or career interests, activities, backgrounds, or real-life
connections. The impact of social networks on young people is significant. It is
becoming increasingly clear that social networks have become part of people’s
lives. Engaging in social media is now part of people especially to adolescents.
According to Akram et al., (2017) socializing is an important part of growing up, is
to socialize and make friends. This will invariably result in them becoming more
confident in life. Sharing knowledge, it provides an easy and an effective way in
which students can share knowledge. Students can simply access the
information, study, transform (if needed) and share. Hence, the flow of
knowledge becomes smooth. Updating oneself hey will have the capacity to
know new things as and when it happens. This causes them refresh their own
information base. It is the one that being focus in social media is a waste of time.
Time wastage Students, while seeking and concentrate on the web, get pulled in
to utilizing online networking locales and occasionally they overlook why they are
using internet. Sometimes students are not able to deliver their work in the
specified time frame as their time wastes. Low grades Students get low
 13

evaluations in school because of absence of the coveted data and composing

abilities.
Moreover, the loss of motivation in students motivational level lessens
because of the utilization of these long-range interpersonal communication
locales. They depend on the virtual condition as opposed to increasing
reasonable learning from this present reality. Effect on health the unnecessary
use of these sites has an effect on the mental as well as physical health.
Students do not take their meals on time and take proper rest. Behavioral
engagement refers to the behavior of habitually or unconsciously using social
media, especially browsing; the higher the score, the higher the degree of
behavioral engagement. This realization echoes research in online brand
communities whereby interactions with a community of consumers foster
stronger and more frequent brand-related behaviors and attitudes (Algesheimer
et al., 2005), also suggesting that the community has a central role in providing
brand related information, thus increasing brand-related experiences and
practice. Through community engagement, one’s level of brand engagement is
triggered and enhanced (Calder et al., 2009).
Platforms. Previous studies have shown that students strengthened
connections with their teachers and instructors using different social media
platforms e.g., Facebook, Instagram, Twitter and YouTube. The characteristics
and features of social media have caused many students to use them as an
educational tool, due to the various facilities provided by social media platforms,
which makes learning more fun to experience. This has caused many
educational institutions to consider Facebook as a medium and as a learning tool
for students to acquire knowledge. Facebook, YouTube, and Twitter have been
the most utilized platforms for education purposes. Besides, according to Lim
and Richardson (2016) empirically showed that students have positive
perceptions toward using social media as an educational tool. A review of the
literature shows that many studies have investigated student behaviors on these
sites, which indicates the significance of the current review in providing an in-
depth understanding of student behavior on social media.
 14

Furthermore, various studies have investigated why students use social

media explored different student behaviors on these sites. Although there is an
increasing amount of literature on this emerging topic, little research has been
devoted to consolidating the current knowledge on social media student
behaviors. Moreover, to utilize the power of social media in an education context,
it is important to study and understand student behaviors in this setting.
However, current research that investigates student behaviors in social media is
rather fragmented. Tus, it is difficult to derive in-depth and meaningful
implications from these studies. Therefore, a systematic review of previous
studies is needed to synthesize previous findings, identify gaps that need more
research, and provide opportunities for further research.
Also, it is hard to escape in the virtual world where only the new media will
answer all your decisions; your norms, values and attitudes toward our interest. It
captivates their mind that makes them foolish and just always trust all repeatedly
on everything inside the world wide web. People in the internet are used to be
with this case in socialization. They became a part of the drastic change in the
new media. Though, some people think that this could be a major factor to the
extreme change of the norms of millennials but still, they cannot hide the fact that
new media helps them a lot in their everyday life. Social media platforms like
Facebook, Twitter, Instagram and YouTube are some types of new media that
people are relying on. By these, they can show their own standpoints in different
manners that are sprouted in the widespread proliferation of new media
technologies. Millennials are not only a consumer of the media but also, they
adapt some of what media portray to the cyberspace. Throughout the core of
new media, this is really a tool of entertainment, portrayal, learning system and
the new experience. New media technologies increase an overall awareness of
the masses.
In addition, social media platforms enable their users to build their virtual
communities while sharing their ideas or thoughts. These abilities have motivated
billions of individuals across the globe to join at least one of the social media
platforms. Social Media Technologies (SMTs) can be grouped into seven
 15

categories; text-based, media sharing, social networking, mobile-based

applications, virtual world and games, synchronous communications and
conferencing applications, and mashups. All these tools have different
functionalities and purposes to suit the needs of students in this digital
environment with the tools giving students the ability to set up their own personal
learning communities within the Internet environment which would allow them to
stay connected in the topic of their interest. Students can take advantage of
these various functionalities in their own personal learning communities. For
example, students could use text-based applications such as blogs, wikis, and
discussion forums for their individual or group assignments and projects.
Students could also use social networking websites such as Facebook, Ning, and
more to get connected with their friends, family, and lecturers. Students are spoilt
with choices and availabilities of these tools which they can harness and use not
only for entertainment purpose but also for their academic purpose. In addition,
most of these are now easily accessible via their smart phones and hand-held
portable devices.
Measurement. Users have different user behaviors depending on their
amount of usage. In particular, heavy users tend to be willing to share
information and often use application programs associated with SNSs. With
regard to perceptions of social capital, the study found that different groups have
somewhat different ideas as to what constitutes social capital (Chang and Hsiao,
2014). Social media metrics are the data points that show you how well your
social media strategy is performing (Newberry, 2022). For every goal, you need a
related metric, which will help determine if your social strategy is hitting the mark
or not Chen (2021). It contributes towards a systematic advancement of
knowledge in the field and offers insights and guidance to practitioners on
modelling and managing social media engagement (Tranfield et al., 2003). The
number of likes, comments, and shares on your social media posts indicate how
much your audience interacts with your posts.
Furthermore, the effectiveness of such digital engagement programs is
usually assessed with social media monitoring tools providing quantitative
 16

metrics, such as the number of likes, shares, comments, opens, views, followers,
or clicks, as indicators of level of engagement or valence of engagement
(positive or negative comments) Voorveld et al. (2018) Social media metrics are
the data points that show you how well your social media strategy is performing.
Helping you understand everything from how many people see your content all
the way through to how much money you earn from social media, metrics are the
building blocks for ongoing improvement and growth Newberry (2022). For every
goal, you need a related metric, which will help determine if your social strategy
is hitting the mark or not Chen (2021).
Besides, it contributes towards a systematic advancement of knowledge in
the field and offers insights and guidance to practitioners on modelling and
managing social media engagement (Tranfield et al., 2003). The number of likes,
comments, and shares on your social media posts indicate how much your
audience interacts with your posts. The effectiveness of such digital engagement
programs is usually assessed with social media monitoring tools providing
quantitative metrics, such as the number of likes, shares, comments, opens,
views, followers, or clicks, as indicators of level of engagement or valence of
engagement (positive or negative comments) Voorveld et al. (2018). According to
Adobe Express (2022), the definition of a “good” engagement rate depends on
the social channel. An engagement could mean a like, a comment, a share, a
retweet, a click, the expansion of an image, and many other actions depending
on the social platform. Social media engagement rates indicate how well social
algorithms perceive your content. What constitutes a good social media
engagement rate shifts rapidly as each social channel updates its algorithm.
However, according to a global report conducted between January 2020
and December 2021, TikTok had the highest engagement rate per post than any
other selected social media platform. In 2021, the video sharing app had an
engagement rate of 5.96 percent, up from 5.11 percent in 2020. Meta's
Instagram followed, but with considerably lower engagement, with 0.9 percent
and 0.83 percent in 2020 and 2021, respectively Dixon (2022).
 17

The engagement rate provides a more accurate representation of content

performance than simply looking at individual absolute measures such as the
number of likes, comments, shares, etc. It is a more comprehensive metric CFI
Team (2022). Sure, vanity metrics like followers, likes, and impressions count for
something. But engagement metrics like shares and comments give your social
media performance perspective Sehl and Tien (2022). There are several
methods for measuring engagement rate, and different calculations may be more
appropriate for your social media goals.
Along with, the data points that show how well your social media strategy
is performing are known as social media metrics. The average amount of time
spent on social media per day in 2019 is 2 hours and 22 minutes. The
measurable engagement actions typically consist of click-throughs, shares,
comments, and reactions. But each platform has variations—like a share on
Facebook vs. a retweet on Twitter the Upwork Team (2022). Channel
engagement metrics help establish baseline activity on a particular channel. Of
course, it feels good to see your follower count go up, but if your engagement
percentage isn’t moving with it, then there’s a problem Seymour (2022).

Social Skills
Social skills have objectives to establish interaction verbal and nonverbal
communication to others. According to Engelberg and Sjoberg (2004), reports
that it has been discovered that internet users who engage in social media tend
to vary in their levels of loneliness and how easily they create online connections.
On the one hand, it has been found that usage tends to negatively influence
social integration and well-being, in spite of people turning to the Internet for
social interaction and affiliation. Fascination with socializing on the Internet, such
as in chat rooms, may even increase a sense of loneliness because usage
becomes so time-consuming that it impairs normal functioning within the social
and work-related realms. Therefore, the results show a very large difference in
loneliness between high- and low-frequency users of the Internet. High users
were lonelier, which is consistent with prior research, but the present study
 18

additionally showed that high users expressed more deviant values. Results of
the present study also confirm the expectation that frequent users of the Internet
would be lower than others on EI.
In addition, the moderating impact of users’ emotional and social skills in
real life has typically been ignored in the discussion of whether using the Internet
might be a potentially isolating activity. Internet users report higher levels of
social interaction and network involvement, suggesting that they may be well
adjusted. It has been suggested that emotions, which are important sources of
information for establishing and preserving close connections, play a significant
role in social interaction. The mediating impact of users' emotional state has
typically been ignored in the discussion of whether using the internet might be a
potentially isolating activity and practical social skills. The Internet is not only
diffusing from top to bottom of the education and wealth hierarchy; it is also
spreading, as so many social innovations do, from the young to the old. The
literature indicates that people older than 65 years are less likely than those in
younger age groups to have rich and dense friendship and family networks or to
display high levels of active social participation. (Nie, 2001).
Moreover, the ability of the users to engage with other people should be
taken into consideration, rather than only the technology itself. The total result of
the internet may not be an average improvement or decline, but rather increased
variety in social adjustment. Internet users report higher levels of social
interaction and network involvement, suggesting that they may be well adjusted
(Nie, 2000). It has been proposed that emotions, which offer useful information
for establishing and maintaining close connections, are mostly responsible for
coordinating social activity. Individuals’ emotional experiences provide them with
socially significant information about their own feelings, goals, and relationship
orientations as well as those of their interaction partners. The capacity to
recognize, process, and comprehend one’s own Salovey and Mayer refer to this
ability as emotional intelligence (Salovey and Mayer, 1990). Improving
interpersonal skills/intelligence helps enrich individuals’ relationships, helps them
cope better at work and in social situations, and especially when dealing with
 19

difficult or challenging individuals. Some faculty question whether an online

education provides students with the proper development of interpersonal
relationships and social skills (Allen and Seaman, 2011).
Furthermore, social skills are behavioral elements that help a person
comprehend and adapt in a range of social environments, including the
classroom. For a student, there is a number of situations wherein he/she can
show behavior. These actions demonstrate his or her capacity for social
connection. When used in the classroom and school building, social interaction
skills are specific expressions that can be categorized into behaviors. The social
interaction skills also include the skills in interacting on a personal level, in
showing initiative to interact, in showing responses while interacting, in relating
with the community and in relating with others while doing a task.
As a result, students with higher social and emotional skills tend to perform
better in school, have better quality relationships, resolve conflict in more
constructive ways, solve social reasoning problems more effectively, and engage
in unhealthy behaviors less frequently. Social skills represent a broader range of
abilities that is most closely linked to the construct of social intelligence. Although
social intelligence, the ability to think and act wisely in social situations, was first
explored by psychologist (Chernyshenko, 2018).
Self- awareness. The more you know about yourself, the better you are at
adapting to life's changes. Self-awareness is a construct for which there seems
to be a multiplicity of perspectives, and it is a term that is frequently confused
with other similar constructs (e.g., self-consciousness and self-knowledge).
Alongside this, it appears that self-awareness is largely defined depending on the
focus of the research and the context within which it is referred to (Carden,
2023). Self-awareness consists of a range of components that can be developed
through focus, evaluation, and feedback and provides an individual with an
awareness of their internal state (emotions, cognitions, and physiological
responses) that drives their behaviors (beliefs, values, and motivations) and an
awareness of how these impacts and influences others Self-awareness is
characterized by a multiplicity of views and thinking, and this is perhaps
 20

unsurprising when we look at the aspect of self, which is also typified by a

confused picture compiled by diverse views from many philosophical
perspectives, and that of awareness, which is often confused with consciousness
and psychological mindedness. (Carden et al., 2021).
In addition, self-awareness is the ability to focus on yourself and how your
actions, thoughts, or emotions do or don't align with your internal standards
(Betz, 2022). While self-awareness is central to who you are, it is not something
you are acutely focused on at every moment of every day (Cherry, 2022). Self-
awareness can be the difference between how you see yourself and how others
see you. The more self-aware you are, the more you can make good choices and
look after your wellbeing and resilience and tune into the needs of others.
Greater self-awareness allows you to feel more confident, creative, satisfied in
what you do, form stronger relationships, communicate more effectively (Morin,
2020).
According to Srivastava (2015), self-awareness (sometimes also referred
to as self-knowledge or introspection) is about understanding your own needs,
desires, failings, habits, and everything else that makes you the unique individual
that you are. Awareness of who we are and how we feel is an essential first step
for social emotional learning and will give children the tools they need to
understand self-management, social awareness, relationship skills, and
responsible decision making (Kaiser, 2020). According to Betz (2022), it helps
us to become better decision-makers. It gives us more self-confidence— so, as a
result, we communicate with clarity and intention. It allows us to understand
things from multiple perspectives. It frees us from our assumptions and biases. It
helps us build better relationships. Social skills are important because they can
help you communicate more effectively and efficiently and, as a result, help you
build, maintain, and grow relationships with colleagues, clients and new contacts
(2019, Herrity). Understanding and improving your social skills can help you in all
aspects of your life.
Thus, awareness of who we are and how we feel is an essential first step
for social emotional learning and will give children the tools they need to
 21

understand self-management, social awareness, relationship skills, and

responsible decision making (Kaiser, 2020). A student exhibits social skills which
he or she uses for school and community. For any student to function effectively
in a society, he or she should possess classroom related behaviors, school
building related behaviors, personal skills, interaction initiative skills, interaction
response skills, community related skills and work/task related social skills
(Sargent & Reston, 1991) According to Betz (2022), it helps us to become better
decision-makers. It gives us more self-confidence — so, as a result, we
communicate with clarity and intention. It allows us to understand things from
multiple perspectives. It frees us from our assumptions and biases. It helps us
build better relationships.
Besides, human self-awareness is arguably the most important and
revealing question of modern sciences. Converging theoretical perspectives link
self-awareness and social abilities in human beings. Mutual engagement during
social interactions—or social contact—would boost self-awareness Hazem et al.
(2018). It is the idea that we compare ourselves to others and some standard of
correct behavior Miller (2020). Self-awareness represents the capacity of
becoming the object of one’s own attention. In this state one actively identifies,
processes, and stores information about the self (Morin, 2011).
Emotional. It has been postulated that social interaction is to a large
degree coordinated by emotions, which provide valuable information for creating
and maintaining close relationships. The expression and experience of emotions
signal socially relevant information to individuals about their own and their
interaction partners’ emotions, intentions, and orientations to the relationship.
The ability to perceive, process and understand one’s own and others’ emotions
has been termed emotional intelligence by (Salovey and Mayer, 1990).
On the other hand, students who self-identify as victims self-evaluate the
effects of bullying from a negative perspective, negatively affecting their social,
emotional, academic, somatic, and family self-concept. In addition, the strategies
that the person uses to cope with the harassment are related to emotions, which
could determine the carbonification, or not, of the victimization. Different authors
 22

agree that being aware of emotions, putting names to them, and identifying them
in others, contributes to well-being and personal development, as well as
strengthening social relations with others.
Knowing which emotions and social skills are generated in students is an
important way for teachers to assess their own practice, become more aware of
how students distinguish between emotions, and understand which areas of
physical education need to be developed in order to support them.
Moreover, social and emotional learning SEL programs provide systematic
classroom instructions that enhance children's capacities to recognize and
manage their emotions, appreciate the perspective of others, establish prosocial
goals, and solve problems, and use a variety of interpersonal skills to effectively
and ethically handle developmentally relevant tasks. SEL programs also
establish environments that support, reinforce, and extend this instruction so that
what children learn in the classroom is generalized to their lives outside the
classroom. The SEL program aims to foster the development of students who are
knowledgeable, responsible, and caring, thereby contributing to their academic
success, healthy growth and development, ability to maintain positive
relationships, and motivation to contribute to their communities Payton et al.
(2000).
Therefore, the social skills intervention literature and factor-analytic
research for purpose of scale development, Gresham, and Elliott (1990)
characterized social skills as a multidimensional construct that comprises
cooperation, assertion, responsibility, empathy, and social self-control behaviors.
Elliott et al. (2015) indicated that there are seven fundamental and functional
response classes of social skills that can be reliably assessed and targeted for
intervention: communication, cooperation, assertion, social self-control,
responsibility, engagement, and empathy.
Cognitive. The study recommended that students should be enlightened
on the benefits and limitations of using social networks. According to Oginni
(2006) The study findings revealed that the use of social networks has significant
impact on students’ attitudes, their study habits and cognitive skills in science
 23

classrooms. The data suggests that some activities on Facebook and YouTube
predicted higher scores in working memory performance. In particular, checking
friends' status updates on Facebook was the best predictor of both verbal and
visuo-spatial working memory. Telling a friend to watch a video on YouTube was
the best predictor of verbal working memory scores, while watching videos online
best predicted visuo-spatial working memory. The primary purpose of the study
was to examine the influence of students’ engagement with social networks on
their study habits and cognitive skills in science classrooms. The findings
indicated that students are influenced to a great extent by the social networks
negatively because their attention is focused on chatting and music while their
academic activities are neglected and left to suffer. Students are supposed to
use the social networking sites as a supplementary to the curriculum but the
prevalence and continuous engagement of students in online social networks
continued to be on increase, thereby imparting negatively on their academic
excellence.
The second stream is the bad influence social network inflicts on students’
behaviors and time management. According to Wang, Chen and Liang students
use social network sites for many purposes such as access to information, group
discussion, resource sharing and entertainment. Alloway T. P. et. al. The aim of
the present study was to investigate the effect of social networking sites (SNSs)
engagement on cognitive and social skills. investigated the use of Facebook,
Twitter, and YouTube in a group of young adults and tested their working
memory, attentional skills, and reported levels of social connectedness. Results
showed that certain activities in Facebook (such as checking friends’ status
updates) and YouTube (telling a friend to watch a video) predicted working
memory test performance.
Moreover, the present study offered new information on the impact of SNS
engagement on cognitive skills and social connectedness. It extended previous
research to focus specifically at working memory and attentional skills, as well as
possible benefits that different SNS has on reported levels of connectedness and
affiliation. Previous research has shown that cognitive ability can impact social
 24

skill development, cognitive abilities are in the normal range nevertheless

demonstrate deficits in social skills. Cognitive skills are essential for everyday
tasks, academic achievement, and overall cognitive development some of the
cognitive skills are attention, memory, and perception. Attention is the ability to
focus and concentrate on a specific task or stimulus while ignoring distractions. It
plays a crucial role in information processing and learning (Posner, 1990).
Memory involves the encoding, storage, and retrieval of information. It enables
individuals to retain and recall past experiences and knowledge. Memory can be
categorized into different types, including sensory memory, short-term memory,
and long-term memory (Baddeley, 2000). Lastly, perception refers to the process
of interpreting and making sense of sensory information from the environment. It
involves the brain's ability to organize and interpret visual, auditory, tactile, and
other sensory inputs.
 Chapter 2

METHOD

Research Design

This study is a non-experimental quantitative research design using

descriptive correlational method, quantitative research methods are concerned
with collecting and analyzing data that is structured and can be represented
numerically. One of the central goals is to build accurate and reliable
measurements that allow for statistical analysis (Goertzen, 2017). According to
Sousa, et al. (2007), quantitative most often about identifying relationship
between or among variables- the independent variable (s) and the dependent
variable (s). The research method of this quantitative research is descriptive
correlational study. States that descriptive correlational study describes the
variables and the relationship that occur between and among them. Thus, this
study was focused in describing the relationship between Social Media
Engagement and Social Skills of Mintal Comprehensive High School HUMSS
students. Descriptive correlational method was used in this study that aimed to
provide static pictures of situations as well as establish the relationship between
different variables (McBurney & White, 2009).

Research Locale
This study was conducted at Mintal Comprehensive High School - Senior
High School Campus located at San Francisco St. Tugbok, Davao City, Davao
Del Sur. This study was implemented with the students of HUMSS from Grades
11 to 12. The respondents were surveyed inside their respective classrooms or
any place they are comfortable with. The researchers chose the place of
implementation because it will give them the needed information for students'
social media engagement and social skills.
 26

Figure 2. Location Map

Source:

https://www.google.com/maps/place/
Mintal+Comprehensive+High+School+SHS/@7.093757,125.4964485,17z/data=!
3m1!4b1!4m5!3m4!1s0x32f912402a576e09:0x725421e4f4f9dfde!8m2!
3d7.0937514!4d125.4986411
 27

Research Respondents

The respondents of this study were the Grade 11 & 12 students with
HUMSS Academic Strand in Mintal Comprehensive High School.

Distribution of Respondents

Year / Section Enrolled Data Sample Percentage

11- Philodendron 62 27 11.84
11 - Dracaena 58 25 10.96
11 - Euphorbia 61 26 11.40
11 - Calathea 60 26 11.40
11 - Eucalyptus 58 25 10.96
12 - Narra 55 24 10.53
12 - Acacia 56 24 10.53
12 - Yakal 58 25 10.96
12 - Mahogany 60 26 11.40
TOTAL 528 228 100

The sampling techniques used were simple random sampling a statistical

method used to select a sample of individuals or items from a larger population.
In this technique, each member of the population has an equal chance of being
selected for the sample. Random sampling is that it ensures that the sample is
representative of the population, which means that the results can be generalized
to the larger group.

Research Instrument

In this study, the research instrument applied by the researchers were

printed survey questionnaires. In addition, the questionnaire is adapted
questionnaire from the study of Hugo Martires "Students’ engagement in social
media in Cambodia" and Social-Skills' Rating Scales, for Malaysian Secondary
Schools, (Student Questionnaire)" by Kirembwe Rashid Abdul Hamed. The
 28

Social Media Engagement questionnaire which is the independent variable

contained three indicators namely: behavior, platforms, and measurement. For
Social Skills which is the dependent variable also contained three indicators
namely: self-awareness, emotional, and cognitive. Every indicator has 5
statements with a total number of 30 statements. Through this instrument
measured the social media engagement and relationship towards social skills.
This study used 4-Point Likert Scale for each question that is intended to be
answer by the respondents.

In evaluating the level of students’ social media engagement in the

following scale were used.
Range of Means Description Interpretation

This means that the

3.26-4.00 Very High
students are always
engaged with social
media.

This means that the

2.51-3.25 High
students are often
engaged with social
media.

This means that the

1.76-2.50 Low
students are rarely
engaged on social
media.

1.00-1.75 Very Low This means that the

students did not engage
with social media.
 29

In evaluating the level of students’ social skills in the following scale were
used.
Range of Means Description Interpretation

This means that the

3.26-4.00 Extremely Extensive
students always show
social skills.

This means that the

2.51-3.25 Highly Extensive
students are often show
social skills.

This indicates that the

1.76-2.50 Moderately Extensive
students sometimes
show social skills.

This indicates that the

1.00-1.75 Not Extensive
students did not show
social skills.

Data Gathering Procedures

The following steps were followed in gathering of data.
1.Asking Permission to Conduct the Study. A letter of endorsement
from the research teacher was secured. Then, a letter of permission from the
school principal was secured to conduct the study on a correlational study of
social media engagement and social skills among senior high school students.
After the approval, the researchers prepared a letter addressed to the section
advisers and subject teachers to formally conduct the survey.
2. Administration and Retrieval of Questionnaire. The design
questionnaires were submitted to the research supervisor for corrections and
approval before distributing it to the respondents. In order to collect accurate and
valid data, the researchers individually delivered the questionnaire to the study's
respondents and encouraged them to be honest in their responses. The
researcher gave an explanation of the survey's objective before handing out the
instrument. The entire questionnaire, which had been fully answered, was found
—100% of it.
 30

3. Gathering and Tabulation of Data. Making sure the data gathered was
accurate came first. Statistical analysis was used to score, record, and
categorize the information obtained from the questionnaire. Before the data were
treated statistically, they were compiled and tallied. With the help of the
statistician, the findings were evaluated and interpreted in accordance with the
study's objectives.

Statistical Treatment Data

The following statistical tools were used in the computation of data.
Likert Scale. This scale was used to interpret the level of Social Media
Engagement and Social Skills.
Mean. This was used to determine the level of Social Media Engagement
and Social Skills of SHS Students.
Pearson. This statistical was used to find out the significant relationship
between the Social Media Engagement and Social Skills of the respondents.

Ethical Considerations
High ethical considerations were strongly accepted and practiced in this
study. According to Fleming and Zegwaard (2018), the cornerstone of ethical
research is ‘informed consent’. The term consists of two important elements, with
each requiring careful consideration, that is, ’informed’ and ‘consent’. Participants
must be fully informed of what will be asked of them, how the data will be used,
and what (if any) consequences there could be. The participants must provide
explicit, active, signed consent to taking part with the research, including
understanding their rights to access to their information and the right to withdraw
at any point. The informed consent process can be seen as the contract between
researcher and the participants. The information sheet and consent form are
robust, clear, and well written.
Enago Academy states that informed consent is a key principle of research
ethics. It is important that the person who is invited to be part of the research
 31

understands both the benefits and the risks involved. They must have all the
information that could affect their decision to participate.
Parental consent is simply a parent or guardian’s explicit permission for a
child to engage in one activity or the other. According to the National,
requirement for parental permission and child assent is an application of the
more general principle of respect for persons. For research involving children,
both safeguards are modified given the vulnerability of children to undue
influence or coercion.
In this study the identity of respondents were kept confidential or
anonymous and the assurances extend beyond protecting their names to also
include the avoidance of using self-identifying statements and information.
Anonymity and confidentiality are an important step in protecting the participants
from potential harm. Participant anonymity and participant confidentiality are two
terms commonly used synonymously when in fact they are different. Participant
anonymity means the participant’s identity are unknown to the researchers.
Participant confidentiality means the participant’s identity are known to the
researcher, but the data was de-identified and the identity is kept confidential
(Fleming and Zegwaard, 2018).
 Chapter 3

RESULTS AND DISCUSSION

Shown in this chapter are the findings of the study, its analysis, an
interpretation based on the tabulated and treated data generated from the
responses of the respondents. The discussion is arranged based on the
statement of the problem presented in this study. This chapter contains the
responses of 228 grade 11 and grade 12 students in Mintal Comprehensive High
School. The following is the order of the discussion: the level of social media
engagement of senior high school students, the level of social skills of senior
high school students, and the significant relationship between social media
engagement and social skills of senior high school students.
Displayed in Table 1 is the summary on the level of students’ social media
engagement in terms behavior, platforms, and measurements. The mean ratings
of the indicators are as follows: behavior (2.52); platforms (3.01); and
measurements (2.67). The overall mean rating of students’ social media
engagement (2.72) which means high. It means that students’ social media
engagement manifested with behavior, platforms, and measurements as
perceived by the students.

Table 1. The Level of Social Media Engagement of Senior High School Students
in Mintal Comprehensive High School

Indicators Mean SD Descriptive Level

Behavior 2.52 0.75 High

Platforms 3.01 0.66 High

Measurements 2.67 0.82 High

Overall Mean 2.72 0.54 High

 33

The high rating result for social media engagement among senior high
school students indicates that the students often engage with social media. The
results are supported by the study of Nelson, Laird, and Kuh (2005) on the
students’ interaction with peers, through social media engagement, students
develop connections with peers, establish a virtual community of learners, and
ultimately increase their overall learning. It was reported that students who use
information technology for academic purposes also have a higher likelihood of
contributing to and participating in active academic collaboration with other
students. This collaboration indicates that as engagement with technology
increases, engagement with academics also increases, promoting a deeper
connection between students, educators, and course content (Tarantino et al.,
2013).
The high rating result for the behavior of senior high school students
indicates that the students often engage on social media. The mean rating for
this indicator, which was 2.52, was the result of the high scores assigned by the
students to the item in the questionnaire appended to the study. The results were
supported by the findings of the study by Frutos et al. (2014) that a person with a
high frequency of usage of Facebook and other platforms may present
discomfort with their behavior, thus experiencing a decrease in their actual state
perception. It also showed that a large number of respondents experienced
negative effects such as late submission of assignments, less study time, and
poor academic performance due to their heavy participation on social media
networks. Thus, using social media improved communication skills by allowing
students to interact with peers and share ideas on social media platforms.
Engaging in discussions, providing constructive feedback, and expressing
opinions in online communities can contribute to the development of effective
communication skills (Kaplan & Haenlein, 2010).
The high rating result for the platforms used by senior high school
students indicates that the students often engage on social media. The mean
rating for this indicator, which was 3.01, was the result of the high scores
assigned by the students to the item in the questionnaire appended to the study.
 34

The result is similar to the research of Junco et al. (2018), which showed that
social media platforms give students access to information. Social media
platforms provide students with easy access to a vast amount of information and
resources. They can follow educational accounts, join groups, and connect with
experts, enabling them to stay updated on current events, research topics, and
academic trends. Facilitate collaboration and networking among students. They
can connect with peers, form study groups, and exchange ideas and knowledge.
Platforms like LinkedIn also allow students to build professional networks and
connect with potential mentors and employers (Madge, 2009). Platforms also
enable students to communicate and collaborate with their instructors and
classmates outside the classroom. They can ask questions, seek clarifications,
and engage in discussions, thereby enhancing their understanding of the subject
matter (Junco, 2013).
The high rating result for the measures of social media engagement of
senior high school students indicates that the students often engage on social
media. The mean rating for this indicator, which was 2.67, was the result of the
high scores assigned by the students to the item in the questionnaire appended
to the study. The results are supported by Kirschner and Karpinski's (2010)
study, which examined the impact on academic performance and found a
negative correlation between time spent on social media and academic
performance. Excessive use of social media and multitasking while studying
have been associated with lower grades and reduced academic achievement.
Decreased productivity, difficulty managing time effectively, and a tendency to
procrastinate. Students may find it challenging to balance their academic
responsibilities with social media engagement.
Presented in Table 2 is the summary on the level of students’ social skills
in terms of self-awareness, emotion, and cognitive. The mean ratings of the
indicators are as follows: self-awareness (2.98); emotion (2.78); and cognitive
(2.96). The overall mean rating of students’ social media engagement (2.72)
which means highly extensive. It means that students’ social skills manifested
with self-awareness, emotion, and cognitive as perceived by the students.
 35

Table 2. The Level of Social Skills of Senior High School Students in Mintal
Comprehensive

Indicators Mean SD Descriptive Level

Cognitive 2.98 0.71 Highly Extensive

Emotion 2.78 0.64 Highly Extensive

Self-awareness 2.96 0.68 Highly Extensive

Overall Mean 2.90 0.55 Highly Extensive

The results are supported by the study of Wiguna et al. (2020), which
examined the students' social skills and found that children who participated in
sports activities had higher social skills compared to children who did not
participate or did not participate in activities outside of school. Specifically,
students showed an increase in social skills and empathy and a decreased
tendency to interfere. By using cooperative learning models, students' social
skills increased when viewed in terms of emotional expressiveness, emotional
control, social sensitivity, and social control. The use of social networks has a
significant impact on students’ attitudes, study habits, and cognitive skills. It was
also found that students who used social media felt more emotionally connected
to their peers because they felt as though they had people to talk to if they had a
problem or needed help (Tomai et al. 2010). Students have a strong interaction
with social media, and the intensity of their usage of social network platforms can
be associated with different factors (Martires, 2019).
The highly extensive rating result for the cognitive skills of senior high
school students indicates that the students often show social skills. The mean
rating for this indicator, which was 2.98, was the result of the high scores
assigned by the students to the item in the questionnaire appended to the study.
 36

The result is supported by Astington and Baird (2005), who investigated the
students' mental skills. Students with strong Theory of Mind skills tend to have
better social skills, including empathy, perspective-taking, and understanding
others' intentions. Executive functioning encompasses cognitive processes such
as working memory, attention control, inhibitory control, and cognitive flexibility.
Students with well-developed executive functioning skills tend to exhibit better
social skills, including self-regulation, problem-solving, and adaptability (Blair and
Razza 2007). Cognitive skills also reflect strong problem-solving skills, which are
associated with better social skills among students. Effective problem-solving
abilities enable students to navigate social challenges, resolve conflicts, and
make informed decisions in social situations (Kavussanu and Roberts, 2001).
The highly extensive rating result for the emotions of senior high school
students indicates that the students often show social skills. The mean rating for
this indicator, which was 2.78, was the result of the high scores assigned by the
students to the item in the questionnaire appended to the study. The result is
supported by Izard et al. (2001). Emotional skills—the ability to accurately
recognize and interpret others' emotions—are linked to better social skills among
students. Students who are skilled in recognizing emotions in facial expressions,
body language, and vocal cues tend to exhibit stronger empathy, effective
communication, and positive social interactions. Emotional intelligence, which
includes the ability to perceive, understand, and regulate emotions, is positively
associated with social skills among students. Students with higher emotional
intelligence tend to have better interpersonal relationships, empathy, and conflict
resolution skills (Bar-On, 2006).
The highly extensive rating result for the self-awareness of senior high
school students indicates that the students often show social skills. The mean
rating for this indicator, which was 2.96, was the result of the high scores
assigned by the students to the item in the questionnaire appended to the study.
The result is supported by Semple et al. (2010), who studied mindfulness and
self-awareness and found that mindfulness practices, such as meditation and
self-observation, have been linked to improved self-awareness and social skills
 37

among students. Mindfulness helps students develop an understanding of their

thoughts and emotions, enhancing their ability to regulate their behavior and
interact effectively with others. Engaging in self-reflection activities and exercises
has been shown to enhance students' self-awareness and social skills. By
encouraging students to reflect on their thoughts, emotions, and behaviors,
educators can facilitate the development of self-awareness and promote positive
social interactions (Huang, 2013).
Presented in Table 3 is the showing the significant relationship between
social media engagement and social skills of SHS students in Mintal
Comprehensive High School Senior High School Department which obtained the
overall computed r-value of 0.507 with an equivalent p-value of 0.000 at alpha
0.05 level of significance. The data show that social media engagement and
social skills of SHS students show moderately high correlations.

Table 3. Significant Relationship of Social Media Engagement and Social Skills

of Senior High School Students

Variables Mean Pearson r Degree of Computed Significant Decision

(r-value) relationship p-value @0.05 in H0
alpha level

Social Media 2.723

Engagement
0.507 Moderately 0.000 Significant Reject
High
Correlation

Social Skills 2.904

Since the overall computed p-value is less than 0.05 alpha level of
significance, the null hypothesis is hereby rejected and it could be stated
therefore, that there is a significant relationship between social media
engagement and social skills of senior high school students in Mintal
Comprehensive High. This implies that the higher the level of social media
engagement are, the greater the students’ social skills have.
 38

The results are parallel to the study of Blakemore and Agllias (2020) who
made research about the relationship of social media and interpersonal skills.
The study found that the students primarily used social media to stay connected.
Social media sites or applications provide people with a space to share
experiences and connect with friends and family. Students also used social
media to expand their friendship base and spread the word about events or
social issues. The internet allows people to participate in conversations and
interests they may not have access to in real life, and it connects people from
around the world. It also shows that online communication is detrimental to true
connection, and they voiced some skepticism about people's motives for
comments or likes on social networking posts: Empathy online is a rarity. Many
people will say and post things that appear to show a deep understanding of
what someone is going through, but you never know if it is true or if they have an
underlying agenda and are doing it for other reasons, such as for attention.
Students who participate in social media as part of a class feel more
connected to their peers than those who do not participate in social media. Social
media enhances peer interactions, which can bridge diversity in the classroom
and establish open lines of communication between students and educators
(Laird and Kuh, 2005). Social media engagement can foster digital literacy skills
that are increasingly important in the digital age. Students who effectively
navigate social media platforms, critically evaluate online content, and practice
responsible digital behavior may develop digital literacy skills that can positively
impact their overall social skills and online communication abilities (Verhoeven et
al., 2012).
Social media engagement can have both positive and negative impacts on
social competence and relationship-building skills. Active participation in online
communities and digital collaborations can enhance social skills such as
networking, digital citizenship, and teamwork. However, excessive use,
cyberbullying, or the tendency to prioritize online interactions over offline
relationships may negatively affect social competence (Frison and Eggermont,
2015).
 Chapter 4

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary
This study was conducted to determine the relationship between social
media engagement and social skills of Grade 11 and Grade 12 students of Mintal
Comprehensive High School, located at Mintal, Tugbok, Davao City. This study
was conducted with 228 respondents, with a HUMSS strand chosen, who were
selected through a random sampling technique. This made use of the non-
experimental research design with mean and Pearson r as data analysis tools.
The data were gathered through an adopted and validated questionnaire. The
findings of the study were as follows:
1.The level of social media engagement of senior high school students in
Mintal Comprehensive High School had an overall mean rating of 2.72 or high.
This value was obtained based on the following indicators and their
corresponding mean ratings: behavior (2.50) or low; platforms (3.01) or high; and
measurements (2.67) or high. This means that the students are always engaged
with social media.
2.The level of social skills of the senior high school students in Mintal
Comprehensive High School is 2.90 or highly extensive. This value was obtained
based on the following indicators and their corresponding mean ratings: self-
awareness (2.98) or highly extensive; emotion (2.78) or highly extensive; and
cognitive (2.96) or highly extensive.
3.There was a significant relationship between social media engagement
and social skills of senior high school students with the r- value of 0.507 and
computed p-value is 0.000. The p-values were less than alpha 0.05, therefore,
the null hypothesis is rejected.
 40

Conclusions
Based on the findings of the study, the following conclusions are drawn:
1.The level of social media engagement of senior high school students in
Mintal Comprehensive High School is high. It means that students’ social media
engagement manifested with behavior, platforms, and measurements as
perceived by the students.
2.The level of social skills of senior high school students in Mintal
Comprehensive High School is highly extensive. It means that students’ social
skills manifested with self-awareness, emotion, and cognitive as perceived by the
students.
3.There is a significant relationship between social media engagement
and social skills of senior high school students in Mintal Comprehensive High
School. The results found out that students who reported higher levels of social
media engagement also exhibited stronger social skills. This relationship
indicates that active participation in social media platforms can positively
influence the development and refinement of social skills in this age group.

Recommendations
Since the results showed that the social media engagement of senior high
school students is on the level of high and the social skills are highly extensive,
the following recommendations are formulated:
1.The school may integrate social media education into the curriculum to
help students understand the responsible use of social media platforms. Offer
guidance on maintaining a healthy balance between online and offline
interactions. Develop clear guidelines for the use of social media within
educational institutions.
2.The teachers may teach students how to use social media as a tool for
positive engagement, such as by sharing meaningful content, supporting peers,
and participating in constructive discussions. Encourage them to explore
platforms that promote learning, creativity, and community involvement.
 41

3.The parents may educate about the importance of monitoring their

children's online activities without invading their privacy. Encourage the use of
parental control tools, privacy settings, and periodic check-ins to ensure their
children's safety and well-being online. Help parents establish a healthy balance
between screen time and other activities.
4.The future researchers are better off including the wider area of Davao
City and more respondents that generalize the senior high school students of
Davao City.
 42

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 50

APPENDICES
 51

APPENDIX A
Endorsement Letter from the Research Teacher
 52

APPENDIX B
Letter of Approval from the School Principal
 53

APPENDIX C
Letter of Request to the Section Adviser
 54

APPENDIX D
Survey Questionnaire
 55

APPENDIX E
Validation Sheets
 56

APPENDIX F
Letter to Expert Validators
 57

APPENDIX G
Summary of Rating and Expert Validators
 58

APPENDIX H
Data Analysis
 59

CURRICULUM VITAE
 60

CHEITRY T. LIBAS
Purok 04, Ilam Mulig,Toril, Davao City,
Philippine, 8000
09306661346
cheitrylibas305@gmail.com

PERSONAL DATA SKILLS

Nickname: Itray Cooking
Date of Birth: July 24,2004 Singing
Place of Birth: Balilihan, Bohol Dancing
Age: 18
Citizenship: Filipino ACHIEVEMENTS
Sex: Female With Honors (2016)
Religion: Catholic Best Athlete of the year (2014-2015)
Civil Status: Single Most Generous Aspirants (2018-2019)
Father's Name: Gerry C. Libas Singer of the year (2017-2018)
Mother's Name: Joyce T. Libas

EDUCATIONAL BACKGROUND
Senior High School
Mintal Comprehensive Senior High School
San Francisco St. Mintal, Tugbok District, Davao City
Humanities and Social Sciences
2022-2023

Junior High School

Mintal Comprehensive High School
Davao- Bukidnon Road, Tugbok District, Davao City
2017-2020

Elementary:
Babag II Integrated School
Cebu City
2011 2017
DON ANGELO MANDALUNES
Purok 18 upper Mintal, Davao City, Philippines 8000
09958754647
mandalunesdonangelo@gmail.com

PERSONAL DATA
Nickname: Dondon
Date of Birth: Sept 19, 2001
Place of Birth: Mintal, Davao City
Age: 21
Citizenship: Filipino
Sex: Male
Religion: Catholic
Civil Status: Single
Father's Name: Arnold Mandalunes
Mother's Name: Marilou Mandalunes

EDUCATIONAL BACKGROUND
Senior High School
Mintal Comprehensive Senior High School
San Francisco St. Mintal, Tugbok District, Davao City
Humanities and Social Sciences
2021-2023

Junior High School

Holy Cross of Mintal Inc.
Davao-Bukidnon Road Barangay Mintal, Tugbok District, Davao City
2013-2017

Elementary:
Mintal Elementary School
Davao- Bukidnon Road, Tugbok District, Davao City
2007-201
ERICA MAE PADASAS
Purok 3, Durian St. Tugbok District D.C, Davao City,
Philippines, 8000
09067630969
padasasericamae106@gmail.com

PERSONAL DATA
Nickname: Ekay SKILLS
Date of Birth: May 29, 2005 Cooking
Place of Birth: Tugbok District Davao City Writing
Age: 17
Citizenship: Filipino ACHIEVEMENTS
Sex: Female With Honors (2014)
Religion: Born Again Most Behave
Civil Status: Single Most Generous
Father's Name: Eduardo Padasas Honest
Mother's Name: Analita Padasas Girl Scout

EDUCATIONAL BACKGROUND
Senior High School
Mintal Comprehensive Senior High School
San Francisco St. Mintal, Tugbok District, Davao City
Humanities and Social Sciences
2022-2023

Junior High School

Tugbok National High School
Purok 3 Durian Street, Tugbok Proper Davao City
2017-2020

Elementary:
Tugbok Elementary School Sped Center
Purok 3, Tugbok Proper, Davao City
2011-2016
Kenth Jhon E. Rabacal

Purok- 2, Cutson Biao, Guianga, Tugbok District, Davao City,

Philippines 8000
09090022679
Kenthjhonrabacal@gmail.com

PERSONAL DATA: SKILLS

Nickname: Bibo Sports Skills
Date of birth: April 1, 2005
Place of birth: Los Amigos Welfare
Age: 18
Citizenship: Filipino ACHIEVEMENTS
Sex: Male Boy scout (2013)
Religion: Roman Catholic Most Behave
Civil Status: Single Most Punctual
Father's Name: Elvin S. Rabacal Honest
Mother's Name: Mary Grace E. Rabacal Volleyball Line Meet
Champion (2020-2021)
Volleyball Cluster Meet
Champion (2022-2023)

EDUCATIONAL BACKGROUND
Seniors High School:
Mintal Comprehensive High School Senior High Department
San Francisco St. Mintal, Tugbok District Davao City
Humanities and Social Sciences
2021-2023

Junior High:
Biao National High School
Biao Escuela street, Tugbok District, Davao City
2017-2020

Elementary school:
Biao Guianga Elementary School
Biao Guianga street.
2011-2016
DIMPLE D. SAJOLAN
Purok 23, First Batch Doña Aurora Street, Tugbok District,
Philippine, 8000
09483656405
sajolandimple@gmail.com

PERSONAL DATA
Nickname: Dimss SKILLS
Date of Birth: November 21,2024 Leadership Skills
Place of Birth: Kabacan, North Cotabato Public Speaking Skills
Age: 18 Communication Skills
Citizenship: Filipino
Sex: Female ACHIEVEMENTS
Religion: Roman Catholic With Honors 2011-2022
Civil Status: Single Leadership Awardee
Father's Name: Johnny P. Sajolan Girl Scout Awardee
Mother's Name: Merijoy D. Sajolan Youth Leadership
Excellence
Awardee
MOHSG Nominee 2023

EDUCATIONAL BACKGROUND
Senior High School:
Mintal Comprehensive Senior High School
San Francisco St., Mintal, Tugbok District, Davao City
Humanities and Social Sciences
2021-2023

Junior High School:

Mintal Comprehensive High School
Davao-Bukidnon Road, Brgy. Mintal Tugbok Dist. Davao City
2017-2020

Elementary:
Imelda Elementary School
Brgy. Sto. Niño Tugbok Dist. Davao City
2011-2016
RICHELLE B, GILWANO
Purok 29, Crossing Ulas, Talomo, Davao City,
Philippine, 8000
09075786351
richellegilwano8@gmail.com

PERSONAL DATA SKILLS

Nickname: Cheche Writing Poem
Date of Birth: March 18, 2005 Communication Skill
Place of Birth: Fatima, New Bataan, Cooking
Davao De Oro Leadership Skills
Age: 18
Citizenship: Filipino ACHIEVEMENTS
Sex: Female With Honors Elem. & JHS Level
Religion: Alliance Most Responsible (2016)
Civil Status: Single Salutatorian (2016)
Father's Name: Godofredo M. Gilwano Jr. 4rth Place GAD Quiz Bee
Mother's Name: Virginia B. Gilwano 4rth Place Baking
Competition
With High Honors SHS
EDUCATIONAL BACKGROUND
Senior High School:
 Mintal Comprehensive Senior High School
San Francisco St., Mintal, Tugbok District, Davao City
Humanities and Social Sciences
2021-2023
Junior High School:
 Mintal Comprehensive High School
Davao-Bukidnon Road, Brgy. Mintal Tugbok Dist. Davao City
2019-2020
 New Bataan National High School
Purok 3 A, New Bataan, Davao De Oro
2018-2019
Nabunturan Comprehensive High School
Nat'l Highway, Poblacion, Nabunturan, Davao De Oro
2017-2018
Elementary:
 La Purisima Elementary School
Fatima, New Bataan, Davao De Oro
 2011-2016
FRANCIS LOUIS N. SINAJON
Purok 3, Pomelo Street, Barua Compound, Tugbok Proper,
Davao City, Philippine 8000
09675309446
francislouisn.sinajon@gmail.com

PERSONAL DATA
Nickname: Prans SKILLS
Date of Birth: June 28, 2004 Writing Skills
Place of Birth: Davao City Guitar Skills
Age: 18 Outdoor activities
Citizenship: Filipino ACHIEVEMENTS
Sex: Male With Honors (2016)
Religion: Roman Catholic With Honors (2019 - 2021)
Civil Status: Single With Honors (2021- 2023
Father's Name: Teddy P. Sinajon
Mother's Name: Thessa Mae N. Sinajon

EDUCATIONAL BACKGROUND
Senior High School
Mintal Comprehensive Senior High School
San Francisco St., Mintal, Tugbok District, Davao City
Humanities and Social Sciences
2021-2023

Junior High School

Tugbok National High School
Durian St., Tugbok Proper, Davao City
2017-2020

Elementary
Tugbok Central Elementary School Sped Center
2015-2016

Mabini Elementary School

Km. 7 Bangkal, Davao City
2011-2015