FACEBOOK USAGE AND ITS RELATIONSHIP ON

LEARNER’S ACADEMIC
PERFORMANCE

A Research Paper
Presented to
the Faculty of Senior High
Igbaras National High School

Angela E. Ebarle
Julianna Angela E. Carpio
Tracy Liane N. Endoma
Jan Gabriel E. Esporas
Manpreet D. Singh
Nestlyn Jean G. Suetado
Kyla Mae E. Tano

Grade 12- STEM 2

Ma. Neonebie E. Losares

Research Adviser
 Table of Contents

Page

Title

Table of Contents i

Chapter

1 Introduction 1

Background of the Study 1

Statement of the Problem 4

Hypothesis 4

Significance of the Study 4

Scope and Limitation of the Study 5

Definition of Terms 5

2 Review of Related Literature and Studies 6

Overview of Facebook 6

Facebook Usage 6

Academic Performance 9

Relationship of Facebook Usage and Academic Performance 11

Conceptual Framework 15

3 Research Methodology 16

Research Design 16

Research Method 16

Participants of the Study 16

Research Instrument 16

Data Gathering Procedures 17

Data Analyses 17

ii
 Chapter I
INTRODUCTION

Background of the Study

With roughly 2.91 billion monthly active users as of the fourth quarter of 2021,

Facebook is the most used online social network worldwide. The platform surpassed two

billion active users in the second quarter of 2017, taking just over 13 years to reach this

milestone. As of October 2021, Facebook’s leading audience base was in India, with almost

350 million users whilst the United States ranked second with an approximate total of 193

million users. The platform also finds remarkable popularity in Indonesia and Brazil, with well

over 100 million users in both countries. In January 2021, Facebook was the platform on

which users in the United States spent the most time per day. Due to the COVID-19

outbreak in 2020, all major social media platforms saw an increase in daily usage, which

then either plateaued or decreased in 2021. At the end of 2021, over a quarter of all

Facebook users in the United States belonged to the 25 to 34 year age group and 18.2

percent of users were in the 35 to 44 year age group. (Statistica Research Department,

February 14, 2022)

Facebook launched its first Philippine office in April 2016. At that time, more than 49

million Filipinos were already on the social networking site, 44 million of whom accessing it

on mobile. In its Digital 2018 report, the London-based consultancy We Are Social said there

were 67 million accounts on Facebook in the Philippines, matching the total number of

internet users in the county. Another 10 million Filipinos were on Instagram, which is owned

by Facebook. In May 2018, Facebook opened its new head office at Bonifacio Global City in

Taguig and launched initiatives to help small to medium as well as large businesses tap a

$4-billion e-commerce opportunity. We Are Social’s Digital 2020 report showed that

Facebook was the most used social media platform in the Philippines. Last February,

1
Facebook was used by 96 percent of internet users in the country over the past month.

(Philippine Daily Inquirer, September 30, 2020)

In fact, the Worldwide Web, originally created in 1990 for US military forces, has

become not only an effective instrument for the management of US army, but later a

convenient tool that issued by civilians for communication, entertainment and learning

purposes. One of the most popular and recognized platforms used on the Internet are social

networking sites such as Facebook.

Facebook being in the forefront of the social media craze, has over 500 million active

users on its website every month. It is emerged on February 4, 2004, when a 19-year-old

sophomore Harvard student named Mark Zukerberg founded the revolutionary site to

connect Harvard University learners (Grossman, 2010). But later, this site allows users to

build social networks with hundreds or even thousands of people around the world of which

university learners are the one of the primary demographics using Facebook, with features

such as photos, wall posts, and status updates becoming seemingly irresistible to those who

want to connect with their friends (Gold, 2011).

Even though Facebook is by now used by a much wider variety of users, high school

learners are still its “biggest fans”. Result from a recent paper Ellison et al. (2007) reported

that 94% of High School learners are active Facebook users, spending 60-90 minutes online

each day communicating with their friends list of 150-200 people. Similarly, Wiley and Sisson

(2006; as cited in Pempek et al, 2009) conducted a large survey on high school learners in

the developing countries indicated that 91% of learners use the Facebook. Ethiopia is also

one of developing countries has intoxicated with around one million users of Facebook in

which half of them are higher education learners (Kassashow,2012).

The intuition of many Social Networking Sites (SNS) such as Facebook, Instagram

and twitter, etc., has attracted billions of user all over the world. SNS are rapidly becoming a

fundamental part of the daily lives of its users (Sabir et al., 2013). Nielsen (2011) showed in

their study that Facebook is the most widely held and popular social networking site amongst

learners, which consist of a large and diverse group of the global population. In the present

2
day and age, the adoption of social media technology has stretched across the globe like

wildfire, incorporating itself into the lives of people belonging to different national, religious,

racial and ethnic, cultural, social and socioeconomic backgrounds. It has become the

primary means of communication for people as they consider technology as the mainstream

of their existence. Variety of routines is involved with the help of internet in our daily lives.

Social media has taken the world in the direction of a communication-rich society.

Facebook has a huge impact on student’s academic performance. Learners have a

tempting desire to connect with their friends due to easy 24 hours’ access to each other’s

updates. Hence the use of Facebook has become a habit and necessity that affects the

student’s academic performance. Facebook addiction is seen to affect performance both

positively and negatively for e.g. it has seen that Facebook has a negative effect on learners

grades that lead to poor academic success whereas Facebook also has positive effects such

that Facebook can provide a platform for learners to learn and share positive material with

each other’s which results in a better outcome for learners. Today’s Generation Y high

school learners are exposed to all types of technologies in many aspects of their lives

(Browning, Gerlich, & Westermann, 2011). On a daily basis, they use desktop computers,

laptops, tablets and cell phones to actively engage in social networking activities such as

text messaging, blogging, content sharing, online learning (Cassidy, Griffin, Manolovitz,

Shen, & Turney, 2011). Thus, academic intuitions and faculty are increasingly using social

networking sites, such as Facebook and LinkedIn, to connect with current and potential

learners and to deliver instructional content (Paul, Baker, Cochran, 2012).

Though this social network generates billions of dollars for the developer and assists

to contact a relatives detached for long period of time within fraction of seconds, it has

impact on the users in general and on student’s academic performance in particular. So, this

research assesses the impact of Facebook usage on Student’s Academic Performance in

Igbaras National High School.

3
Statement of the Problem

This study aims to know the relationship of Facebook usage and academic

performance of Grade 12 learners of Igbaras National High School during the school year

2021-2022.

Specifically, this study aims to answer the following questions

1. What is the Facebook usage of learners?

2. What is the academic performance of learners?

3. Is there a significant relationship between Facebook usage and academic

performance of learners?

Hypothesis

To answer the inferential questions, the researcher advanced the following

alternative hypotheses that:

1.There is a significant relationship between Facebook usage and academic performance of

learners.

Significance of the Study

The result of this study are deemed important to the following:

Learners. It will help them socialize and be informed during this pandemic

Parents. It will help them connect with their child’s teachers during this time of pandemic.

Teachers. It will help them easily distribute their lessons to their students, especially during

this distance learning.

Future Researchers. They will gain more ideas and knowledge in line with this study.

4
Scope and Limitation of the Study

The overall objective of this study is to know the relationship of Facebook usage and

academic performance. This study will utilize the correlational research design because it

describes an existing relationship between Facebook usage and academic performance.

Each respondent is given a survey form via Gmail or Messenger to answer. This study is

limited to the Senior High School learners enrolled in the First Semester, School Year 2021-

2022 of Igbaras National High School.

Definition of Terms

For the purpose of clarification and better understanding of this study, the following

terms are defined conceptually and operational:

Academic Performance. The academic performance of the learners reflects on their ability to

demonstrate the knowledge they have learnt in tests, quizzes, presentations and final

examination (Barkley, 2004)

As used in this study, “academic performance” referred to the learner’s general weighted

average.

Facebook Usage. In terms of time, the amount of time spent daily on social media website

varied greatly among Facebook users (Pempek, Yermolayeva, & Calvert, 2009)

As used in this study, “Facebook Usage” refers to the total hours spent by learners on

Facebook per day.

5
 Chapter 2
REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK

Overview of Facebook

Facebook was created by Mark Zuckerberg, Dustin Moskovitz and Chris Hughes in

February 2004. It becomes the most popular and most visited with 34 million unique visitors

by January 2008, and as the 13th most popular website worldwide (comScore, 2008), with 98

million unique visitors by December 200. As of March 2008, Facebook reported having 68

million active users. The same as most social network sites, Facebook provides a formatted

web page where users can enter personal information, which includes gender, birthday,

hometown, educational background and main personal profile. Today, Facebook serves

roughly 500 million people enabling them to share information and connect with others

(Fletcher, 2010).

Facebook Usage

Facebook use implies the presence of individual users on the social website. People

from different gender and age interact and exchange content. They share pictures, videos,

discuss different subject matters and chat. Younger generation, especially learners, spend

many hours surfing this socializing website. We presume that the presence of Facebook

prohibits them from focusing appropriately on their academic tasks (Chen, et al., 2010).

Previous researchers found that among the social network users, 57% are in

between the age of 18-9 years old and they are likely to have profiles in multiple social

media websites (Lenhart, Purcell, Smith & Zickuhr, 2010). A study online usage in 26

countries around the world done by QS Topuniversities.com in 2013 reported that more than

50% of respondents said they use five social media networks which are Facebook, Twitter,

YouTube, LinkedIn and Pinterest all the time (QS Topuniversities.com, 2013). Out of these,

Facebook which began as a social network site only for Harvard students in 2004, is the

6
most popular applications used by students (Frejert, 2008). Researchers found that

anywhere between 85 and 99% of college students use Facebook (Hargittai, 2008; Jones &

Fox, 2009; Matney & Borland, 2009). The most recent data collected by the EDUCAUSE

Center for Applied Research (ECAR) from a sample of 36,950 students from 126 U.S.

universities and one Canadian university, showed that of the 90% of students who use social

networking websites, 97% said they use Facebook (Smith & Caruso, 2010). Nonetheless,

the younger students are more likely to report high usage of YouTube and Pinterest, while

the older respondents are more likely to report frequent use of LinkedIn (QS

Topuniversities.com, 2013).

There are few indicators that can be used to reflect Facebook usage intensity (Ellison

et. al., 2007). In terms of time, the amount of time spent daily on social media websites

varied greatly among Facebook users (Pempek, Yermolayeva, & Calvert, 2009). In

particular, students spent an average of 47min a day on Facebook (Sheldon, 2008a, b).

However, it was found that older students, residing in Latin America and Africa from

engineering and technology courses are more likely to report spending 5+ hours online per

day. Students from the arts and humanities were fond o be the least in terms of hours online

per day (QS Topuniversities.com, 2013). Previous researcher found that more than 50% of

college students go on social networking site several times a day (Sheldon, 2008a, b) while

in another study done two years later, 82% of college students reported logging into

Facebook several times a day (Quan-Haase & Young, 2010). Facebook usage intensity can

also be measured in terms of the number of “friends” a student has to measure the extent to

which the student was actively engaged in Facebook activities (Ellison et. al., 2007). On

average, college students had between 150 and 200 Facebook friends (Kalpidou et. al.,

2011). The study on students’ use of Facebook showed that intensity of Facebook usage

had an effect on students’ perception of emotional closeness to members of their pre-

existing offline social network (Ellison et. al., 2007; Farrow & Yuan, 2011). Users of

Facebook normally log in to this social network at least once a day. Therefore, this shows

the intensity of use of Facebook and the frequency of users keeping in touch with either

7
friends or family members. When there is constant communication, the users would build a

closer relationship among their friends and family members.

Individual use Facebook for different reason and propose. For example, anxious

individuals are more likely to use Facebook to connect with others online and feel

emotionally connected to Facebook. They use Facebook to reduce their anxiousness by

connecting with others online rather than attempting to connect with the same individuals in

face-to-face settings (Clayton, Osborne, Miller, & Oberle, 2013). Students use Facebook for

variety reasons such as educational purposes (Roblyer et. al., 2010) and social purposes

(Kalpidou et. al., 2011; Quan-Haase & Young, 2010; Sheldon, 2008a, b). Students use

Facebook to create new and maintain old relationships, obtain information related to social

events that occur on campus and social college adjustment (Kalpidou et. al., 2011). For

example, college alumni could be created via Facebook, whereby all current and former

school members would be able to collaborate and keep in touch. They would be able to keep

up with the current issues going on in the college and also the current events taking place.

Cheung, Chiu, and Lee (2011) illustrated that students used Facebook to create a social

presence. This is further substantiated by Nadkarni and Hofmann (2012) who concluded that

people use Facebook usage to fulfil two basic social needs; need to belong and need for

self-presentation Ellison et. al., (2007) found that students with low self-esteem benefit from

using Facebook because they expand their social capital and total adjustment in college.

When students get exposure of communicating and getting to know more people and

professionals via Facebook, they could break the barrier and accelerate their confidence and

self-esteem. The principal social reason for students to use Facebook was to maintain

relationship with existing acquaintances that were already part of their social network

(Sheldon, 2008a, b). in another study, it was found that students primarily use Facebook to

maintain previously established social capital, rather than developing new networks through

online networking (Kalpidou et. al., 2011). Younger students tended to use Facebook more

frequently than older students to keep in touch with friends from high school or from their

hometown (Pempek et. al., 2009). Most social network site sees primarily interact on these

8
sites to support pre-existing social relations, as opposed to meeting new people (Boyd &

Ellison, 2007). Another study found that Facebook and instant message were not used to

meet new people, just to maintain existing social ties (Quan-Haase & Young, 2010).

Studies on the consequences of Facebook use by college students have examined

the relationship between Facebook and psychosocial outcomes. For example, there is a

positive relationship between using Facebook and forming and maintaining social capital,

which is defined as “the resources accumulated through the relationships among people”

(Ellison et. al., 2007, p.1145). Valenzuela et. al., (2009) found that intensity of Facebook use

was related to civic participation, life satisfaction, and social trust. In a more recent study,

Ellison et. al., (2011) extended their previous work and found that engaging in social-

information seeking behaviors on Facebook was related to increased social capital, while

using Facebook to maintain close ties and to meet strangers without any previous offline

connection were not.

Academic Performance

Academic Performance refers to how learners deal with their studies and how well do

they perform academically. In the last span, popularity of social networking sites enlarged

briskly. These social networking sites such as Twitter, Instagram and Facebook have

become a furious craze for everyone these days. Learners put more attention to these social

networking activities rather than spending their time with their studies. The destructive

effects of these social networking sites overweigh the progressive one. The learners become

preys of social networks more often than anyone else. This is because of the reason that

when they are studying, they use it to kill the boredom in their study time. La Rose et al.

(2001) proposed that student users are affected by the internet and this impact is determined

by the type of internet usage.

Students usually respond positively to the use of Facebook for educational purposes

(Fewkes & McCabe, 2012; Irwin et. al., 2012). A considerable number of students does not

want to take classes conducted entirely on Facebook, but they feel that Facebook should be

9
one of the tools used for teaching and learning (Manca & Ranieri, 2013). Facebook walls are

a valuable means of exchange for students who are actively using Facebook with their peers

on the course (Selwyn, 2009).

Academic performance is affected by many factors including parents’ education

levels and income, teachers’ knowledge of the subject, truancy, textbooks availability and

accessibility, libraries, practical laboratory, meals provision and many other factors

(Chinyoka & Naidu,2013). The home environment has been recognized as having a lot of

influence on academic performance. Children who experience poverty may live in physical

environments that offer less stimulation and fewer resources for learning. Education at the

secondary school level is supposed to be the bedrock and the foundation towards higher

knowledge in tertiary institutions (Chindanya,2012). Consistent lower academic performance

at the Senior High School is a threat to every country’s educational system. There is

therefore the need to review the literature on academic performance, and insight into factors

and their influences on academic outcomes of students at Senior High Schools.

Academic Performance refers to how students deal with their studies and how they

complete different assignments given to them by their teachers. The popularity of the social

networking sites enlarged briskly in the last span. This is most likely due to the reason that

every person used it extensively to get worldwide access. These social networking sites

such as Twitter and Facebook have become a furious craze for everyone these days.

Students are paying more attention towards these social networking activities rather than

utilizing this time for their studies and this surely affects their academic performance. The

destructive effects of these social networking sites overweigh the progressive ones. These

sites have caused some latent harm to society. The students become preys of social

networks more often than anyone else. This is because of the reason that when they are

studying or probing their course material online, they get attracted to these sites to kill the

boredom in their study time, sidetracking their attention from their work & they forget why

they are using internet. La Rose et al. (2001) proposed that student users are affected by the

internet and this impact is determined by the type of internet usage. The misuse of these

10
sites on a daily basis has many destructive effects on the physical and mental health of

students making them sluggish and unenthusiastic to build interaction with the people in real

life.

Relationship of Facebook Usage and Academic Performance

The advancement of technology has changed the social and academic lives. It

provides a facility for people to communicate anywhere at any time diversely such as

electronic mail, instant messages and social networks. A use of social network is common

among the students’ and also builds a distraction for students. It is crucial for researchers to

get an attention to investigate the role of social network (Facebook) in academic areas

where its influences on students’ live with various activities and involves them in a different

process channels. To determine the multitasking inversely affect health and academic

performance while using Facebook with different activities i.e. sharing, posting, chatting and

playing games with access of internet and use of different devices during class time and

study time. This study investigates the impact of sing Facebook o the academic performance

of university students. We conducted Correlation analysis, and Regression analysis

extracted using Statistical Package for the Social Sciences (SPSS) to examine the

correlation between students using Facebook in the higher academic career. The results

show Facebook with academic performance has negative relationship and medium

correlation with Multitasking has positive that Facebook is not the only factor to enhance

multitasking but also enhance other activities of Facebook that can effect on students which

mean there is relationship between multitasking and using Facebook where Health factor

has low correlation and negative relationship might get the cause to indirectly affect the

students’ academic performance. (Sajida Karim et. al., 2019)

The findings of this study show that passing time, relax/escape and entertainment

are the main reasons of using Facebook among Malaysian students. This is consistent with

Perse & Ferguson [11], Ul Haq & Chand [15], and Waters & Ackerman [16], all of whom

argued that students use Facebook for entertainment, passing time, and relaxing.

Surprisingly socialization and social information are not the determinants of using Facebook

11
amongst Malaysian students. This differs from previous research which considers

socialization as the main reason of using Facebook. As the effect of socialization on the

usage is negative this suggest that students may be more active in other channels instead of

Facebook. Social information is not a significant factor to use Facebook amongst students,

which indicated that they do not rely on the information posted on Facebook, and are using

other channels to seek information. It was also found that the usage of Facebook effect

students’ academic performance but the effect is positive, which is consistent with Sulaiman

et. al., (2015), but contradicts Karpinski [31], who argued that Facebook usage has a

negative relationship with the Grade Point Average (GPAs) of its users. This indicated that

many other factors can determine the academic performance, and using Facebook may not

be the factor that negatively affect the students’ academic performance. Moreover, the

results of this study highlighted that socializing s not the main reason of using Facebook, as

pointed out previously, and many students use Facebook for entertainment, passing time,

and relaxing, while they may not communicate with others via Facebook. Furthermore,

seeking social information is not the purpose of using Facebook, instead, students use other

channels to obtain information. This can be due to the credibility of the information shared in

Facebook, and the level of trust that can be explored in future researchers.

Recent literature found that leisurely Internet use is strongly correlated with

weakened academic performance (Kubey, Lavin, & Barrows, 2001). Kubey, Lavin, and

Barrows (2001) found that students who spent five times more hours online reported

schoolwork problems. In the Kubey et al (2001) study, 10-15% of the student participants felt

their Internet visits were out of control. Although this study did not mention Facebook

specifically, the researchers did mention that the captive social opportunities of the Internet

appeared to be the culprit of the schoolwork problems (Kubey et. al, 2001). In addition,

Vanden Boogart (2006) discovered that excessive Facebook use was found among students

with lower GPAs.

Hedonic usage results from activities devoted for pleasure. Facebook usage provided

interconnections of people from the same university or all over the world; people continue to

12
connect through it when they want to get in touch with someone they lost contact with or

meet new people worldwide. Few other media or channels allow that. However, observed

Facebook usage is mostly embedded in the pleasure experienced by surfers who maintain

profiles and exchange content. Such usage also can offer better functionality for exchanging

videos or pictures, because its integrated application reduces picture sizes and facilitates

video sharing compared with messages sent by e-mail for example. But this kind of

Facebook usage resulted students for wastage of time on starring on computers rather than

studying hard and scoring good results in colleges (Van der Heijden 2004; Rosen and

Sherman 2006; Shin, 2010; Shin and Shin, 2011; Sun et al. 2011).

Using communication media (e.g., Facebook and My Space), as a service that

enables users to conduct social interactions with peers, has achieved great success on the

Internet (Zhou, Li, &Liu, 2010). Social media site like Facebook have the ability to establish

interpersonal connections and guide individual entering an unfamiliar social environment

(DeAndrea et al., 2012). Using the social media site enable individual to express

themselves, establish relationships, seek information and interact each other. Several

studies highlighted effective supportive communication online, including the provision of

advice, emotions, and expanded social connections (Rains &Young, 2009). Social media

site facilitates these outcomes by opening channels of communication with potential support

providers (Ellison et al., 20 07). For instance, Facebook has instant chat messaging whereby

people could gain knowledge and obtain almost immediate advice on any topic of interest.

This would save loads of time attempting to obtain information via other sources. There is a

viral speed with which the use of Facebook and other social networking technologies is

growing among college-aged youth (Jones &Fox, 2009; Matney &Borland, 2009; Smith

&Caruso, 2010). Facebook can be used as a tool to create and promote online connections

between students and faculty within an academic community (Mazer, Murphy, &Simonds,

2007). This increase in communication may have a positive impact on class discussions,

and students' engagement and integration with their peers (Ross et al., 2009). For example,

teachers or lecturers could utilize Facebook as a portal to share their teaching materials and

13
lecture notes so that student could access those materials anytime they want. This would be

an effective approach as many other students could post their notes and ideas

simultaneously via Facebook, and this will surely enhance the entire learning process.

However, since Social Network is not specifically designed for learning or teaching purposes

they lack formal instruction and assessment. There are no clear-cut measures to show that

people learn from participating in these online networks (Ünlüsoy et al., 2013). Thus, there is

a great deal of popular and academic interest in the impact these technologies may have on

student academic outcomes (Abramson, 2011; Kamenetz, 2011). Nonetheless, a study

found that at least one of these outcomes (student engagement) is positively related to

multiple desired outcomes of a college education (Kuh, 2009). Different people view impact

differently, depending on the area of study. Perhaps one of the more important impacts for

students would be on their Academic Performance (Abramson, 2011; Kamenetz, 2011).

Academic performance usually appears in research into education and educational

psychology. Two main approaches offer different visions of Academic Performance.

Approaching a specific goal is the most common method to assess Academic Performance,

but avoiding adverse outcome offers an alternative (Valle et al., 2009). Hence, in this study

attention is given to it. Facebook usage is considered as a leisure activity that interferes with

students' Academic Performance (Rouie et al., 2011). Thus, it is presumed that Facebook

usage will have an effect on their overall academic results. Many studies (e.g., Vanden

Boogart, 2006) illustrated negative relationship between Usage intensity and Academic

Performance. The higher the Facebook usage intensity, the lower the students' Academic

Performance. Steinfield et al. (2008) found contrasting results whereby they found the higher

the Facebook usage, the better the Academic Performance. Kolek and Saunders (2008) on

the other hand, in their study on students in an American university found no relationship

between usage and Academic Performance. Nevertheless, there are also studies (e.g. Yu et

al.,2010) that reported that Facebook Usage intensity mediates the relationship between

Socialization and Academic Performance

14
Conceptual Framework

FACEBOOK USAGE ACADEMIC PERFORMANCE

15
 Chapter 3
METHODOLOGY

This chapter includes the research design, the sample, the instruments, the

intervention (if research is experimental), the data collection procedure, and the plan for data

analysis.

Research Design

This study will utilize the correlational research design because it describes an

existing relationship between Facebook usage and academic performance. According to Ary

(2006:27) stated correlational research gathers data from individuals on two or more

variables and then seeks to determine if the variables are related (correlated). Correlation

means the extent to which the two variables vary directly (positive correlation) or inversely

(negative correlation).

Research Method

This study will utilize quantitative research method which emphasize objective

measurements and the statistical, mathematical or numerical analysis of data collected

through researcher’s made survey form. Quantitative research focuses on gathering

numerical data and generalizing it across groups of people or to explain a particular

phenomenon (Muijs, 2010)

Participants of the Study

The participants in this study will be the randomly selected learners of Igbaras

National High School, during the school year 2021-2022. There are 431 Grade 11

learners and 488 Grade 12 learners for a total of 919 senior high school learners enrolled in

the first semester. Through Slovin’s Formula, 278 respondents were formulated.

Research Instruments

The instrument that will be used to gather data on the study habits of learners is a

researcher’s made survey form.

16
Data Gathering Procedure

Before the administration of a survey

An introduction letter will be obtained from Igbaras National High School for the

researcher to ask for approval to conduct the study from respective respondents. Once

approved, the researcher secures a list of qualify respondents.

During the administration of a survey

The respondents will be requested to answer the survey form that will be distributed

through online survey form and a survey questionnaire.

After the administration of a survey

The data gathered will be collected, encoded to the computer and will be encoded

through the use of Excel.

Plan for Data Analysis

Before analyzing the data, the captured data will be processed. Different statistical

technique will be used, namely; Frequency Count, Mean, Standard Deviation, Pearson’s r will

be use to analyze data. The following numerical values and responds mode will be use.

Frequency Count

An attempt to discover the number of occurrences of particular units in particular

contexts ( Encyclopedia, 2022)

Mean

The obtain mean score serves as the respondent’s academic performance and their

Facebook usage per day.

17
Standard deviation

To determine the homogeneity of mean scores in terms of learner’s general average

and their Facebook usage Standard Deviation is employed.

To interpret the mean, the following scales will be use:

Hours / Day Interpretation

1-2 hours Average time spent

3-4 hours Moderate time spent

More than 4 hours Extensive time spent

GRADING SCALE DESCRIPTION REMARKS

90-100 Outstanding Passed

85-89 Very Satisfactory Passed

80-84 Satisfactory Passed

75-79 Fairly Satisfactory Passed

Below 75 Did Not Meet Expectation Failed

Pearson’s R

Persons Correlation Coefficient (or Person’s r). Person’s r ranges from -1.00 (the

strongest possible negative relationship) to +1.00 (the strongest positive relationship). A value

of 0 means there is no relationship between the two variables. When Person’s r is 0, the point

on scatterplot form a shapeless “cloud”. As its value moves toward -1.00 or +1.00, the points

come closer and closer to falling on a single straight line. (Magnusson, 2022)

18
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28
DATAS

11-STEM RESPONDENTS
NAME HOURS SPENT GENERAL AVERAGE IN
ON FACEBOOK FIRST SEMESTER
PER DAY
ECULLA, JOSE MARTIN
ELECANAL, RITCHIE JAN
ERESUELO, GREG
DANIEL
ERMOSO, MIKKO 5 93.5
FAJARDO, DENIEL
FLORES, IRVIN CHARL
SANTOS, EMERSON
BOBADILLA, AIRA 3 95
ABBYGAIL
ECLAR, KRIHZA JAYLENE 6 95
ELGARAN, CLAIRE MARIE 1 95
EMANO, NOEMI 6 95
ERA, JESHA MAE 5 96
ERESMA, RUBY
ESTONETE, MARY 5 93
ZYANELLE
FAJARDO, DESSA
HIBIONADA, JEXINE 2 95
YSABELLE
LOMIGO, TRISHA 3 94
PIAD, JOYLYN JOY 4 96

29
 11-HUMSS A (RESPONDENTS)
NAME HOURS SPENT ON GENERAL AVERAGE IN
FACEBOOK PER DAY FIRST SEMESTER
CONSULAR, JOSEFF LIAN
DEL RIO, GERARD
EFONDO, JOSELITO JR. 5 89
ELEGIO, MARC DANIEL 2
ELPOS, RITHCHE
EMOERADO, CLYDE DREXLER
ENARSAO, KEVIN
ERESUELO, MICHAEL
ESPALLARDO, DANILO JR.
ESTANQUE, RAMIL
ESTIL, FRANCIS GIAN 5
EZPELETA, ROEL LUIGI
MABINI, JEYBOY 4
SEGUNLA, MARVIN
TALIBUTAB, KENNETH JAN
BARCELONA, ANTONETTE
ECUBE, CRISTALLAINNE
ECUBE, ALTHEA 8

EGUIA, LOURVIC POULYN

EGUIA, IRISH

ELUMBA, MARIA EMILYN 8

ESMALLA, NOELA ROSSEULY

ESTOPADO, ALEXANDRA MAE 7 88

GERMIA, DIANNE NIVEEN 4

HERVAS, JOFAMAE 4

NARDO, JERALYN

PADRIGAO, ATHENNA

30
 11- HUMSS B (RESPONDENTS)

NAME HOURS SPENT GENERAL AVERAGE IN

ON FACEBOOK FIRST SEMESTER
PER DAY
CANIBEL, JUNGIE
CUARTERO, JOHN RANIEL 2
ELAMBRE, ALVIN 4
ELLANA, ARVIN 5
EMOLAGA, JAY MHAR
ENTHUSIASMO, JOSEPH III
ERESUELA, GOENAS
ESLANA, CLARENCE 2 89
ESPERIDA, COLEEN REY
ESTROLOGO, RENIER CARL
EUGERIO, JOHN MARK
EYOYO, MARVEN 2
GAYANILO, WILSON
MADRILEÑO, MICHAEL 4 90
MUYA, RJ
PAYDA, RAYMUND JOHN
ANDES, SOPHIA NICHOLE 3 88
BALANQUIT, SWAYE
EUCENT
EBIDO, JAMAICA 2 93
ECLE, PIAH 2
ELGARIO, MARY QUEEN
EMANO, ALLAIH NICOLLETE 3 95
ENCIO, REA
ESCLIBA, GLEA MAE 2
ESLABRA, RONALYN
FABOLITO, PRINCESS
CARINA
GAYAS, CHARMAINE
VICENTE, ROMELYN

31
 11- HUMSS C (RESPONDENTS)
NAME HOURS SPENT ON GENERAL
FACEBOOK PER DAY AVERAGE IN
FIRST SEMESTER
BANDIOLA, LANCE
BERNARD
CERIA, JOSE ALPHONSO 4-5 96
EIGO, ROMNICK
ELECCION, HORRACE
JADE
EMMANUEL, SILWYN 4-5 91
EMPLEO, JAY-R
ESCOSA, RUBEN JOHN
ESGUERRA, AERON JAY
ESTIL, REDEN 5-6 93
ESTOLEROS, JOHN
KENNETH
ESTREMERA, JOHN
FRANCIS
EVALLE, GIAN
GOLVIOGO, RICO JOHN
MAGNO, JULIUS CESAR
MARTINEZ, JHONNAS
ESTIMADA, CHRISTIAN
AQUIO, MARICEL
EA, HENNY JOY 4 90
EIGO, DONNA RINA 3 91
ELUMBA, JOEBE MAE
ENCIO, MARY KARRELL 3-4 90
ERIPOL, JOYLEN
ESTETA, SHIELA MAE 3-4 93
ESTOQUE, CHARLENE
FLORENDO, NORAGYN 3 91
GAMILONG, MARIA 4-5 90
MARICAR
NARDO, YVONE GRACE
PALAMARA, JESSICA 4-5 92
VALENCIA, JOYLYN

32
 11- ABM (RESPONDENTS)

NAME HOURS SPENT ON GENERAL AVERAGE

FACEBOOK PER DAY IN FIRST SEMESTER

EDER, LOUIE

ELAMBRE, BERNARD 4 91

ERALDO, JERMIN GLEN

ESPINO, JOHN MARK

FLORES, ADRIAN

GEVERO, JAYMON

BODIC, MIKHAELLA 2-3

EMBELLADO, LEONA MAE 1

ENGALGADO, REIZEL ANN 1-2 90

ESCABILLA, LILY ROSE 3

ERMEJE, MIA JOY 10 95

ESTEVES, ROSE MAE

ESTIMADA, GEVIBELEN 5 93

EUCACION, GLAIZZA 3 92

GALLENTES, MARY ANN 1-3 92.9

PEDRABLOANCA, CRISTILE 5 87

GRACE

AMBOONG, JHAYBEE 2-3 92

FONTANILLAS, JULIMAE

33
 11 TVL 1A (RESPONDENTS)
NAME HOURS SPENT ON GENERAL AVERAGE IN
FACEBOOK PER DAY FIRST SEMESTER

CARNO, JHON IVAN

EFONDO, KENT ARVY
ELIVER, JOHN EDISON
FLORES, JOHN DAVE
GALANG, JONAH
PASQUIN, JODEL
TAGULALAP, HEINZ
CHRISTIAN
ELORIAGA, FELMAE
ELARIO, JEAN
EVALLA, QUEENNY 2 91
LOVELYN
GEPILANO, MARIELLA 3 88

34
 11 TVL 1B (RESPONDENTS)

NAME HOURS SPENT ON GENERAL AVERAGE IN

FACEBOOK PER DAY FIRST SEMESTER

EATA, JAMES PAOLO

EFONDO, LEMUEL 1 81

ENCIO, CHRISTIAN JOHN

ESTARES, SALVADOR JR.

MARQUEZ, JOHN BENNETH 5-6 87

SANCHEZ, JHONRED

TABUGSOC, REY

ESGRA, REYMARK

ESPALLARDO, JEREYCO

ESMORES, LOREN JOY 2 92

ESPADERA, LEAH JOY

LAURIO, ANGELIKA

PASTOLERO, IVY

35
 11 GAS (RESPONDENTS)

NAME HOURS SPENT ON GENERAL AVERAGE IN

FACEBOOK PER DAY FIRST SEMESTER

CANTOMAYOR, JOEREN

EBUENA, JAY

ECULLA, JUDE FRANCIS

EIMAN, JOHN CYRIL

ELARMO, ADERIANNE KEITH

ELUMBA JR., GEORGE

EMBELLADO, JORDAN

ENCIO, RAF LOUIE

ESCARTIN, ALFREDO 5

ESPINOSA, JERIE DANIEL

ESQUILARGA, REY MARK

ESTETA, LOUIE MAR

GALLEGUEZ, JAPER JAD

GALLETO, PAUL ANDREI

PALENCIA, ALEXANDER JOHN

PAYAS, JOHN KENNETH

TIZON, EDD ALFONCE

VILLANUEVA, ROMAR

BESONIA, ERICAMIL

ESCABA, HENNAH BEA 2 89

36
EMBATE, FAITH CAMILLE 5 91.5

ENABE, JESCEL

ESLER, CHAROSE

ESTOLEROS, JANET

EVALLE, JOFA MAE 7 89

MANDADERO, LEA FAITH

SUMAGAYSAY, ANDREA

37
 ABM 2 (RESPONDENTS)
NAME HOURS SPENT ON GENERAL AVERAGE IN
FACEBOOK PER DAY FIRST SEMESTER
TACANLOY, JOVIE ANN 5 95
ELIZARDE, ZYRA MAE 4 95
EUPAAO, JESSA 4 90
ELLORAN, MA. KLARIZA 3 93
NARDO, JENNY ROSE 5 91
ESPADA, MARY ANN 5 91
TAJANLANGIT, CAMILLE 3 96
JOY
ELARDO, ANGELICA 5 92
CANTOMAYOR, JEONICCA 5 93
MAE
ERESPE, MYKAH ALEXIS 4 94
EALA, KIIMBERLY 5 91
TUNGGAK, MEA MARIE 5 92
ERA, MAYBELLE 4 97

EFONDO, QUEENZY 6 90
MOZUNES, ANN KRISTEL 5 90
EVALE, JEIYI 6 92

ESTOCE, NICOLE ANN 2 94

ELARIO, LORIE AN 3 95
DUBRIA, DHEA DEM 6 91
ESCARMOSO, SHAMILLE 2-4 94
ELBANBUENA, RIZA 5 93

38
 STEM 2 (RESPONDENTS)

NAME HOURS SPENT ON GENERAL AVERAGE IN

FACEBOOK PER DAY FIRST SEMESTER

BALTAZAR, GIE MIL 6 89

ELLANA, JOHN FREDERICK

ERDAO, ROGELIO JR. 2 91

ESGRA, RON LENARD

FLORENDO, JARRED ARYAN 4 91

PULA, ELLUBEN 3 90

EBARLE, ANGELA 3 95

ELAMBRE, ANN VALERIE 1 97

ENDOMA, TRACY LIANE 6 95

ERESMA, SHENA 6 94

ESMALLA, JANESSA MARIE

ESTOCE, KAYE ERIKAH

EZPELETA JERELYN 0 95

SAMBAJON, VALERIE 2 95

SUETADO, NESTLYN JEAN 6 92

39
 HUMSS 2A (RESPONDENTS)

NAME HOURS SPENT ON GENERAL AVERAGE

FACEBOOK PER DAY IN FIRST SEMESTER

BANADO, ALDRIN

CABALSE, LEMUEL 6 82

DELA CRUZ, JOHN JOEVAL 2 90

ELECCION, BRICX GERALD 5

ELUMBA, VINCE 6 94

ENCONTRO, JOCEL 6

ESCANLAR, JOHN REY

ESTANCIA, MARVEN

FENIS, KYLE LAWRENZ

FERNANDEZ, MARWIN 4 86

TACAISAN, CARLOS LUIS

BONITA, MA. JEZEL

EDANG, RITA MAY 7

ELLAMA, DENABEL 3 94

ELLEZAR JANINE 5 88

ENERES, CHYZEL 5 94

EPISTOLA, CHARLENE 6 95

ESMEJARDA, IANA NIKOLA 5 87

ESMOLINA, MA. REGINA

ESTRELLANES, JENNY ROSE 3 93

HERVAS, CRECELLE

TOMULTO, REGINE 6 94

40
 HUMSS 2B (RESPONDENTS)

NAME HOURS SPENT ON GENERAL AVERAGE IN

FACEBOOK PER DAY FIRST SEMESTER

CUARTERO, JOBERT

EDJAN, JAN JASPER

ELLEZO, REMARC

EMMANUEL, REYNALDO III

ESCARTIN, PAUL JOHN

ESCLABANAN, ANDRE PAUL

ESTEMBER, JESON

GALLIGUEZ, JEFF

NALIPAY, EUGENE JR.

SAPANZA, MELVIN

TORRETEO, JERICK

CUBE, CRIZELLE KATE

ECUBE, L0VERIELLE JOY

EGUICO, CATHERINE 1 86

ELLORAN, MA. DIEZA

ESTERON, CRISEL JEAN

ESTOPACIA, SHEENA MARIE

GALLETO, FAITH AISHA 10 88.5

HERMOSILLAS, ALEXANDRA 5

MADRIO, RICHELLE ANN

41
SIMBULA, MARY JANE

SUBICO, JUDY ANN 5 91

42
 HUMSS 2C (RESPONDENTS)

NAME HOURS SPENT ON GENERAL AVERAGE IN

FACEBOOK PER DAY FIRST SEMESTER

EJERCITO, JORGE

ELAMBRE, KEVIN JUDE

ELUMBA, JASON 4 91

ENDENCIO, JOHN RAVE 12 89

ESCANLAR, JOSEPH

ESMERO, EVENIZER ELI 4

LACSON, JOHN PAUL 6

SEGUNLA, JAYMARK

BRAVO, QUEENIE 8 91

ECLAVIA, FELINE JOY 8 95

ELMIDO, AILYN

EMPERADO, NAEOBE ARWEN

ESCORIDO, KRIS 5 95

ESCOSA, GERSY ANNE

ESTETA, DIANA ROSE 10 96

ESTOLOGA, JHANA RUTH

EUROPA, RAYSA 3 89

JAVELONA, MARICEL

43
 GAS 2 (RESPONDENTS)

NAME HOURS SPENT ON GENERAL AVERAGE

FACEBOOK PER DAY IN FIRST SEMESTER

EBIDO, DANILO JR.

EGAMEN, JOHN MAR

ELAMRE, ALBERT

ELUMBA, DIETHER 3 87

EMBOLTORIO, ALDRIN 1 86

ENDONILA, RAFAEL

ERFE, ADRIAN JAY

ESPIñA, GERIJEYD 0

ESTANQUE, KEIN 5

CHARLES

ESTINOSO, KARL EDWARD 3 91

FENIS, JOHN FREDERICK

EDERADAN, TASHA K

EDULAG, MARY ROSE

ELICAñA, FAMELA 3 87

ENCIA, MARIE FAYE

ESMORES, JOHANNA 3 90

PANELO, ANGEL

44
 TVL 2A (RESPONDENTS)

NAME HOURS SPENT ON GENERAL AVERAGE

FACEBOOK PER DAY IN FIRST SEMESTER

CASTILLO, CHRISTIAN PAUL 6

EFONDO, WEEZAM

ELAMAGUIN, CHRISTIAN 6 91

EMBOLTORIO, MARK ADRIAN

ESTARES, MARK ANDRE 6 89

ESTEVES, PATRICK

GENOVA, JOHN LLOYD

TORRES, CLINT PATRICK

EBALAN, CHRISTINE JOY 5 88

EGUIA, SARAH ROSE 2 94

ELECCION, AIMMIE JEZYL 4 88

ELISTERIA, DEZZA JANE 6 90

MARAñON, LYNETTE 4 92

45
 TVL 2B (RESPONDENTS)

NAME HOURS SPENT ON GENERAL AVERAGE

FACEBOOK PER DAY IN FIRST SEMESTER

EFONDO, JOELER 3 89

ELBAO, RAYMUND 4 89

ESMERALDA, JONIZ 3

ESTILO, JUSTIN 4 87

GERMINAL, KENT SIMOUN 14 80

PIAD, JOHN ALLAN 3 89

ANIBAN, BIANCA 5 87

EJANIL, MARY MAE 5 88

ENVIDIA, SHALAINE 5 91

GELASAN, KRISTINE MAE

GEMAL, MARY GRACE

46