PABLO LORENZO NHS THESIS/RESEARCH

FORMAT: BASIC GUIDES IN WRITING

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A Thesis Presented to the Faculty of

GRADE 10
Pablo Lorenzo National High School
Mandug, Davao City
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In Partial Fulfillment for the Requirements

for the Subject
Grade 10 English
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JHON JERICK E. EYAS

July 2023
 SOCIAL MEDIA ADDICTION AND READING COMPREHENSION OF GRADE 10

STUDENTS IN THE ACADEMIC YEAR 2022-2023 AT PABLO LORENZO NATIONAL

HIGHSCHOOL

An Undergraduate Thesis
Presented to the Faculty of Grade 10

Pablo Lorenzo National High School

Mandug, Buhangin, Davao City

COMEDA, JOHN RHAY T.

BULLICER, RYZA SHAN C.

MAGNO, KHARMEN CLAIRE R.

BACUS, TEO ACCEL JAKE S.

ANSIONG, RHEAMAE YUKO A.

BALDERAMA, VINCE IAIN R.

July 2023
 Republic of the Philippines
PABLO LORENZO NATIONAL HIGH SCHOOL
Grade 10
Davao City

Declaration of Originality

We, John Rhay T. Comeda, Ryza Shan C. Bullicer, Kharmen Claire R.

Magno, Teo Accel Jake S. Bacus, Rheamae Yuko A. Ansiong and Vince Iain R.
Balderama declare that this research is original to the best of our knowledge. We further
declare that this activity was undertaken by us.

JOHN RHAY T. COMEDA RYZA SHAN C. BULLICER

KHARMEN CLAIRE R. MAGNO TEO ACCEL JAKE S. BACUS

RHEAMAE YUKO A. ANSIONG VINCE IAIN R. BALDERAMA

Researchers
 Chapter 1

INTRODUCTION

Introduction

Social media addiction has become an ever-present concern in today's society, as people spend a

substantial amount of time engaging with online platforms. The allure of social media, with its instant

gratification, constant updates, and interconnectedness, has captivated users, leading to addictive

behaviors and negative impacts on various aspects of life. According to a study by Kuss and Griffiths

(2017), excessive use of social media can result in psychological distress, decreased academic

performance, and compromised interpersonal relationships. Consequently, it is vital to comprehend the

underlying factors contributing to social media addiction and its ramifications on crucial cognitive

abilities, such as reading comprehension. Reading comprehension, an essential cognitive skill, plays a

paramount role in processing information and acquiring knowledge. Nevertheless, the surge in social

media addiction raises concerns about its potential influence on reading comprehension abilities. As noted

by Konrath and Schwarz (2020), prolonged exposure to social media platforms can lead to attention

deficits, reduced focus, and diminished reading comprehension skills. The never-ending scrolling and

fragmented nature of content on social media platforms contribute to a shortened attention span, hindering

the ability to engage with more intricate and extensive written material.

Moreover, the addictive nature of social media can disrupt the deep reading processes necessary

for comprehensive understanding. According to Mangen and colleagues (2019), excessive use of digital

media, including social networking sites, can have a detrimental impact on cognitive processes like deep

reading, which involves critical analysis, evaluation, and synthesis of information. Continuous exposure

to superficial and fragmented content on social media platforms can encourage a shallow reading

approach, where individuals skim through texts without fully grasping the substance. This superficial
reading style obstructs the development of analytical skills and the capacity to extract meaning from

complex texts, ultimately compromising reading comprehension proficiency.

To summarize, social media addiction has emerged as a significant societal concern, affecting

both well-being and cognitive abilities of individuals. The addictive nature of social media platforms,

coupled with the fragmented and shallow content they present, poses challenges to reading

comprehension skills. As the detrimental effects of excessive social media use become increasingly

evident, it is crucial to examine interventions and strategies to mitigate social media addiction and

preserve individuals' cognitive capabilities, particularly in the realm of reading comprehension.

It is important to conduct a survey on the correlation between addiction to social media and

depression because both issues are becoming more prevalent. This highlights why researching their

potential interaction is important. Research has shown that an abundance of social media usage is closely

linked to the presence of symptoms related to depression. Individuals who have a greater addiction

tendency are prone to encountering feelings of depression. Comprehending the connection among these

factors can offer significant knowledge into the emotional consequences of extended usage of social

media. According to Marino and colleagues' study in 2018, spending too much time on social media can

lead to emotions of loneliness, unfavorable comparisons with others, and lower self-confidence which are

all elements that increase the probability of depression. It's crucial to be aware of how much time we

spend on social media and give priority to face-to-face communication. A study can evaluate how often

and how strongly individuals utilize social networking sites. Social media addiction could potentially

cause depressive symptoms through emotional impacts and various pathways, which can be explored.

The knowledge obtained can aid in creating specific measures and plans to avoid the issue. One

way to avoid and lessen the negative mental health impacts linked with too much use of social media is
through teaching self-control abilities and digital proficiency, as an illustration. Tailored interventions can

be created to tackle underlying issues by recognizing high-risk groups and particular patterns of social

media addiction. Individuals who require assistance can be appropriately supported through these

interventions.

Conceptual Framework

Social Media Addiction

Social media addiction is when a person excessively and compulsively engages with social ⁠ media

platforms, resulting in negative consequences and the inability to control usage. It includes being

preoccupied, checking often, struggling to ⁠ cut down, and neglecting real-life duties.

Reading Comprehension

The capacity to comprehend and derive significance from written text by decoding, ⁠ establishing links,

and interpreting information is known as reading comprehension. It requires understanding key concepts,

deducing significance, recognizing specifics, ⁠ and examining the composition of the passage. Skilled

readers actively think, assess data, and connect ⁠ it to what they already know. ⁠

Statement of the Problem

 This study aimed to determine the relationship between social media addiction and

Reading Comprehension Specifically, it sought answers to the following research questions:

1. What is the extent of social media addiction among students?

2. What is the level of Reading Comprehension displayed by the students?

3. Is there a notable correlation between students' addiction to social media and their ability

to comprehend written text?

Hypothesis

The Ho1 asserts that there is no noteworthy correlation between the usage of social media

by students and their reading proficiency. The statement supposes that students' reading abilities

are not influenced by variables such as the duration of social media utilization, how often they

use it, and what kind of engagements they have on it. Studies indicate that using social media

excessively may harm one's ability to comprehend written material and perform well

academically. The researchers are gathering information about the usage of social media and

reading ability to find out if there is statistical proof for this theory. The null hypothesis being
true would mean that the use of social media has no direct impact on the reading skills of

students.

Chapter 2
 METHODOLOGY

Research Design

This study made use of descriptive correlational research design. In this design the

relationship among two or more variables are determined. The descriptive approach involves

gathering information to address queries about the current status of the subject of a study on the

matter being examined. Conversely, the correlation technique involves discovering connections

between and two variables (Vanderstoep & Johnston, 2009). Students from Pablo Lorenzo

National High School in the 2022-2020 school year were among the 30 ten respondents. The

study's respondents were chosen through a purposeful sampling method.

In the gathering of data, primary data were utilized to gather information about the

reading role profile and the reading comprehension of the students. The study employed the

following statistical tools for analysis of the data collated. Pearson Product Moment Correlation,

Mean and Standard Deviation. The significance of the reader and their reading comprehension

was determined by the mean, and the standard deviation was used to assess the responses'

agreement with the variables. Pearson Product Moment Correlation was employed to gauge the

extent to which the reader's roles and their reading comprehension are interrelated.

Data Analysis
The statistical analyses were performed using Jeffreys's Amazing Statistics Program (JASP). An

alpha of 0.05 was used to determine the statistical significance. Mean was used to describe the

extent of students’ attitude towards speaking English. Standard Deviation was utilized to

determine the variations in the response of students’ attitude towards speaking English. Pearson

Product-Moment Correlation (pearson r) gauged the relationship between students’ social media

use and their reading comprehension. This measured the strength of a linear association between

two variables and it is denoted by r. The overall degree of relationships between variables was

described on the following ranges based on Cohen’s (1988):

Chapter 3
 RESULTS AND DISCUSSION

Title: SOCIAL MEDIA USE AND READING COMPREHENSION

1. What is the students’ level of social media use?

Table 1

Social Media Use

Valid 22

Missing 8

Mean 4.008

Std. Deviation 0.454

Minimum 3.067

Maximum 4.667

An interpretation in the descriptive equivalent of social media use is presented

herein:

Mean Descriptive Interpretation

Score Equivalent
4.20-5.00 Very High Shows a very high social media use
3.40-4.19 High Shows high social media use
2.60-3.39 Moderate Shows a moderate social media use
1.80-2.59 Low Shows low social media use
1.00-1.79 Very Low Shows a very low social media use
 1. What is the students’ level of reading comprehension?
Table 2

Reading Comprehension

Valid 30

Missing 0

Mean 59.083

Std. Deviation 22.104

Minimum 22.500

Maximum 100.000

The overall profile of students’ reading comprehension level was described on the

following ranges:

Mean Descriptive Interpretation

Score Equivalent
75-100 High The students have shown an exemplary reading
comprehension.
74-50 Average The students have shown a good reading
comprehension.
50- Low The students have shown a poor reading
below comprehension.
 2. Is there a significant relationship between students’ social media use and their

reading comprehension?

Table 3

Variable Social Media Use

Reading
Pearson's
Comprehe -0.131
r
nsion

p-value 0.562

* p < .05, ** p < .01, *** p < .001

CONCLUSION

The survey results show that the students who participated used social ⁠ media a lot and had

excellent reading comprehension skills. No significant relationship between students' social

media use and their ⁠ reading comprehension abilities was found in the data analysis. This implies

that the time allocated to social media, how often it was used, and the types ⁠ of interactions on

social media did not greatly affect their ability to comprehend what they read.

The results support the null hypothesis, suggesting no significant relationship ⁠ between students'

social media usage and their reading comprehension. Even though students heavily use social

media, the survey results indicate that ⁠ it does not impact their reading skills positively or

negatively. Other elements like personal reading routines, level of education, or teaching

approaches might play ⁠ a more significant part in students' ability to comprehend what they read.
BIBLIOGRAPHY

Kircaburun, K., & Griffiths, M. D. (2018). Instagram addiction and the Big Five of personality:

The mediating role of self-liking. Journal of Behavioral Addictions, 7(1), 158-170.

doi:10.1556/2006.7.2018.16

Lin, L. Y., Sidani, J. E., Shensa, A., Radovic, A., Miller, E., Colditz, J. B., Hoffman, B. L., Giles,

L. M., & Primack, B. A. (2016). Association between social media use and depression among

U.S. young adults. Depression and Anxiety, 33(4), 323-331. doi:10.1002/da.22466

Marino, C., Gini, G., Vieno, A., Spada, M. M., & Pozzoli, T. (2018). The associations between

problematic Facebook use, psychological distress and well-being among adolescents and young

adults: A systematic review and meta-analysis. Journal of Affective Disorders, 226, 274-281.

doi:10.1016/j.jad.2017.09.016
CURRICULUM

VITAE
Name: John Rhay T. Comeda
Nickname: Rhay
Address: Blk 4, Lot 13, Las Arenas, Mandug ,Davao City
Date of Birth: November 09, 2006
Place of Birth: Davao City
Zodiac Sign: Scorpio
Religion: Christian
Civil Status: Single

Citizenship: Filipino
Email Address: [email protected]
Mother’s Name: Jenalyn C. Tupas
Occupation: Business Manager

Father’s Name: Raymund L. Comeda

Occupation: - Architect

EDUCATIONAL BACKGROUND

Elementary education:
T. Awad Echevarria Elementary School

Secondary Education:
Pablo Lorenzo National High School
Name: Ryza Shan C. Bullicer
Nickname: Shan
Address: 886-A Saint Jude Street DDF Village Mandug, Davao City
Date of Birth: October 19, 2006
Place of Birth: Davao City
Religion: Roman Catholic
Civil Status: Single
Citizenship: Filipino
Email Address: [email protected]

Mother’s Name: Celeste C. Bullicer

Occupation: Businesswoman

Father’s Name: Roberto M Bullicer Jr.

Occupation: Self-employed

EDUCATIONAL BACKGROUND

Elementary education: Mandug Christian Development and Training Center

Secondary education: Pablo Lorenzo National High School

 Name: Kharmen Claire R. Magno
Nickname: Kc
Address: Purok Alimukon, Mandug, Davao City
Date of Birth: January 15, 2007
Place of Birth: Davao City
Zodiac Sign: Capricorn
Religion: Roman Catholic
Civil Status: Single
Citizenship: Filipino
Email Address: [email protected]

Mother’s Name: Alma R. Magno

Occupation: Housewife

Father’s Name: James D. Magno

Occupation: -

EDUCATIONAL BACKGROUND

Elementary education: T. Awad Echevarria Elementary School

Secondary Education: Pablo Lorenzo National High School

Name: Teo Accel Jake S. Bacus

Nickname: Yong
Address: Sitio Coog, Mandug, Davao City
Date of Birth: December 16, 2006
Place of Birth: South Cotabato
Religion: Catholic
Civil Status: Single
Citizenship: Filipino
Email Address: [email protected]

Mother’s Name: Nineta S. Bacus

Occupation: Businesswoman

Father’s Name: Ernesto E. Bacus

Occupation: Security Guard

EDUCATIONAL BACKGROUND

Elementary education: Lawili Elementary School

Secondary education: Pablo Lorenzo National High Shool

Name: Vince Iain R. Balderama
Nickname: Vince
Address: Phase 5 DDF Vill. Mandug, Davao City
Place of Birth: Las Piñas City
Zodiac Sign: -
Religion: Iglesia Ni Cristo
Civil Status: Single
Citizenship: Filipino
Email Address: [email protected]

Mother's Name: Hazel Mary M. Balderama

Occupation: Nursing Attendant

Father's Name: Al S. Balderama

Occupation: Nursing Attendant
EDUCATIONAL BACKGROUND

Elementary Education: Mandug Christian Development and Training Center

Secondary Education: Pablo Lorenzo National High School

Name: Rheamae Yuko A. Ansiong

Nickname: Iya
Address: Purok Silad, Mandug, Davao City
Date of Birth: May 05, 2007
Place of Birth: Davao City
Zodiac Sign: Taurus
Religion: Islam
Civil Status: Single
Citizenship: Filipino
Email Address: [email protected]

Mother’s Name: Medie Ansiong

Occupation: Barangay Health Worker

Father’s Name: Reynaldo Ansiong

Occupation: Construction
EDUCATIONAL BACKGROUND

Elementary education:
T. Awad Echevarria Elementary School

High school grad:

Pablo Lorenzo National High School