1

Chapter I

THE PROBLEM AND ITS SCOPE

Introduction

According to Wordu, Dan-Jumbo, and Mina (2021) investigated the effects of

social media addiction on academic performance among secondary school students in

Rivers State, Nigeria. The study found that students who spent more time on social media

were more likely to have higher internet addiction scores. This addiction was linked to

various negative academic outcomes, including decreased motivation, poor time

management, and reduced concentration.

Miller, E. (2017) Imagine a student scrolling through social media, bombarded by

seemingly perfect snapshots of their peers. These curate images showcase academic

achievements, extracurricular triumphs, and vibrant social lives, creating an idealized

version of reality. This constant exposure can fuel feelings of inadequacy and chip away

at self-esteem. The student might find themselves trapped in a cycle of comparing their

own experiences to these carefully constructed online personas, leading to a sense of

inadequacy and a decline in motivation. This can ultimately impact their academic goals,

as they struggle to find their own path amidst the perceived perfection of others.

WeihongNing and Fethi A. Inan (2023), investigates the underlying mechanisms

through which social media addiction influences college students' academic performance.

It suggests that self-control mediates the impact of social media addiction on GPA.Social

2
media addiction can also lead to reduced study time. Students who spend hours scrolling

through their social media feeds are taking time away from studying and completing

homework, which can result in lower grades and reduced academic performance. In

addition, students who are addicted to social media may find it difficult to prioritize their

studies and may struggle to stay motivated to complete their work.

This descriptive-survey study was conducted to investigate the relationship

between social media exposure and the academic performance. This study will merit

school administrators and teachers to be fully cognizant of the true nature of social media

and its effect on the learning of the students. This will help them create countermeasures

and actions that will address the academic problems of the students. This will also be

beneficial to the parents who are directly concerned with the education of students

considering school performance in different disciplines. The students will also be aware

of the effects of the social media and be able to minimize and strategize the time

consumption on social media Southern Philippines,Ignatian International Journal for

Multidisciplinary Research (2024).

This research was driven by a desire to understand the complex interplay between

social media use and academic performance among students, particularly within the

President Manuel A Roxascommunity. Our primary objective was to investigate the

potential effects of social media engagement on students' academic achievements,

exploring how excessive social media consumption might influence their ability to focus,

prioritize their studies, and ultimately succeed in their academic pursuits. Beyond simply

identifying potential negative impacts, we also aimed to raise awareness among President

3
Manuel A Roxasstudents about the potential consequences of social media addiction,

empowering them to make informed choices regarding their online behaviour and to

understand the potential negative impacts on their well-being and academic success.

Theoretical and Conceptual Framework

These theoretical frameworks provide a foundation for understanding the complex

relationship between social media use and academic performance in students. By

considering these theories, educators, parents, and researchers can gain a deeper

understanding of the potential impacts of social media use on students' attitudes,

behaviours, and outcomes in the academic realm.

This study is based on the theory that social media addiction has negative effects

on academic performance, self-determination, time management, and sleeps

deprivationamongGrade 12 students.

4
Schema of the Study

Social media addiction is a growing concern among students, potentially

impacting their academic performance. This study aims to investigate the relationship

between social media addiction and academic performance in students.

Lower Academic

Performance

Stress Reduce Self

The Negative Effects of Perception

Social Media Addiction

towards Academic

Anxiety Decrease interest in

AcademicPursuits

Figure1. Schema of the Study

5
Statement of the Problem

To identify the Negative Effects of Social Media towards Academic Performance

in Students in President Manuel A.Roxas National High school.

Specifically, it seeks to answer to the following questions:

1. What is the profile of the respondents in terms of:

1.1 Age,

1.2 Gender,

1.3 Strand,

2. Why do social media affect the academic performance in students?

Hypothesis

There is a significant of specificeffect of social media towards academic

performance in students.

Significance of the Study

This study aims to explore the impact of social media on students academic

performance, particularly in terms of how it is used for educational purpose.

To the Students. Students can gain a better understanding of how their social

media usage might be impacting their academic performance. This awareness can

empower them to make conscious choices about their online habits and set boundaries to

prioritize their studies.

6
 To the Parents. Parents can use the study's findings to have informed

conversations with their children about the potential impact of social media on their

academic performance. This can lead to open communication, setting healthy boundaries,

and fostering responsible social media habits.

To the Teachers. Teachers can incorporate the study's findings into their

curriculum, teaching students about the potential negative effects of social media and

promoting responsible digital citizenship. This can include lessons on time management,

online safety, critical thinking, and healthy digital habits.

To the futureResearchers. Researchers can use the study's findings to guide

future research on the relationship between social media and academic performance. This

could involve exploring specific social media platforms, examining the impact of

different types of content, and investigating the role of individual factors in mediating the

effects of social media.

Scope and Delimitation

This study aims to examine the complex relationship between social media use

and academic performance in grade 12 students at President Manuel A. Roxas National

High School. It will explore the negative impacts of social media on students' academic

outcomes, considering various aspects of social media usage and its influence on

learning, behaviour, and overall well-being. The research will focus on understanding

how social media usage affects students' academic achievements, specifically in terms of

their grades, study habits, and overall learning experience. The study will not account for

7
other external factors that may influence academic performance, such as socioeconomic

background or family environment. Despite these limitations, the study aims to provide

valuable insights into the complex relationship between social media and academic

achievement within the chosen strand of President Manuel A. Roxas National High

School, located at President Manuel A. Roxas, Zamboanga DelNorte.

Definition of Terms

These are the difficult words along with its meaning that can be found in this

study:

Bombard.Means to attack someone or something of a large number of things,

often in a rapid or overwhelming way.

Robust. It is a word that describe something strong sturdy, and able to withstand

stress or difficult conditions. It can be applied to both physical objects that abstract

concepts.

Perceived. Means to become aware of something through the senses or to

understand or interpret something in a particular way.

Mediate. Means to act as a third party to help resolve dispute or disagreement

between two or more people or groups.

Merit. Refers to the quality of being good, valuable, or deserving of recognition

or reward. It implies a positive judgment based on inherent worth or achievement.

8
 Cognizant. Means being aware of something, having knowledge or

understanding of a particular situation or fact.

Extracurricular. Refers to activities that are done outside of the regular

curriculum or required coursework, typically in a school or educational setting.

Inadequacy. Is versatile word that can describe a lack of sufficiency, a feeling of

inadequacy, or a specific flaw. It’s important to consider the context in which the word is

used to understand its precise meaning.

9
 Chapter II

Review of Related Literature and Studies

This chapter presents the related literature and studies, local and foreign which

provided the researcher the needed information and direction for the completion of the

study.

Local Literature

(Filimon et al., 2017). Ellison, Stein field, and Lampe (2017) study social networking

sites, which are now acknowledged as a significant resource for education. However, it

demonstrates that the student uses social networking sites such as Facebook for

entertainment, to pass the time, and to meet old and new friends. A recent study found

that users use social media for a variety of purposes, such as education, social interaction,

avoiding boredom and leisure time, and chasing away negative emotions in search of

positive ones (Brailovskaia, Schillack&Margraf, 2020). According to Narad and Abdullah

(2016), the academic performance of students determines the success or failure of any

academic institution. There was a notable serial mediation effect, and women with more

signs of Social Networking Sites (SNS) addiction tended to be more conscious of

appearance pressure (Delgado-Rodríguez, R., Linares, R., & Moreno-Padilla, M.,2022).

There is proof that social media, especially Facebook, and smartphone use have a

detrimental impact on academic success (Paul, Baker, & Cochran, 2012; Junco & Cotton,

2012; Samaha&Hawi, 2016; Lepp, Barkley, &Karpinski, 2015; Samaha&Karpinski,

2016). Despite the large number of engagements on social media platforms, many

10
students do not display any signs ofreported depression (Salisi, et al., 2019). According to

new research (Social Media Addiction and Young People: A Don BrigidoMiraflor

Integrated School (JESMAG) Systematic Review of Literature,” 2020), the need of

satisfaction in real-life relationship among young people become the most common

factors of addiction to social media will cause mental health problem among them

indirectly and cognitive reconstruction and strategies may help in rehabilitation.

According to the findings, social media addiction has a positive relationship with

depression, Tus, Jhoselle& Espiritu, Nicole &Dianito, et. al (2021). The researcher draws

the conclusion that social media addiction exists among senior high school students at the

Butuan City School of Arts and Trades. Due to the increased prevalence of social media

addiction among this group, the researcher felt it was urgent to concentrate on adolescent

students (Mindajao, Benedicto, 2021). However, Mar et, al. (2021) study's findings, states

that senior high school students on Cagraray island in the Philippines were unaware of

the most productive and significant study techniques that could have a positive impact on

their academic performance. Social media usage today affected the grade 12 students'

academic results. It could have a positive, negative, or neutral impact. Moreover, it

exposes students to new ways of learning. Global research demonstrates that students' use

of social media had a positive impact on their academic results. Every student benefit

from being more creative, active, and productive. A study from ASEAN, however, asserts

that social media is undesirable for students and has an adverse impact. Even though it

has a positive impact, excessive use of social media can be harmful for students Filipinos

are said to spend an average of 102,054 hours per year on social media, according to the

most recent report from OnBuy.com. This translates to 4,252 days or 11.64 years of your

11
life spent staring at a screen. Furthermore, it should seem that the Philippines rank among

the bottom 10 of the 45 nations that were evaluated in terms of life expectancy. Social

media allegedly affected students' academic performance, thus according to studies, rapid

adoption of advanced technologies, particularly the internet communication revolution,

has ushered in the 21st century and helped close the wealth and poverty gaps between

developed and developing nations. The consequential gaps are there are no published

research studies that demonstrate how does social media affects the academic

performances of students and the impact of social media studying on students' academic

performance by taking their personality, strand, and gender into account. As a result, in

the current study, the influence of social media on students' academic performance will be

assessed by considering their personality (behavior, social, and physical well-being),

strand (senior high school strands), and gender (male and female). The introduction of the

Internet and mobile phones, which have improved communication and access to

information for all, has been the most significant development (N R, et, al., 2017).

Foreign Literature

The educational landscape is currently undergoing a tremendous transformation

due to the digital revolution (Dwamena et al., Citation2016). Social networking media

and websites were created as a result of significant advancements in communication

brought about by the internet’s arrival in the 1990s. Therefore, socializing through the

Internet has developed to become the norm for people all around the globe (Raza et

al., Citation2017). Social media and networking websites transformed communication,

and we now celebrate their advancements in fields like education and entertainment

12
(Kolan&Dzandza, Citation2018). The once freely available public good of education is

now going to be available to those who can afford to pay for specialized services and

computer programs that require one’s interaction with and exposure to technical tools and

websites. Therefore, the designers of the new educational system must be aware of how

technology is influencing changes in education through the incorporation of digital and

social media websites for both instructors and students in higher education institutions

(Rossini et al., Citation2021).

Social media is now playing a crucial part in how university students learn to

provide a sustainable education. Social media’s influence on sustainable education is

becoming important and compelling (Abbas et al., Citation2019). The use of social media

among the younger generations worldwide is steadily expanding. Social media is

commonly used by youngsters of school age, and thus, it will have an impact on students’

personal and academic lives (Sivakumar, Citation2020). Many social media and

networking services, including Twitter, Facebook, LinkedIn, Telegram, Google Plus,

Orkut, and Google Plus, and other use dynamic social contexts to make it simple for

users to establish and maintain online communities through communication and social

relationships (Raza et al., Citation2020). These networking possibilities encourage

associations among groups, communities, and individuals with like-minded interests

(Gupta & Bashir, Citation2018).

In addition to becoming the most important communication tool, social media

became widely accepted and was employed at higher education institutions since the

websites served as an instruction communication channel (Ekpe et al., Citation2018). The

13
primary question, however, is whether college students and even teachers can adapt to

and incorporate the new power of social media-driven learning and educational

technology that is being used in these institutions. As mentioned by Müller and

Mildenberger (Citation2021), to meet the demands of a digital society, higher education

institutions must provide students with more flexibility and individualized education

through the use of new technology and new social media platforms. It is said that because

college students frequently have accounts on multiple social media platforms, integrating

social media into the educational setting is made simpler. Higher education students’

increased use of social media may be partially explained by their tendency to be highly

connected when they first enrol (Alshuaibi et al., Citation2018; Kapila, Citation2021;

Müller &Mildenberger, Citation2021).

14
 Chapter III

RESEARCH METHODOLOGY

The research methodology covers a wide range of research method, the research

environment, the research respondents, and the research instrument, scoring procedures,

the data gathering procedures and the statistical treatment and ethical consideration.

Research Method

This study employs the descriptive-correlation research design utilizing group

correlation analysis among variants. In particular, the research examined the correlation

of the negative effects of social media among academic performance in grade 12 students

in President Manuel A. Roxas National High School. The main instrument used in

gathering pertinent data is the questionnaire and supplemented observation to verify and

clarify information that had been given by the respondent of the data.

The data will be gathered through questionnaire that will be formulated by their

searchers for the student’s respondents. 1t will be supplemented by the unstructured

interview being asked to the student’s respondents. 1t will also be supplemented with

documentary analysis! And direct observations to crosscheck and verify the information.

15
Research Environment

This study will be conducted in President Manuel A. Roxas National High School

(Formerly Langatian National High School) Located at Barangay Langatian, President

Manuel A. Roxas, Zamboanga Del Norte.

Figure2. The Perspective of President Manuel A. Roxas National High School

Respondents of the Study

The respondents of the study will be the Senior High, Grade 12 students of

President Manuel A. Roxas National High School located at Langatian, Roxas

Zamboanga Del Norte. One hundred fifty-two (152) students are respondents of the

study. This study is utilizing more than five (5) respondents from the selected strands

namely: GAS, HUMSS (A and B), ABM, H.E, ICT, EIM, and PLUMBING. The specific

number of respondents from each strand will be: GAS: 24 respondents, HUMSS (A): 23

respondents, ABM: 15 respondents, HE: 15 respondents, ICT: 17 respondents, EIM: 27

respondents and PLUMBING: 14 respondents.

16
 N
n= 2
1+ N e

Where: n= sample size

N= population

e= margin of error which is 0.05

N
n= 2
1+ N e

244
n=
1+ 244 ¿ ¿

244
n=
1+ 244 ¿ ¿

244
n=
1+ 0.61

244
n=
1.61

n = 15

17
ABM GAS HUMSS A HUMSS B

RPS
(n)
N

RPS RPS RPS

(n) (n) (n)
N N N

24 38 37 27
= (152) = (152) = (152) = (152)
244 244 244 244

= 15 = 24 = 23 = 17

EIM HE ICT PLUMBING

RPS RPS RPS RPS

(n) (n) (n) (n)
N N N N

44 44 27 23
= (152) = (152) = (152) = (152)
244 244 244 244

= 27 = 15 = 17 = 14

ABM GAS HUMSS A HUMSS B

f f f f
% = (100) % = (100) % = (100) % = (100)
n n n n

18
 15 15 23 17
% = (100) %= (100) % = (100) % = ¿ )
152 152 152 152

% = 10% % = 16% % = 10% % = 11%

EIM HE ICT PLUMBING

f f f f
% = (100) % = (100) % = (100) % = (100)
n n n n

27 15 17 14
% = (100) % = (100) % = (100) % = (100)
152 152 152 152

% = 18% % = 10% % = 11% %=9

Table 1. Distribution of Respondents

Strand Grade Level Population Respondents Percentage

ABM 12 24 15 10%

GAS 12 38 24 16%

HUMSS A 12 37 23 15%

HUMSS B 12 27 17 11%

EIM 12 44 27 18%

HE 12 24 15 10%

ICT 12 27 17 11%

PLUMBING 12 23 14 9%

TOTAL 244 152 100%

19
Research Instrument

The instrument used for this study is the survey questionnaire both open ended

and close ended questionnaire, the survey questionnaire is a research instrument that

consists of set questions to collect information from a respondent, it is also a method used

for collecting data to gain information and insights on various research topics about

students in President Manuel A Roxas National High School.

Scoring Procedure

SCALE RANGE DESCRIPTION INTERPRETATION

RATING

1 1.00-1.67 Always This response 1.00-1.67

“Always” indicates the effects
of social towards academic
performance.

2 1.68-2.34 Sometimes This response 1.68-2.34

“Sometimes” indicates the
effects of social media towards
academic performance.

3 2.35-3.00 Never This response 2.35-3.00

“Never” indicates the effects of
social media towards academic
performance.

Data Gathering Procedure

A formal request will be sent to the office of the Principal, President Manuel A.

Roxas National High School, addressed to President Manuel A. Roxas, Zamboanga Del

20
Norte, seeking approval for the researcher study on the negative effects of social media

towards academic performance in students.

Following approval from the principal, the researcher will draft a formal letter to

be submitted along with the principal’s approval to the class adviser. This letter will seek

permission to administer the research instrument to a selected sample of students

participating in the study. Upon receiving approval from the class adviser, the researcher

will personally administer the researcher instrument to the selected students’ participants.

The students will be provided with the questionnaires to gather their responses

regarding the negative effects of social media towards academic performance in students.

Subsequently, the researcher will collect the completed questionnaires directly from

respondents immediately after they have finished answering.

Once the questionnaires have been retrieved, the responses provided by the

students will be carefully interpreted and analysed by the researcher to extract meaningful

insights regarding the negative effects of social media towards academic performance in

students. By following this detailed data gathering procedure, the research study can

effectively explore and analyse the negative effects of social media towards academic

performance in students at President Manuel A. Roxas National High School.

Ethical Consideration

The challenges encountered by senior high school students, it is important to

uphold ethical considerations for ensuring that individuals participating in research

studies related to social media towards academic performance are fully informed about

21
the nature of the study, potential risks, benefits, and their rights as participants. This

includes providing clear information about the study objectives, data collection

procedures, and how their information will be used. Protecting the confidentiality of

participants’ information, particularly when collecting sensitive data related to alcohol

use and health outcomes. Researchers should implement measures to securely store and

handle data to prevent unauthorized access or disclosure.

Statistical treatment

Slovins Formula. This formula helps you determine the minimum sample size

needed for survey to ensure the result are representative of the larger population you’re

studying.

Weighted mean. This type of average that considers the importance or influence

of each data point. It’s useful when some data points are more significant than others.

Likers Scale. This is a common psychometric sale used to measure attitudes,

opinions, or beliefs. It present a series of statement with a range of responses.

22
 Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the findings of our research, focusing on the analysis and

interpretation of the data collected. We will first present the data in a clear and concise

manner, using appropriate tables, figures, and descriptive statistics. We will then analyze

the data using relevant statistical techniques, drawing upon established theoretical

frameworks to interpret the results.

Age

The age distribution of the 152 respondents shows a strong concentration in the 16-17 age

group, comprising 60.5% (approximately 92 individuals). A smaller proportion (36.8%,

approximately 56 individuals) falls within the 18-19 above age range, while a very small

percentage (2.6%, approximately 4 individuals) are aged 20 above. This indicates that the

vast majority of participants are 16-17 years old, a key age range for understanding the

negative effects social media towards academic performance in students. Further research

focusing on this age group could provide valuable insights into the specific challenges

and support needs related to academic stress during this developmental stage.

________________________________________________________________________

Age Frequency Percentage

________________________________________________________________________

16-17 years old 92 60.5%

23
18-19 years old 56 36.8%

20 above 4 2.6%

Total 152 100%

Sex

The study comprised 152 participants, with a slightly higher representation of

females (72, or 47.3%) compared to males (80, or 52.6%). This suggests a relatively

balanced gender distribution in the sample.

________________________________________________________________________

Sex Frequency Percentage

________________________________________________________________________

Male 80 52.6%

Female 72 47.3%

Total 152 100%

Strand

Among the 152 students surveyed regarding the effects of academic pressure on their

mental well-being, the largest group (27 students, or 17.76%) were from the EIM strand.

A substantial number (23 students, or 15.13%) were from the HUMSS A strand, while

HUMSS B (17 students, 11.18%) and ICT (17 students, 11.18%) had similar

24
representation. The remaining students were distributed across ABM (15 students,

9.87%), HE (15 students, 9.87%), and PLUMBING (14 students, 9.21%). This varied

distribution across academic strands suggests that the impact of academic pressure may

differ depending on the specific curriculum and demands of each program. Further

analysis should investigate whether the reported levels of academic pressure and mental

well-being correlate with specific academic strands.

________________________________________________________________________

Strand Frequency Percentage

________________________________________________________________________

ABM 15 9.87%

GAS 24 15.79%

HE 15 9.87%

ICT 17 11.18%

HUMSS A 23 15.13%

HUMSS B 17 11.18%

EIM 23 17.76%

PLUMBING 14 9.21%

Total 152 100%

25
 1 2 3 TWV TF WX VD

1 40 102 10 274 152 1.80 Sometimes

2 30 113 9 283 152 1.86 Sometimes

3 48 94 10 266 152 1.75 Sometimes

4 32 75 45 317 152 2.08 Sometimes

5 34 98 30 310 152 2.03 Sometimes

6 31 100 21 294 152 1.93 Sometimes

7 40 84 28 292 152 1.92 Sometimes

8 28 84 40 316 152 2.07 Sometimes

9 46 89 17 275 152 1.80 Sometimes

10 16 79 57 345 152 2.26 Sometimes

11 26 99 27 305 152 2.00 Sometimes

26
12 52 76 24 276 152 1.81 Sometimes

13 24 94 34 31 152 2.06 Sometimes

14 31 82 39 312 152 2.05 Sometimes

15 47 76 29 286 152 1.88 Sometimes

Presentation

All the results will be use to determined and answer the statement of the problem.

The responses to the questions are summarized in the below.

Table 2. The Negative Effects of Social Media Towards Academic Performance in

Students

Statement Weighted Mean Description

1. Does social media 1.80 Sometimes

distract you from studying?

2. Do you find yourself 1.86 Sometimes

procrastinating on
schoolwork because of
social media?

3. Does social media 1.75 Sometimes

negatively impact your

27
sleep schedule, affecting
your ability to focus in
class?

4. Do you experience 2.08 Sometimes

anxiety or stress when you
can’t access social media?

5. Do you find it difficult 2.03 Sometimes

to focus on your studies
after using social media?

6. Does social media make 1.93 Sometimes

it difficult for you to
concentrate on your
studies?

7. Do you feel that social 1.92 Sometimes

media has contributed to
increased stress levels?

8. Do you find yourself 2.07 Sometimes

comparing your academic
achievements to others on
social media, leading to
feelings of inadequacy?

9. Do you find yourself 1.80 Sometimes

spending more time on
social media than on
studying?

10. Do you experience 2.26 Sometimes

cyber bullying or
negativity on social media
related to your studies?

11. Do you feel that social 2.00 Sometimes

media has reduced your
motivation to study?

12. Do you believe your 1.81 Sometimes

academic performance
would improve if you spent
less time on social media?

28
 13. Does social media 2.06 Sometimes
make it difficult for you to
disconnect from school
works and relax?

14. Do you feel addicted to 2.05 Sometimes

social media, neglecting
important academic
responsibilities?

15. Do you believe that 1.88 Sometimes

social media has a negative
impact on your academic
performance?

TOTAL 1.95 Sometimes

Interpretation

Number 1 shows most students answered sometimes, this means that some of the

respondents are being distracted from their studying due to social media use.

Number 2 shows most students answered sometimes, this implies that some of the

respondents are find their self-procrastinating on school work because of social media.

Number 3 shows most students answered sometimes, this means that some of the

respondents have negatively impact of their sleeping schedule and also affecting their

ability to focus in class.

Number 4 shows most students answered sometimes, showing that some of the

respondent’s experience anxiety or stress when they can’t access social media.

Number 5 shows most students answered sometimes, this implies that some of

the respondents find it difficult to focus on their studies after using social media.

29
Number 6 shows most students answered sometimes, this indicates that some of the

respondents make it difficult to concentrate on their studies because of social media.

Number 7 shows most students answered sometimes, which indicates the

respondents feel that social media has contributed to increased level of stress.

Number 8 shows most students answered sometimes, which states that some of

the respondents find their self-comparing their academic achievements to others on social

media, leading to feelings of inadequacy.

Number 9 shows most students answered sometimes, these shows that some of

the respondents find their self-spending more time on social media than on studying.

Number 10 shows most students answered sometimes, this indicates that some of

the respondents experience cyber bullying or negativity on social media related to their

studies.

Number 11 shows most students answered sometimes, which means that some of

the respondents feel that social media has reduced their motivation to study.

Number 12 shows most students answered sometimes, this means that some of

the respondents believed their academic performance would improve if they spent less

time on social media.

Number 13 shows most students answered sometimes, which means that some of

the respondents make it difficult to disconnect from school works and relax.

30
 Number 14 shows most students answered sometimes, this means that some of the

respondents feel addicted to social media, neglecting important academic responsibilities.

Number 15 h shows most students answered sometimes, this indicates that the

respondents believed that social media has a negative impact on their academic

performance.

Chapter V

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

31
 This chapter presented the salient findings of the study, conclusion, and

recommendation.

Summary

The primary objective of this study was to determined, the effects of social media

towards academic performance in students at President Manuel A. Roxas National High

School in year 2024-2025, Particularly in Grade 12 students in the strands of ABM, GAS,

HUMSS A, HUMSS B, H.E, ICT, EIM and PLUMBING.

The researcher used to descriptive quantitative method as they believed this is the

most appropriate method in order to answer the statement of the problem and to describe

the particular phenomenon that is in need to answer, the research instrument used in the

study was a survey questioner. The utilized was adapted from the academic strength upon

getting the population, slovin’s formula was used at the questionnaire was distributed to

152 respondents.

Findings

1. Social Media use among some students is linked to higher rates of depression, anxiety,

and other mental health disorders.

2. Excessive social media use during adolescence may disrupt normal brain development,

leading to memory problems and difficulties with learning and academic performance.

3. Excessive social media use among some students is associated with a higher risk of

various health problems, including eye stain, sleep deprivation, sedentary behaviour.

32
Conclusions

In conclusion, the negative effects of excessive social media use on academic

performance are significant and multifaceted. Distraction poor time management, sleep

deprivation, and the detrimental impact on mental well-being all contribute to a decline in

academic achievement. While social media offers some potential benefits, its detrimental

effects on focus, learning, and overall academic success cannot be ignored. A balanced

approach, promoting responsible social media use and prioritizing academic

responsibilities, is crucial for students to thrive academically.

Recommendations

In line with the findings of the study the conclusion reached, and their various

implications the following recommendations are hereby made.

1. As a recommendation, I suggest use social media as resources for research, but

it’s crucial to critically evaluate the information you find, considering the sources

reliability and potential biases.

2. As a recommendation, I suggest designating certain areas or times as social

media-free zones, such as during meals, study sessions or when working on projects. This

will help create a healthier balance between online and offline activities.

3. As a recommendation, I suggest dedicate specific time slot for social media use,

and stick to them and avoid scrolling endlessly.

33
References

Iwamoto,Chun, Chukwuere, Aalbers, Tang Chareonsukmongkol, Alahmar. The Effects of

Social Media on the Developement of Students Affective Variables. Retrieved

from

https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.1010

766/full

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Kessler, Rhode, Caruana, Chesney. Social Media: good and bad experiences and impact

on depression. Retrieved from

https://www.nationalelfservice.net/mental-health/depression/social-media-good-

bad-experiences-impact-depression/

Wordu, Dan-Jumbo, Mina, Miller, WeihongNing, Fethi A. Inan. Effects of Social Media

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ddiction_on_academic_performance_of_students_in_secondary_schools_in_Rive

rs_State_Nigeria?need_sec_link=1&sec_link_scene=im

35
Appendices

36
Appendix A

37
38
39
40
41
42
43
44
45
46
47
Appendix B

48
 THE NEGATIVE EFFECTS OF SOCIAL MEDIA TOWARDS ACADEMIC

PERFORMANCE IN STUDENTS

Part I: Profile of the Respondent

Direction: Please fill the blank with the desired information.

Name: _________________________ Age: _____

Sex: _____ Strand: _______

Part II.

DIRECTION: Take time to understand each question before providing your response put

a check (/) inside the column that corresponds to your answer please attempt to answer

every question given.

QUESTIONS ALWAYS SOMETIMES NEVER

1. Does social media distract you from

studying?

2. Do you find yourself procrastinating on

schoolwork because of social media?

3. Does social media negatively impact your

sleep schedule, affecting your ability to focus

in class?

4. Do you experience anxiety or stress when

you can’t access social media?

49
5. Do you find it difficult to focus on your

studies after using social media?

6. Does social media make it difficult for you

to concentrate on your studies?

7. Do you feel that social media has

contributed to increased stress levels?

8. Do you find yourself comparing your

academic achievements to others on social

media, leading to feelings of inadequacy?

9. Do you find yourself spending more time on

social media than on studying?

10. Do you experience cyber bullying or

negativity on social media related to your

studies?

11. Do you feel that social media has reduced

your motivation to study?

12. Do you believe your academic performance

would improve if you spent less time on social

media?

13. Does social media make it difficult for you

to disconnect from school works and relax?

14. Do you feel addicted to social media,

neglecting important academic

50
responsibilities?

15. Do you believe that social media has a

negative impact on your academic

performance?

51
Appendix C

52
BERNICE JOY R. ALGORA

San Antonio Manukan, Zamboanga Del Norte

09380806698

[email protected]

Personal Information

__________________________________________

Age: 17

Religion: Catholic

Civil Status: Single

Nationality: Filipino

Date of Birth: April 13, 2007

Place of Birth: Mother of Perpetual Help Lying-in Clinic

Sex: Female

Weight: 40kgs

Height: 4’11

Education Background

________________________________________________________________________

Senior High School President Manuel A. Roxas National High School

S.Y.2023 – 2025
ABM

Junior High SchoolJesus A. Ramos National High School

S.Y. 2019-2022

PrimarySan Antonio Elementary School

S.Y.2011 - 2017

53
DESERIE MAE B. RAPIRAP

Pasil, Lower, Irasan, Zamboanga Del Norte

09858002740

[email protected]

Personal Information
_____________________________________
Age: 17

Religion: Catholic

Civil Status: Single

Nationality: Filipino

Date of Birth: October 11, 2007

Place of Birth: Daniel C. Mantos, Mahayag, Zamboanga Del Sur

Sex: Female

Weight: 47kgs

Height: 4’11

Education Background
________________________________________________________________________

Senior High School President Manuel A. Roxas National High School

S.Y.2023 – 2025
ABM

Junior High School President Manuel A. Roxas National High School

S.Y. 2019-2022

PrimaryRoxas Central School

S.Y.2011 - 2017

54
GESTONY G. PALANAY

Upper Irasan, Roxas, Zamboanga Del Norte

09639392338

[email protected]

Personal Information
_______________________________________

Age: 17

Religion: Catholic

Civil Status: Single

Nationality: Filipino

Date of Birth: October 09, 2007

Place of Birth: Malay Balay, Bukidnon

Sex: Male

Weight: 54kgs

Height: 5’5

Education Background
________________________________________________________________________

Senior High School President Manuel A. Roxas National High School

S.Y.2023 – 2025
ABM

Junior High School President Manuel A. Roxas National High School

S.Y. 2019-2022

Primary Upper Irasan Elementary School

S.Y.2011 - 2017

55
CYRIEL KENT O. ALFEREZ

San Antonio Manukan, Zamboanga Del Norte

09502999723

[email protected]

Personal Information

_____________________________________________

Age: 17

Religion: Catholic

Civil Status: Single

Nationality: Filipino

Date of Birth: January 09, 2007

Place of Birth: House

Sex: Male

Weight: 54kgs

Height: 5’7

Education Background
________________________________________________________________________

Senior High School President Manuel A. Roxas National High School

S.Y.2023 – 2025
ABM

Junior High School Dohinob National High School

S.Y. 2019-2022

Primary San Antonio Elementary School

S.Y.2011 - 2017

56