THE RELATIONSHIP OF FACEBOOK AND THE ACADEMIC

PERFORMANCE OF THE FOURTH YEAR HIGH SCHOOL

STUDENTS OF DIVINE LIGHT ACADEMY LAS PIAS
ACADEMIC YEAR 2014 2015

A Thesis Proposal
Presented to
The Faculty of the High School Department
Divine Light Academy
Las Pias City

In Partial Fulfilment
of the Requirements for the Course
Introduction to Research

by
CORRAL, Carl Zeus T.
DUHAYLUNGSOD, Paol Warren P.
MUGAS, Dareyll S.
REYES, Jomari O.
BOLIGOR, Lea Marie L.
CRISTOBAL, Regina Marie J.
JOSON, Richelle Anne E.
MORALES, Marinel B.
2015

Divine Light Academy

High School Department
Las Pinas City

CERTIFICATION OF THE EVALUATION COMMITTEE

The thesis proposal entitled The Relationship of Facebook and the Academic
Performance of the Fourth Year High School Students of Divine Light Academy Las Pinas
Academic Year 2014 2015 prepared by Richelle Anne E. Joson, Carl Zeus T. Corral, Marinel
B. Morales, Lea Marie L. Boligor, Regina Marie I. Cristobal, Paol Warren P. Duhaylungsod,
Dareyll S. Mugas, and Jomari O. Reyes in fulfilment of the requirements for the Introduction to
Research class has been examined, is found to be acceptable in content and form, and
recommended for oral examination.
____________________
Chairman
____________________

____________________

Member

Member
____________________
Adviser

APPROVAL OF THE ORAL EXAMINATION COMMITTEE

The thesis proposal has been orally examined by the Committee on Oral Examination and
is hereby APPROVED with a grade of ______
____________________
Chairman
____________________

____________________

Member

Member
____________________
Adviser

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TABLE OF CONTENTS
TITLE PAGE
APPROVAL PAGE
TABLE OF CONTENTS
ACKNOWLEDGEMENTS
DEDICATION
CHAPTER
1

THE PROBLEM AND ITS BACKGROUND

Introduction
Background of the Study
Statement of the Problem
Hypothesis of the Study
Significance of the Study
Limitation/Delimitation
Definition of Terms

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature
Related Studies and Researches

RESEARCH DESIGN
Research Method Used
Sampling Design and Techinique
Data Gathering Procedures
Statistical Treatment of Data
Instrumentation

DATA ANALYSIS
Introduction
Presentation of Demographics
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Report of Factor Analysis

Presentation of Data
Summary
RECOMMENDATIONS
Summary of Findings
Conclusion
Recommendations

SCHEDULE OF ACTIVITIES
BIBLIOGRAPHY
APPENDICES
Proposed Form
Proposed Survey Questionnaire
CURRICULUM VITAE

ACKNOWLEDGEMENTS
Our whole team of once Third Year Nobility and now Fourth Year Solidarity would like
to send our outmost gratitude to the following people for they have contributed and helped
before and during the development of this thesis.
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First, to Sir Roby John Sardon, even though you are not our official thesis adviser, you
have given us comments, criticisms, and suggestions to improve our thesis. Thank you for
always accommodating our questions amidst your busy schedule.
Second, to Ms. Arlene Savillo, thank you for your endless support to us, Nobility. Thank
you for all the words of encouragement during the times that we feel like giving up on this thesis.
You are truly a mother to all of us.
Third, to both our thesis mentors for two years, Ms. Gloucille Villacastin and Ms. Sam
Sevilla for continually teaching us, encouraging us and guiding us through thesis writing.
Fourth, to our supportive parents who always permit us to stay and work on our thesis for
long hours. Thank you for your consideration and understanding.
Last, but not the least, to our Almighty Father, for giving us the knowledge and the will
power to finish this thesis. Thank You for uniting our group towards one goal success.
Everything for Your Glory, Lord!

DEDICATION

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The researchers would like to dedicate this research to our fellow Divinians, most
especially to the lower batches.
You may ignore this thesis on the library shelf for now, but we swear, youll be needing this when
the time comes. Best of luck!

CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction

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Social Networking Sites (SNS) have become a trend in this digital-era we experience due
to the advancement of technology. These social networking sites such as Facebook, Twitter,
Plurk and others compete to offer the best features in terms of communication (via chat, video
calls and conferences and the like), interaction, privacy of information and amusement which are
surely the reasons why these people are interested not only to register but also to often log-in in
these sites. Due to the great advancement of technology, these said sites are easily accessible
through the internet-ready computers and even with the portable gadgets we have nowadays such
as the typical cellular phones which enable social networking and internet browsing.
According to webtrends.com (2012), Facebook has become the worlds leading SNS with
a total of 835 million users. Facebook was founded by Mark Zuckerburg in the 4th of February
2004, initially as an exclusive network with the Harvard campus. Facebook instantly became a
hit. It connected schools across America and later, the whole world.
Of the 835 million users, the 30 million are from the Philippines. 15% of this 30 million
users are students (internetstatistics.com). From these statistics, it is without doubt that these
Filipino students are inclined to Facebook. It has become a go-to place when people are either
bored or have the intention to search their old friend or chat with someone in particular.
Two propagandas have been fighting over about if Facebook has become an obstruction
to the learning of students or has it become an aid to their fundamental education; namely the
conservatives and the modernists, respectively. The conservatives insist that greater amount of
Facebook usage has hindered the study habits of pupils and turn gave them low grades in their
subjects. Even when there is nothing to do in particular in Facebook, students often log on to
their accounts and just scroll down on their newsfeed and hit the refresh mode every now and
then.

On the contrary, the modernists argue that greater amount of Facebook has been a big
help on the academic progress of a pupil. They say that students log on to Facebook to ask their
fellow students what are their home works or for help with their studies. They also say that it

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serves as a medium for gathering the members of a group for group projects and helps students
get higher grades.
Our group would like to validate the claims of both parties. Does the amount of Facebook
usage and the students academic performance really has a relationship? If so, is it a positive or a
negative relationship?

Statement of the Problem

The study aims to identify the relationship between Facebook and the Academic
Performance of the Fourth Year Students of Divine Light Academy Batch 2014 2015.
Specifically, these are the questions the study aims to answer:
1) What is the amount of students usage of Facebook?
2) What is the academic performance of the students using Facebook?
3) What is the intensity of the relationship between Facebook and the academic performance
of students?

Hypothesis of the Study

The amount of Facebook usage has a positive relationship with the Academic
Performance of the Fourth Year High School Student during the Academic Year 2014 2015.
The amount of Facebook usage has a negative relationship with the Academic
Performance of the Fourth Year High School Student during the Academic Year 2014 2015.
The amount of Facebook has no relationship with the Academic Performance of the
Fourth Year High School Student during the Academic Year 2014 2015.
Significance of the Study
Considering the vital role that technology plays in the society, this study aims to aid the
following:

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1) Students to educate them on the proper use of the internet and the proper time when to
use social networking sites
2) Teachers and Guidance Counselors to guide their pupils in proper time management
and proper usage of the internet
3) Social Network Site Developers to make them aware of the effect of their sites
towards the education of a pupil
4) School Computer Moderators to restrict the usage of internet at schools and to
improve the facilities that concern the pupils needs for their learning
5) Principal to inform him/her about the effects of social networking to the academic
performance of the school, whether he/she will consider this as a stepping stone to a
higher degree of education or a stumbling block towards a lower degree of learning
6) Department of Education to inform them about the effects of social networking to the
academic performance of students, whether they will consider this as a stepping stone to
a higher degree of education or a stumbling block towards a lower degree of learning.

Scope and Delimitations

The research is delimited to the study of Facebook and its relationship to the academic
performance of students.
The respondents of the study are delimited to the Fourth Year High School students of
Divine Light Academy of the Academic Year 2014 - 2015.

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Regardless of other demographic classifications, this study is only limited to Facebook

users.

Definition of Terms
Terms here are operationally defined for better understanding of the readers.
Facebook is a social networking site and website widely used by many individuals
worldwide most especially by students. It shortly means FB -- an online social
network that reconnects with their old friends, uploading photos or playing online
games like Farmville, Pet Society, and others.
Social Networking pertains to making a social linkages and connections between
individuals online.
Social Networking Sites (SNS) is the phrase used to describe any website that
enables users to create public profiles within that website and form relationships with
other users. Social networking sites can be used to describe community-based
websites, online discussion forums, chat rooms, and other social spaces online.
Academic Performance refers to the students general average grades which reflect
their school performance.

CHAPTER II
REVIEW OF RELATED LITERATURE
This part of the paper is a review of pertinent literature on social capital academic
achievement, online social networking and psychosocial factors that predict academic
achievement. The objectives of this chapter are to define social capital and to demonstrate how it
affects the academic performance of adolescents, to identify the usage of social networking sites
by the teenagers and showcase how it relates to their academic performance and to enumerate
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and to define the psychosocial factors that contribute to students academic performance related
literature and about the advantages and disadvantages of the frequent usage of Facebook towards
the academic performance of students. It includes different (both published and unpublished
materials), books and internet sources.
Nowadays, most researchers agree that knowledge not only exists in individual minds but
also in the discourse and interactions between individuals. Such interactions support active
participation, which is an essential element in student learning (Hrastinski, 2009). Learners need
to develop skills to share knowledge and to learn with others, both in face-to-face situations and
through technology including social networks. Kabilan et al. (2010) found that students build
learning communities by working collaboratively to construct knowledge. Social media, of all
forms, serves as a tool to facilitate the development of these learning communities by
encouraging collaboration and communication. Moreover, these interactions reinforce the
achievement of desirable learning outcomes (Yu et al., 2010).
We all need to realize that social networking communities are there to stay, considering
the millions of users that they have (Armstrong, 2010). In addition, there are students today have
begun to stay on the accessibility of information that is available on the social networking
platforms specifically as well as the web in general in order to get answers and to please
themselves through playing games. Now, high school students, social websites are to help them,
giving them knowledge for thesis, journals, and others. But misusing them could deprive their
focus on studies.
Social networking started as a place to connect with your friends in an easy and
convenient way (Jackson, 2009). Social networking sites allow the individual in the family to
share their daily lives in a sure but public forums. Family members are able to organize events.
Relatives abroad can communicate and share things every time in their own free time despite the
fact that their geographical distance.
As a result, social networking supports collaborative learning, which in turn helps to
strengthen the creative learning process (Shoshani & Rose Braun, 2007). Collaborative learning
is characterized by student interactions and connections with course content. Social media, such
as Facebook, provides an opportunity for students to expand their learning environment since
only a portion of student learning occurs within the confines of a classroom (Chen & Bryer,
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2012; Friesen & Lowe, 2012; Wodzicki, Schwmmlein, & Moskaliuk, 2012). Fewkes and
McCabe (2012) further argued that it is the responsibility of educators to find ways to
incorporate current social media into their classrooms. Educators can use social media to develop
creativity in their students by encouraging them to explore the content material in new ways
(Frye, Trathen, & Koppenhaver, 2010; Lamb & Johnson, 2010). For example, social media
provides students with options for creating authentic, creative products through tools such as
blogs, YouTube, and podcasts (Frye et al., 2010; Lamb & Johnson, 2010). Students can also use
social media to research content material in order to develop new knowledge (Frye et al., 2010;
Lamb & Johnson, 2010). By allowing the needs of creative learners to be met through a
cooperative learning environment, students are better able to balance their individualism with the
need for contact with others, allowing new ideas to flourish (Garrett, 2011; Shoshani & Rose
Braun, 2007).
Social networking sites is not only good for us, because others are having inappropriate
content, such as pornographic sites and nude photos, and other sites can tend people to be
addicted in a specific social networking sites and most of this are cyber games. Good sites like
Facebook cannot always be said to good because some people use it badly and worst such as
cyber bullying and any other inappropriate action.
Technology, when used independently, does not necessarily contribute to learning.
Aguilar-Roca, Williams, and ODowd (2012) found that students who take notes by hand achieve
higher test scores when compared to students who use laptops to take notes. Additionally, prior
computer knowledge plays a factor in a students perceived learning through online methods of
instruction (Appel, 2012; Top, 2012). However, the Internet can provide a rich environment for
hosting the educational and learning activities for students. Chen et al. (2010) found that students
who primarily take online courses also spend more time using online tools and social media as
supplementary learning tools when compared to students who primarily take face-to-face
courses. By supplementing student course work with outside materials as well as creating and
sharing knowledge among peers, social media creates an environment where increased critical
thinking and collaboration are possible (Carini et al., 2006; Kuh, 1993; Mazman & Usluel, 2010;
Shoshani & Rose Braun, 2007). Thus, the active engagement and establishment of virtual
relationships through social media offers opportunities for increased learning by encouraging
students to build on established connections with other sources beyond the classroom (Fewkes &
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McCabe, 2012; Yu et al., 2010). Students who participate in social media as part of a class feel
more connected to their peers that those students who do not participate in social media (Annetta
et al., 2009; Jackson, 2011; Tomai, Rosa, Mebane, DAcunti, Benedetti, & Francescato, 2010).
Social media allows students to not only group themselves with peers who are similar, but also to
enhance and link existing peer groups (Jackson, 2011; Mazman & Usluel, 2010; Wodzicki et al.,
2012). In addition to enhancing established peer groups, social media can bridge the diversity
that exists in classrooms by establishing a neutral zone in which students can interact with one
another (Junco et al., 2011; Krause & Coates, 2008; Kuh, 1993, 2009; Mehdinezhad, 2011; Pike
et al., 2011). Tomai et al. (2010) found that students who used social media felt more emotionally
connected to their peers because they felt as though they had people to talk to if they had a
problem or if they needed help. Further, these peer connections encouraged participation by
students who initially felt intimidated by in-class discussions (Arnold & Paulus, 2010; Junco et
al., 2011; Rambe, 2008).
The connections that students make with classmates through social media can impact the
learning environment that is created. Participation in social media creates a more collaborative
and communicative learning environment for students by providing opportunities for discussions
and interactions with their peers (Heafner & Friedman, 2008; Jackson, 2011; Liu et al., 2011). By
collaborating with peers on a given topic, social media offers opportunities to develop a stronger
sense of community among students (Arnold & Paulus, 2010; Dawson, 2008; Heiberger &
Harper, 2008; Hurt et al., 2012; Jones et al., 2009; Top, 2012). Although Dawson (2008) found
that the degree to which a student feels a sense of community might be influenced by the
presence and experiences of pre-existing social networks, students who interact with higher
numbers of learners also exhibit a higher sense of community. The use of social media also
contributes to a sense of community among students by allowing personalization of profiles,
including the addition of pictures and other identifying information (Arnold & Paulus, 2010;
Stevens, 2009). This personalization, coupled with the critical examination of course topics,
supports an authentic relationship between students by encouraging openness and sharing of
information, which also increases students perceived learning (Hurt et al., 2012; Top, 2012).
Although collaborating with classmates through social media builds a system of
relationships between students, it also provides instant pathways for disseminating and
enhancing course-related knowledge outside the confines of the traditional classroom (Fewkes &
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McCabe, 2012; Hurt et al., 2012; Junco et al., 2011; Top, 2012). In using social media for
academic purposes, namely group discussions, multiple students can discuss a class in general
and interact with the same content at the same time (Patera et al., 2008; Rambe, 2008). The
ability to communicate with each other in one location allows students to build on conversations,
whether related to course content or not. This increases the likelihood of having greater learning
because students are adding to the dialogue beyond that of the prescribed topic, including
discussions that were originally posted by a moderator or professor (Hurt et al., 2012).
Furthermore, sharing and co-creating information through social media merely requires a student
to understand its appropriateness for a given topic (Lin, Hou, Wang, & Chang, 2013). By
providing students with a common experience within a virtual community, they are able to dig
deeper for content and make connections across multiple sources (Annetta et al., 2009; Frye et
al., 2010). This ability produces a network of opportunities to increase student learning beyond
the traditional classroom setting.
Since the arrival of the internet and of social networking sites in particular, we have
noticed our attention spans shortening in recent years (Gerald, 2011). There is so much
information to assume that we rarely spend any time explaining any of it, in great depth. Many
studies have shown that the extensive use of social media can actually cause addiction to the
users (Mayer, 2012). Students tend to focus on cyber games that block the focus on their studies.
A person gets lazy of works dues to over usage of social networking sites and online games.
According to Liao (2008), Social Networking is one of the most active web-based
activities in the Philippines, with Filipinos being declared as the most active users on a number
of web-based social networks such as Friendster, Twitter, Multiply and amongst others.
In the Philippines, Liao (2008) added that the use of social networking websites has
become so extensive that the country has been tagged as The Social Networking Capital of the
World and has also become part of the Filipino cyber culture.
The study of Cruz (2008) revealed that the Philippines lead in social networking,
blogging and the like. Filipinos nowadays use the internet for online shopping, instant messaging
or for work and social interaction and the countless sources of information that Filipino students
get from the internet helps in their school assignments, reports or projects (Lelto, 2009)

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Facebook is said to be the most popular social website where one can share and upload
pictures, videos, message, chat, and many other features (Sales, 2010). Next is the twitter, which
is a social networking site for tweeting posts, sharing ideas, for easy connections of celebrities
and other personality, and for the trending topics (Dorsey, 2009). While Tumblr is a social
networking site for blogging pictures, information, and an easily sharing of pictures and other
stuffs (Martin, 2008). Then Bing is a social networking site that allows people to search
information, pictures, video clips, and files that can be downloaded throughout the Internet
(Tyler, 2006). And lastly is the Myspace known for a good social networking site that allows the
users to view someones profile, and picture and comment (Anderson, 2008).
Education in its broadest meaning is any process by which an individual gains knowledge
an insight or develops attitudes or skills. It is an experience that has a formative effect on the
mind, character, or physical ability of an individual, and in its technical sense education is the
process by which society deliberately transmits its accumulated knowledge, values, skills from
one generation to another generation (Holmes, 1971). The function of education is both social
and individual. Its social function is to help each individual become more effective member of
society by passing along to him the collective experience of the past and the present. Its
individual function is to enable him to lead a more satisfying and productive life by preparing
him to handle new experience successfully (Sadler, 1966).
Students are individuals who accumulate knowledge with the help of the teachers. The
learning experience accumulated in school will serve as his bridge to overcome life's
circumstances and eventually becomes a more effective member of the society.
Many empirical studies are carried out to determine the factors affecting student's
academic performance. All of the research reviews support the hypothesis that student's
academic performances depend on different socio-economic, psychological, and environmental
factors. Such as poverty because it is concluded that poverty is an important factor accounting
for differences in performance and achievement across rural, sub-urban and urban districts
(United States Department of Education, 2000). Some of the researches even tried to explain the
relationship between student's achievements, economic circumstances and risk of becoming a
drop-out that proved to be positive (Goldman et. al, 1988 and Pallas et. al, 1986). Chansarkar and
Mischaeloudis (2001), explain the effects of age qualification distance from learning place on
student's performance. The academic performance of students on the module is not influenced by
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factors such as age, gender, and place of residence but is related with qualification in quantitative
subjects. It has been found out that those who live near the school perform much better than
other students.
Walkers and Soyibo (1998) further elaborated that student's performance is very much
dependent on SEB (Socio-economic background) as per their statement, " High School Student's
level of performance is with statistically significant differences, linked to their gender, year level,
school and location and type, kind of student and socio-economic background (SEB)".
Goethals (2001) found out that weak students do better when grouped with other weak
students. As implied by Zonjonc (1976) that students of their own kind help them to improve
their performance.
Socerdoke (2001) found out that grades are higher when students have unusually
academically strong study partner.
The findings of Zimmerman (1991, 2001) where somewhat contradictory to Goethals results
but again is proved that student's performance depends on number of different factors; it says
that the weak peers might reduce the grades of middling or strong students.
It has been sometime since the remark of Facebook being a hindrance to the learning of a
student. The conservatives claim that there are too much faces but not enough books. In fact,
according to allfacebook.com (2013), the grades of students who checked Facebook while
studying were 20% lower than grades of those who didnt check Facebook while studying. It is
as disclosed, Frank (2009) states that Facebook users, most likely always want to know about
update status, so that everyday they would without realizing that it takes time. They are
stimulated to write unimportant things. Students will have distraction in their studies; students
will be ignoring their valuable time to do homework and to study before the exams. In addition,
students spend more time in Facebook than to review their lessons. When students browse on the
internet to search for assignments, they prefer to chat with their friends about nonsense things.
On the contrary, the modernists state that Facebook has been a helping hand to the
education of a student and not only in his academics but also in his values. They say that
Facebook can be a source of news. According to education-portal.com (2012), More and more
people turn to Facebook to keep updated on current news. When a big event like a natural
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disaster happens, many media outlets post stories or photos about what's going on, and those in
turn get shared by countless others. By accessing their newsfeeds, students can get a taste of
what's going on far beyond which friend just got a yummy coffee at Starbucks and who doesn't
want to go to work that day; they can also click on these news stories to find out even more
information. It can sometimes be a challenge to get students interested in current events, but with
Facebook that might get a little easier.
In parallel idea, they also say that Facebook fosters multiple intelligence (responsibility
and communication abilities). According to educational-portal.com (2012), sometimes; students
need to be given the freedom to do things so that they can make their own decisions. In the case
of Facebook, students might need to be able to find out for themselves what the appropriate uses
for it are and how to balance going on the site with getting their work done. After all, once
students are home it's up to them to manage their time properly. It's important for students to
learn that a world exists outside of their campus, and Facebook is one way to do so. Although it's
necessary for students to be careful when it comes to who they're interacting with and what
information they're sharing, Facebook still provides an opportunity for students to reach people
all over the globe.
The use of Facebook in academic coursework can increase the learning achieved by an
individual student. Students who participate in coursework that utilize social media demonstrate
an increase in overall GPA when compared with students who do not participate in social media
(Junco, 2012b; Junco et al., 2011). Social media usage within the academic setting not only
increases students GPA, but also facilitates peer feedback on assignments and thoughtful student
reflections on course content because of the ability for students to openly communicate with each
other and develop strong relationships among peers (Arnold & Paulus, 2010; Ebner, Leinhardt,
Rohs, & Meyer, 2010; Kuh, 1993). Furthermore, using social media fosters long-term retention
of information and develops a deeper understanding of content that is discussed in a class (Chen
& Bryer, 2012; Heafner & Friedman, 2008). This research indicates that students who use social
media are better able to connect course content with out-of-class peer interactions, ultimately
supporting their learning within the classroom.
The issue of whether social networking helps or hurts a students academic performance
is often depend on the larger issues identified with the overall use of SNS (e.g., its psychological
effects; individual self-discipline and self-regulation concerns; human adaptability concerns).
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The benefit of using SNS includes: It create room for creativity among individuals, encouraging
greater social interaction via electronic mediums; it provides greater access to information and
information sources; it give individuals a sense of belonging among users of the same SNS;
reduces barriers to group interaction and communications such as distance and social/economic
status; and increasing the technological competency levels of frequent users of social media
(Zwart, Lindsay, Henderson, & Phillips, 2011).
Internet usage has grown rapidly over the last few years. Users are able to build a
network of connections that they can display as a list of friends. These friends may be people
they have never met before in their life or people they only know or have met in real life. Most
people have more friends on social network than they do in real life. It is important to note that
the term friend, as used on a social networking site, is different from the way we approach it in
the real life. In this project we will use the term as it is used on a social networking site.
The use of SNS is very common today. Facebook alone has over 750 million members,
Twitter having over 177 million tweet per day, and about 3 billion people view Youtube each
passing day. (Chen, & Bryer, 2012). The use of social networking sites has been repeatedly
found to be the highest among those between the ages of 18-29 (Rainie, 2011); while the fastest
growing segment utilizing SNSs since 2008 has been among those age 35 and older (Hampton,
Sessions-Goulet, Rainie, & Purcell, 2011, p. 8). Approximately 61% of teens age 12-17 utilize
SNSs to send messages to their friends on a regular basis (Lenhart, 2009). Overall, it has been
found that women use SNS more than men to communicate and exchange information
(Hampton, Sessions-Goulet, Rainie, & Purcell, 2011). The research carried out for this project
female responded more than male.

Though social media can increase student learning through student interactions,
challenges arise when social media are incorporated into an academic course. The assumption
that students are familiar with and agreeable to using certain types of social media can cause
educators to inadvertently fail to provide the resources or encouragement necessary to support
student usage and learning (Cole, 2009; Vljataga & Fiedler, 2009). Arnold and Paulus (2010)
found that even when social media is used for an educational purpose, students incorporate the
technology into their lives in a way that may differ from the intentions of the course instructor.
For example, off-topic or non-academic discussions occur on social media because of its primary
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design as a social networking tool (Lin et al., 2013). Further, as a students age increases, the
frequency of off-topic discussions also increases (Lin et al., 2013). This indicates that while
social media may encourage broader discussions of course content, older students may spend
more time than younger students engaging in unrelated discussions. Social media can also
negatively impact student GPA as well as the amount of time students spend preparing for class
(Annetta et al., 2009; Junco, 2012b). One explanation for this impact is that social media
provides too much stimulation and therefore can distract students from completing their
coursework (Hurt et al., 2012; Patera et al., 2008). Another reason for this may be that students
who spend more time on social media may have difficulty balancing their online activities and
their academic preparation.
Social media can also be a challenging instructional strategy to incorporate because it
attempts to balance the authority of the educator with the active participation of the students.
Collaboration through social media supports more of a constructivist approach to learning, where
students and educators can work together to co-create understanding of a particular topic, rather
than an approach that emphasizes individual contributions (Stevens, 2009). As a result, students
and educators become equal participants in the knowledge sharing process. Though this seems
beneficial for creating and disseminating knowledge, social media can also become a privacy
concern (i.e. cyber-plagiarism) as well as an outlet for abuse and cyber-bullying (Chen & Bryer,
2012; Frye et al., 2010; Jackson, 2011; Smailes & Gannon-Leary, 2011). This suggests that
establishing standards for social media use should include behavior and attitude guidelines
similar to those enforced in the classroom.
Sound Quality education produces productive students who lead to the prosperity of their
respective educational institution and subsequently are proved as strong contributors to the
national well-being. Tuckman (1975) defined performance as the apparent demonstration of
understanding, concepts, skills, ideas and knowledge of a person and proposed that grades
clearly depict the performance of a student. Hence, their academic performance must be
managed efficiently keeping in view all the factors that can positively or negatively affect their
educational performance. Use of technology such as internet is one of the most important factors
that can influence educational performance of students positively or adversely. Shah et al. (2001)
proposed that student users are affected by the internet and this impact is determined by the type
of internet usage. They are positively affected by the informative use of internet while having
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drastic impact of recreational use of internet on them. Also, Oskouei (2010) proposed that
internet is advantageous to both students and teachers if used as a tool of knowledge creation and
dissemination. The effect of SNS usage will depend on the type of SNS the student is using, if
student uses the internet for the purpose of leisure activity that interferes with academic, it will
affect the student academic performance negatively.

CHAPTER III
METHODOLOGY
Research Method Used
This study will make an assessment of Facebook and its relationship to the academic
performance of the students.

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The correlational-descriptive method of research will be used in this study. According to

Brewton (2000), correlational research describes what exists at the moment (conditions,
practices, processes, structures, etc.) and is therefore classified as a type of descriptive method.
Nevertheless, these conditions, practices, processes or structures described are markedly different
from the way they are usually described in a survey or an observational study.
Correlational research comprises of collecting data to determine whether, and to what
extent, a relationship exists between two or more quantifiable variables. Correlational research
uses numerical data to explore relationships between two or more variables. The degree of
relationship is expressed in terms of a coefficient of correlation. If the relationship exists between
variables, it implies that scores on one variable are associated with or vary with the scores on
another variable. The exploration of relationship between variables provides insight into the
nature of the variable themselves as well as an understanding of the relationships. If the
relationships are substantial and consistent, they enable a researcher to make predictions about
variables. (Brewton, 2000)
Sampling Design/Technique
The researchers used Simple Random Sampling, a method wherein you choose a
respondent randomly by chance, for this thesis.
Section

Number of Students

Sample Size

Credibility

40

21

Integrity

40

23

Solidarity

40

32

Sovereignty

41

24

161

100

TOTAL

To determine the total number of respondents, we will use the Slovins formula:
n=

N
1+ N e 2

n = number of respondents
21 | P a g e

N = number of population
e = margin of error
Given:
N = 161
e = 6%
n=

n=

N
1+ N e 2

161
1+161 ( 0.06 )2

n=

161
1.6

n=100
Randomly selecting students by chance, the researchers obtained 21 Credibility, 23
Integrity, 32 Solidarity, and 24 Sovereignty students.

Procedures for Data Collection

First, a referral letter was endorsed to the management of the research venue. It sought
permission to conduct the survey within their abilities and premises.
Upon receipt of the confirmation letter from the management of the research venue,
Divine Light Academy Las Pias, 100 online survey questionnaires were administered to the
respondents. Administration of the questionnaire will be followed with some verbal instructions
for clarity.
It took the researchers one week to collect back the questionnaires. The respondents were
assured busy at the time of data gathering.
22 | P a g e

Statistical Treatment
The data collected from each student, the amount of Facebook usage questionnaires and
the general averages from the school registrar, was tabulated accordingly. The relationship of the
two factors was tested through Pearsons r. The formula is:
r=

xy
x 2 y 2

x = X score minus the mean of all X scores

y = Y score minus the mean of all Y scores
r = coefficient of correlation
The value between +1 and -1 inclusive, where 1 is total positive correlation, 0 is no
correlation, and -1 is total negative correlation.
Total Positive Correlation
+1

No Correlation
0

Total Negative Correlation

-1

r, is interpreted as follows:
Very strong

Strong

Moderate

Weak

No or

Weak

Moderate

Strong

Very strong

positive

positive

positive

positive

negligible

negative

negative

negative

negative

relationship

relationship

relationship

relationship

relationship

relationship

relationship

relationship

relationship

+.70 or

+.40 to

+.30 to

+.20 to

+.01 to

-.20 to

-.30 to

-.40 to

-.70 or

higher

+.69

+.39

+.29

-.19

-.29

-.39

-.69

lower

Instrumentation

23 | P a g e

A research-made questionnaire was designed for the purpose of the gathering data. The
questionnaire was pre-tested among five (5) respondents who did not actually participate in the
survey.
The questionnaire has four (4) essential parts.
Instructions will be clarified to the respondents how and what to do with the
questionnaire. It will solicit responses through the checklist form of survey questionnaire.
Classification information will ask questions from the respondents pertaining to their
demographic personal information (e.g. age, gender, year level). Though not needed in the study,
demographical classifications will only be asked for documentation purposes. Information
sought will make up the body of the questionnaire. Data obtained from this part of the
questionnaire will enable the researchers to answer the defined problems of the study.
The next part of the questionnaire is a set of closed and multiple response questions.
Respondents were asked to only choose the best answer/s for a particular problem.
The essay type of questions asked for the respondents opinion which will aid in the
development of the totality of the research.

24 | P a g e

CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Introduction
The working title of this thesis is The Relationship of Facebook and the Academic
Performance of Fourth Year High School Students of Divine Light Academy Batch 2014 2015.
Specifically, the study aims to determine the relationship of Facebook to the academic
performance of the students. This study is mainly intended for students, parents, and other school
personnel that would help the students in their academics. Also, it intends to:

Determine the amount of students usage of Facebook

Determine the academic performance of students using Facebook
Determine the intensity of the relationship between Facebook and the academic
performance of students

Descriptive Analysis of Demographics

The Total Number of Respondents from the TOTAL Fourth Year Population
Respondents

Non-respondents

38%

62%

Figure 1

25 | P a g e

Out of 161 students of the Fourth Year High School, only 100 students served as the
respondents. This comprises 62% of the batch. Meanwhile, there were 61 non-respondents which
comprise 38% of the batch.
.

10

20

30
Female

40

50

60

Male

THE
TOTAL NUMBER OF MALE AND FEMALE FROM THE TOTAL NUMBER OF
RESPONDENTS
Figure 2
Out of 100 respondents, there were 56 female who comprise 56% of the respondents and
44 male which comprise who comprise 44% of the total respondents.

26 | P a g e

THE TOTAL NUMBER OF STUDENTS PER SECTION FROM THE TOTAL NUMBER OF RESPONDENTS

Credibility

Sovereignty

Integrity
Solidarity

Credibility

Integrity

Solidarity

Sovereignty

Figure 3
The respondents were grouped according to their sections. In the total number of Fourth
Year High School respondents, there were 21 Credibility who comprise 21% of the respondents,
23 Integrity who comprise 23% of the respondents, 32 Solidarity who comprise 32% of the
respondents, and 24 Sovereignty who comprise 24% of the total number of respondents.

27 | P a g e

Factor Analysis
The overriding purpose of this study was to determine the relationship of Facebook and
the academic performance of students. To accomplish this goal, factors such as the frequency and
the length of Facebook usage of students, were taken into consideration.
The study requires the First Quarter general average scores of the students for this year as
a measuring tool for their academic performance in relation to the study. Scores will be
interpreted according to the DLA standards. The interpretation are as follows:
INTERPRETATION
GRADE BRACKET
Excellent
96 100
Superior
92 95
Above Average
88 91
Average
83 87
Below Average
79 82
Fair
75 78
Needs Special Attention
70 74
Table 1
The frequency of Facebook usage in relation to the academic performance is categorized
as follows:

Every day
Every weekend
Only when needed

The length of time usage of Facebook usage (regardless of frequency) in relation to the
academic performance is categorized as follows:
a.
b.
c.
d.

Less than an hours

1 3 hours
4 6 hours
7 hours or more

Presentation of Findings
Q1: When did you start using Facebook?

28 | P a g e

26%

1%

Grade 3 - 4

Grade 5 - 6

1st - 2nd Year

3rd - 4th Year

73%

Figure 4

Out of 100 respondents, Twenty-six (26) had their own Facebook accounts at
Grades 3 to 4. This comprises 26% of the total number of respondents. Seventy-three (73)
had theirs during Grades 5 to 6 who comprise 73% of the respondents. And one (1) had
his own account during 1st to 2nd Year. He/she comprises 1% of the total number of
respondents. None had his at 3rd to 4th Year High School.

Q2: What is your purpose in using Facebook?

29 | P a g e

120
100
80
60
40
20
0

Category 1
Games and Applications

Communication

News and Updates

Photo and Video Sharing

Advertising

Others

Figure 5
This question is of multiple response type. One hundred respondents altogether generated
Two hundred sixty-four (264) responses. There were seventeen (17) or 6.44% of the responses
for games and applications, one hundred (100) or 37.88% of the responses for communication,
seventy-three (73) or 27.65% of the responses for news and updates, seventy (70) or 26.52% of
the responses for photo and video sharing, and four (4) or 1.51% of the responses for advertising
and business purposes. None (0) use Facebook for other purpose.

Q3: How often do you use Facebook?

30 | P a g e

Everyday

Every weekend

Only when needed

Others

Figure 6
Out of 100 respondents, Seventy-three (73) or 73% use Facebook every day. None use
Facebook every weekend. Twenty- six (26) or 26% use their Facebook accounts only when it is
needed. And only one (1) person or 1% answered others (whenever I had the chance to).

Q4: How many hours do you spend in a day using Facebook?

31 | P a g e

70
60
50
40
30
20
10
0

Category 1
Less than an hour

1 -3 hours

4 -6 hours

7 hours or more

Figure 6
Out of 100, thirteen (13) or 13% use Facebook less than an hour. Sixty- two (62) or 62%
use it for 1 3 hours. Twenty-two (22) or 22% use their accounts for 4 6 hours. Only three (3)
or 3% use Facebook for 7 hours or more.

32 | P a g e

Q5: What is your General Average Grade for the First Quarter?
For this question, we didnt ask the students to write down their grades. Instead, we asked
their permission for us to acquire their grades from the Registrars Office. Their grades were
grouped and interpreted based on the DLA standards. Since we highly value our promise of strict
confidentiality, we chose not to name the students and instead classified their grades according to
their brackets.

INTERPRETATION
Excellent
Superior
Above Average
Average
Below Average
Fair
Needs Special Attention

GRADE

NUMBER OF

BRACKET
96 100
92 95
88 91
83 87
79 82
75 78
70 74
Table 2

RESPONDENTS
8
45
47
-

Out of 100 respondents, forty-seven (47) or 47% have below average grades. Forty-five
(45) or 45% have average grades and only eight (8) respondents or 8% have above average grade
interpretation.
The second part of the questionnaire is in free-answer type. The respondents were asked
to write down their opinions. All respondents participated in this part. The opinions are found
below:
Q1: In your opinion, what has/have been the major ADVANTAGES of using Facebook in
your academic performance?
Random Respondent 1: I can get reminders from my classmates for school works.
Random Respondent 2: Nakakapag-chat for group activities
Random Respondent 3: Helpful siya kapag may mga announcements or assignments
na di ko alam or kung nag-absent ako.
Random Respondent 4: Many articles and facts that helped me gain knowledge
Random Respondent 5: Ask questions from classmates through FB.
33 | P a g e

Q2: In your opinion, what has/have been the major ADVANTAGES of using Facebook in
your academic performance?

Random Respondent 6: I sometimes forget to accomplish my tasks because I get

occupied on using it.
Random Respondent 7: Nakakadistract sobra
Random Respondent 8: Time-consuming
Random Respondent 9: Distraction, cramming, low grades
Random Respondent 10: Lesser time for studies and school works

Statistical Treatment
The formula below is called the Pearsons r formula. It is used to determine the
correlation between two sets of variables.
r=

xy
x 2 y 2
The table on the next pages shows all the data needed to compute for the value for r. All

the values on the X column are the first quarter general average grades of the respondents. All
the Y values are the number of hours the respondent uses his Facebook account. It was obtained
by multiplying the number of hours per day and number of days in a week the respondent uses
Facebook. The x value is obtained by subtracting the mean of all the X values from a particular
X value. On the other hand, the y value is obtained by subtracting the mean of all Y values from
a particular Y value.
The xy values are obtained by multiplying x and y values. The x2 and the y2 values, on the other
hand, are obtained by multiplying the x and the y values by itself, respectively.

34 | P a g e

x2
4.6656
1.3456
34.105
6

81

14

-2.16

-0.73

xy
1.5768

82

-1.16

-10.73

12.4468

89

14

5.84

-0.73

-4.2632

82

35

-1.16

20.27

-23.5132

5
6
7
8

79
81
83
86

14
14
14
14

-4.16
-2.16
-0.16
2.84

-0.73
-0.73
-0.73
-0.73

3.0368
1.5768
0.1168
-2.0732

79

-4.16

-10.73

44.6368

10
11

90
81

14
14

6.84
-2.16

-0.73
-0.73

-4.9932
1.5768

1.3456
17.305
6
4.6656
0.0256
8.0656
17.305
6
46.785
6
4.6656

12
13
14

84
84
83

35
14
14

0.84
0.84
-0.16

20.27
-0.73
-0.73

17.0268
-0.6132
0.1168

0.7056
0.7056
0.0256

15

80

-3.16

-12.73

40.2268

9.9856

16

85

35

1.84

20.27

37.2968

3.3856

17
18

83
86

35
14

-0.16
2.84

20.27
-0.73

-3.2432
-2.0732

0.0256
8.0656

19
20

80
82

2
14

-3.16
-1.16

-12.73
-0.73

40.2268
0.8468

9.9856
1.3456

21

82

35

-1.16

20.27

-23.5132

1.3456

22

84

0.5

0.84

-14.23

-11.9532

0.7056

23
24

86
85

35
14

2.84
1.84

20.27
-0.73

57.5668
-1.3432

25
26

87
86

5
14

3.84
2.84

-9.73
-0.73

-37.3632
-2.0732

27

91

14

7.84

-0.73

-5.7232

8.0656
3.3856
14.745
6
8.0656
61.465
6

Student No.

y2
0.5329
115.13
3
0.5329
410.87
3
0.5329
0.5329
0.5329
0.5329
115.13
3
0.5329
0.5329
410.87
3
0.5329
0.5329
162.05
3
410.87
3
410.87
3
0.5329
162.05
3
0.5329
410.87
3
202.49
3
410.87
3
0.5329
94.672
9
0.5329
0.5329

35 | P a g e

28
29

82
81

14
14

-1.16
-2.16

-0.73
-0.73

0.8468
1.5768

1.3456
4.6656

30
31

86
86

4
14

2.84
2.84

-10.73
-0.73

-30.4732
-2.0732

8.0656
8.0656

32

85

35

1.84

20.27

37.2968

33

87

3.84

-10.73

-41.2032

34

87

14

3.84

-0.73

-2.8032

3.3856
14.745
6
14.745
6

35
36

82
81

4
14

-1.16
-2.16

-10.73
-0.73

12.4468
1.5768

1.3456
4.6656

37
38
39
40

83
83
80
80

35
14
14
14

-0.16
-0.16
-3.16
-3.16

20.27
-0.73
-0.73
-0.73

-3.2432
0.1168
2.3068
2.3068

0.0256
0.0256
9.9856
9.9856

41

83

-0.16

-12.73

2.0368

0.0256

42
43

83
85

2
14

-0.16
1.84

-12.73
-0.73

2.0368
-1.3432

0.0256
3.3856

44

85

1.84

-12.73

-23.4232

45
46
47
48

89
82
82
83

14
14
14
14

5.84
-1.16
-1.16
-0.16

-0.73
-0.73
-0.73
-0.73

-4.2632
0.8468
0.8468
0.1168

49

87

35

3.84

20.27

77.8368

3.3856
34.105
6
1.3456
1.3456
0.0256
14.745
6

50
51

84
82

35
14

0.84
-1.16

20.27
-0.73

17.0268
0.8468

0.7056
1.3456

52

86

35

2.84

20.27

57.5668

53
54
55

87
84
82

14
14
14

3.84
0.84
-1.16

-0.73
-0.73
-0.73

-2.8032
-0.6132
0.8468

8.0656
14.745
6
0.7056
1.3456

56

86

35

2.84

20.27

57.5668

8.0656

57

82

-1.16

-7.73

8.9668

1.3456

0.5329
0.5329
115.13
3
0.5329
410.87
3
115.13
3
0.5329
115.13
3
0.5329
410.87
3
0.5329
0.5329
0.5329
162.05
3
162.05
3
0.5329
162.05
3
0.5329
0.5329
0.5329
0.5329
410.87
3
410.87
3
0.5329
410.87
3
0.5329
0.5329
0.5329
410.87
3
59.752
9

36 | P a g e

46.785
6
23.425
6
46.785
6

58

90

35

6.84

20.27

138.6468

59

88

14

4.84

-0.73

-3.5332

60

90

14

6.84

-0.73

-4.9932

61
62

84
84

2
14

0.84
0.84

-12.73
-0.73

-10.6932
-0.6132

63

79

-4.16

-12.73

52.9568

64

79

35

-4.16

20.27

-84.3232

65
66
67

79
80
81

2
14
14

-4.16
-3.16
-2.16

-12.73
-0.73
-0.73

52.9568
2.3068
1.5768

0.7056
0.7056
17.305
6
17.305
6
17.305
6
9.9856
4.6656

68

84

0.84

-12.73

-10.6932

0.7056

69
70

82
83

2
14

-1.16
-0.16

-12.73
-0.73

14.7668
0.1168

1.3456
0.0256

71

82

-1.16

-12.73

14.7668

1.3456

72

85

1.84

-10.73

-19.7432

73
74

79
80

14
14

-4.16
-3.16

-0.73
-0.73

3.0368
2.3068

3.3856
17.305
6
9.9856

75

84

0.84

-12.73

-10.6932

0.7056

76

82

-1.16

-9.73

11.2868

1.3456

77

82

0.5

-1.16

-14.23

16.5068

78

79

35

-4.16

20.27

-84.3232

79

79

-4.16

-12.73

52.9568

1.3456
17.305
6
17.305
6

80

81

-2.16

-10.73

23.1768

4.6656

81

84

49

0.84

34.27

28.7868

82

89

5.84

-9.73

-56.8232

0.7056
34.105
6

83

83

0.5

-0.16

-14.23

2.2768

0.0256

410.87
3
0.5329
0.5329
162.05
3
0.5329
162.05
3
410.87
3
162.05
3
0.5329
0.5329
162.05
3
162.05
3
0.5329
162.05
3
115.13
3
0.5329
0.5329
162.05
3
94.672
9
202.49
3
410.87
3
162.05
3
115.13
3
1174.4
3
94.672
9
202.49
3

37 | P a g e

84

86

0.5

2.84

-14.23

-40.4132

8.0656

85

82

-1.16

-12.73

14.7668

1.3456

86

83

-0.16

-10.73

1.7168

0.0256

87

86

35

2.84

20.27

57.5668

8.0656

88
89
90
91

80
82
80
80

49
14
14
14

-3.16
-1.16
-3.16
-3.16

34.27
-0.73
-0.73
-0.73

-108.2932
0.8468
2.3068
2.3068

9.9856
1.3456
9.9856
9.9856

92

83

-0.16

-12.73

2.0368

0.0256

93

80

35

-3.16

20.27

-64.0532

94

79

14

-4.16

-0.73

3.0368

95

79

35

-4.16

20.27

-84.3232

9.9856
17.305
6
17.305
6

96

80

35

-3.16

20.27

-64.0532

9.9856

97

80

-3.16

-12.73

40.2268

9.9856

98

84

0.84

-12.73

-10.6932

0.7056

99

85

1.84

-12.73

-23.4232

100
SUMMATIO
N

79

2
1473

222.82

879.44

MEAN

83.16

14.73

-12.73
-3.19744E14
-3.19744E16

52.9568

8316

-4.16
6.03961E14
6.03961E16

3.3856
17.305
6

2.2282

8.7944

202.49
3
162.05
3
115.13
3
410.87
3
1174.4
3
0.5329
0.5329
0.5329
162.05
3
410.87
3
0.5329
410.87
3
410.87
3
162.05
3
162.05
3
162.05
3
162.05
3
15332.
7
153.32
7

Given:
xy = 222.82
x2 = 879.44
y2 = 15 332.7

38 | P a g e

r=

xy
x 2 y 2

r=

222.82
(879.44 )(15332.7)

r=0.060679 0.06

The computation for the Pearsons r shown on the previous page showed that r = 0.06.
This is interpreted as no or negligible relationship between the amount of Facebook usage and
the academic performance of the fourth year high school students.

39 | P a g e

CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

SUMMMARY OF FINDINGS
Based on the information gathered and analyzed by the researchers, the two factors, the
amount of Facebook usage and the academic performance of the fourth year students for the
Academic Year 2014 2015, have negligible or no relationship at all. This was determined using
the Pearsons r. This is used when it is the correlation or relationship that wants to be determined
by the researchers.
These information were gathered from 100 respondents out of 161 Fourth Year High
School students. They were given an online survey questionnaire for them to complete within a
span of one week. On the other hand, their general average were obtained from the Registrars
Office. The researchers were assured by the registrar with three working days before obtaining
them. Simple random sampling or randomly selecting by chance was used.

CONCLUSIONS
In conclusion to the study, the answer to the main problem stated in the title and
elaborated throughout the study is that the academic performance and Facebook has negligible or
40 | P a g e

no relationship at all. This does not support the argument of the conservatives that higher amount
of Facebook usage yields to lower grades or negative relationship nor the argument of the
conservatives that lower amount of Facebook usage yields to higher grades or a positive
relationship.
It is possible that there are still many underlying factors that affect the academic
performance of the students such as stress management, family problems, peer pressure,
psychosocial relationships, and many other internal and external factors that might affect a
typical highschooler.
Our study does not support our related literature which are mainly based on the
arguments presented by the conservatives and the modernists. We are very much certain that this
study can be developed by further researches and can be connected to other studies that concern
either Facebook or the academic performance of students or both.

RECOMMENDATIONS
Students
With or without relationship, students should know their limitations to using Facebook.
The researchers recommend them to cut down their Facebook usage to an hour a day. Also,
students must remind themselves of their homeworks at school to reduce the chances of opening
their Facebook accounts at home to ask their classmates.
Parents, Teachers and Guidance Counselors
Parents, teachers and guidance counselors must remind their students of their
responsibilities in school. They must guide their students of proper Facebook and internet usage
without having the risk of getting poor academic performance.
Social Network Site Developers
Social network site developers can put additional features to social networking sites to
reduce its negative effects to students. We recommend an automatic log-off feature that would

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immediately sign out a student from his/her Facebook account once his/her usage exceeds 3
hours.
School Computer Moderators
Since new internet browsing innovations such as the proxy have been very rampant
nowadays, Facebook and other social networking sites have been available to students even at
school. With this, we recommend school computer moderators to install softwares that could
block proxies. We highly-recommend the K9 Web Protection software which was developed by
the Blue Coat Systems. It is very efficient plus its free to download.
*Proxy a server that makes it possible for students to access blocked sites (e.g. Facebook,
Twitter) on the school computer system
Principal
The school head must be one with the parents and teachers in helping the students more
responsible of their Facebook and other social networking sites usage. He/she can conduct
seminars to students regarding both the positive and the negative effects of these sites to their
academic performance.
Department of Education
The Department of Education can may use of Facebook as an avenue for interactive
learning to students. We recommend them to conduct academic and skill contests (e.g. E-poster,
Mini quiz bee) over Facebook so that students may enjoy its usage in a positive way rather than
completely staring over their timeline for hours.
Future Researchers
The future researchers of the same or related to this topic may use this thesis as their
basis for the further development to the study. We are very much happy to contribute to your
study and we hope that you may seek more answers that this thesis didnt discover. Best of luck,
future researchers!

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SCHEDULE OF ACTIVITIES
The schedule of activities is an itemized plan of activity with time frame to be undertaken
by the researcher. It serves as guide for the researcher to do each activity.
Activities

Time Frame (Days or Weeks)

1. Planning Stage
Determine the questionnaire
Fit the questionnaire to the problem
and objectives of the study
2. Preparing Stage
Construction of questionnaire
Revision of the questionnaire
Validation of the questionnaire
Dry-run the questionnaire to the pilot sample
Reproduction of the questionnaire
Determine the sample size
Administration of the questionnaire to the subjects
Retrieval of the questionnaire
3. Data Processing Sage
Tabulation of data
Computation of results
Analysis of data
4. Writing Stage
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Bibliography, Appendix, Curriculum Vitae
Encoding the manuscript

1 day
1 day
1 day
1 day
2 days
1 day
1 day
2 days
2 days
1 week
3 days
2 days
3 days
3 days
5 days
2 days
3 days
2 days
1 day
2 days

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5. Oral Examination Stage

Preparation for the oral examination
Oral examination
Revision of thesis
Submission and retrieval of thesis
Final encoding of thesis
Binding the thesis
Submission of the bound thesis to the panel examiners

1 week
1 day
3 days
5 days
3 days
2 days
1 day

BIBLIOGRAPHY
Chapter I
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Chapter II

APPENDICES

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This part was passed to the Registrars Office as a cover letter to obtain the First Quarter
general average grades of the Fourth Year High School Students AY 2014 2015.
-----------------------------------------------------------------------------------------------------------(Date)
Mary Ann Villa
School Registrar
Divine Light Academy
Las Pias City

Dear Ms. Villa:

Greetings in the Name of Jesus, the Divine Light!
We, the students of 4th Year Solidarity, will conduct a study as part of our requirement in
our Elective subject: Thesis Writing, given by our teacher, Ms. Ma. Samantha Josephine S.
Sevilla. The study is entitled The Relationship of Facebook and the Academic Performance of
the Fourth Year Students Batch 2014 2015.
In line with the study, we would like to ask your permission obtain the First Quarter
general average grades of the Fourth Year High School Students AY 2014 2015. By
participating in our study, the researchers may distinguish the relationship of Facebook to the
academic performance of students.
For further questions and/or clarifications, you may contact us through the numbers 4036008 or e-mail us at richelle_joson23@yahoo.com.
Yours in Christ,
____________________

____________________

Carl Zeus T. Corral

Richelle Anne E. Joson

____________________

____________________

Lea Marie L. Boligor

Jomari O. Reyes

____________________

____________________
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Warren Duhaylungsod

Marinel B. Morales

____________________

____________________

Dareyll S. Mugas

Regina Cristobal

Noted by:
________________________________
Ms. Ma. Samantha Josephine S. Sevilla
Thesis Teacher

Received by:
________________________________
Ms. Maritess M. Veridiano
Level Leader

This part was passed to the advisers and level leader as a cover letter to seek their
permission to conduct a research on the Fourth Year High School Students AY 2014 2015.
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-----------------------------------------------------------------------------------------------------------(Date)
(Name of Teacher)
(Position)
Divine Light Academy
Las Pinas City

Dear Ms./Sir (Teachers Surname):

Greetings in the Name of Jesus, the Divine Light!
We, the students of 4th Year Solidarity, will conduct a study as part of our requirement in
our Elective subject: Thesis Writing, given by our teacher, Ms. Ma. Samantha Josephine S.
Sevilla. The study is entitled The Relationsip of Facebook and the Academic Performance of the
Fourth Year Students Batch 2014 2015.
In line with the study, we would like to ask your permission for us to have selected
students from other sections to be the respondents of our study. By participating in our study, the
students may distinguish the effects of Facebook to their academic performance.
Attached to this letter is the sample survey questionnaire to be administered to the
respondents. They will be given a maximum of 20 minutes to finish the said questionnaire. The
target dates for conducting the survey are set on (date).
The results of the study will be given upon request. For further questions and/or
clarifications, you may contact us through the numbers 403-6008 or e-mail us at
richelle_joson23@yahoo.com.
Yours in Christ,
____________________

____________________

Carl Zeus T. Corral

Richelle Anne E. Joson

____________________

____________________

Lea Marie L. Boligor

Jomari O. Reyes
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____________________

____________________

Warren Duhaylungsod

Marinel B. Morales

____________________

____________________

Dareyll S. Mugas

Regina Cristobal

Noted by:
________________________________
Ms. Ma. Samantha Josephine S. Sevilla
Thesis Teacher

Received by:
________________________________
(Name of Teacher)
(Position)

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This part is the outline of the online questionnaire administered to the respondents. To
view the online questionnaire, you may visit:
https://docs.google.com/forms/d/1l9FsnHNDAwS3l_xezWZvq9uF1r5C4zwrjwnHYAE545A/vie
-----------------------------------------------------------------------------------------------------------(Date)
Dear Respondent:
Greetings in the Name of Jesus, the Divine Light!
We, the students of 4th Year Solidarity, will conduct a study as part of our requirement in
our Elective subject: Thesis Writing, given by our teacher, Ms. Ma. Samantha Josephine S.
Sevilla. The study is entitled The Relationship of Facebook and the Academic Performance of
the Fourth Year Students Batch 2014 2015.
In line with the study, we would like to invite you to participate by answering the
prepared online survey questionnaire. Your participation is completely voluntary and you are free
to withdraw your participation anytime. The survey should only take a maximum of 20 minutes
to complete. However, you are given 1 week to answer this survey.
We will be collecting your first quarter general average grades for us to interpret your
answers and give conclusions to this study. We assure that the survey collects no identifying
information of any respondent. We will ensure the anonymity and confidentiality of the
responses. The result of the study will be given upon request.
If you have any question or clarification regarding your rights as a research subject, or if
problems which you do not feel you can discuss with the investigator arise, you may approach
Ms. Sevilla.
By completing and submitting this survey, you are indicating your consent to participate
in the study. Your participation will be highly-appreciated.
We are hoping for your very kind approval and support.

Sincerely Yours,
Group 2 Solidarity

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SURVEY QUESTIONNAIRE
Name (optional): _____________________________________________________
Year and Section: ____________________________________________________
PART I
Encircle the letter that corresponds to your answer. Some numbers may require more than one
answer. ( * )

1. When did you start using Facebook?

a. Grade 3 Grade 4
b. Grade 5 Grade 6
c. 1st Year 2nd Year
d. 3rd Year 4th Year
2. What is your purpose in using Facebook? ( * )
a. Games and applications
b. Communication
c. News and updates
d. Photo and video sharing
e. Advertising and business
f. Others ____________________
3. How often do you use Facebook?
a. Everyday
b. Every weekend
c. Only when needed
d. Others ____________________
4. How many hours do you spend in a day using Facebook?
a. Less than an hours
b. 1 3 hours
c. 4 6 hours
d. 7 hours or more

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5. Note: Your school records will be acquired from the Registrars Office to aid this study.
We assure the strict confidentiality of your grades.

PART II
Answer the essay as best as you can. Please provide your honest responses.

1. In your opinion, what has/have been the major ADVANTAGES of using Facebook in
your academic performance?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________
2. In your opinion, what has/have been the major DISADVANTAGES of using Facebook in
your academic performance?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________

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CURRICULUM VITAE
Richelle Anne E. Joson
I.

II.

III.

PERSONAL INFORMATION
Birthdate: August 23, 1998
Birthplace: Makati City
Current Address: Block 1 Lot 70 Veraville Royale, Abel Nosce St., BFRV, LPC
Current Contact Number: 403-6008
E-mail Address: richelle_joson23@yahoo.com
EDUCATIONAL BACKGROUND
A. Primary
School: Father Donato Gianotti Foundation School (Grade 1)
Divine Light Academy (Grade 2 Grade 6)
Honors and Achievements:
Gold Medal of Academic Excellence
Grade 1 Grade 3
Silver Medal of Academic Excellence
Grade 4
Gold Medal of Academic Excellence
Grade 5 Grade 6
Second Honors
Grade 6
Secondary
School: Divine Light Academy (1st Year 4th Year)
Honors and Achievements:
Silver Medal of Academic Excellence
1st Year 2nd Year
Bronze Medal of Academic Excellence
3rd Year
Conduct Awardee
3rd Year
AFFLIATIONS
Science Club
Grade 6
Glee Club
Grade 6
Mobius (Math) Club
1st Year 2nd Year
KAMALAYSAYAN (Araling Panlipunan) Club
3rd Year
The Light Publications
4th Year
Cybernetics Order of Distinct Enthusiasts
1st Year 2nd Year, 4th Year
General Information Pool of Talents
3rd Year
Taekwondo Varsity
2nd Year
Interact Club
4th Year
CFC Youth For Christ
3rd Year 4th Year

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