Professional Documents
Culture Documents
INTRODUCTION
The Introduction part discusses the Technology advance when comes to social
media and the academic performance of the students. This includes the objectives of
the study, the beneficiaries that will benefit the research study, and the limitations of the
study.
has turned the entire world into a “Global village”. But as it is, technology like two sides
of a coin, bring with it both negative and positive sides. It helps people to be better
exposes mankind to a better way of doing things. Social networking sites include:
What’s app messenger, 2go messenger, Skype, Google talk, Google Messenger, I
Phone and Androids. These networking sites are used by most people to interact with
old and new friends, physical or internet friends. This has resulted into the use of
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Academic excellence or achievement plays an important role in an individual
placement, be it in the academic institutions or job placement. Due to this, many people
are concerned with the ways they can enhance their academic achievement. The
many studies about the conditions promoting it. The role of academic achievement as
one of the predictors of one’s life success and also in the aspect of academic placement
best tested or which aspects are most important, procedural knowledge such as skills or
A direct relationship exists between Social media usage and the academic
evolution has resulted in dilemmas such as the setback of real values of life especially
among students who form the majority of users interacting through the use of social
networking sites. Online social networking sites focus on building and reflecting social
associations among people who share interests and or activities. With so many social
networking sites displayed on the internet, students are tempted to abandon their
homework and reading times in preference for chatting online with friends. Today most
youths and students possess Face book accounts. The reason most of them perform
badly in school might not be far- fetched. While many minds might be quick to blame the
poor quality of teachers, they might have to think even harder, if they have not heard of
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the Facebook frenzy. Even in classrooms and lecture orientations, it has been observed
that some students are always busy pinging, 2going or Face booking, while lectures are
on. Times that ought be channeled towards learning, academic research and innovating
have been crushed by the passion for meeting new friends online, and most times busy
discussing trivial issues. Hence most students’ academics suffer setback as a result of
distraction from the social media. It was observed that the use of these sites also affects
students’ use of English and grammar. The students are used to short forms of writing
words in their chat rooms; they forget and use the same in the classrooms. They use
things like 4 in place of for, U in place of You, D in place of The etc. and this could affect
their class assessment. Social networking sites although has been recognized as an
important resource for education today, studies however shows that students use social
networking sites such as Facebook for fun, to kill time, to meet existing friends or to
The purpose of this study generally, is to examine the Effects of Social Media
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Specific Questions
1. What are the different types of Social Media often being used by the students?
3. Is there a significant relationship among the frequent use of social media, the
social media on the academic performance of the Grade- 12 students in STEM. Media
exposure such as Face book, Messenger and twitter, where the students are mostly
This study is significant to the teachers, parents and students. This study will
help the teachers of the school to know the influence that social media has on their
students, so as to assist them to enlighten and create awareness to the students on the
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possible influence it has on them. This study is of significant to parents in the sense that
they will know the possible effects these social media usage has on their children, so as
The study will enable the students of the senior high grade 12 STEM’s so that they will
be aware that, apart from the social benefits of this social media’s, using the sites more
than necessary will pose possible dangers to their health. It will be relevant in assisting
students in understanding the diversity of social media. It will provide relevance material
for students and other researchers undertaking similar research. This study will help
researchers with more information on the effects of social media on student’s academic
performance.
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CHAPTER II
LITERATURE REVIEW
This chapter reviewed some of the numerous works done by scholars and researchers
Social media is that means that employs mobile and web based technology to
create highly interactive platforms via which individuals and community share, co-
create, discus and modifies user-generated content (Kietzmannn, 2012). Social media
is a phrase being tossed around a lot. It is a website that does not just give you
information but interact with you while giving you information. It is a group of internet
based application that allows the creation and exchange of users generated content. It
is easy to confuse social media with social news because we often refer to members of
the news as the media. Adding to it, that social news site is also social media site.
Social Bookmarking: interact by tagging website and searching through website book
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Social Networking: interact by adding friends, commenting on photo and profiles,
videos and
Social media refers to the means of interaction among people in which they create,
share, exchange and comment among themselves in different networks. Andreas and
Michael (2010) are of the opinion that social media is a group of internet based
application that builds on the ideological foundation and allows the creation and
exchange of users –generated content. Social media has become one of the major
channel of chatting through platforms such as 2go, BB chat, blogger and wiki a. There
has been an increase in the mobile social media which has created new opportunity for
browsing.7The internet usage effect of social media, in views of Nielsen (2012) is that,
students continue to spend more time on the social media than any site. The total time
spent on social media across mobile devices increased by 37%, 121 billion minutes in
Kaplan and Haenlein (2010) classified social media into six different classes as follows:
1. Collaborative Project (Wikipedia)
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5. Virtual Game World (World of war craft)
Technology includes the blogs, picture sharing, music sharing, crowd sourcing,
e-mail, instant messaging and voice over. These services could be integrated via social
It is used to describe any website that enables users to create public profiles
within that website and form relationship with other users of the same website who
access their profile. It is used to describe community base website, online discussion
forum, chat rooms and other social space online. Commonly, the phrase “social
networking sites” is used as an umbrella term for all social media and computer-
mediated communication, including but not limited to Facebook, Twitter, LinkedIn, and
Myspace, as well as the inaugural social networking sites of Cyworld, Bebo and
Friendster.Ellison and Boyd (2007) define social network sites as web-based services
that allow individuals to construct profiles, display user connections, and search and
traverse within that list of connections. A social media is an online service or platforms
that focus on facilitating the building of social network among people who share interest,
activities and background on real life connections. It is a website that allows users to
share information within a selected group. It is a great way to stay connected and a
representation of each user (profiles), social links and a variety of additional services.
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Student’s addictiveness to social media
potentially addictive. (kuss and Griffiths, 2011). The mass appeal of social media on the
internet could be a cause for concern, particularly when attending to the gradually
increasing amount of time students spend online. Undergraduates spend more time on
Facebook, Twitter and other social media through smartphones that are now in
abundance among these youths. Many student cannot go for two-three hours without
checking and updating their profiles on these social networks even at the detriment of
other activities such as educational and career pursuit. (Morahan- Martin and
Schumacher, 2000) explain social media addiction as the excessive use of the internet
and the failure to control this usage which seriously harms a person’s life. In an article
on the Daily Trust newspaper, Itodo (2011) posits that there seem to be an alarming
rate of social networking obsession among students today; a trend that could affect their
concerned parents have expressed grave concern that they could hardly get the
attention of their children and wards, as they seem to have been carried away by the
fascinating world of social networks. Some youths are such social freaks that they have
now carved out for themselves a world of fantasy and illusion for detached from
reality.Bello (2012) of the Sunday Observer observes that if the dangerous trend of
social media network “obsession” if left unchecked could further affect an already
collapsing education system in Nigeria. The reason students are performing poorly in
school these days might not be farfetched. While poor quality of lecturers can quickly
take the blame, one might think harder if the phrase “Facebook frenzy” has not been
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heard of. It is a common sight to see a youth chatting in sensitive and highly organized
places like church, mosque and lecture venues. Some are so carried away that even as
they are walking along the high way, they keep chatting. Attention has been shifted from
visible to invisible friends, while important ventures like study and writing are affected in
the process. This phenomenon has become a source of worry to many who believe in
knowledge and skill acquisition (McQuail 2008). Jeong (2005) noted that internet
well as emotional attributes. Even in classrooms and lecture theatres, it has been
observed that some students are always busy pinging, 2going or Facebooking, while
lectures are on. The result is that quality time that ought to be spent on academic
It has been observed in recent times that students have unlimited access to the
internet as well as the social media. Students connect with computer to send and
longer need to visit a cybercafé before they send and receive messages. Some school
are so equipped that there is internet connection made available within the school
premises as well as in the library. Online Wikipedia and blogs are the main resource
centers for students as attention have been shifted from making research in the library
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student reading in the library and putting the books aside on hearing the sound of a ping
on the phone.
mobile devices among students discovered that, an average undergraduate spend 3.6
hours a day with their cell phones and smartphones, while spending less time with
Though there have been many social, economic, and environmental factors that
have added to the pressure of university students in the past ten years, the drop-out
rate for students is still a major national problem (Bowen, 2008). Current statistics show
that university students in Nigeria are under increased pressure due to higher academic
standards in other countries, and it has become more important than ever for educators
to encourage graduation and further education (Bowen, 2008). However, with more and
more students being preoccupied with social media networks andtechnological social
lives, how will this affect their studies? It is estimated that even those students who do
graduate high school, one out of three does not have possess the knowledge and skills
that would lead him or her to the next level, such as college or an advanced trade
school (Bowen, 2008).The top academic areas that many school professionals are
concerned about are English (ELA) and advanced literacy (Williams, 2008). The current
generations of teens live in a fast-paced technological world with many different types of
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communication happening all at the same time. For example, he or she may be on the
computer on a SNS, while also talking on the phone, sending instant messages to a
friend, and emailing someone else all 12at the same time (Williams, 2008). While there
may be some advantages to this, such as the teen learning how to type faster and multi-
task many things at once, there may also be a breakdown in much of that
communication (Williams, 2008).Literacy has also taken a dive in the past decade,
which has caused many educators toquestion what can be done to help students
improve their reading, writing, speaking, and thinking- all of the most basic skills for a
successful future (Wise, 2009). As one researcher stated, “Literacy is, in reality, the
cornerstone of student achievement, for any student, in any grade” (Wise, 2009, 373).
The question that many school professionals have with regards to communication is
whether or not a tertiary institution student is able to follow school curriculum in courses
like English or Language Arts (Williams, 2008). Also, will it be possible to teach them
The interactive character of online conditions has extended with social networking.
Hooking up through social networking began as being a niche activity, though time it's a
phenomenon. The web sites are employed in many ways like developing metropolitan
areas, speaking, blogging etc. Additionally different institutions even nowadays are
developing groups on several Websites (Saba Mehmood 2013). The improved usage of
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Websites has become a worldwide phenomenon for quite some time. What began out
as being a hobby for several computer literate people has converted 13to a social norm
and existence-style for individuals from around the globe (Nicole Ellison, 2007).Teens
and teenagers have especially recognized these internet sites to be able to contact their
peers, share information, reinvent their personas, and showcase their social
lives Nicole Ellison,(2007).While using the increase of technology helpful for getting
together with others along with the recognition on the internet, Internet sites are now
being an activity that's done mainly on the web, with Websites Vaughn, Coyle
(2008).According to Khan U (2009), social media users often time experience poor
performance academically. Similarly, Englander, Terregrossa & Wang (2010) posit that
social media is negatively associated with academic performance of student and is a lot
more momentous than its advantages. Internet addiction consequently gave rise in
internet usage within the last couple of decades. Nalwa & Anand (2003).recommended
that addicted users prefer using internet setting back their personal and professional
responsibilities which ultimately leads to poor academic performance. In the same vein,
Karpinski (2009) pointed out that social media users devoted lesser time to their studies
in comparison to nonusers did and subsequently had lower GPAs. Karpinski &
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Social Media in the Classroom
Having social media in the classroom has been a controversial topic for the last
several years. Many parents and educators have been fearful of the repercussions of
having social media in the classroom (Kist 2012). As a result, cell phones have been
banned from classroom and schools have blocked many popular social media websites.
However, despite adult’s apprehensions, students are using social media. Schools have
realized that they need to incorporate these tools into the classroom and rules are
changing. The Peel District School Board (PDSB) in Ontario is one of many school
boards that has begun to accept the use of social media in the classroom. In 2013, the
PDSB introduced a “Bring Your Own Device” (BYOD) policy and have unblocked many
social media sites. Fewkes and McCabe (2012) have researched about the benefits of
using Facebook in the classroom.In early 2013, Steve Joordens, a professor at the
psychology course to add content to Wikipedia 14pages featuring content that related to
the course. Like other educators, Joordens argued that the assignment would not only
strengthen the site’s psychology-related content, but also provide an opportunity for
useful tool in educational contexts. It allows for both an asynchronous and synchronous,
open dialogue via a familiar and regularly accessed medium, and supports the
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URLs to other texts, in a platform that many students are alreadyfamiliar with. Further, it
allows students to ask more minor questions that they might not otherwise feel
motivated to visit a professor in person during office hours to ask (Moody2010).It also
allows students to manage their own privacy settings, and often work with the privacy
means for shyer students to be able to voice their thoughts in and outside of the
classroom. It allows students to collect their thoughts and articulate them in writing
Facebook can also aid students in self-expression and encourage more frequent
and critical thinking. Domizi (2013) utilized Twitter in a graduate seminar requiring
used Twitter to connect with content and other students. Additionally, students found it
“to be useful professionally and personally”. Junco, Heibergert, and Loken (2011)
completed a study of 132 students to examine the link between social media and
student engagement and social media and grades. They divided the students into two
groups, one used Twitter and the other did not. Twitter was used to discuss material,
organize study groups, post class announcements, and connect with classmates.Junco
and his colleagues (2011) found that the students in the Twitter group had higher GPAs
and greater engagement scores than the control group. Gao, Luo, and Zhang (2012)
reviewed literature about Twitter published between 2008 and 2011. They concluded
that Twitter allowed students to participate with each other in class (back channel), and
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extend discussion outside of class. They also reported that students used Twitter to get
up-to-date news and connect with professionals in their field. Students reported that
cannot exceed 140 characters, students were required to express ideas, reflect, and
focus on important concepts in a concise manner. Some students found this very
beneficial. Other students did not likethe character limit. Also, some students found
many students did not actually participate in the discussions, “they just lurked”.YouTube
is the most frequently used social media tool in the classroom (Moran, Seaman, & Tinti-
Kane 2012). Students can watch videos, answer questions, and discuss content.
Additionally, students can create videos to share with others. Sherer and Shea (2011)
productivity. YouTube also improved students’ digital skills and provided opportunity for
16peer learning and problem solving. Eick & King (2012) found that videos kept
students’ attention, generated interest in the subject, and clarified course content.
There are many issues concerning grade12 senior high students in STEM and
social networking site participation. On one hand, there may be benefits for students
who use these sites properly and appropriately. Other research suggests that there are
clear risks involved when students become too consumed with the Internet and social
networking websites. It was discovered that social networking sites are the most
common used social media networks among students and also Wikipedia has the main
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resort point for students for research purposes. Students engage themselves with one
activity or the other on the various social media on day to day activities. However,
Undergraduates spend more time on Face book, Twitter and other social media through
smart phones that are now in abundance among these 17youths. Many students cannot
go for two-three hours without checking and updating their profiles on these social
networks even at the detriment of other activities such as educational and career
pursuit. Smart phones, android phones as well as tablets were seen to be the major
ways through which students gain easy access to the internet to be on the various
social media network platforms. Hence, for the purposes of this research project, the
researcher will examine the level of student addictiveness to social media, how often
they use them, how they use them, and how this is affecting their academic studies.
Research Hypotheses
The following hypotheses are generated by the researcher and were tested in this
study:
academic performance.
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2. Student’s exposure to social media network has no significant influence on students’
academic performance.
4. Age does not have significant influence on the use of social media.
As words may mean differently in different contexts, the following definitions are
given as the words used as intended to be understood for the purpose of this study.
Social Media: They are forms of electronic communication which facilitate interactive
base on certain interests. Social media include web and mobile technology
Social Networking Sites: A website where people put information about them and can
send to others. 18Social Networking: The use of internet to make information about
yourself available to other people especially people you share an interest with to send
messages to them.
Media: Are all those media technologies that are intended to reach a large audience by
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the method and procedure that was applied in this study. It
was organized under the following sub-headings: Research Design, Research Method
Used, Research Locale and Time of the Study, Population of the Study, Sample and
Research Design
The research design adopted for the study was a descriptive survey. This design
is considered apt because it enables the researcher to generate data through the
used in describing the Frequent used of social media, Students addictiveness to social
media, Students exposure to social media, and Use of social media. Correlation method
was employed to test the significant relationship among the students in behalf the
factors formerly mentioned towards the effects on the student academic performance.
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Research Locale and Time of the Study
Research Locale. Romblon National High School (RNHS) was selected where the
study was conducted. Romblon was the primary respondents of this research study came from.
The School is located in Barangay Bagacay, Tarifa St. Romblon, Romblon. From June to
ROMBLON NATIONAL
HIGH SCHOOL
Figure 1. Map showing the location of Romblon National High School, High School Campus
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Population of the Study
School, Romblon High School is 447. Only the Grade 12 students in the STEM strand
The sampling procedure that was utilized in this study is a Simple Random
Sampling.
Research Instrument
desired information from the students. The questionnaire was divided into two sections
(A and B). Section A was for collection of information on personal data of respondents
while Section B consisted of questions that elicited responses from the respondents
with response options: Strongly Agree (SA), Agree (A), Fair (F), Disagree (D) and
The researcher collected the needed data through the use of questionnaire and
its administration in the selected faculties. The administration of the questionnaire were
carried out by the researcher. A total of 63 copies of the questionnaire were distributed
22
to each individual to elicit responses from the students and retrieved on the spot by the
researcher.
The list of the respondents was taken from the primary respondent of this
research. After securing permission from the facilitator, the questionnaires will be
𝑓
𝑃= 𝑥100
𝑁
Where:
N = total cases/population
100= constant
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2. Weighted Mean to determine the level of Media exposure of the respondent. The
∑𝑊𝑓
W𝑥̅ = 𝑁
Where:
∑ = sum
N = total population
students and their academic performance. The formula for person r is:
n∑xy − ∑x∑y
𝑟𝑥𝑦 =
√[n∑x 2 − (∑x)2 ][n∑y 2 − (∑y)2 ]
n = Number of respondents
24
∑xy = the sum of the product of the variable x and y
25
CHAPTER IV
This chapter presents the results and discussion from this study in four sections
Presentation of Pearson r
Discussion of Findings
Rhyolite 28 50
Total 56 100
The table 1 shows the distribution of students in the selected sections as follows: 28
Obsidian students (50%) and 28 Rhyolite students (50%). A total of 56 students (100%)
available to be our respondents.
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Table 2: Presentation of Demographic Data
The table 2 shows the demographic data of the participants:3 respondents representing
(5%) were the age of 16, 32 representing (57%) were the age of 17, 19 representing
(34%) were the age of 18 and 2 represent (4%) were the age of 19; 34 representing
(63%) of the respondent were Male and 20 representing (37%) were Female.
Messenger 35 32
Twitter 9 8
Instagram 10 9
Others
Tumblr 2 2
Pinterest 1 0.9
1 0.9
Wattpad
1 0.9
Google
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The table 3 shows the social media most use by the respondents as follows: 51
respondents (8%) use Twitter and 10 respondent (9%) use Instagram; Other specify
social media follows: 2 respondent (2%) use Tumblr,1 respondent (0.9%) use Pinterest,
28
I used helpful
information for my
4 18 28 10 0 0 56
studies from different
sources.
90 96 56 24 14 280
Total Percentage
(32%) (34%) (20%) (9%) (5%) (100%)
The table 4 shows that 90 (32%) of the participants’ responded “Agree” that the frequent
used of social media has an effect on the students’ academic performance,90 (32%)
Strongly Agree, 56 (20%) Fair, 24 (9%) Disagree and 14(5%) Strongly Agree.
Being prone to
online social
network is my
6
problematic issue 11 16 21 5 3 56
that affects my
academic life.
(20%) (29%) (37%) (9%) (5%) (100%)
Online social
7 networks distract 13 18 20 4 1 56
me from my studies.
(23%) (32%) (36%) (7%) (2%) (100%)
29
Hours spent online
can never be
8 compared to the 12 20 18 5 1 56
number of hours I
spend reading.
(21%) (36%) (32%) (9%) (2%) (100%)
There is no
improvement in my
grades since I
9 7 11 15 16 7 56
became engaged
into these social
sites.
(12%) (20%) (27%) (29%) (12%) (100%)
I can consider
myself as a frequent
10 13 22 16 3 2 56
user of social
media.
(23%) (39%) (29%) (5%) (4%) (100%)
56 87 90 33 14 280
Total Percentage
(20%) (31%) (32%) (12%) (5%) (100%)
The table 5 shows 90(32%) of the participants responded “Fair” that student’s
addictiveness to social network is on the students will to let them influence their
30
I usually have
unlimited access to
social media and
12 this has affected my 6 10 21 13 6 56
academic
performance
negatively.
(11%) (18%) (37%) (23%) (11%) (100%)
I became advanced
with the lessons and
13 3 19 21 12 1 56
activities by staying
online.
(5%) (34%) (38%) (21%) (2%) (100%)
Social Media
doesn’t affect my
academic
14 11 17 20 7 1 56
performance but
negatively affect my
health.
(19%) (30%) (36%) (13%) (2%) (100%)
43 98 83 41 15 280
Total Percentage
(15%) (35%) (30%) (15%) (5%) (100%)
The table 6 shows that 98(35%) of the participants responded “Agree” that the students
(15%) Strongly Agree, 83(30%) Fair, 41 (15%) Disagree and 15(5%) Strongly Disagree.
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Table 7. Use of Social Media
I use materials
gotten from blogging
18 sites to complement 4 27 20 3 2 56
what I have been
taught in class.
(7%) (48%) (36%) (5%) (4%) (100%)
I can participate in
school activities
20 11 19 18 4 4 56
whenever I’m using
social media.
(20%) (34%) (32%) (7%) (7%) (100%)
52 108 81 26 13 280
Total Percentage
(18%) (39%) (29%) (9%) (5%) (100%)
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The table 7 shows that 108(39%) of the participants responded “Agree’ that the using of
social media had an influenced to the academic performance of the students. 52(18%)
Items WM DI
1. I put a check on the social media(s) where I’m mostly exposed. 4.28 A
2. Social media is a big help in my academic performance. 4.10 A
3. I’m always online to check my notifications and messages. 4.01 A
4. I used helpful information for my studies from different sources. 4.14 A
5. I do not use social media for my studies. 2.60 DA
Overall Weighted Mean 3.86 A
The table 8 shows that the overall weighted mean is 3.86 which agree that students of
grade 12 Stem uses social media frequently and base on the weighted mean of the
33
items 1-4 they agree that they always open up their social media accounts for their
social life and on the No.5 item the weighted mean disagree to the statement if they use
social media in their studies. They agree that they frequently use social media only for
their social life and does not include social media in terms of their studies.
Items WM DI
6. Being prone to online social network is my problematic
2.58 F
issue that affects my academic life.
7. Online social networks distract me from my studies. 3.67 A
8. Hours spent online can never be compared to the number
1.87 DA
of hours I spend reading.
9. There is no improvement in my grades since I became
2.91 F
engaged into these social sites.
10. I can consider myself as a frequent user of social media. 2.73 F
Overall weighted mean 2.75 F
The table 9 shows the overall weighted mean is 2.75 which is fair to the student’s
dependable only on the students, it’s up to them to let their addictiveness affect their
academic performance.
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Table 10. Level for the Exposure of students to social media network.
Items WM DI
11. I solely rely on information gotten from Wikipedia to do my
3.33 F
assignments without consulting other sources.
12. I usually have unlimited access to social media and this has affected
2.94 F
my academic performance negatively.
13. I became advanced with the lessons and activities by staying online. 3.19 F
14. Social Media doesn’t affect my academic performance but negatively
5.82 SA
affect my health.
15. I’m aware that exposure in social media affects my time. 4.1 A
Overall weighted mean 3.87 A
The table 10 shows the overall weighted mean is 3.87 which they agree that they are
expose to social media. In items no.11-13 the results are all Fair, which exposing to
social media has only 50-50 chance to affect their academic performance, in item no. 14
the weighted mean is 5.82 which they are strongly agree that it affects their health
negatively for the reason being expose every day and in no.15 the weighted mean 4.1
which they agree that they are aware that social media affects their time but still they
Items WM DI
16. Social media helps me in my studies especially when doing
4.17 A
researches.
17. Utilizing the social media helps me in my school performance. 3.69 A
18. I use materials gotten from blogging sites to complement what I have
2.78 F
been taught in class.
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19. Social media has no relation with what I learn in school. 2.94 F
20. I can participate in school activities whenever I’m using social media. 3.51 A
Overall weighted mean 3.41 F
The table 11 shows that the overall weighted mean is 3.14 which is fair in using the
social media. Items no. 16, 17 and 20 agree to the point that when they uses a social
media on an activity in school he/she can do well. In item no. 19 the weighted mean is
2.9 is fair, it is only fair to them on what they has something to do with social media.
Table 12. Pearson correlation between Social Media and the academic performance of
students.
Independent Dependent
Pearson r Sig.(2 tailed) Remarks
Level for the frequent used of Social
0.415 0.354 S**
Media.
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Legend:
S Significant.
NS Not significant
The table 12 denotes the Pearson correlation between the social media and the
academic performance of grade 12 students. The table indicates that the probability
value of .354 for academic performance of grade 12 students is greater than the .01
level of significance in the use of social media in terms of “Frequently used social
network and use of social media” This means that there is a significant relationship
The data reveal that the level of Social media is significantly related to the
37
CHAPTER V
This study investigated the social media and academic performance of the
student’s in Romblon National High School. The descriptive survey research design was
students, a simple random sampling technique was used for the selection. A self-
developed Liker-type scale titled “Social media and Academic Performance of Students
Questionnaire (SMAAPOS)” thoroughly scrutinized by the validators was used for data
collection. The instrument was validated and found to be reliable. It was personally
administered by the researcher. The data collected were analyzed with the use of
Pearson r. The results obtained showed that, Students’ addictiveness to social network
social media has significant influence on the academic performance of the students.
Conclusion
The result from the findings of this study showed that, with the use of Social
media it has a positive effects on the Grade 12 STEM students on their academic
performance although it may seem that the students sticks around more on their social
38
life but when it comes to their studies they use social media for academic purposes.
Social media is a major factor that affects the academic performance. Showing in this
Students may use social media regularly for their social life but when it comes to their
studies they used it responsibly, having proper knowledge and for research purposes
mostly.
The findings of this study and earlier ones showed some noteworthy results. The
first category shows that the respondents agree for the frequent used of social media,
they often used social media for their social life and for their academic performance.
The second category shows that the respondents fairly agree with their addictiveness to
social media, having not all the time they use open their social sites. The third category
shows that the respondents agree that exposure in social media affects their time and
health negatively and their academic performance positively, and the fourth category
shows that the respondents agree that social media helps them in their academic
performance, influencing the academic performance of students, that is, social media
Recommendations
In the light of the findings of this study, the following recommendations are made:
performance.
39
2. Students should be monitored by teachers and parents on how they use these sites.
3. Teachers should ensure they use the social media as a tool to improve the academic
4. Students should better manage their study time in and prevent distractions that can
be provided by the social media. There should be a decrease in the number of time
5. Social Networking Sites should be expanded and new pages should be created to
performance.
6. The students should create a balance between chit-chatting and academic activities.
40
REFERENCE
Andreas M., Haenlein Michael (2010). "Users of the world, unite! The challenges and
opportunities of social media". Business Horizons 53 (1). p. 61.
doi:10.1016/j.bushor.2009.09.003.
Annie Ward, Howard W. Stoker, Mildred Murray-Ward (1996), Achievement and Ability
Tests –Definition of the Domain. Educational Measurement, 2, University Press of
America, pp. 2–5, ISBN 978-0-7618-0385-0
Asemah, E.S and Edegoh, L.O.N. (2012). Social media and insecurity in Nigeria: a
critical appraisal. Being a paper presented at the 15th National Conference of African
Council for Communication Education, which took place at the conference Hall of
Federal University of Technology, Minna, Nigeria.
Barker, V. (2009). Older adolescents’ motivations for social network site use: The
influence of gender, group identity, and collective self-esteem. Cyber Psychology and
41Behavior, 12, 209-213. 41
41
APPENDICES
42
APPENDIX A
LETTER ASKING PERMISSION TO CONDUCT STUDY
Department of Education
Romblon National High School
Romblon, Romblon
Madam;
Greetings!
We, the undersigned STEM students of Romblon National High School, Romblon,
Romblon are undergoing a research study entitled “SOCIAL MEDIA EXPOSURE AND THE
ACADEMIC PERFOMNACE OF GRADE 12 STUDENTS IN THE STEM STRAND”. This
undertaking is a partial fulfillment of the requirements in Research this first semester
In connection with this, we would like to seek permission from your good office to conduct
this study in your school and with your Grade 12 STEM students. Assured that student records
and their identity will be kept confidentially and the data gathered from them will solely be used
for educational purposes only, we are anticipating for your consideration and approval on this
matter. Thank you and God Bless.
Respectfully Yours,
Denzel Jay M. Fradejas
James Von G. Nicolas
Irra Lyn M. Malupa
Ronnel M. Mesana
Noted By:
Recommending Approval:
43
APPENDIX B
LETTER FOR THE VALIDATORS
_______________________
_______________________
Sir/Madam:
Greetings of peace and love!
44
APPENDIX C
VALIDATION FORM
SOCIAL MEDIA EXPOSURE AND THE ACADEMIC PERFORMNACE OF GRADE12
STUDENTS IN THE STEM STRAND
STUDENTS A.Y. 2017-2018
Validator’s Profile
Name:
Age: Gender:
Years of Service:
Degree
Bachelor:
Master’s:
Doctorate:
45
APPENDIX D
VALIDATOR’S PROFILE
EXPERT 1
AGE:
PRESENT POSITION:
EDUCATIONAL ATTAINMENT:
LENGTH OF SERVICE:
EXPERT 2
AGE:
PRESENT POSITION:
EDUCATIONAL ATTAINMENT:
LENGTH OF SERVICE:
EXPERT 3
AGE: 23
PRESENT POSITION: Oral Communication Teacher
EDUCATIONAL ATTAINMENT: BSED English, MAED English
LENGTH OF SERVICE: 1 year
46
APPENDIX E
Directions: Kindly put a check mark (/) under the codes corresponding to the degree
of relevance of the items under each criterion. The codes on the degree of
relevance are as follow:
CODE DEGREE OF RELEVANCE
R Relevant
FR Fairly Relevant
IR Irrelevant
NR Need Revisions
47
from different sources.
5. I do not use social media for my studies.
STUDENTS ADDICTIVENESS TO
SOCIAL MEDIA
6. Being prone to online social networks is
my problematic issue that affects my
academic life.
7. Online Social networks distract me from
my studies.
8. Hours spent online can never be
compared to the number of hours I spend
reading.
9. There is no improvement in my grades
since I became engaged into these social
networking sites.
10. I can consider myself as a frequent
user of social Media.
EXPOSURE OF STUDENTS TO SOCIAL
MEDIA NETWORK
11. I solely rely on information gotten from
Wikipedia to do my assignments without
consulting other sources.
12. I usually have unlimited access to
social media and this has affected my
academic performance negatively.
13. I became advanced with the lessons
and activities by staying online.
14. Social Media doesn’t affect my
academic performance but negatively
affect my health.
15. I’m aware that exposure in social
media affects my time.
USE OF SOCIAL MEDIA
16. Social media helps me in my studies
especially when doing assignments.
17. Utilizing the social media helps me in
my school activities.
18 I use materials gotten from blogging
sites to complement what I have been
taught in class.
19. Social Media has no relation with what
I learn in school.
20. I can participate in school activities
whenever I’m using Social Media.
48
APPENDIX F
QUESTIONNAIRE FOR THE RESPONDENTS
DIRECTIONS: Please read carefully and tick (√) the appropriate column for each
statement as promptly as possible. All information gathered shall be used purely for
research purpose and shall be treated with confidentiality.
A. Demographic Data
SECTION: ____________________
AGE: 16 [ ] 17 [ ] 18 [ ] 19 [ ]
B. Questionnaire Proper
DIRECTIONS: Choose and put a check on the following social media you frequently
used. If the social media you use is not given, kindly specify.
I. Frequently Social Media Used:
Specify: ___________
49
Code Degree
SA Strongly Agree
A Agree
FFair
DDisagree
SD Strongly Disagree
S/N ITEMS SA A F DA SD
Frequently Used Social Media
1 I put a check on the social media where
I’m mostly exposed.
2 Social Media is a big help in my
academic performance.
3 I’m always online to check my
notifications and messages.
4 I used helpful information for my studies
from different sources.
5 I do not use social media for my studies
Students Addictiveness to Social
Media
6 Being prone to online social networks is
my problematic issue that affects my
academic life.
7 Online Social networks distract me from
my studies.
8 Hours spent online can never be
compared to the number of hours I
spend reading.
9 There is no improvement in my grades
since I became engaged into these
social networking sites.
10 I can consider myself as a frequent user
of social media.
Exposure of Students to Social
Media Network
11 I solely rely on information gotten from
50
Wikipedia to do my assignments without
consulting other sources.
12 I usually have unlimited access to social
media and this has affected my
academic performance negatively.
13 I became advanced with the lessons
and activities by staying online.
14 Social Media doesn’t affect my
academic performance but negatively
affect my health.
15 I’m aware that exposure in social media
affects my time.
Use of Social Media
16 Social media helps me in my studies
especially when doing researches.
17 Utilizing the social media helps me in
my school performance.
18 I use materials gotten from blogging
sites to complement what I have been
taught in class.
19 Social Media has no relation with what I
learn in school.
20 I can participate in school activities
whenever I’m using Social Media.
THANK YOU!
51
APPENDIX G
CODING SHEET
52
Respondent x1 x2 x3 x4 y X1^2 x2^2 x3^2 x4^2 y^2 x1y x2y x3y x4y
#
1 3.8 3.4 3.8 3.8 87 14.44 11.56 14.44 14.44 7569 330.6 295.8 330.6 330.6
2 3.2 3.4 3.8 3.2 86 10.24 11.56 14.44 10.24 7396 275.2 292.4 326.8 275.2
3 3.4 3.6 2.8 3 85 11.56 12.96 7.84 9 7225 289 306 238 255
4 4 3.2 2.8 3.2 86 16 10.24 7.84 10.24 7396 344 275.2 240.8 275.2
5 4.2 4 4 3.6 92 17.64 16 16 12.96 8464 386.4 368 368 331.2
6 4 3.2 3.6 3.4 87 16 10.24 12.96 11.56 7569 348 278.4 313.2 295.8
7 3.8 4.6 4.2 3.6 92 14.44 21.16 17.64 12.96 8464 349.6 423.2 386.4 331.2
8 3.4 3.4 3.2 2.6 85 11.56 11.56 10.24 6.76 7225 289 289 272 221
9 3.8 2.4 2.8 3 83 14.44 5.76 7.84 9 6889 315.4 199.2 232.4 249
10 4 3.2 2.6 3.6 86 16 10.24 6.76 12.96 7396 344 275.2 223.6 309.6
11 4.4 3.8 3.4 3.6 89 19.36 14.44 11.56 12.96 7921 391.6 338.2 302.6 320.4
12 4.2 3.8 4.2 4.2 91 17.64 14.44 17.64 17.64 8281 382.2 345.8 382.2 382.2
13 4.4 3.8 3.8 5 93 19.36 14.44 14.44 25 8649 409.2 353.4 353.4 465
14 3.6 4.6 3 3 87 12.96 21.16 9 9 7569 313.2 400.2 261 261
15 3.6 3.4 3.4 3.4 86 12.96 11.56 11.56 11.56 7396 309.6 292.4 292.4 292.4
16 3.8 3 3 3.2 85 14.44 9 9 10.24 7225 323 255 255 272
17 3.8 4.2 4.6 4.2 92 14.44 17.64 21.16 17.64 8464 349.6 386.4 423.2 386.4
18 4 4.2 3.8 4.8 91 16 17.64 14.44 23.04 8281 364 382.2 345.8 436.8
19 4.2 4 3 4 89 17.64 16 9 16 7921 373.8 356 267 356
20 4.6 3 3.4 3.4 87 21.16 9 11.56 11.56 7569 400.2 261 295.8 295.8
21 4.4 3.4 3.8 3.2 90 19.36 11.56 14.44 10.24 8100 396 306 342 288
22 3.2 2.6 2.8 3.2 83 10.24 6.76 7.84 10.24 6889 265.6 215.8 232.4 265.6
23 4.2 2.8 3.8 3.8 87 17.64 7.84 14.44 14.44 7569 365.4 243.6 330.6 330.6
24 4.6 3.4 3.6 4.2 91 21.16 11.56 12.96 17.64 8281 418.6 309.4 327.6 382.2
25 3.4 3.8 2.8 3 86 11.56 14.44 7.84 9 7396 292.4 326.8 240.8 258
26 4.6 4.8 4 3.4 92 21.16 23.04 16 11.56 8464 423.2 441.6 368 312.8
27 4.2 2.2 2 2.8 83 17.64 4.84 4 7.84 6889 348.6 182.6 166 232.4
53
28 3.8 2.8 2.4 3.4 84 14.44 7.84 5.76 11.56 7056 319.2 235.2 201.6 285.6
29 3.6 3.4 3.6 4 87 12.96 11.56 12.96 16 7569 313.2 295.8 313.2 348
30 2.4 5 4.2 3.2 90 5.76 25 17.64 10.24 8100 216 450 378 288
31 4.2 3.6 2.8 3.2 90 17.64 12.96 7.84 10.24 8100 378 324 252 288
32 3.4 3.2 3.6 4 90 11.56 10.24 12.96 16 8100 306 288 324 360
33 4.2 3.6 3.2 3.6 89 17.64 12.96 10.24 12.96 7921 373.8 320.4 284.8 320.4
34 3.2 3.2 3.4 3.2 89 10.24 10.24 11.56 10.24 7921 284.8 284.8 302.6 284.8
35 4.6 4.2 4 4.2 95 21.16 17.64 16 17.64 9025 437 399 380 399
36 4 3.8 4 4 91 16 14.44 16 16 8281 364 345.8 364 364
37 3.4 1.8 2.6 4 88 11.56 3.24 6.76 16 7744 299.2 158.4 228.8 352
38 3.4 3.2 3.6 3.8 90 11.56 10.24 12.96 14.44 8100 306 288 324 342
39 3.2 2.2 3.2 2.4 87 10.24 4.84 10.24 5.76 7569 278.4 191.4 278.4 208.8
40 5 4.4 3.6 4.4 95 25 19.36 12.96 19.36 9025 475 418 342 418
41 3.8 3.2 2.6 2.6 90 14.44 10.24 6.76 6.76 8100 342 288 234 234
42 5 5 5 5 90 25 25 25 25 8100 450 450 450 450
43 3.4 3.2 3.8 3 88 11.56 10.24 14.44 9 7744 299.2 281.6 334.4 264
44 3.2 3.6 2.4 3.6 89 10.24 12.96 5.76 12.96 7921 284.8 320.4 213.6 320.4
45 3.8 4.6 3.6 3.4 89 14.44 21.16 12.96 11.56 7921 338.2 409.4 320.4 302.6
46 4.2 3.8 4.2 4.2 93 17.64 14.44 17.64 17.64 8649 390.6 353.4 390.6 390.6
47 3.2 2.4 3.2 3.4 86 10.24 5.76 10.24 11.56 7396 275.2 206.4 275.2 292.4
48 3.8 2.8 2.4 2 86 14.44 7.84 5.76 4 7396 326.8 240.8 206.4 172
49 3.6 3.4 3 3.2 88 12.96 11.56 9 10.24 7744 316.8 299.2 264 281.6
50 3.6 4.2 3.6 3.6 90 12.96 17.64 12.96 12.96 8100 324 378 324 324
51 3.6 2.6 3 2.8 87 12.96 6.76 9 7.84 7569 313.2 226.2 261 243.6
52 3 2.6 3.4 3.4 88 9 6.76 11.56 11.56 7744 264 228.8 299.2 299.2
53 3.4 3.4 3.4 3.4 89 11.56 11.56 11.56 11.56 7921 302.6 302.6 302.6 302.6
54 4.4 3.2 3.6 4.4 93 19.36 10.24 12.96 19.36 8649 409.2 297.6 334.8 409.2
55 3.6 3 3.4 3.2 91 12.96 9 11.56 10.24 8281 327.6 273 309.4 291.2
56 3.4 3 3.4 3.6 91 11.56 9 11.56 12.96 8281 309.4 273 309.4 327.6
214.2 193.6 407.8 197.6 4964 5161.6 697.36 665.48 1362.8 440484 19022 459506 16920 17575
54
Pearson’s r x1 x2 x3 x4
55