SOCIAL MEDIA OVERLOAD: A CORRELATIONAL STUDY BETWEEN SOCIAL

MEDIA USE (FACEBOOK) AND SOCIAL BEHAVIOR OF THE SENIOR HIGH

SCHOOL STUDENTS OF DVOREF-SHS

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

Department Dr. V. Orestes Romualdez Educational
Foundation, Tacloban City

In Partial Fulfilment of the Requirements for the

Subject Inquiries, Investigation, and Immersion

Submitted by:

AMBOY, GEWEL, B.

CAHIDO, ZHANNYL MAE, Y.

CAPACIO, RAVEN PAUL, L.

DAYON, OHDEZA SHANTEL, C.

PABLO, CRISTINA PAOLA, R.

PANGUE, CHARLES, D.

PEÑALOSA, HANS JUL, M.

2021
 ABSTRACT

Social media use among individuals, especially among students and teenagers, has been
steadily increasing in the past decade. In fact, according to recent statistics, a total of 4.48
billion people as of 2021 across the globe are active users of social media. This number is
significantly higher at around 13.13% compared to the past 10 years. Furthermore, 70% of the
total number of Facebook users, the leading social media platform, are students or teenagers
between the ages of 17-29. According to research studies, social media use among students has
been significantly linked to various behavioral problems like social isolation and social anxiety.
Further research studies reveal that prolonged use of social media among students can
significantly influence how they interact with others in the physical world. With this
established, the researchers of the study would want to determine whether there is an effect of
using social media on the social behavior of students. To solve this problem, the researchers of
the study employed correlational and descriptive statistics. Upon analysis of the data, the
researchers arrived at the following results. In terms of the students' frequency of using
Facebook, most students fall under the category of "Normal" (𝑥̅ = 2.99). This means that
majority of the students who participated in this study are normal users of social media. Normal
users mean that they use social media at a healthy and normal pace and not to the point of
addiction. In terms of the quality of the students' interaction, most students fall under the
category of "Sometimes" (𝑥̅ = 2.92). This means majority of the students sometimes encounter
problems in terms of socializing with other people outside social media. Sometimes means that
they encounter it occasionally and not all the time. Lastly, in terms of finding the correlation
or relationship between the two variables of the study (i.e., Facebook Use and Social Behavior),
the researchers found a relatively weak negative correlation (r = -0.049) between the two
variables. This means that, to some extent, changes in the social behavior of students are
affected by the amount of time they spend on their social media accounts. The researchers also
found out that social media positively impacts the social behavior of students. This means that
when students spend more time browsing their social media accounts, instead of developing
behavioral problems, they become much more sociable and confident in socializing with other
people outside the digital world.
 ACKNOWLEDGEMENT

The researchers would like to extend their heartfelt gratitude to the following people
for aiding and helping them throughout their research journey. Without them, the researchers
will not be able to finish this study. If it weren't for their efforts, this research study would not
be that reliable and probably would turn out badly.

To Mrs. Norvelyn C. Quiminales, the researchers would like to express their deepest
gratitude for her relentless support and guidance throughout this research study. Her
enthusiasm, knowledge, and exacting attention to detail have kept the researchers' work on
track from the first day of writing the paper to the final draft of the manuscript. The researchers
also would like to thank her never-ending support, and for always being available for any
inquiries we have in conducting our research study.

To the DVOREF-SHS Administration, the researchers extend their warmest gratitude

for approving, supporting, and permitting them to conduct their data gathering procedure in
their institution.

To the randomly selected participants, the Grade 11 and 12 students of DVOREF

Senior High School, the researchers would like to thank them for their cooperation and
participation and for their trust in the researchers for handling their confidential data.

To their families and friends, the researchers extend their deepest gratitude for their
support and aid in this journey of finishing this research study.

And finally, to the Almighty God, for bestowing us his wisdom and knowledge in having
clear minds and thoughts in finishing this research paper. To all of you, we humbly express
our heartfelt gratitude. Thank You!!
 TABLE OF CONTENTS

Title Page …………………………………………………………………………………… i

Abstract …………………………………………………………………………………….. ii

Acknowledgement …………………………………………………………………………. iii

Table of Contents ………………………………………………………………………….. iv

CHAPTER I INTRODUCTION ………………………………………………………….. 1

Background of the Study ……………………………………………………….. 1

Statement of the Problem ………………………………………………………. 4

Research Hypothesis …………………………………………………………… 4

Conceptual Framework ……………………………………………………….... 5

Theoretical Framework ………………………………………………………… 5

Scope and Delimitations ……………………………………………………….. 6

Significance of the Study ………………………………………………………. 6

Definition of Terms …………………………………………………………….. 7

CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES …………….. 8

Review of Related Literature …………………………………………………… 8

CHAPTER III METHODOLOGY ………………………………………………………. 13

Research Design ……………………………………………………………….. 13

Research Locale ……………………………………………………………….. 13

Research Respondents …………………………………………………………. 14

Sampling Method ……………………………………………………………… 15

Data Gathering Procedure ……………………………………………………... 16

Research Instrument …………………………………………………………… 17

 Validation of Instrument ………………………………………………………. 17

Statistical Treatment …………………………………………………………… 18

CHAPTER IV ANALYSIS AND INTERPRETATION ………………………………... 20

CHAPTER V SUMMARY, CONCLUSION, AND RECOMMENDATIONS ……….. 27

Summary ………………………………………………………………………. 27

Conclusion …………………………………………………………………….. 29

Recommendations ……………………………………………………………... 29

REFERENCES …………………………………………………………………………… 31

APPENDICES ……………………………………………………………………………. 35

Appendix A …………………………………………………………………… 36

Appendix B …………………………………………………………………… 40

CURRICULUM VITAE …………………………………………………………………. 43

 1

CHAPTER I

INTRODUCTION

Background of the Study

The 21st Century has become a major forefront in today's modern technological
advancement and development. It has become an era where rapid expansions and
improvements in terms of the technological aspect of society can be seen constantly and
rampantly evolving. With the continuous development and advancement of modern technology
it has paved the way for new technological inventions and ideas to exist and already existing
technological products to improve to accommodate the growing and ever-changing needs of
the people and the society. One of the relatively new technological products brought upon by
the 21st Century's rapid expansion and development in modern technology is the Social Media
Platform.

The Social Media Platform, popularly known as social media, is a technological

platform made with the sole purpose of connecting, interacting, and socializing with other
platform users online. It is essentially a digital technology product emphasizing mostly on user-
generated content and platform user interaction (Kaplan & Haenlein, 2010). Other research
studies, such as that of Terry (2009), further defined social media as user-generated content
utilizing Internet-based publishing technologies, distinct from traditional print and broadcast
media.

Although these definitions of social media can provide a general and broad overview
of what social media is, it does not provide, however, the accurate and precise definition that
could differentiate social media from other related platforms. Even though definitions of the
said platform exist, there is still however a lack of formal, concise, and mutually-agreed-upon
definitions that can be used by academic researchers across various fields or areas of disciplines
in providing the precise and accurate definition of social media in their academic studies
(Effing, Hillegersberg, & Huibers, 2011; Kaplan & Haenlein, 2010; Xiang & Gretzel, 2012).

Carr & Hayes (2015) saw this as a problem, which is why in their research study, they
sought to provide a formal and precise description of social media that various researchers
worldwide could use. The researchers in the said study do this by extracting the essences and
common ideas from the pre-existing definitions of social media and combining those common
ideas to form a coherent and concise description of the said platform. After thorough research,
 2

the researchers of the study came up with a detailed yet concise explanation of the definition
of the aforementioned platform. Carr & Hayes (2015) defined social media as an "Internet-
based channel that allows users to interact opportunistically and selectively self-present, either
in real-time or asynchronously, with broad and narrow audiences who derive value from user-
generated content and the perception of interaction with others."

In recent years, the use of social media platforms among individuals has been
significantly growing in popularity worldwide. This can be attributed to the fact that most
people nowadays are highly dependent on technological products, primarily on social media,
to go through their day-to-day activities in life. The reason why most people around the world
are becoming highly dependent on technology, especially on platforms like social media, is
mainly due to the fact that technology has been a great tool in making people's life much easier
and more convenient to live with (Wardynski, 2019). It has been an efficient instrument in
easing people's workload and allowing easier communication and a natural flow of information
among individuals.

According to recent studies and statistics, an estimated number of 4.48 billion

individuals worldwide as of 2021 are users of social media platforms. This constitutes
approximately 56.8% of the world's total population. From this, 93.33% or approximately 4.8
billion of the total 4.48 billion are active users of social media (Dean, 2021). Of all the various
social media platforms that currently exist at this moment, Facebook is considered to be the
number one platform that has the most number of users. According to recent statistics, as of
2021, Facebook is currently boasting an estimated 2.74 billion active users worldwide (Karl,
2021). As a result, Facebook is now dubbed the leading social media platform reaching 59%
of social media users around the world (Abrams, 2020; Mohsin, 2021).

One of the primary target consumers of social media are teens, most specifically
students ranging from the age of 17 to 29. Surveys suggest that over 90% of teenagers
worldwide already have easy access to social media platforms, with approximately 75% of the
total 90% of users having at least one active social media profile by age 7 (Coppes, 2019).
Further statistics show that 70% of the total users of Facebook, the leading social media
platform, are teenagers or students within the age range of 17 to 29 years old (Dean, 2021).

This easy access to social media platforms is greatly facilitated by the fact that over
two-thirds of the teens today already have their own smartphones equipped with internet
services, making it easier for them to access various social media platforms online (Coppes,
 3

2019). In a study conducted in the year 2019, an estimated screen time of 7 hours and 22
minutes is taken by teenagers ranging from 13 to 18 in browsing through their social media
accounts (SmartSocial, 2020).

With this, parents around the world worry about whether the use of social media among
their teenage children can negatively affect their overall mental, emotional, and social
development. A survey conducted by Pew Researchers reveals that 65% of parents worldwide
expressed their concerns regarding their children's excessive screen time due to the excessive
use of social media platforms, specifically Facebook (SmartSocial, 2020).

Researchers in various disciplines and fields like medicine and psychology have already
tried to explore this phenomenon. Various researches and studies around the world have been
made and published to determine whether the use of social media among the youth can
significantly influence their overall development, most specifically on how it can affect the
way they interact with other people such as their friends, relatives, and peers or how it can
influence their social behavior in general.

However, after a thorough literature search and readings, the researchers in this study
have noticed that there are still a lot of areas that need to be tackled regarding this phenomenon.
Specifically, there are still a few research studies published in journals today that directly tackle
the influence of social media on the social behavior of students. Most of the research regarding
this phenomenon is mainly centered on the overall well-being of students as well as their
academic performance.

Furthermore, since this topic is still relatively fresh and new in the academic field for
social media is just starting to become popular in today's modern world because of the different
advancements and technological breakthroughs within our society, there is still a scarcity of
useful information that can provide a definitive answer regarding this problem. Moreover, there
is still not a single published study explaining the aforementioned phenomenon among the
senior high school students of Dr. V Orestes Romualdez Educational Foundation – Senior High
School Department (DVOREF-SHS).

With this established, the researchers of this study would like to take on this problem
to provide additional information to the existing body of knowledge concerning this
phenomenon. The researchers would want to determine through this research study whether
there is a correlation or relationship that mediates between social media use and students' social
behavior.
 4

Statement of the Problem

This study aims to identify the significant relationship between the student's use of
social media, primarily Facebook, and the student's social behavior.

Specifically, this study aims to answer the following questions:

1.) What are the profiles of the respondents?

1.1. Grade Level
1.2. Age
1.3. Gender
2.) What is the overall mean of the respondents on the Facebook-Intensity Usage Scale?
3.) What is the overall mean of the respondents on the Social Behavior Scale?
4.) Is there a significant relationship between the student's use of social media platforms
(i.e., Facebook) and the student's social behavior?

Research Hypothesis

This study aims to establish the significant relationship that mediates between the use
of social media among students and the changes in the way students socially interact with other
people outside the digital world.

The following are the hypothesis that the researchers have come up with based on the
determining variables of the study (i.e., independent and dependent variables):

Independent Variable: Student's use of social media.

Dependent Variable: Student's social behavior.

Hypothesis 1: There is no significant relationship between students' social media use

and social behavior.

Hypothesis 2: There is a significant relationship between students' social media use

and social behavior.
 5

Conceptual Framework

Student’s use of
social media
primarily
Facebook

Social
Cognitive
Theory

Student’s social
behavior

Theoretical Framework

Social Cognitive Theory

Social Cognitive Theory, developed by a renowned Stanford psychology professor

Albert Bandura, is a behavioral change theory that explains how people learn and integrate
behaviors based on their own experiences and what they observe from their environment. This
theory which emerged from Bandura's "Social Learning Theory," generally provides a
framework for understanding how people actively shape and are shaped by the environment
they are exposed to. There are three significant constructs in this theory that interact to
influence human behavior: personal factors, environmental factors, and aspects of behavior
itself.

In terms of its relevance, the aforementioned theory contains a wide variety of factors
that aid significance to our study. Through this theory, the researchers of this study can provide
in-depth analysis and explanation regarding how students change their behavior depending on
the environment they are exposed to, which in this case is the social media platform. With this
theory, we will be able to see how the social media environment can bring about change in the
 6

social aspect of students' behavior. Their environment significantly affects how they behave at
home and with other individuals. As stated, people learn from other people. Their actions and
views are impacted by the people they meet, and social media is a vast location where you can
speak with, meet, and learn from anyone.

Scope and Delimitation

This study is focused mainly on the student's background in social media usage and its
relationship to the student's behaviors. This study also limits its scope to individuals in a
selected institution in Tacloban City, primarily in the Dr. V Orestes Romualdez Educational
Foundation Senior High School Department (DVOREF-SHS) for the school year 2021-2022.

The students' background in social media was limited only to a specific platform, which
is Facebook because it is the most popular and actively used social media platform today
(Mohsin, 2021). Furthermore, the study is only focused on finding the correlation or significant
relationship between social media use and social behavior, not the causal relationship between
the two.

Significance of the Study

The study aspires to determine the significant relationship between social media,
primarily Facebook, and the social behavior of students. This study is deemed beneficial and
significant to a certain group of individuals. Listed below are some of the individuals that will
benefit from this study.

Teachers. This study will serve as a helpful instrument for developing the teachers'
understanding of how social media influences the students' social behavior. In addition, this
research will also help the teachers identify the drawbacks and strong points of using social
media as a tool for teaching.

Students. The results of the study will greatly benefit the students in establishing a
framework for a better understanding of their behaviors that will help them cope and adjust to
the methods being implemented today.

Parents. This research benefits the parents of the students to be more involved in their
children's mental and cognitive development by understanding their children's social behavior.
 7

Future Researchers. This study will help push for further research to be addressed by
the research gaps and significant differences found regarding the social behavior of students
by serving as a starting point or reference in exploring the topic and formulating new questions.

Definition of Terms

In this study, the following keywords adopt the following meanings:

Behavior refers to how one acts or conducts oneself, especially toward others.

Effect refers to the power to produce an outcome or achieve a result.

Influence is the capacity to affect the character, development, or behavior of someone or

something.

Needs refer to something thought to be a necessity or essential items required for life; wants
or desires.

Social behavior refers to a unique interaction among individuals, normally within the same
range of species, that is usually beneficial to one or more individuals.

Social Cognitive Theory is a theory that suggests that the individual's knowledge acquisition
can be directly related to observing others within the context of social interactions,
experiences, and media influences.

Social Media refers to a collection of interactive technologies that allow the creation, sharing,
and exchange of information, ideas, and other forms of expression via virtual communities
and networks.

Technology refers to any machinery or equipment that is developed from the application of
scientific knowledge.
 8

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter contains several literatures and studies from various credible sources,
which are reviewed to gain more insights regarding the effects of social media, primarily
Facebook, on the overall social behavior of students. The information presented in this chapter
will be used as a basis for the research study and will be beneficial in interpreting the results
and conclusion generated at the end of this research endeavor.

The Study of Social Media

Social Media is one of the emerging technological tools in today's modern and
technologically oriented society that is widely used by many, mostly by students and teenagers
alike, for online interaction, communication, and exchange of information. Since its humble
beginnings in the early 1990s, social media use among individuals has been steadily increasing
in popularity, and with it now becoming the leading technological platform in facilitating
today's communication and information exchange.

In a recent statistical study conducted by "Statista.com," a German-owned statistics and

database company specializing in market and consumer data, an estimated number of 4.48
billion people around the world are active users of social media. This number, according to
"Statista.com" is significantly higher at around 13.13% compared to the preceding year.
Furthermore, the same company also stated that the global number of social media users has
almost tripled as of this year compared to the number of users in the last decade, namely in
2010. From 970 million users in 2010, the numbers have tripled to around 4.48 billion people
as of July 2021 (Dean, 2021).

Along with this increase is the advent of various issues and problems centered on the
use of social media among individuals. Problems and issues like its effectiveness in relaying
information and facilitating communication, its influences on its users such as addiction and
mental health issues, and its primary role in the development of societies have emerged as a
result of the exponential increase in the number of social media users worldwide throughout
the decade. Because of the emergence of these problems, social media has become a primary
target for academic researchers worldwide to discuss in their academic research and studies.
Research studies from various fields and disciplines such as psychology, anthropology, and
sociology have been published discussing these phenomena and issues.
 9

However, although social media has been becoming a popular topic for academic
researchers to discuss in their academic studies, there is still a scarcity of useful information
and studies that can be used by researchers across disciplines in exploring the said research
phenomenon. This can be attributed to the fact that social media as a research topic is still
relatively new in the academic world, and our general understanding of social media is still not
quite deep enough.

Aside from it being relatively new, social media is also not permanent. It is always in a
state of constant change. According to Hogan & Quan-Haase (2010), social media is always in
constant change because new tools are constantly being updated with new features, policies,
and applications. Furthermore, social media users tend to migrate, in often unpredictable ways,
to new tools as well as to adopt multiple tools simultaneously, without showing consistent
media preferences (Quan-Haase, 2007). This general nature of social media is what makes it,
according to Hogan & Quan-Haase (2010), a relatively hard topic to study, which causes the
scarcity of the useful information regarding the said topic for academic scholars tackling this
field feels like social media landscape changes too quickly to fully grasp which leaves scholars
lagging behind.

Nevertheless, conducting a research study on this topic is never a waste of time because
doing so opens up new opportunities for the topic to develop in the academic world and new
information to add to the existing body of knowledge regarding this research phenomenon.
This is why the researchers in this study would like to conduct a research study regarding this
topic to provide more information and add new information to the already existing body of
knowledge.

To aid in analyzing and interpreting the results of this research endeavor, the
researchers of this study have collected a multitude of related literatures and studies from
various peer-reviewed journals and credible sources regarding the positive and negative effects
of social media on the behavior of students. The synthesis of each literature and study is
presented in the succeeding paragraphs of this chapter.

Positive Effects of Social Media

Students spend a lot of their time on social media both during the day and at night, and
it can be contended that such technologies play an important role in their daily lives. Students
join the internet or social groups reflecting aspects of their personality they wish to discover or
develop. (Kolek & Saunders, 2008; Umar & Idris, 2018). Connecting with extended family and
 10

friends and participating in local and global online communities can give students or teenagers
a sense of connection and belonging. Recently, student behaviors in online social networks
have been extensively examined and confer many benefits by providing access to a wide range
of information sources, which facilitate learning (Kolhar, Kazi, & Alameena, 2021; Greenhow
& Robelia, 2009).

The use of social networks can satisfy esteem as users can present themselves to friends
who think similarly and have common interests (Krasnova, Hildebrand, Guenther, Kovrigin,
& Nowobilska, 2008; Kaya & Bicen, 2016). Students can also pick up important health
promotion messages from social media and other media. This might include messages to
prevent youth depression and suicide, promote positive, respectful relationships, or encourage
healthy eating and lifestyle habits.

Furthermore, social media allows students increased access to their peers and increases
opportunities for self-disclosure, which can positively impact those looking to enhance
relationships, find support and make meaning out of suffering or challenges (Shapiro &
Margolin, 2014). True representations of self-online are linked to positive online and offline
relationships, a positive sense of community, and positive self-esteem (Shapiro & Margolin,
2014; Wright, White, & Obst, 2018). Sometimes the anonymity of the internet can be a bonus
if students want to explore aspects of their identity or want help with issues they're worried and
embarrassed about. The internet gives students good access to news and health information,
and many turn to the internet first to understand themselves and the world. Flad (2010) asserted
that when used as a tool, the internet has many advantages in sharing and cognitive innovation
among teens and students in general.

Negative Effects of Social Media

In the early 2000s, the Web became much more personal as social networking websites
were introduced and embraced by the masses. Since their introduction, social networking
websites have attracted millions of users, many of whom integrated their sites as a daily practice
(Abdulahi, Samadi, & Gharleghi, 2014). As helpful as it is, spending an excessive amount of
time on social media or the internet, on the other hand, can cause serious harm and the
formation of unhealthy habits and behaviors.

In a research study conducted by Abdulahi, Samadi, & Gharleghi (2014), they

mentioned that in the previous years, the main discussion that most people had was on the issue
of addiction to television, but in today's generation, all discussion now deals with internet
 11

addiction and the increased amount of time young people and adults spend on searching the
internet and social media.

Studies have shown that social media addiction symptoms can manifestn mood,
cognition, physical and emotional reactions, and interpersonal and psychological problems
(Hou, Xiong, Jiang, Song, & Wang, 2019). When you do not put social media or the internet
to proper and good use, you can develop a variety of internet addictions. According to Young
(1999), internet addiction is a broad phrase that encompasses various behaviors and impulse
control issues. She claims that there are five distinct subtypes:

1. Cyber sexual addiction. Compulsive use of adult websites for cybersex and cyberporn.
2. Cyber-relationship addiction. Over-involvement in online relationships.
3. Net compulsions. Obsessive online gambling, shopping, or day trading.
4. Information overload. Compulsive web surfing or database searches.
5. Computer addiction. Obsessive computer game playing.

Time spent on social network sites is shown to negatively impact academic

performance. As time spent on social networking sites increases, the academic performance of
the students is seen to deteriorate (Abdulahi, Samadi, & Gharleghi, 2014). Nowadays, many
secondary school students spend much time on social networking chatting with friends while
less time is spent on studying, which leads to distraction and lower performance in terms of
academic activities (Umar & Idris, 2018).

Kirschner & Karpinski (2010) discovered in their research that students who stated that
the internet created problems with their academics spent five times as much time online as
those who did not. They were also considerably more likely to state that their Internet use
caused them to stay up late, sleep less, and miss classes. Umar & Idris (2018) found in their
study that net addiction can cause a reduction in time spent on studies, a fundamental drop in
grades, low interest in extracurricular activities, and loss of interest in lessons. Furthermore,
net addiction amongst adolescents has been related to psychological and intellectual problems,
including anxiety, despair, and loneliness.

In a study carried out by Rosales, Medrano, Loving, & Morales (2020), they conclude
that when there is excessive usage, loss of control and tolerance, and withdrawal symptoms
that produce negative repercussions in everyday life and become a concern when other
psychopathological disorders may appear, addictive behavior is regarded to exist. The objective
 12

of their study was to develop an explanatory model of cyber victimization, depression, suicide
ideation, and addicted social media behavior.

These variables were tested using instruments on a total of 406 university students. A
significant correlation was found between addictive behavior toward social media, cyber
victimization, depression, and suicidal ideation. The model explained that cyber victimization
and depression could lead to two outcomes: an addictive behavior toward social media or
suicidal thoughts. Within the individual factors, victims who suffer aggression often
demonstrate negative emotional states such as anxiety, low self-esteem, depressive behaviors,
suicidal thoughts, loneliness, frustration, irritability, somatization, sleep disorders, and high
levels of permanent stress.

Cyber victimization contributes significantly to suicidal ideation, depression, and

anxiety over time of cyber harassment, suggesting bidirectional relations between them or
reciprocal relations (Wright M. F., 2016). Their findings showed that the sample reported some
characteristics of addictive behavior. This could be a warning sign of vulnerability in young
people. Depressive symptoms showed the highest correlation to addictive behavior toward
social media, coinciding with the study of addictions in general. The final model explains that
cyber victimization could lead to depression, followed by suicidal ideation. However,
depression could also lead to addictive behavior toward social media. Suicidal ideation doesn't
explain addictive behavior, which is why they could be considered as different consequences
of cyber victimization and depression.

In a study conducted by Abbas, Aman, Nurunnabi, & Bano (2019), they found out that
the usage of social media among university students in Pakistan has negatively influenced
student behavior compared to its positive counterpart. The excessive use of social media makes
students emotionally and physically imbalanced and results in dull or irritable behavior. Such
adverse impacts may cause health issues with excessive social media use, such as anxiety,
stress and depression disorders, brainwashing, cyberbullying, and privacy abuses. Overuse of
social media daily has been linked to an increase in the symptoms of other psychological
disorders such as antisocial conduct, mania, aggressive tendencies, anxiety, and depression.
 13

CHAPTER III

METHODOLOGY

This chapter presents a thorough discussion and explanation of the step-by-step

procedures taken by the researchers to satisfy the general and specific objectives of the research
study. The data found in this chapter includes the summary of the research design, research
locale, research respondents, sampling method, data gathering procedures, research instrument,
validation of the instrument, and statistical analysis used by the researchers in the study.

Research Design

To satisfy the general and specific objectives of the research study, the researchers in
this paper utilize the quantitative research design as an approach. Under the quantitative
approach, the researchers have employed the correlational research design.

Correlational research design, as defined by Creswell (2014), is a type of quantitative

research design in which the investigators in a research study utilize correlational statistics in
describing and measuring the degree of association or relation between two or more variables
of interest or sets of statistical scores. In this type of design, the researchers simply measure
the scores of the subjects in each of the variables without having to manipulate any of the
variables themselves to determine whether a relationship between the variables exists. The
primary goal of this design is to establish whether two or more variables in a research study
are related.

Since this study is heavily anchored on finding the relationship between two variables
which, in this case, the dependent (Social Behaviour) and independent (Facebook Use) variable
of the research study, this research design is deemed appropriate to be integrated for it allows
the researchers to uncover whether the variables of interests exhibits a certain degree of
association or relation. Moreover, this design also allows the researchers to measure the
individual scores of each variable and establish statistical patterns between them to determine
if the relationship or influence truly exists between the two.

Research Locale

The researchers of the study chose Dr. V. Orestes Romualdez Educational Foundation-
Senior High School Department (DVOREF-SHS), School Year (S.Y.) 2021-2022, as the locale
in which the study was conducted. The DVOREF-SHS educational institution is chosen as the
 14

locale of the study for the reason that the researchers themselves take their academics on the
said locale; hence they can gather data more easily and quantify the number of respondents
needed in the research study.

Furthermore, the said institution was also chosen due to the fact that most of the
students that take their academics in the said locale are teenagers ranging from the age of 16-
19, which are the target respondents of this research paper.

Figure 3.0 Map of Tacloban City, particularly

DVOREF-SHS where the study was conducted.

Research Respondents

Owing to the fact that the research study was conducted on Dr. V. Orestes Romualdez
Education Foundation-Senior High School Department (DVOREF-SHS), it might as well be
deemed appropriate to have the students of the said institution from Grade 11 and 12 across all
academic strands as the respondents of the research study. The Grade 11 and 12 students were
chosen because the students mostly enrolled in these grades are teenagers within the age range
of 16-19 years old, which are the target respondents of the research study. A decent number of
students from each grade level are chosen as respondents to participate in the data gathering
procedure.

The researchers of the study have used Slovin's Formula (see Figure 3.1) in determining
the appropriate sample size or the number of respondents that have taken part in the research
study.
 15

Figure 3.1 Slovin's Formula

𝑁
𝑛=
1 + 𝑁𝑒 2

where n is the sample size, N is the population of the respondents, and e is the margin
of error.

Since there are two grade levels of students who participated in the research study, the
population from each grade level is added to determine the total number of the student
population enrolled in DVOREF-SHS S.Y. 2021-2022. Using Slovin's Formula, the sample
size from the entire population is determined for easier distribution of the survey questionnaire
and to provide statistically sufficient and reliable data.

Using the formula above (Figure 3.1), if the total number of the student population in
both grade levels across academic strands when added is 741 and the margin of error is 5% or
0.05 with 95% or 0.95 confidence levels, the researchers have arrived at a sample size of 260
students (see Figure 3.2 for reference).

Figure 3.2 Grade 11 and 12 Sample Size

𝑁
𝑛=
1 + 𝑁𝑒 2

741
𝑛=
1 + (741)(0.05)2

741
𝑛=
1 + (741)(0.0025)

741
𝑛=
1 + 1.8525

741
𝑛=
2.8525

𝑛 = 259.77 ≈ 𝟐𝟔𝟎 𝑠𝑎𝑚𝑝𝑙𝑒𝑠 𝑓𝑟𝑜𝑚 𝑔𝑟𝑎𝑑𝑒 11 𝑎𝑛𝑑 12

Sampling Method

To avoid bias in choosing the respondents, the researchers of the study have utilized a
certain type of sampling technique. The researchers used a type of probability sampling
technique, most specifically the stratified random sampling technique, to choose the target
 16

respondents for the study. As described by Hayes (2020), the stratified random sampling
technique is a type of sampling methodology in which the population is divided into smaller
sub-groups called strata and randomly choosing samples from each sub-group according to the
researchers' intended sample size.

In this study, the researchers have divided the school's population into two sub-groups
based on the grade level (i.e., grades 11 and 12). After dividing the population into subgroups
or strata, the researchers designate numbers for each student on both grade levels. Afterward,
the researchers randomly chose 260 students, 130 from grade 11 and 130 from grade 12, using
an online random number generator. This technique eliminates the possibility of bias in
selecting the respondents for the study.

Data Gathering Procedure

To gather the data needed for the research study, the researchers first seek permission
from the principal of the institution in which the researchers have conducted their study in the
form of a formal letter. After the principal of the learning institution formally signs the letter
of permission, the researchers immediately proceed to start the data gathering process by
handing out the survey questionnaires to the 260 student respondents using online survey
forms, particularly Google Forms.

Before the data gathering starts, the researchers first show the letter of permission
signed by the principal to the students as proof that the researchers were permitted to survey
their institution. After showing them the letter of permission, the researchers then give them a
letter of informed consent which they have signed in order for the researchers to have formal
permission from the students themselves to conduct a survey on them as well as to serve as a
proof that they are aware that the data that they have provided in the survey will be used in the
research study.

After the student respondents have given their permission by signing the letter of
informed consent, the respondents then proceed to answer the given questionnaire. The
researchers gave the students enough time for them to be able to analyze and answer the
questions in the questionnaires clearly and carefully. After the student respondents answered
the questions, the researchers retrieved the answers for analysis.
 17

Research Instrument

The researchers have utilized a digital researcher-made survey questionnaire as the

primary instrument in gathering and collecting the data needed to satisfy the objectives of the
research study. The questionnaire is divided into three sections, with the first being the
"Demographics of the Respondents." The next two sections are based on the two determining
variables of the study, which are Facebook use and Social Behavior, and are titled; "Facebook-
Intensity Usage Scale" and "Social-Behavior Scale."

In the first section, the students are asked to provide their personal information, such as
their name (optional), grade level, age, and gender. In the second and third sections, the students
are asked a series of questions relating to the two variables of the study. The questions that are
in the questionnaire are structured in a Likert Scale fashion for easier analysis of data. The
survey questionnaire is made using an online platform, particularly Google Forms, for easier
distribution of the questionnaire to the respondents and easier analysis of the data gathered.

Overview of the Questionnaire

1. Demographics of Respondent
1.1. Name (Optional)
1.2. Grade Level
1.3. Age
1.4. Gender
2. Facebook-Intensity Usage Scale
3. Social-Behavior Scale

Validation of Instrument

The instrument designed for this study has been subjected to a validation process for
face and content validity.

In the validation process, the survey questionnaire was first sent to a professional
behavioral science professor to verify if the questions that appear in the survey questionnaire
are accurate and reliable in providing a conclusion free from vagueness and ambiguity. After
the verification of the questionnaire from a professional behavioral science professor, the
questionnaire is then sent to an expert statistician to verify if the questionnaire is statistically
sufficient to substantiate the needed data for the research study again.
 18

After the series of expert validation, the questionnaire finally undergoes a pilot test
using students in the same locale in which the study was conducted. A decent number of
students are chosen to participate in the pilot testing. This is done in order to see:

• how the subjects will react to the questionnaire;

• whether the items are clear enough and easily understood;
• whether there is the need to include more items in certain areas; or
• whether there are some items the subjects prefer not to respond to; as well as
• to determine the workability of the proposed method of data analysis for the study.

Minor revisions have been made after the pilot test of the research study, such as changing
the survey title, altering some of the questions, and clarifying the directions in the
questionnaire.

Statistical Treatment

The researchers in this study used the "Pearson Correlation Coefficient" to analyze the
data gathered through the survey procedure. The Pearson correlation coefficient, or the
Pearson's r or Pearson correlation as described by Fleetwood (2021), is a statistical analysis
tool used to measure the strength of a relationship or association between two continuous
variables. It finds out whether the two variables of interest in a research study have a connection
with one another. Moreover, Pearson correlation also calculates the effect of change in one
variable as the other variable exhibits changes.

Pearson correlation is considered to be the best statistical tool in terms of measuring the
association between two variables, for it is based on the method of covariance, which in
probability theory and statistics, can be defined as the measurement of the joint variability of
two variables or the situation in which one variable depends on the other variable
(StatisticsSolutions, 2021). Furthermore, Pearson correlation also gives information on the
magnitude of the association and describes the direction of the relationship between the two
variables.

Pearson correlation coefficient uses the Pearson Correlation Formula (refer to Figure
2.3) to find the relationship between the two variables of interest. It uses the values between -
1, 0, and 1 to determine if the relationship is positive, negative, or has no correlation.
 19

Figure 2.3 Pearson's Correlation Coefficient Formula

Σ(𝑥𝑖 − 𝑥̅ )(𝑦𝑖 − 𝑦̅)

𝑟=
√Σ(𝑥𝑖 − 𝑥̅ )2 Σ(𝑦𝑖 − 𝑦̅)2

where r is the correlation coefficient, 𝐱 𝐢 are the values of the x-variable in a sample, 𝐱̅
the mean of the values of the x-variable, 𝐲𝐢 are the values of the y-variable in a sample and 𝐲̅
is the mean of the values of the y-variable.

The Pearson's Correlation Coefficient is deemed appropriate as the statistical analysis

tool for the research study because it allows the researchers to determine whether the study's
independent and dependent variables have some form of connection or association with one
another. It also allows the researchers to measure the strength of correlation between the
variables, whether it is strong, weak, or does not correlate at all.
 20

CHAPTER IV

ANALYSIS AND INTERPRETATION

This chapter thoroughly discusses the analysis and interpretation of the statistical data
gathered through the survey procedure. The analysis and interpretation found in this chapter
will serve as a basis for answering the study's research questions. The discussions presented in
this chapter will be divided into three sections. Each section corresponds to the study's research
questions, namely, Demographic Profile of the Respondents, Overall Mean of the Respondents
on the Facebook Usage Scale and Social Behavior Scale, and the Correlation between the
dependent and independent variables of the study.

A. Demographic Data of the Respondents

This research study aims to determine whether there is a correlation or significant

relationship that mediates between students' social media use and students' social behavior. To
gather the data needed to answer the main objective of this study, Grade 11 and 12 students
from DVOREF-SHS, regardless of the strand, were asked to participate as respondents. Table
4.0 shows the demographic data of the respondents who participated in this study.

Table 4.0
Demographic Data of the Respondents based on Grade Level, Age, and Gender

Category Sub-Category Frequency, n Percentage, %

51.2%
Grade Level Grade 11 86 Students
48.8%
Grade 12 82 Students
Total 168 Students 100%
10.1%
16 years old 17 Students
42.3%
Age 17 years old 71 Students
39.3%
18 years old 66 Students
8.3%
19 years old 14 Students
Total 168 Students 100%
31%
Gender Male 52 Students
69%
Female 116 Students
Total 168 Students 100%

As shown in table 4.0, a total number of 168 students from grades 11 and 12 were asked
by the researchers to take part in this research study as respondents. Out of 168 students, 86
from grade 11 and 82 from grade 12 answered the survey, which is approximately 51.2% and
 21

48.8%, respectively, of the total number of respondents. Based on this data, the total number
of respondents from grade 11 is higher than the total number of respondents from grade 12.
This denotes that majority of the respondents who answered the survey came from grade 11,
with a percentage difference of 4.8% compared to those from grade 12.

In relation to gender, 52 students or 31% of the total respondents identified themselves

as male, and 116 students or 69% of the total respondents identified themselves as female. This
data shows more female students answered the survey than male respondents, with a percentage
difference of 76.2%.

In terms of age, from a total of 168 respondents, 17 students (10.1%) were 16 years old,
71 students (42.3%) were 17 years old, 66 students (39.3%) were 18 years old, and 14 students
(8.3%) of the total respondents were 19 years old. According to this data, the number of
students who answered the survey within the age of 17 is significantly higher than those who
answered the survey within the age of 16, 18, and 19. This means that more students within the
age of 17 answered the survey questionnaire compared to that in other age brackets.

B. Overall Mean of Respondents on Facebook-Intensity Usage Scale and Social

Behavior Scale

B.1. Overall Mean of Respondents on Facebook-Intensity Usage Scale

Table 4.1
Interpretation of Responses in the Facebook-Intensity Usage Scale

Mean SD Interpretation
Question 1 3.90 1.036 Moderate
Question 2 3.37 1.329 Moderate
Question 3 3.08 1.318 Normal
Question 4 2.86 1.358 Normal
Question 5 3.45 1.409 Moderate
Question 6 3.18 1.220 Normal
Question 7 2.71 1.240 Normal
Question 8 2.25 1.136 Low
Question 9 2.65 1.209 Normal
Question 10 2.46 1.137 Low
Average 2.99 0.997 Normal

The interpretation of the responses of the students in the Facebook-Intensity Usage

Scale is shown in table 4.1. As shown in the table, most of the students' responses to each of
the questions in the scale fall under the interval of "Normal" based on the Likert Scale
 22

Questionnaire Interpretation procedures of Pimentel (2010). This suggests that most of the
respondents in the Facebook-Intensity Usage scale are "Normal Users of Social Media."
Normal users mean that they only use social media, particularly Facebook, at a normal and
healthy pace and not to the point of addiction.

According to Bennett (2018), an individual's social media use is considered healthy and
normal if it is only used solely for entertainment, connection, and keeping in touch with
relatives and friends. Most of the respondents in the Facebook-Intensity usage scale say that
they only use Facebook to connect and stay in touch with their friends and loved ones.
However, according to the respondents, connecting with their friends and relatives using social
media is not necessarily enough, and this does not make them significantly happy. In fact,
according to the results, as shown in table 4.1, particularly in the 10th item of the survey, which
measures the extent of their contentment and happiness in using social media as a means for
socialization, most of the respondents scored a relatively low score denoted by the low mean,
which is interpreted as "Low." This suggests that most students are not content and unhappy if
they socialize with their friends through social media. Most of them prefer in-person and face-
to-face interaction. This also means that the students do not let social media affect and/or
control their level of interaction with others which further proves the conclusion that they are
"Normal Users" of social media.

Furthermore, according to Hunt, Marx, Lipson, & Young (2018), normal and healthy
social media usage constitutes a screen time of approximately 30 minutes per day. As shown
in table 4.1, most respondents scored relatively high in the 1st and 2nd items of the survey, which
measures the frequency of their social media usage. The mean of their scores is interpreted as
both "Moderate." This suggests that most students spend time on social media in a slightly
higher time compared to the 30-minute limit. Although the results show that most students do
not abide by the 30-minute rule, this does not mean that their social media usage is not normal,
as their deviation is just slightly off from the normal time limit.

Overall, based on the overall mean score of the respondents in the Facebook Intensity
Usage Scale, most of the students fall under Normal Users of Social Media, which means that
they use social media at a normal and healthy pace and not to the point of addiction.
 23

B.2. Overall Mean of Respondents in the Social Behavior Scale

Table 4.2
Interpretation of Responses in the Social Behavior Scale

Mean SD Interpretation
Question 1 3.03 0.957 Sometimes
Question 2 3.13 1.006 Sometimes
Question 3 3.14 1.118 Sometimes
Question 4 3.27 1.176 Sometimes
Question 5 3.51 1.148 Often
Question 6 3.30 1.114 Sometimes
Question 7 3.50 1.027 Often
Question 8 3.59 1.096 Often
Question 9 3.37 1.024 Sometimes
Question 10 3.66 1.031 Often
Average 2.92 0.829 Sometimes

The interpretation of the responses of the students in the Social Behavior Scale is shown
in table 4.2. As shown in the table, most of the ratings in each of the items, as well as the overall
average or mean score of the respondents, fall under the interval for "Sometimes" based on the
Likert Scale Questionnaire Interpretation procedures of Pimentel (2010). This result suggests
that most students who answered the survey "sometimes" encounter problems in terms of
socializing and interacting with others outside social media, such as their friends, relatives, and
loved ones. Social interaction problems included in this research study are social isolation and
social anxiety or phobia.

Social Isolation and Social Anxiety are one of the social interaction problems
adolescents, usually within the age range of 13-18 years old, often face (National Institute of
Mental Health, 2020). According to Berg & Cassells (1992), social isolation refers to the
absence of social interactions, contacts, and relationships with friends, family, neighbors, and
society. Unlike loneliness which refers to the subjective feeling of being alone, social isolation
refers to the objective measure of the number of contacts a certain individual has (Holt-Lunstad,
2020). An individual can be isolated but not feel lonely. Conversely, an individual may feel
lonely while being surrounded by many people.

Social anxiety, on the other hand, according to the National Institute of Mental Health
(2020), refers to the intense, persistent fear of being watched and judged by others. It is a
constant fear a person feels when in a social setting. The individual fears that he or she will act
in an embarrassing and humiliating way. According to the National Institute of Mental Health
 24

(2020), an estimated 9.1% of adolescents today have a social anxiety disorder, with 1.3%
having a severe social phobia. Usually, individuals who suffer from social anxiety or social
phobia encounter difficulty in interacting and making friends.

Based on the survey results, most respondents' answers fall under the interval of
"sometimes" this means that most students encounter social interaction and behavioral
problems like social isolation and social phobia or anxiety in an occasion manner. They
encounter such problems occasionally and not all the time. It depends mostly on the situation
that they are in. Since the results tend to lean more on the occasional side, the researcher then
cannot conclude that the students who participated in this survey suffer from social anxiety and
social isolation.

C. Correlation Between Facebook Use and Social Behavior

The primary aim of this research study is to determine whether there is a correlation or
significant relationship between social media use, particularly Facebook, and Social Behavior.
To determine the correlation between these two variables, the Pearson Correlation Coefficient
is used as the analysis tool.

Table 4.3
Pearson Correlation Results

Correlation Matrix

A B

A Pearson's r —
p-value —
B Pearson's r -0.049 —

p-value 0.526 —

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

Table 4.3 shows the results of the correlational analysis of the two variables of the study
(i.e., Facebook Use and Social Behavior). As shown in the correlational matrix, the data
analysis shows a relatively weak negative correlation between Facebook Usage and Social
Behavior (r = -0.049). This means that, to some extent, changes in the social behavior of
students or the way they interact with other people outside social media are influenced or
affected by the amount of time they spend on their social media accounts.
 25

A weak negative correlation means that as the value of the x variable increases, the
value of the y variable decreases. In this research study, as the frequency of Facebook usage
increases, the possibility of them encountering problems in interacting with other people
decreases to some extent. To further elaborate, when students spend more time on their social
media accounts, this does not negatively affect their social behavior, but rather it affects them
in a positive way. As students spend more time browsing social media, they become much
more sociable and confident in interacting with their peers, family, and relatives.

In fact, according to Shapiro & Margolin (2014), one of the benefits of social media is
that it allows students increased access to their peers and family members and increases
opportunities for self-disclosure, which can have a positive impact on those looking to enhance
relationships, find support and make meaning out of their suffering and challenges. In other
words, social media is very beneficial in establishing social connections and strengthening
relationships with friends, relatives, and family members.

Furthermore, according to Cuncic (2020), social media helps individuals suffering from
social anxiety or social phobia to easily initiate and establish social connections with others. It
also provides individuals with social phobia a safer environment to practice their social skills,
which can be very helpful in decreasing the anxiety and phobia they feel when they are
interacting with other people face to face. Students who have social anxiety or fear of
interacting with other people can use social media as a platform to hone and practice their social
skills, which can help them develop confidence in interacting with other people in the physical
world.

In terms of social isolation, or the lack of social interaction and social contact, social
media can be beneficial in decreasing the level of loneliness someone feels. According to
Cuncic (2020), social networking sites such as Facebook, in particular, provide students an
outlet to express how they are feeling, which can be very helpful to those suffering from social
isolation to feel less alone and look at their situation in a light-hearted manner. According to
Wright, White, & Obst (2018) and Shapiro & Margolin (2014), true representations of self
online with the use of social networking sites such as Facebook are linked to positive online
and offline relationships, a positive sense of community, and positive self-esteem.

The influence of social media on the social behavior of students mentioned in the
previous paragraphs are all experienced by the student respondents who participated in this
research study, as evidenced by the results of the correlational analysis. However, since the
 26

results show a weak negative correlation, then the researchers cannot conclude that the changes
in the social behavior of students are all influenced by social media. There are other factors
that may influence students' social behavior other than Facebook itself. To further elaborate on
the results of the correlational analysis, figure 4.0, which shows the scatter plot of the data, is
presented below.

Figure 4.0
Scatter Plot of the Data

As shown in figure 4.0, the data from the two variables, when plotted, does not form a
sloping linear formation. Almost all of the data are scattered, with some of the data forming a
nearly horizontal line at the center of the graph. This graph alone proves that there is a relatively
weak correlation between social media use and social behavior. Hence, the researchers of the
study conclude that a relationship between social media use and social behavior exists but in a
weak strength. Moreover, changes in the social behavior of students are affected, to some
extent, by the amount of time students spend on their social media accounts. The researchers
also conclude that there can be other factors that can influence or affect social behavior other
than social media itself since social media only affects social behavior to some extent but not
fully based on the results of the analysis.

However, it is also important to note that the results of this study are not significant at
p < 0.5, p < 0.1, and p < 0.001. This means that the results obtained in the Pearson Correlation
Analysis are only significant to the sample population who participated in this study. The
population they represent does not apply the same result as the study's sample population since
the significant test of the result denotes that it is not significant in all three p values.
 27

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary and conclusions derived in the conduct of the
research study, which sought to determine the correlation or significant relationship between
social media use (Facebook) and social behavior. This chapter also provides recommendations
that can be used by students in keeping track of their social media usage, as well as for future
researchers who would want to venture more into this topic.

Summary of Findings

This study sought to determine the correlation or significant relationship that mediates
between Social Media Use (Facebook) and Students' Social Behavior or the way they interact
with other people outside the online world. This study was conducted during the Academic
Year 2021-2022 in Dr. Vicente Orestes Romualdez Educational Foundation – Senior High
School Department (DVOREF - SHS) Tacloban, City. Specifically, this study answered the
following questions:

1.) What are the profiles of the respondents?

1.1.Grade Level
1.2.Age
1.3.Gender
2.) What is the overall mean of the respondents on the Facebook-Intensity Usage Scale?
3.) What is the overall mean of the respondents on the Social Behavior Scale?
4.) Is there a significant relationship between the student's use of social media platforms
(i.e., Facebook) and the student's social behavior?

The data gathered in this research study are analyzed using Descriptive and
Correlational Statistics, specifically the Mean and the Pearson Correlation Coefficient. The
researchers answered the research questions of the study by employing these two statistical
tools in the analysis of their data. Upon analysis of the data, the researchers arrived at the
following results.

In relation to the first question in the statement of the problem, the researchers have
garnered a total of 168 respondents in the conduct of the data gathering procedure. Out of 168
respondents, 86 were from grade 11, and 82 were from grade 12, implying that the majority of
the respondents who answered the survey during the span of the data gathering process came
 28

from grade 11 with a percentage difference of 4.8% compared to that of grade 12. In gender,
52 respondents identified themselves as male, and 116 respondents identified themselves as
female. This suggests that the majority of the respondents were female, with a 76.2%
percentage difference compared to the male respondents. In terms of age, 17 students were 16
years old, 71 were 17 years old, 66 were 18 years old, and 14 were 19 years old.

In relation to the second question, upon analysis of the data with the use of descriptive
statistics, specifically the mean, the researchers have arrived at an overall mean of 2.99, which
suggests that majority of the respondents who answered the first scale in the survey (i.e.,
Facebook-Intensity Usage Scale) are within the interval of "Normal," according to the Likert
Scale Interpretation Procedures of Pimentel (2010). This means that most of the students are
"Normal Users of Social Media." Normal Users mean that they only use social media, primarily
Facebook, at a normal and healthy pace and not to the point of addiction.

In relation to the third question, upon analysis of the data, the researchers have arrived
at an overall mean of 2.92, which implies that majority of the students who answered the second
scale in the survey (i.e., Social Behavior Scale) fall under the interval of "sometimes," based
on the Likert Scale Interpretation Procedures of Pimentel (2010). This result means that
majority of the students "sometimes" encounter problems in terms of socializing and
interacting with other people outside social media. In this case, sometimes mean that they
encounter it occasionally and not all the time. It all depends mostly on the situation that they
are in.

Lastly, in relation to the fourth question in the statement of the problem, upon
employing correlational statistics, the researchers have arrived at an r-value of -0.049. This
suggests that there is a weak negative correlation between social media use, particularly
Facebook, and students' social behavior. This means that changes in the way students interact
with other people outside social media are affected, to some extent, by the amount of time they
spend on their social media accounts. Furthermore, upon testing the significance of the results,
the researchers found out that the correlation result is not significant at all three p-values (p <
0.5; p < 0.1; p < 0.001). This implies that the result obtained is not necessarily strong enough
to model the relationship in the population. In other words, the result is only applicable to the
sample population who participated in this research study. The entire population they represent
does not apply the same result.
 29

Conclusions

The main objective of this study is to determine whether there is a correlation between
Social Media Use (Facebook) and Social Behavior. After the analysis and interpretation of the
data, the following conclusions were drawn based on the findings of the research study.

First, the majority of the respondents who participated in this research study are
"Normal Users" of social media, as evidenced by the mean of 2.99. Normal Users mean that
they only use social media at a healthy and normal pace and not to the point of addiction.

Second, the majority of the respondents "sometimes" encounters problems in terms of

interacting with others outside social media, such as their friends, relatives, and family.
Problems like social isolation and social anxiety are some of the social interaction problems
that students mostly encounter. However, based on the findings of the study, the students may
not be considered social phobic and socially anxious individuals, for they only experience it
occasionally and not all the time.

Lastly, in terms of finding out the relationship between social media use and social
behavior, the researchers found that there is a relatively weak negative correlation between
social media use and social behavior. This means that, to some extent, changes in the way
students interact with others outside social media are affected by the amount of time students
spend on their social media accounts. This also denotes that students' usage of social media
does not negatively affect their social behavior, but it affects them in a positive way. As
students spend more time browsing social networking sites, they become much more sociable
and confident in interacting with other people.

Recommendations

This study reveals the relationship between social media use and social behavior. Based
on the results and findings of the study, the following recommendations are hereby presented.

Social media is one of the most used technological products in this digitally oriented
world. Almost all people around the world use social media, with students or teenagers being
the most engaged people online. In fact, according to recent statistics, 70% of the total users of
Facebook, which is the leading social media platform as of today, are teenagers or students
ranging from the age of 17 to 29 years old. Although there are benefits to using social media,
we can't deny the fact that there can also be a negative side to this platform. Hence, this research
study recommends that students should be responsible in using social media. Being responsible
 30

means being able to tell when is enough and when is too much. In using social media, this study
recommends that students should limit their screen time to only 30 minutes per day. A 30-
minute screen time is considered to be the healthy and normal screen time for browsing social
media.

Aside from limiting the time spent on social media, this research study also
recommends students to use social media in moderation only for entertainment, connecting,
and keeping in touch with friends, relatives, and family. Usage of social media is considered
healthy and normal if it is only used for its intended purposes, which are for entertainment and
connection and not for bullying or starting flame wars with others.

Lastly, upon testing the significance of the results of the study, the researchers have
yielded non-significant findings, which means that the result of the correlational analysis is not
significant to the population to which the respondents, the sample population of the study,
represent. This also implies that the result is only applicable to the students who participated
in this research study and not to the entire population to which the sample represents. One of
the factors that cause the results to be insignificant is the number of respondents. The
researchers are not able to acquire the necessary number of respondents, which is 260, based
on their sample size calculation in chapter 3.

Hence, the researchers of this study recommend to future researchers who would want
to venture more into this topic to consider increasing their number of respondents or acquiring
the necessary number of respondents based on their sample size calculation. This is done for
them to acquire a statistically significant result. In addition, the researchers of this study also
recommend future researchers to explore more on the other factors that influence social
behavior. The researchers recommend that a separate study about other factors influencing
social behavior should be made in order to provide further explanation about the phenomenon
as well as to understand more about the different factors that influence students' social behavior.
 31

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 35

Appendices
 36

Appendix A

Republic of the Philippines

DR. V. ORESTES ROMUALDEZ EDUCATIONAL FOUNDATION, INC
SENIOR HIGH SCHOOL DEPARTMENT
Tacloban, City
LETTER OF PERMISSION
March 14, 2022
MRS. ERLINDA A. SAN GABRIEL, Principal
M.R. JAMED N. LORICA, Vice-Principal
MS. JULIENNE B. DAFFON, PTRP, Officer-in-Charge, SAO
Dr. V. Orestes Romualdez Educational Foundation, Inc.
Tacloban City
Re: Permission to Conduct Data Gathering
Madams and Sir:
Greetings!
We, the Grade 12 Students of Dr. V. Orestes Romualdez Educational Foundation, are currently
conducting a research study entitled "Social Media Overload: A Correlational Study Between
Social Media Use (Facebook) and Social Behavior of the Senior High School Students of
DVOREF-SHS," in partial fulfillment of the requirements in Inquiries, Investigation and Immersion.
We humbly request from your good office to allow us to utilize the school as our research locale and to
have the Grade 11 and 12 as respondents. In accordance to this, we would like to invite the students
aforementioned to participate in an ONLINE SURVEY to be conducted via Google Forms.
Rest assured that the data gathered will be treated with utmost confidentiality and anonymity. We hope
for your kind response to our research objectives and activities.
Thank you, and God Bless!
Respectfully Yours,
GEWEL B. AMBOY
ZHANNYL MAE Y. CAHIDO
RAVEN PAUL L. CAPACIO
OHDEZA SHANTEL C. DAYON
CRISTINA PAOLA R. PABLO
CHARLES D. PANGUE
HANS JUL M. PEÑALOSA
 37

Concurred:
MRS. NORVELYN C. QUIMINALES
Inquiries, Investigations, and Immersions Teacher

Action Taken:

[ ✓ ] Approved
[ ] Disapproved
 38

Republic of the Philippines

DR. V. ORESTES ROMUALDEZ EDUCATIONAL FOUNDATION, INC
SENIOR HIGH SCHOOL DEPARTMENT
Tacloban, City
LETTER OF INFORMED CONSENT
March 14, 2022
Re: Respondents' Consent for Data Gathering
Madams and Sir:
Greetings!
We are students of Grade 12 STEM Kalumbahin, and we are one of the researchers who are
currently conducting data gathering in your institution. We are currently working on a research study
entitled "Social Media Overload: A Correlational Study Between Social Media Use
(Facebook) and Social Behavior of the Senior High School Students of DVOREF-SHS."
The purpose of this study is to determine whether there is a correlation or significant influence of
excessive social media use on students' physical social behavior or the way they interact with other
people outside the realm of the digital world.
As part of our research procedure, we are soliciting voluntary participation from you. Although
your participation would be greatly appreciated, you are under no obligation whatsoever to join this
study. However, if you do want to participate, you are welcome to do so, but you will receive no
compensation for participation, nor will you face any adverse consequences for failure to participate.
In addition, if you decide to withdraw from this study at any point in time after having to previously
give your consent to participate, there will be no penalty for doing so. It is estimated that participation
in this study will take only 10-15 minutes of your time as you will only be answering an online survey
form.
As the principal researchers, we will be the only person handling your data, and we will ensure
that confidentiality will be preserved at all times. Moreover, your data will also be grouped with the
data of other participants, rendering it practically impossible to link any specific data to you or other
participants after it has been collected. As such, please feel free to respond to all the questions honestly
without fear of any repercussions. If you have any doubt or desire to discuss your participation in this
research, please contact us at messenger or through this email [email protected].
If you agree to participate in this research study after reading and understanding the statements
above, please sign below to indicate your acceptance to participate.
Signature: ____________________________________________ Date: ______________
Written Name: ________________________________________
 39

Respectfully Yours,

Gewel B. Amboy Zhannyl Mae Y. Cahido Raven Paul L. Capacio

Ohdeza Shantel C. Dayon Cristina Paola R. Pablo Charles D. Pangue

Hans Jul M. Peñalosa

Concurred:
MRS. NORVELYN C. QUIMINALES
Inquiries, Investigations, and Immersions Teacher

Approved by:
 40

Appendix B

Republic of the Philippines

DR. V. ORESTES ROMUALDEZ EDUCATIONAL FOUNDATION, INC
SENIOR HIGH SCHOOL DEPARTMENT
Tacloban, City

SOCIAL MEDIA AND SOCIAL BEHAVIOUR

QUESTIONNAIRE (SMSBQ)
Name (optional): ____________________________ Age: ________ Gender: __________
General Instructions:
This questionnaire is designed to measure the frequency of your social media usage and
the quality of your social interaction. This survey is broken down into two sections. Each
corresponds to the determining variables of the study (i.e., Facebook use and social behavior).
The items that are given in each section are given in a question form. You are requested to read
each question carefully and give your response HONESTLY by putting a tick (✓) mark on the
option you find most appropriate and true in your case. There is no right or wrong answer.
Example:
Always Often Sometimes Rarely Never
(5) (4) (3) (2) (1)
1. How often do you use social media? ✓✓

In the statement above, if you feel the correct response could be Always, then put a tick (✓)
mark on that column. Please do not leave any statements unanswered. There is no time limit.
Your responses will be used solely for research purposes only, and the responses will be kept
confidential.
A. Facebook-Intensity Usage Scale

In this section, you will be answering questions related to your Facebook use. The
questions that are stated here are designed in such a way that they would measure the frequency
of your Facebook use. The data that will be gathered in this section will be used to correlate to
the data gathered in the next section of this survey. NOTE: Please answer the questions with
all HONESTY so as to yield an accurate measurement of your Facebook Use.
Item Always Often Sometimes Rarely Never
Questions
No. (5) (4) (3) (2) (1)
How often do you use social
1
media, primarily Facebook?
How often do you use your
2 Facebook account before going
to bed?
Even if it is late, do you always
3 take a look at your Facebook
account before sleep?
 41

Do you feel the need to check

4 your Facebook account after
waking up in the morning?

Do you use your Facebook

5
Account routinely every day?

Do you feel the need to always

6 check for updates on your
Facebook Account?
Do you feel bored when you're
7 not browsing your Facebook
account?
Do you feel anxious when you
8 can't use your Facebook account
for a very long time?
Compared to the real world, do
you feel that Facebook
9
interactions make you more
comfortable?
Are you happier when you
10 socialize on Facebook than in the
real world?

B. Social Behavior Scale

In this section, you will be answering questions related to the way how you act socially
with your friends, peers, family, and relatives outside the realm of the digital world. The
questions that are presented in this section are designed in such a way that it would measure
the quality of your social interaction with other people outside social media. The data that will
be gathered in this section will be used to correlate with the data gathered from the previous
section. NOTE: Please answer the questions with all HONESTY so as to yield an accurate
measurement of the quality of your social interactions.
Item Always Often Sometimes Rarely Never
Questions
No. (5) (4) (3) (2) (1)
Would you rather be alone than
1 be with others, such as your
friends, family, and relatives?

When in a social gathering, do

2 you always avoid initiating social
interaction with other people?

Do you always encounter

3
difficulty in making friends?
 42

Do you feel socially awkward

4 even when you are trying to be
polite?
Do you always encounter
5 difficulty in communicating your
emotions and feelings to others?

Do you always avoid eye contact

6
when in a social setting?

Do you usually talk less when in

7
a social setting?

Do you feel the need not to attract

8 attention to yourself when in a
social setting?

Do you always feel tense when

9
around other people?
Have you been in a situation
where you do not feel self-
10
assured or confident when talking
with other people?
 43

CURRICULUM VITAE

Name: Gewel B. Amboy

Sex: Female
Age: 18 years old
Birthday: January 22, 2004
Place of Birth: Oras, Eastern Samar
Citizenship: Filipino
Address: Brgy. A, Palaña St. Borongan City Eastern Samar, Purok A (Pob.), 6800
Mobile Number: 09283513291

Civil Status: Single

E-mail Address: [email protected]

EDUCATIONAL BACKGROUND
Senior High School: Dr. Vicente Orestes Romualdez Educational Foundation
Junior High School: St. Mary's College of Borongan
Elementary: Eugenia S. Daza Pilot Elementary School

TRAINING EXPERIENCE: None

 44

CURRICULUM VITAE

Name: Zhannyl Mae Cahido

Sex: Female
Age: 18 years old
Birthday: April 9, 2003
Place of Birth: Caloocan City
Citizenship: Filipino
Address: Brgy. Canramos Tanauan, Leyte
Mobile Number: 09278896115

Civil Status: Single

E-mail Address: [email protected]

EDUCATIONAL BACKGROUND
Senior High School: Dr. Vicente Orestes Romualdez Educational Foundation
Junior High School: Tacloban Angelicum Learning Center
Elementary: Tanauan II Central School

TRAINING EXPERIENCE: None

 45

CURRICULUM VITAE

Name: Raven Paul L. Capacio

Sex: Male
Age: 19 years old
Birthday: March 1, 2003
Place of Birth: Tacloban City
Citizenship: Filipino
Address: Brgy. San Fernando Palo, Leyte
Mobile Number: 09774461916

Civil Status: Single

E-mail Address: [email protected]

EDUCATIONAL BACKGROUND
Senior High School: Dr. Vicente Orestes Romualdez Educational Foundation
Junior High School: Sacred Heart Seminary
Elementary: St. Therese Christian Development Center Foundation Inc.

TRAINING EXPERIENCE: None

 46

CURRICULUM VITAE

Name: Ohdeza Shantel C. Dayon

Sex: Female
Age: 18 years old
Birthday: March 11, 2004
Place of Birth: Tacloban City
Citizenship: Filipino
Address: Kassel Homes Extension, Tacloban City
Mobile Number: 09989634337

Civil Status: Single

E-mail Address: [email protected]

EDUCATIONAL BACKGROUND
Senior High School: Dr. Vicente Orestes Romualdez Educational Foundation
Junior High School: Leyte National High School
Elementary: St. Therese Christian Development Center Foundation Inc.

TRAINING EXPERIENCE: None

 47

CURRICULUM VITAE

Name: Cristina Paola R. Pablo

Sex: Female
Age: 19 years old
Birthday: May 24, 2003
Place of Birth: Tacloban City
Citizenship: Filipino
Address: Km. 6 Brgy. 79 Marasbaras Tacloban City
Mobile Number: 09772019077

Civil Status: Single

E-mail Address: [email protected]

EDUCATIONAL BACKGROUND
Senior High School: Dr. Vicente Orestes Romualdez Educational Foundation
Junior High School: Liceo del Verbo Divino
Elementary: Liceo del Verbo Divino

TRAINING EXPERIENCE: None

 48

CURRICULUM VITAE

Name: Charles D. Pangue

Sex: Male
Age: 18 years old
Birthday: September 18, 2003
Place of Birth: Tacloban City
Citizenship: Filipino
Address: Brgy. Pago Tanauan, Leyte
Mobile Number: 09563772789
Civil Status: Single
E-mail Address: [email protected]

EDUCATIONAL BACKGROUND
Senior High School: DVOREF-Senior High Department
Junior High School: Eastern Visayas State University-Laboratory School Department
Elementary: Tanauan I Central School

TRAINING EXPERIENCE: None

 49

CURRICULUM VITAE

Name: Hans Jul M. Peñalosa

Sex: Male
Age: 18 years old
Birthday: July 14, 2003
Place of Birth: Pasay City
Citizenship: Filipino
Address: Blk 6 Lot 31 St. Andrew Homes Subdivision Marasbaras Tacloban City
Mobile Number: 09124582235
Civil Status: Single
E-mail Address: [email protected]

EDUCATIONAL BACKGROUND

Senior High School: DVOREF-Senior High Department

Junior High School: Liceo del Verbo Divino
Elementary: Immaculate Conception Academy of Burauen Leyte

TRAINING EXPERIENCE: None