MONKAYO NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL

PRINCESS LYCA CHAGAS YPANTO

LOVELY JANE SIALANA TUMALES

BEA CABRERA CAPABLANCA

ROSENIE CABULAO TEJANO

RYAN GEOFF BERTULFO

KATRINA CARLA ABLEC

Influence of Social Media on the Academic Performance of

Senior High School Students

Practical Research 2 Adviser:

Mariecriz Balaba-Banaez

JANUARY 2023
 TABLE OF CONTENTS

INTRODUCTION PAGE

Background of the Study 1

Objectives of the Study 3

Research Hypothesis 3

Significance of the Study 4

Scope and Delimitation of the Study 5

Time and Place of the Study 5

Operational Definition of Terms 6

Conceptual Framework 6

REVIEW OF RELATED LITERATURE 8

METHODOLOGY

Research Design 12

Research Respondents 12

Research Instruments 13

Data Gathering Procedures 15

Statistical Treatment 16

REFERENCES 17
 INTRODUCTION

Background of the Study

Academic performance plays an important role in an individual

placement, be it in the academic institutions or job placement (Sonia
Santovena Casal,2017). Due to this, many people are concerned with
the ways they can enhance their academic achievement (Welfred W.F.
Lau ,2016). The emphasis on academic excellence which is also
prevalent worldwide has encouraged many studies about the
conditions promoting it (Esam Awagit,2015) Academic performance or
achievement is the outcome of education, the extent to which a
student, teacher or institution has achieved their educational goals
(Basit Shahzad,2015).
Social media has turned into an essential element of individuals’
lives including students in today’s world of communication (Sophia
Alim,2015). Its use is growing significantly more than ever before
especially in the post-pandemic era, marked by a great revolution
happening to the educational systems (Esam Awagit,2015). This
growing population of social media users is spending more and more
time on social network groupings, as facts and figures show that
individuals spend 2 h a day, on average, on a variety of social media
applications, exchanging pictures and messages, updating status,
tweeting, favoring, and commenting on many updated socially shared
information (Abbott, 2017). As described by Iwamoto and Chun
(2020), when students are affected by social media posts, especially
due to the increasing reliance on social media use in life, they may be
encouraged to begin comparing themselves to others or develop great
unrealistic expectations of themselves or others, which can have
several affective consequences (Lau, Lui, Chu,2016). Past studies have
found that students who spend more time on social media sites are
likely to demonstrate poor academic performance. A majority of the
participants reported prolonged use of social networking sites for
nonacademic purposes. These habitual behaviors can distract
students from their academic work, adversely affect their academic
performance, social interactions, and sleep duration, and lead to a
sedentary lifestyle and physical inactivity, which in turn can render
them vulnerable to non-communicable diseases and mental health
problems.

In local perspective, past studies have found that students who

spend more time on social media sites are likely to demonstrate poor
academic performance (Xiongfei Cao, Ayesha Masood, Adeel
Luqman,Ahmed Ali,2018). This is because they spend time chatting
online and making friends on social media sites instead of reading
books. The outcome showed that the amount of time a student spends
on social media has a negative effect (Manjur Kolhar, Raisa Nazir
Ahmed Kazi, Abdalla Alameen,2021). In addition, the study revealed
that the use of social media had affected academic performance of the
respondents negatively and further confirmed that there was a strong
positive relationship between the use of social media and academic
performance (Zahid Amin, Ahmad Mansoor, Syed Rabeet Hussian,
Faisal Hashmat,2016). With the use of social media platforms in
school, the students get motivated and fostered to learn (Chien-wen
Shen, Chin-Jin Kuo,Pham Thi Minh,2017).

Past studies have found that students who spend more time on
social media sites are likely to demonstrate poor academic
performance. This is because they spend time chatting online and
making friends on social media sites instead of reading books (Manjur
Kolhar, 2020). A majority of the participants reported prolonged use of
social networking sites for nonacademic purposes, these habitual
behaviors can distract students from their academic work, adversely
affect their academic performance, social interactions, and sleep
duration, and lead to a sedentary lifestyle and physical inactivity,
which in turn can render them vulnerable to non-communicable
diseases and mental health problems (Abdalla Alameen, 2019.
 Objective of the Study

The purpose of this study is to determine the significant

influence of the Social Media on the Academic Performance among
Senior High School Students in Monkayo National High School.
Specifically, it intends to attain the following objectives:

1. To determine the level of using Social Media among Senior High

School Students in terms of:
1.1 Social Media Addiction;
1.2 Psychosocial Factors; and
1.3 Social Interaction.
2. To assess the level of Academic Performance among Senior
High School Students in terms of:
2.1 Students Learning;
2.2 Classroom Engagement; and
2.3 Student’s Achievement.
3. To determine the significant relationship between the Social
Media and the Academic Performance of Senior High School
students.
4. To determine the significant influence of Social Media on the
Academic Performance of Senior High School students.

Research Hypothesis

The following hypotheses will be tested at 0.05 level of

significance:

1. There is no significant relationship between Social Media and

Academic Performance.
2. There is no domain in the Social Media that significantly
influences the Academic Performance.
 Significance of the Study

The stakeholders who will benefit from this study are the
following:

School Principal.

As a driver of school improvement, this study can serve as

their eye-opener in the status of their academic performance.
Hence, this study will help them identifying the level of
proficiency in social media among their students.

Teachers.

This study will help the teachers to see whether Social

Media influence student’s Academic Performance. As a direct
contact to the students, this study can help them create
technique and strategies to help student learn effectively and
efficiently in academic performance

Students.

As the center of every teaching-learning process, their

needs for learning must be catered by the teacher to create and
active learning strategies. This study will help them to be aware
about the influence of social media to their mind and way living.

Future Researchers.

As investigators of knowledge, this study can form either

basis on their ideas for future researcher. They would do this
same action research project again using the facts that the
researcher has now.
 Scope and Delimitation of the Study

The coverage of the study will be the students in Monkayo

National High School but it is delimited only to Senior High School
Students who will be enrolled in the school year 2022-2023. Social
Media has been described by many authors, but this study uses only
the indicators identified by Reynol Junco (2015), which are Social
Media Addiction, Psychological Factors, and Social Interaction.
Moreover, Academic Performance may be understood in different
ways, but in this study, it is delimited to the three indicators
according to Young (2016) namely Student’s Learning, Classroom
Engagement, and Student’s Achievement.

Time and place of the Study

This study will be conducted in the school year 2022-2023,

second semester in Monkayo National High School-Senior High
School, located at L. Sarmiento St, Poblacion, Monkayo, Davao De
Oro. It has an old and new building that occupies the space. More
than 30 classrooms, a library, computer laboratory, science
laboratory, and many others. It has two Grade levels compose of
Grade 11 and Grade 12 that offers strands such as Science
Technology Engineering Mathematics (STEM), Accountancy Business
and Management (ABM), Humanities and Social Sciences (HUMMS),
General Academic Strand (GAS) and Technical Vocational Livelihood
(TVL). The students are coming from different tribes, such as
Mandaya, Mansaka, Cebuano, Bisaya. Among these tribes Bisaya is
the most dominant. The students are coming from a middle-class
family from different Barangays in Monkayo, Davao De Oro. There are
some other coming from nearby localities such as Montevista and
Nabunturan.
 Operational Definition of Terms

Social Media

refers to the means by which students interacts in virtual

communities and networks to create, share, and exchange information
and ideas.

Academic Performance

refers to student’s skills and achievement across Academic

subject.

Conceptual Framework

Independent Variable Dependent Variable

Social Media Academic Performance
 Social Media  Students Learning
Addiction  Classroom
 Psychosocial Engagement
Factors  Students
 Social Interaction Achievement

Figure 1. Conceptual Framework of the study

Figure 1 shows the research paradigm of the study. It consists

of two variables, the independent and dependent variables. The
independent variable of this study is the Social Media that is
patterned after the work of Reynol Junco (2015). This variable has
three indicators, namely Social Media Addiction, Psychosocial Factors,
and Social Interaction. Social Media Addiction means student is overly
concerned about social media, driven by an uncontrollable urge to log
on to our use social media. Psychological Factors means student’s
depression, anxiety, attachment, self-identity, and the need to belong
related to social media. Social media interaction refers to student’s
connection and interaction towards their friends and followers. On the
other hand the dependent variable of this study is the Academic
Performance, based in the work of Young (2016). This variable has the
following indicators; First, Student’s learning refers to the knowledge
of the students in her education or experiences. Second, Classroom
engagement refers to the degree of attention, curiosity, interest,
optimism, and passion that students show when they are learning or
being taught inside the classroom. Lastly, Students achievement
refers to the extent to which a learner has attained their short or long-
term educational goals.
 REVIEW OF RELATED LITERATURE

Social Media

Social media has generated challenges in terms of its negative

influence on students. These challenges include reducing face-to-face
interaction skills, which contributes to an increased feeling of
isolation from reality (Sutherland et al., 2018). In a recent study,
students were asked to identify the benefits of using social media.
They indicated that they use social media as a means to explore their
social life and keep in touch with friends and family. This group of
students did not see any benefits or improvements to their academic
skills by using social media (Boateng & Amankwaa, 2016). It can be
argued that the use of social media among student communities for
the purposes of social connection and chatting with others distracts
students’ attention. It also distracts students from focusing on
improving their academic knowledge, as the excessive time spent
chatting on social media platforms may be considered unbeneficial
and insignificant. Also, there are several negative influences and
outcomes that can possibly occur with students as a result of criminal
and illegal behaviors through social media. These are exemplified by
identity theft, where anyone can create an account on any social
media platform. By fabricating and disseminating content, this can be
harmful to society in general and to students in particular (Kolan &
Dzandza, 2018).

Social Media Addiction

It is known that among users, especially the younger age

group faces the risk addiction, although social media is regarded as a
new area of socialization and this situation is an advantage (Savci &
Aysan ,2017). It is also reported that social media addiction has a
negative effect on the interpersonal relationships (Calisir, 2015),
psychological health (Chen, 2020) and private life (Acilar & Mersin,
2015), increase levels of depression (Haand & Shuwang, 2020), and
leads to social media addiction, indeed it has been determined that in
the case of adolescence users, excessive levels of use with paranoid
thoughts, phobic anxiety and feeling of anger and hostility (Bilgin,
2018). Moreover, an increase in the period of social media use can
cause reduction in sleep quality (Eroglu & Yildirim, 2017). Poor sleep
quality can lead to day time sleepiness in students and to negative
effect on their performance, school achievements, activities and energy
(Gunes,2018).

Psychological Factors

The theoretical fundamentals of the influence of

psychological factors on the students’ motivation to study at tertiary
educational institution are currently presented in the works of
numerous scientists. In particular, A. Siljvesjstr and M. Mokljuk
(2015) consider the students’ motivation to study at tertiary
educational institutions as an important psychological and
pedagogical problem, according to the results of the investigations
conducted, scientist have concluded that the tactics on the training
strategy, correctly selected by teachers, influence on students’ positive
effect in the context of their acquiring educational material, at the
same time no less important in this context is the organization of
students’ studying activities, namely the choice of learning methods
and techniques (Myronets, 2020)
Social Interaction

Social Interaction is essential for social building, cohesion, and

networking among individuals with shared interest and associations,
social media is impacting and facilitating social interactions. The
impact benefits the youth and students (Akram & Kumar, 2017) and
changes the social interaction and communication landscape.
However, it increases some cyber threats, such as cyberbullying,
which could be regarded as a societal concern (Abaido, 2020, Chan,
2020).

Academic Performance

According to the study “The Impact of the Academic Performance of

Students” conducted by Naveen Nagesh in 2017, around 62% of
students see social media platforms as an opportunity to enhance
their academic activities (Nagesh & Naveen, 2017).

Student’s Learning

Students learning are influence in social media, Social Media

internet-based tools that promotes collaboration and information
sharing (Junco, Helbegert, & Loken, 2016) can be used in academic
settings to promote student’s engagement and facilitate better
students learning (Kabilan, Ahmad, & Abidin ,2017). Because student
engagement represents the time and effort that students invest in
collaborative and educational activities (Kuh, 2018), it is often linked
with the achievement of positive students learning outcomes, such as
critical thinking and individual student’s development (Carini, kuh, &
Klein,2020).

Classroom Engagement

Classroom Engagement, which is one of the important factors to

create an effective learning environment is considered as an indicator
of student’s achievement (Handelsman,2017). In the simplest terms,
classroom engagement can be defined as active involvement of the
students for learning activities (Skinner,2020). Chapman (2018)
defines classroom engagement as the willingness of the students
engage in daily school activities, such as continuing to school, doing
homework, and listening to teachers in class. The low level of
classroom engagement leads to negative effects on course performance
and learning process (Wang, 2016).

Student’s Achievement

Academic excellence or achievement plays an important role in

an individual placement, be it in the academic institutions or job
placement (Lynskey, & Hall, 2015). Due to this, many people are
concerned with the ways they can enhance their academic
achievement (Allen, J.P, 2016). Students’ sense of personal agency
about the quality of their performance has been hypothesized to play a
key self-motivational role (Bandura, 2017). An important self-
motivational variable is self-efficacy, which refers to beliefs about
one's capabilities to organize and implement actions necessary to
attain a designated performance of skill for specific tasks (Shute, V.J.,
Hansen, 2021).

METHODOLOGY

Research design

This study used a predictive correlation research design.

Predictive co-relational used to determine the degree to which two
variables are related and to test whether there is as a whole (Bewick,
Cheek & Ball 2011). This is useful in this study to test the domain of
Social Media of technique of Senior High School Students in Monkayo
National High School, Monkayo Davao de Oro that best predict there
Academic Performance.

Research Respondents

The respondents of this study were the Grade 12 Students of

Monkayo National High School of Monkayo, Davao de Oro. Slovin’s
formula was used on determining the sample size. It is n=N/1+Ne
where n as the sample size; N as the population and e as the margin
error, which is 0.05. Moreover, stratified random sampling was used
in determining the sample size per section. Furthermore, the
lottery/fishbowl method was used in identifying the names of the
respondents of this study. The following table show the distribution of
samples per section.

Distribution of Sample per Section

Aries 59 24.9% 37
Brocka 55 23.2% 35
Cancer 52 22% 33
 Total Number of
Section Population Percentage Samples

N= 237 100% n = 150

Research Instrument

The researchers used the survey questionnaire adopted from

Deci and Ryan (2017). It is composed of item number 1 to 9 for Own
Autonomy, 9 to 16 for Competence, and item number 17 to 24 for
Relatedness to determine the students’ Determination.
Meanwhile, in determining the students’ Academic Performance,
the researchers use the questionnaire of Deci and Vansteenkiste
(2015). It is composed of 10 items, a multiple choice questionnaire
with five options from which the students were expected to choose the
best answer.
To know the level of Unavailability of Educational Materials among
Senior High School students in Monkayo National High School –
Senior High School. The following interpretation scale will be followed:

Scale Range Descriptive Descriptive

Meaning Interpretation
5 4.20-5.00 Very High This means that
Determination
component is
extremely effective.

4 3.40-4.19 High This means that

Determination
component is highly
effective.
 3 2.60-3.39 Moderate This means that
Determination
component is
moderately effective.

2 1.80-2.59 Low This means that

Determination
component is less
effective.

1 1.00-1.79 Very Low This means that

Determination
component is not
effective.

To know the level of Academic Performance among Senior High

School students in Monkayo National High School – Senior High
School. The following interpretation scale will be used:

Percentage Descriptive Interpretation

Score Rating

93% - 100% Mastered This means that the academic

performance is in the
advanced stage.

85% - 92% Closely This means that the academic

Approximating performance is in the
Mastery proficient stage.

65% - 84% Moving Towards This means that the academic

Mastery performance is in the
approaching proficiency
stage.
 33% - 64% Average This means that the academic
performance is in the average
stage.

13% - 32% Low This means that the academic

performance is in the
developing stage.

5% - 12% Very Low This means that the academic

performance is in the
beginning stage.

0% - 4% Absolutely No This means that the academic

Mastery performance is in the
absolutely no mastery stage.

Data Gathering Procedure

Before the survey questionnaires were distributed to the

respondents of the study, the researchers wrote a letter to the
Campus Administrator of MNHS-SHS, Monkayo requesting a
recommendation letter that would be used as a form of formal
permission to the principal of Monkayo National High School – Senior
High to allow the researcher to conduct a survey to the Senior High
School students of their respective school. Then, the researchers ask
from the office of registrar of Monkayo National High School – Senior
High, Monkayo, Davao de Oro the complete list of Senior High School
students who were enrolled in the school year 2022-2023 to determine
the number of respondents which are going to survey. Then the
researchers ask an assistance from the teacher in each section for the
distribution of the survey questionnaires to the students to determine
the Unavailability of Educational Materials and Academic
Performance. Moreover, the researchers personally collected the
completed questionnaires. The data was collected and recorded in
coordination with the data processor.

Statistical Treatment

The statistical data will be analyze with the help of the following tools:
Mean. Mean is the preferred method with the purpose of calculating
the center of the data set. This tool is use to assess objectives 1.
Percentage. To address the second objective, which is to assess the
level of Academic performance among Senior High School
students, the researchers will convert the score of the
respondents into a percentage score.
Pearson Product-Moment Correlation Coefficient (Pearson R.).
This tool is use to see whether there is a relationship between
two variables. The said tool will be employed to measure the
third objective.
Regression Analysis. It attempts to model the influence between two
variables by fitting a linear equation to the observed data. This
tool will test the fourth objective of this study.

The descriptive interpretation in inferring the degree of it is significant

relationship is provided below (Medina, 2013):

Correlation Coefficient Descriptive Interpretation

0.00= r Almost negligible

0.00< r < 0.20 Very weak correlation
0.20< r < 0.40 Weak correlation
0.40< r < 0.60 Moderately strong correlation
 0.60< r < 0.80 Strong correlation
0.80< r < 1.00 Very strong correlation
|r|= 1.00 Perfect correlation

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