International Journal of Educational Management and Development Studies

Volume 4 Issue 2 June 2023

DOI: https://doi.org/10.53378/352994

Social Media Usage and The Academic

Performance of Filipino Junior High School
Students
1
Fainida Eppie Dimacangun & 2Junge Guillena

Abstract

Social media has become integral to people's lives; revolutionizing communication and providing
opportunities to learn about societal trends and issues. This study aimed to examine the influence of
social media on the academic performance of junior high school students in Marawi City, Lanao Del
Sur, Philippines during the 2022-2023 academic year. It employed a descriptive-correlational
research approach to explore the impact of social media usage on academic socialization,
entertainment, and informative aspects and its association with academic performance. The study
used simple random sampling to select junior high school students from the target school. The
findings indicated that students utilized social media for various purposes, including conducting
research, problem-solving, peer interaction, curriculum understanding, and collaborative learning.
Participants agreed that social media positively influenced their academic, socialization,
entertainment, and informative experiences. However, no significant correlation was found between
social media usage and academic performance. As a result, educators encourage the responsible use
of social media in students' learning processes. At the same time, school administrators should
support teachers in integrating social media into their instructional approaches and classroom
activities.
Keywords: Social Media Usage, Academic Performance, Descriptive- Correlation, Junior High School

Article History:
Received: April 22, 2023 Revised: June 4, 2023
Accepted: June 5, 2023 Published online: June 6, 2023

Suggested Citation:
Dimacangun, F.E. & Guillena, J. (2023). Social Media Usage and The Academic Performance of Filipino
Junior High School Students. International Journal of Educational Management and Development Studies, 4
(2), 187-206. https://doi.org/10.53378/352994

About the authors:

1
Corresponding author. Teacher 1, Tagoloan National High High School, Lanao del Sur, Philippines
Corresponding email: [email protected]
2Lecturer, St. Peter’s College, Iligan City and Associate Professor, Adventist Medical Center College, Iligan City

© The author (s). Published by Institute of Industry and Academic Research Incorporated.
This is an open-access article published under the Creative Commons Attribution (CC BY 4.0) license,
which grants anyone to reproduce, redistribute and transform, commercially or non-commercially, with
proper attribution. Read full license details here: https://creativecommons.org/licenses/by/4.0/.
188 | International Journal of Educational Management and Development Studies, Volume 4 Issue 2

1. Introduction

Social media have become a significant part of people's lives since its inception. It has
revolutionized how people communicate and learn about societal trends and problems, making
it one of the most potent tools for swaying and educating society. According to Kemp (2022),
92.05 million people used social media in the Philippines in January 2022, representing 82.4%
of the country's population. However, it is essential to consider that this number may not
accurately reflect the number of people using social media since some individuals may have
multiple accounts on different platforms.

Social media can be conceptualized as a virtual platform that enables individuals to

create, share, and exchange user-generated content and engage in online interactions. It has
become an integral part of modern society, transforming communication, information sharing,
and social interactions. Social media platforms such as Facebook, Twitter, Instagram, and
YouTube have gained immense popularity, connecting people from diverse backgrounds and
allowing them to express themselves in various forms (Kaplan & Haenlein, 2010; Boyd &
Ellison, 2007). Further, social media platforms allow individuals to connect and interact with
others, facilitating socialization, community building, and the exchange of ideas and
information. Users can maintain social connections, share personal updates, photos, and
videos, and participate in discussions on various topics of interest. These platforms offer
opportunities for individuals to express their identities, showcase their talents, and engage in
virtual communities with shared interests or goals (Ellison et al., 2007; Boyd, 2010).

The 2019 study of more than 6,500 12- to 15-year-olds in the U.S. found that those
who spent more than three hours a day using social media might be at heightened risk for
mental health problems (Williams, 2019). Another 2019 study of more than 12,000 13- to 16-
year-olds in England found that using social media more than three times a day predicted poor
mental health and well-being in teens (Kaneshiro, 2021). Other studies also have observed
links between high levels of social media use and depression or anxiety symptoms. A 2016
study of more than 450 teens found that greater social media use, nighttime social media use,
and emotional investment in social media — such as feeling upset when prevented from
logging on — were each linked with worse sleep quality and higher levels of anxiety and
depression (Woods & Scott, 2016).
 ISSN 2719-0633 (Print) 2719-0641 (Online) | 189

Experts suggest that because of teens' impulsive nature, teens who post content on
social media are at risk of sharing intimate photos or highly personal stories that can be resulted
in teens being bullied, harassed, or even blackmailed. Teens often create posts without
considering these consequences or privacy concerns. However, the impact of social media on
education is also becoming increasingly relevant nowadays. As technology continues to
develop, the way people acquire education constantly changes. Social media have the potential
to complement traditional education methods, providing students with access to new
educational opportunities.

While there are studies on the effects of social media usage on the academic
performance of Filipino students (Cabral, 2016; Ditche, 2021; Kabigting et al., 2021), there
are limited studies measuring its effect relative to different dimensions. Therefore, this study
aimed to identify the impact of social media on the academic performance of junior high school
students for the school year 2022-2023. The study used a descriptive-correlational research
approach to analyze the impact of social media usage relative to academic, socialization,
entertainment, and informative aspects on their academic performance.

2. Literature Review

2.1 Theoretical Framework

Several theories were used as the framework of this study, such as Constructivist
Learning Theory (Bruner, 1966), Connectivism (Siemens, 2005), and Social Information
Processing Theory (Walther, 2015).

Constructivist Learning Theory. This theory suggests that learners actively participate
in constructing their knowledge through experiences. Each individual reflects on their
experiences and integrates new ideas with prior knowledge. The central idea of constructivism
is that students build on their current understanding by enhancing their experiences with new
information (Bruner, 1966). Social media plays a role in students' learning experiences, as their
use of it can impact how they learn. Therefore, it is essential to examine how students use
social media, given its integration into their daily lives. By understanding the influence of
social media on students, it can be regulated or strengthened its positive use.
190 | International Journal of Educational Management and Development Studies, Volume 4 Issue 2

Additionally, understanding students' experiences with social media can help teachers
determine how to address them in the classroom. The constructivist learning theory emphasizes
that learners construct knowledge based on their experiences. According to Bruner (1966),
students build on their current understanding of a topic by integrating new information into
their prior knowledge. Social media has become a significant part of student's lives and can
influence their learning. As such, it is crucial to investigate how students use social media to
determine its impact on their learning experiences. Understanding the role of social media in
students' lives helps to determine how to encourage positive use and address any adverse
effects in the classroom. In order to effectively address the impact of social media on students'
learning experiences, it is essential to examine their use of social media. By understanding how
students use social media, teachers can develop strategies to support their learning and mitigate
any adverse effects. Additionally, this knowledge can inform school policies and regulations
surrounding the use of social media in the educational setting. Thus, understanding students'
experiences with social media is crucial for educators to develop effective teaching strategies
and promote the positive use of social media.

Connectivism. Accessing information when needed but unknown is crucial in the age
of continuous knowledge growth and evolution. Connectivism, a learning theory introduced
by Siemens (2005), recognizes the significant impact of new learning tools and the changing
environment in which learning occurs. This theory proposes that learning is no longer an
individualistic activity but a collaborative effort where learners interact with information and
other people to construct knowledge. In this digital era, students are encouraged to seek
information online and express what they find, while learning may reside in non-human
appliances. Social media is a new learning tool for students to connect with knowledge and
information. The use of social media has been found to significantly impact academic
performance, particularly students' learning motivation, and engagement (Kirschner &
Karpinski, 2010). Social media can allow students to engage in collaborative learning activities
and access and share knowledge and information beyond the classroom. However, the impact
of social media on academic performance is only sometimes positive, as it can also lead to
distraction and time-wasting behaviors (Kirschner & Karpinski, 2010). Therefore, educators
need to understand how to regulate or strengthen the positive use of social media in the learning
process. Connectivism theory can provide insight into the learning skills and tasks needed for
 ISSN 2719-0633 (Print) 2719-0641 (Online) | 191

students to flourish in the digital era and to make the most of the learning opportunities
provided by social media.

Social Information Processing Theory. The social information processing theory

explains how people use computer-mediated communication to establish and develop
interpersonal relationships over time online. The theory acknowledges the absence of
nonverbal cues in text-based communication and how this affects how communicators adapt
to the medium. According to Walther (2015), individuals require more time to process
information in such code systems than in face-to-face communication to achieve the same level
of interpersonal development. The theory suggests that the more students use social media, the
more likely they are to be influenced by their peers on social media, which can impact their
academic performance.

2.2 Social Media Usage

Social media has become integral to modern society, shaping various aspects of human
life. Its usage can be conceptualized concerning academic, socialization, entertainment, and
informative purposes. Regarding academics, social media platforms offer opportunities for
knowledge sharing, collaboration, and access to educational resources. Students and educators
can engage in online discussions, join academic communities, and follow relevant pages and
accounts to stay updated on research and developments in their field (Raut & Patil, 2016).
However, it is essential to note that social media's impact on academic performance is a topic
of debate, as excessive usage can lead to distractions and decreased focus on studies (Kirschner
& Karpinski, 2010). Socialization is another significant aspect of social media usage. Platforms
like Facebook, Twitter, and Instagram allow individuals to connect with friends, family, and
colleagues, regardless of geographical distance. These platforms enable people to share life
updates, communicate through messaging and video calls, and maintain social connections
(Boyd & Ellison, 2007). However, there are concerns regarding the impact of excessive social
media use on mental health, as it can lead to feelings of social comparison, isolation, and
anxiety (Kross et al., 2013).

Regarding entertainment, social media platforms offer a wide range of content,

including memes, videos, music, and games. Users can follow their favorite celebrities,
influencers, and content creators, engaging with their posts and participating in discussions.
192 | International Journal of Educational Management and Development Studies, Volume 4 Issue 2

Social media has transformed the entertainment industry by providing new content
consumption and production avenues, allowing individuals to discover and share
entertainment-related content easily (Kim, 2019). Lastly, social media serves as a valuable
source of information. News outlets, organizations, and individuals use Twitter and LinkedIn
to share news updates, articles, and professional insights. Social media has democratized
information dissemination, allowing users to access diverse perspectives and discuss current
events (Bruns et al., 2012). However, it is essential to critically evaluate the information shared
on social media, as misinformation and fake news are prevalent (Pennycook & Rand, 2018).

The proliferation of social media applications such as Facebook, YouTube, and others
has led to a global phenomenon of online communication and entertainment (Mowafy, 2018).
This trend has been especially popular among young people who are comfortable with
technology and have easy access to various social networking platforms. Advances in
information and communication technologies (ICT), such as smartphones and tablets, have
provided further motivation for using social media (Oguguo et al., 2020). Social media has
permeated almost every sector of human life. It has become a common practice for people to
spend significant time using these networks due to their speed and durability. This has led to
social media changing the public discourse and setting trends and agendas across various
industries, including politics, education, technology, and entertainment. Individuals need to
stay informed and connected with modern society's latest news and trends. However, social
media use is primarily dominated by younger generations (Oguguo et al., 2020).

Social media has become one of the most important communication channels in recent
years. The primary purpose of social networking is to facilitate communication between people
across distances, allowing individuals to easily share information, files, pictures, and videos
and engage in real-time conversations. These systems are called social because they enable
effective communication with friends and colleagues while enhancing social ties. Facebook,
Twitter, and other social networking sites and forums are their favorite internet sites as they
allow individuals to communicate directly with others in a social media context. They play a
significant and influential role in decision-making in the global world, particularly in
economic, political, social, and educational contexts (Al-Rahmi, 2013). Social media has
exploded as a category of online discourse where people create content, share it, bookmark it,
and network at an astonishing pace. Social media is rapidly changing public discourse and
 ISSN 2719-0633 (Print) 2719-0641 (Online) | 193

setting trends and agendas in various topics, including the environment, politics, technology,
and the entertainment industry, due to its ease of use, speed, and reach (Asur & Huberman,
2010).

2.3 Social Media Usage and Academic Performance

While studies have examined the relationship between social media usage and
academic performance, some argue that more comprehensive research in this area still needs
to be done. Several factors contribute to this argument. Firstly, using social media is a
multifaceted activity encompassing various platforms, purposes, and modes of engagement. It
is challenging to isolate the impact of social media usage on academic performance, as it often
coexists with other factors such as study habits, time management, and personal characteristics.
The complex nature of social media usage necessitates a nuanced understanding of its effects
on academic performance (Junco, 2015). Secondly, the dynamics of social media are
constantly evolving, making it challenging for researchers to keep up with the rapid changes
and advancements in platforms and usage patterns. Many studies have focused on specific
social media platforms or a limited timeframe, which may not capture the full scope of social
media's impact on academic performance (Muralidharan et al., 2017). Moreover, the existing
literature on social media and academic performance often relies on self-reported data or
subjective measures, which can be biased and inaccurate. Objective measures, such as tracking
actual time spent on social media or using digital trace data, are necessary to accurately assess
social media usage and its relationship with academic performance (Madge et al., 2009).

However, it is worth noting that some studies have found correlations between
excessive social media use and lower academic performance. For example, a study by
Kirschner and Karpinski (2010) found that students who reported spending more time on
Facebook had lower GPAs. Another study by Junco and Cotton (2012) revealed a negative
relationship between time spent on Facebook and academic achievement. Thus, while some
studies have examined the link between social media usage and academic performance, there
is a lack of comprehensive research in this area. The multifaceted nature of social media usage,
the rapid changes in platforms and usage patterns, and the limitations of existing research
methods contribute to the need for further investigation.

Even though social media has a negative reputation, students frequently spend their
free time on popular platforms such as Facebook, Twitter, and Instagram. While social media
194 | International Journal of Educational Management and Development Studies, Volume 4 Issue 2

can have positive and negative effects, research shows a significant correlation between social
media use and academic performance. A study by Hasnain et al. (2015) evaluated the impact
of social media usage on students' academic performance and found an inverse relationship
between the two variables. Although social media allows students to gain knowledge and social
skills outside of the university, excessive use can negatively impact their academic activities.
However, technology can be beneficial when used productively, according to Elias et al.
(2021), especially during the current pandemic when mobile phones are critical in academic
activities worldwide. Social media has become popular worldwide due to technological
development, and students, in particular, spend a considerable amount of time on social media
sites, as Celestine and Nonyelum (2018) reported. Their study found that excessive social
media use can negatively affect students' academic activities, and they suggest minimizing the
time spent on social media to increase productivity.

In a study by Tus et al. (2021), the impact of social media usage on students' academic
performance was examined in the context of the new normal of education. The researchers
analyzed the mean scores of each subscale in the questionnaire to determine the influence of
social media usage. The overall mean scores of the subscales indicate that social media usage
positively impacts students' academic performance. Despite the widespread use of social media
among university-age students, the positive effects of social media outweigh the adverse
effects. Additionally, the study found no significant difference between social media's positive
and negative impact on student's academic achievements. Thus, educators and students can
utilize social media as a tool for information and communication to enhance the learning
process (Mushtaq & Benraghda, 2018).

There has been a linear relationship between academic achievement and the widespread
increase in social media use among postsecondary students. As it rises, social media use will
inevitably become more prevalent among tertiary students. It became increasingly vital to
consider how it affected academic performance. Researchers' findings were conflicting; some
discovered that social media use had little to no impact on academic performance, while others
discovered both good and negative effects. The use of social media for education has a good
relationship with academic achievement. It also proved that using social media can have a
negative impact on academic performance (Boahene et al., 2019).
 ISSN 2719-0633 (Print) 2719-0641 (Online) | 195

Furthermore, it was crucial to ascertain how social media affected students' academic
achievement. The younger generations were those who were being caught up in this quick
transformation as technology continued to grow rapidly year after year. To determine whether
social media impacted student academic achievement, questionnaires were disseminated via
Facebook and emails. The results showed no connection between social media use and
academic achievement, and their aggregate grade average made this conclusion very evident
(Hashem, 2015).

Moreover, Olutola et al. (2016) also looked at how college students in Katsina State
used social media and their study habits. It was impossible to overstate social media use and
study habits' importance to kids' academic success. The study found that students study habits
improved in direct proportion to their use of social media. It was also deduced that the students
who regularly use social media also had superior study habits. They concluded that social
media use significantly predicted students' study habits. Our college students study habits and
academic performance would improve because of wise social media use. Greater study habits
would also result in better academic performance, whereas bad habits would lead to academic
failure. In order to improve student performance and ease their study habits in Nigerian tertiary
institutions, positive social media use should be strengthened.

3. Methodology

This study utilized a descriptive-correlational research design to investigate the effect

of social media usage on the academic performance of junior high school students. The study
employed a descriptive design to present the demographic profile of the respondents in terms
of age, gender, parents' educational attainment, social media platforms used, hours spent using
social media, and weekly allowance as intervening variables. The independent variable was
social media usage, categorized into academics, socialization, entertainment, and information.
In contrast, the dependent variable was the academic performance of selected junior high
school students from one of the schools in Marawi City, Lanao Del Sur, Philippines. for the
School Year 2022-2023. Additionally, the study used a correlational design to determine the
relationship between social media usage and the respondents' academic performance. The
study population included 380 students and the sample size comprised 341 junior high school
students selected through simple random sampling.
196 | International Journal of Educational Management and Development Studies, Volume 4 Issue 2

Table 1

Distribution of the Population and Sampled Students

Year Level Population Sample

Grade 7 112 101
Grade 8 84 72
Grade 9 105 95
Grade 10 79 73
Total 380 341

The participants, majority of the respondents were aged 15-16 years old (n=181 or
53.1%), followed by 13-14 years old (n=90 or 26.4%), and lastly, 19-20 years old (n=8 or
2.3%). This study found more female respondents (n=199 or 58.4%) than male respondents
(n=142 or 41.6%). The majority of the fathers of the respondents were college graduates, and
51.9% of the mothers of the respondents were college graduates, followed by 14.4% of college
level. Facebook was the respondents' most used social media site, followed by Tiktok,
YouTube, Instagram, and others. Most respondents spent at most 6 hours on social media.
Most respondents had a weekly allowance of 200-499php.

The study utilized a questionnaire adapted from the study of Gupta and Bashir (2018),
to gather data for the study. The questionnaire had two parts, with the first part focusing on the
respondents' profiles, including sex, civil status, parents' educational attainment, hours spent
using social media, and weekly allowance. The second part of the questionnaire contained
questions about social media usage regarding academics, socialization, entertainment,
information, and constraints. The Likert-type instrument had four response options, ranging
from strongly agree to disagree strongly. The questionnaire was validated using Cronbach's
alpha, which indicated good internal reliability (α= 0.830). The respondents' academic
performance was measured by their first-quarter grades for the School Year 2022-2023.

The researcher obtained necessary approvals for the conduct of the study. The
researcher introduced the study objectives to the respondents before distributing the
questionnaire. Participants were given 10-15 minutes to complete the questionnaire at their
convenience, and their responses were kept strictly confidential. After gathering the
questionnaires, the data were summarized and analyzed using descriptive and inferential
 ISSN 2719-0633 (Print) 2719-0641 (Online) | 197

statistics such as frequency, percentages, mean and standard deviation, and Regression analysis
(with dummy coded variables).

4. Findings and Discussion

This section presents the results of the statistical analysis in tabular form and the
discussions.

4.1 Social Media Usage of the Respondents

This section presents the descriptive statistics results of the social media usage of the
respondents in terms of academic, socialization, entertainment, and informative.

Table 2
Consolidated Findings of the Influences of Social Media Usage on the Respondents
Influences of Social Media M SD Description
Academic 2.98 .39 Agree
Socialization 2.79 .38 Agree
Entertainment 2.92 .55 Agree
Informative 2.89 .45 Agree
Total Measure 2.89 .32 Agree
Legend: 1.00-1.49 Strongly Disagree; 1.50-2.49 Disagree; 2.50-3.49 Agree; 3.50-4.00 Strongly Agree
M-Mean; SD-Standard Deviation

Table 2 presents consolidated findings of the influences of social media usage on the
respondents in terms of their academic, socialization, entertainment, and informative aspects.
The mean scores for all four categories are above 2.5, implying that the respondents believe
social media usage positively impacts their lives. Regarding academic influence, the
respondents have a mean score of 2.98, which indicates a relatively high level of agreement
that social media usage positively affects their academic performance. The respondents agreed
that they utilize social media to research, solve academic problems, and communicate with
peers to prepare for exams. Additionally, they agreed that they use social media for
collaborative learning, to learn about their curriculum, and to seek teacher assistance. The
skewness measures reveal that the respondents' academic perspectives follow a normal
distribution. Hamat et al. (2012) conducted a qualitative research study on using social
networking platforms among undergraduate and postgraduate students in Malaysian higher
198 | International Journal of Educational Management and Development Studies, Volume 4 Issue 2

education institutions. They collected data from 6358 student respondents via a self-
administered questionnaire. They analyzed the data to observe the students' use of networking
sites and their opinions on the impact of social media on their academic performance. The
study found that most respondents use SNSs as an informal learning tool to connect with peers
and obtain assistance with their studies.

The mean score for socialization is 2.79 (SD=.38), indicating that social media usage
helps the respondents become more sociable and maintain interpersonal relationships. The
results indicate that social media usage facilitates the creation of social identity and enhances
sociability, although the respondents do not prefer to attend social gatherings through these
sites. Moreover, social media strengthens interpersonal relationships, stays in touch with
relatives, and keeps updated about current social events. Social media has become an essential
communication tool, allowing people to communicate and share information, files, pictures,
and videos regardless of distance. This communication is social because it facilitates easy and
effective communication with friends and colleagues, strengthening their ties. Facebook,
Twitter, and other social forums are their favorite among these websites, offering direct social
and media communication with others. These platforms have a significant and influential role
in decision-making across various economic, political, social, and educational spheres (Al-
Rahmi, 2013).

The mean score for entertainment is 2.92 (SD=.55), indicating that social media usage
provides them with entertainment. The results show that social media is commonly used to
share pictures, watch movies, look at funny content, and relieve academic stress. This study
sheds light on the widespread use of social media due to technological advancements in recent
years. Not only are celebrities using these platforms, but the general public has also become
substantial social media users. This study aimed to examine the academic outcomes of students
who spend a significant amount of time on social media. The findings were primarily positive,
as students could share and generate new ideas related to their studies and use social media for
entertainment while completing their academic work. Social media has become a routine habit
for students, and they spend a significant portion of their time on these sites for entertainment
and academic purposes. Students are valuable assets to any country, and through these social
media platforms, they can enjoy their academic work (Amin et al., 2016).
 ISSN 2719-0633 (Print) 2719-0641 (Online) | 199

The mean score for informative is 2.89 (SD=.45), indicating that social media usage
provides them with current information, news, and new ideas. The respondents acknowledged
using social media sites to read news, share new ideas, and obtain current information. While
the widespread use of social media provides learners with multiple reading opportunities,
educators have raised concerns about the excessive use of social media that may lead to
compromised reading competence and academic performance (Gagalang, 2021). This study
aimed to investigate how social media usage affects university students' reading attitudes and
competence (N=101), which are crucial for academic success. The findings showed that social
media platforms were primarily used for non-educational purposes. Although the students had
positive attitudes towards reading, they showed ineptitude in reading competence, and there
needed to be more interest in productive reading attitudes, such as finding time to read during
vacant hours and having enthusiasm towards advanced reading and reading with friends. Thus,
social media usage may have a negative impact on students' reading competence, which may
ultimately affect their academic performance.

The total measure mean score is 2.89 (SD=.32), which indicates an agreement with the
positive influence of social media usage on the respondents' lives. These findings suggest that
social media usage has become essential to the respondents' daily lives and is considered a
valuable tool for academic, social, entertainment, and informative purposes. These findings are
consistent with a study by Tus et al. (2021) that found that social media usage could affect
students' academic performance.

4.2 Academic Performance of the Respondents

This section presents the distribution of the academic performance of the respondents.

Table 3

Respondents’ Academic Performance (General Average)

General Average Performance Level Frequency Percentage

Below 74 Did not meet expectation 2 0.6
75-79 Fairly Satisfactory 15 4.4
80-84 Satisfactory 84 24.6
85-89 Very Satisfactory 107 31.4
90-100 Outstanding 133 39.0
Total 341 100.0
Note: Mean (SD) = 87.57 (4.92) Skewness = -.297
200 | International Journal of Educational Management and Development Studies, Volume 4 Issue 2

Table 3 displays the respondents' academic performance in their first grading period
based on their general average. The results indicate that 39% of the respondents obtained an
outstanding performance with a general average of 90-100, followed by 31.4% of the
respondents having an average grade of 85-89, 24.6% with a general average grade of 80-84,
4.4% with a general average grade of 75-79, and only 0.6% of the respondents received below
average grades of 74 or lower. These findings are consistent with the study conducted by Amin
et al. (2016) that examined the effect of social media usage on the academic performance of
college and university students. The results of the study showed that social media can have a
positive effect on academic performance and it can encourage the careers and future of
students. The study found that social media sites like Facebook, Twitter, Google+, and Skype
can capture students' attention for academic study and positively impact their academic
performance.

4.3 Relationship between Social Media Usage and Academic Performance

This section presents the test of the relationship between social media usage and the
respondents' academic performance using Multiple Regression Analysis with Simultaneous
Entry.

Table 4

Regression Analysis with Simultaneous Entry Relating Academic Performance by Social Media Usage

Unstandardized Standardized
Predictors Coefficient Coefficients t-value P-value
B Std. Error Beta

Academic 1.239 .778 .097 1.593 .112

Socialization -1.481 .937 -.116 -1.581 .115
Entertainment .251 .611 .028 .410 .682
Informative -.046 .657 -.004 -.070 .944
Note: ANOVA for Regression: F(4,336)=1.008, p=.403 R-square = 0.012

Table 4 presents the regression analysis with simultaneous entry relating to academic
performance by social media usage. The result showed that social media usage relative to
academic (B=.097, t=1.593, p=.112), socialization (B=-.116, t=-1.581, p=.115),
entertainment (B=.028, t=.410, p=.682) and informative (B=-.004, t=-.070, p=.944) were not
 ISSN 2719-0633 (Print) 2719-0641 (Online) | 201

significantly influence the academic performance of the respondents. This result implied that
the perceived social media usage of the respondents did not affect their academic performance.
The ANOVA for regression was not significant (F=1.008, p=.403), which suggested that the
regression model fit significantly predicts the respondents' academic performance. Also, only
1.2% of the variance in the respondents' academic performance was explained by social media
usage. Thus, social media usage only significantly influences their academic performance.
Several studies have explored the relationship between social media usage and
academic performance. Junco (2012) found that high levels of Facebook use were negatively
correlated with academic outcomes, indicating a potential negative influence on student
performance. Similarly, Kirschner and Karpinski (2010) discovered a negative association
between Facebook use and GPA among college students. However, Pasek et al. (2009)
emphasized that the impact of Facebook on academic performance is context-dependent and
not universally negative. They argued that high levels of Facebook use do not necessarily lead
to lower academic achievement. Additionally, Kuznekoff and Titsworth (2013) demonstrated
that mobile phone usage during class time, which often includes social media engagement,
negatively affects student learning and academic performance. Lastly, Wang et al. (2012)
found that high levels of social media use were associated with lower academic performance
and increased multitasking tendencies among college students. These studies highlight the
need for a nuanced understanding of the relationship between social media usage and academic
performance, considering contextual factors, individual differences, and the potential
distractions posed by excessive social media engagement during academic activities.

According to Phulpoto (2017), the popularity of social media among higher education
students is ever on the rise and is frequently associated with deteriorated academic
performance. Correlation analysis showed a significant negative relationship between social
media usage and academic performance. Hierarchical multiple regressions demonstrated that
personality traits moderated the relationship between social media usage and academic
performance. Specifically, the relationship's significant moderators were extraversion,
conscientiousness, and openness. Therefore, it was concluded that increased social media
usage was associated with decreased academic performance. However, personality traits such
as consciousness and openness may render helpful in neutralizing the adverse effects. As an
effort to highlight the underlying mechanisms of the relationship, findings suggest a need to
202 | International Journal of Educational Management and Development Studies, Volume 4 Issue 2

sensitize students and educators about the potential academic risks associated with high-
frequency social media use.

5. Conclusion and Recommendation

The findings indicate that the respondents employed social networking sites to
research, find solutions to academic challenges, and communicate with friends in preparation
for exams. Social media platforms were also used for educational purposes, such as seeking
assistance from teachers, accessing curriculum information, and collaborating with peers. The
respondents disagreed that they preferred social media over attending social gatherings but
acknowledged using social media to enhance their sociability and develop their social identity.
In addition, they utilized social media to strengthen interpersonal relationships, stay connected
with family, and keep up-to-date with societal developments. Social media sites were used for
leisure to share photos, view entertaining posts, watch movies, and decompress from academic
pressures. Respondents also employed social media to read news, share new ideas, and obtain
current information. The results showed that social media use positively influenced their
academic, socialization, entertainment, and informative aspects. Furthermore, the study found
that social media usage was not significantly associated with the respondents' academic
performance. This result implies that the students' perceived social media usage did not
significantly impact their academic performance.

This study recommends that educators promote the positive use of social media in
students' learning. School administrators should encourage teachers to integrate social media
into their teaching methods and classroom activities. Curriculum planners should acknowledge
the role of social media in students' lives and consider including it in the curriculum. Guidance
counselors should raise awareness among students and parents about responsible social media
use and ways to harness its positive effects. Moreover, future research should explore other
ways social media can benefit students' academic performance and investigate how educators
can effectively leverage social media for learning.

The study has several limitations that must be considered when interpreting its findings.
Firstly, the sample size is moderate, which may hinder the generalizability of the results to a
broader population. Secondly, the data collected relies on self-reports from the respondents,
which could be subject to social desirability bias and not accurately reflect their actual
 ISSN 2719-0633 (Print) 2719-0641 (Online) | 203

behavior. Thirdly, the study's cross-sectional design makes establishing causality between
social media usage and academic performance difficult. Fourthly, the study was conducted in
a single location, limiting the generalizability of the results to other contexts. Lastly, the study
did not control for other potential factors that could influence academic performance, such as
the quality of teaching, family support, and socioeconomic status.

References
Al-Rahmi, W., & Othman, M. (2013). The impact of social media use on academic
performance among university students: A pilot study. Journal of information systems
research and Innovation, 4(12), 1-10.

Amin, Z., Mansoor, A., Hussain, S. R., & Hashmat, F. (2016). Impact of social media of
student’s academic performance. International Journal of Business and Management
Invention, 5(4), 22–29.

Asur, S., & Huberman, B. A. (2010, August). Predicting the future with social media. In 2010
IEEE/WIC/ACM international conference on web intelligence and intelligent agent
technology (Vol. 1, pp. 492-499). IEEE.

Boyd, D. M., & Ellison, N. B. (2007). Social network sites: Definition, history, and
scholarship. Journal of computer‐mediated Communication, 13(1), 210-230.

Boyd, D. (2010). Social network sites as networked publics: Affordances, dynamics, and
implications. In A networked self (pp. 47-66). Routledge.

Bruns, A., & Burgess, J. (2012). # qldfloods and@ QPSMedia: Crisis communication on
Twitter in the 2011 south east Queensland floods.

Bruner, J. (1966). Constructivist theory.

https://www.instructionaldesign.org/theories/constructivist/.

Cabral, A.P., Gonda, J.V., Suayan, J.Q., Manalo, R.J., Mendoza, V.M. & Escabel, E.B. (2016).
Effects of Social Media to Academic Performance. College of Criminology Research
Journal, Vol. 7, 2016.
204 | International Journal of Educational Management and Development Studies, Volume 4 Issue 2

Celestine, A. U., & Nonyelum, O. F. (2018). Impact of social media on students’ academic
performance. International journal of scientific & engineering research, 9(3), 1454-
1462.

Ditche, J. (2021). "Social Media Use and Junior High School Student’s Academic Performance
in the Division of Northern Samar" International Journal of Trend in Scientific
Research and Development. Volume-5, Issue-4, June 2021, pp.1169-1176

Elias, J. (2021). Social Media Usage of Higher Secondary School Students-A Pilot
Study. Turkish Journal of Computer and Mathematics Education
(TURCOMAT), 12(2), 1080–1084.

Ellison, N. B., Steinfield, C., & Lampe, C. (2007). The benefits of Facebook “friends:” Social
capital and college students’ use of online social network sites. Journal of computer‐
mediated communication, 12(4), 1143-1168.

Gupta, S., & Bashir, L. (2018). Social networking usage questionnaire: development and
validation in an Indian higher education context. Turkish Online Journal of Distance
Education, 19(4), 214–227.

Gagalang, J. L. (2022). Exploring social media use of Filipino learners: How it impacts reading
attitudes and competence. Linguistics and Culture Review, 6(S2), 275-290.

Hamat, A., Embi, M. A., & Hassan, H. A. (2012). The use of social networking sites among
Malaysian university students. International education studies, 5(3), 56-66.

Hasnain, H., Nasreen, A., & Ijaz, H. (2015, August). Impact of social media usage on academic
performance of university students. In 2nd International Research Management &
Innovation Conference (IRMIC) (pp. 26-27).

Junco, R. (2015). Student class standing, Facebook use, and academic performance. Journal
of Applied Developmental Psychology, 36, 18-29.

Junco, R., & Cotten, S. R. (2012). No A 4 U: The relationship between multitasking and
academic performance. Computers & Education, 59(2), 505-514.

Kabigting, R.P., Paner, A.A., Jimenez, L.F., & Mendoza, R.A. (2021). Social Media Exposure
and its Perceived Impact on Students’ Home-Based Tasks Productivity. Studies in
 ISSN 2719-0633 (Print) 2719-0641 (Online) | 205

Humanities and Education, Volume 2, Issue 1: 70 – 78.

https://doi.org/10.48185/she.v2i1.282

Kaneshiro, K. (2021). Social media can lead to poor mental health, studies show. Na Pueo
Student Newspaper for Mid-Pacific.

Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges and
opportunities of Social Media. Business horizons, 53(1), 59-68.

Kemp, K. (2022). Digital 2022: The Philippines. https://datareportal.com/reports/digital-2022-

philippines.

Kirschner, P. A., & Karpinski, A. C. (2010). Facebook and academic performance. Computers
in Human Behavior, 26(6), 1237-1245.

Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic

performance. Computers in human behavior, 26(6), 1237-1245.

Kross, E., Verduyn, P., Demiralp, E., Park, J., Lee, D. S., Lin, N., ... & Ybarra, O. (2013).
Facebook use predicts declines in subjective well-being in young adults. PloS
one, 8(8), e69841

Kuznekoff, J. H., & Titsworth, S. (2013). The impact of mobile phone usage on student
learning. Communication Education, 62(3), 233-252.

Madge, C., Meek, J., Wellens, J., & Hooley, T. (2009). Facebook, social integration and
informal learning at university:‘It is more for socialising and talking to friends about
work than for actually doing work’. Learning, media and technology, 34(2), 141-155.

Mowafy, G. A. M. (2018). The effects of social media on the academic performance of Nile
University Students (Doctoral dissertation, American University in Cairo).

Mushtaq, A. J., & Benraghda, A. (2018). The effects of social media on the undergraduate
student's academic performances. Library Philosophy and Practice, 4(1).

Oguguo, B. C., Ajuonuma, J. O., Azubuike, R., Ene, C. U., Atta, F. O., & Oko, C. J. (2020).
Influence of Social Media on Students' Academic Achievement. International Journal
of Evaluation and Research in Education, 9(4), 1000-1009.
206 | International Journal of Educational Management and Development Studies, Volume 4 Issue 2

Olutola, A. T., Olatoye, O. O., & Olatoye, R. A. (2016). Assessment of Social Media
Utilization and Study Habit of Students of Tertiary Institutions in Katsina
State. Journal of Education and Practice, 7(3), 178-188.

Pasek, J., & Hargittai, E. (2009). Facebook and academic performance: Reconciling a media
sensation with data. First Monday.

Phulpoto, E. (2017). Social media usage and student's academic performance: moderating role
of personality? New Horizons, Vol.11, No.2, 2017, pp 75–94.

Raut, V., & Patil, P. (2016). Use of Social Media in Education: Positive and Negative impact
on the students. International Journal on Recent and Innovation Trends in Computing
and Communication, 4(1), 281-285.

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal
of Instructional Technology and Distance Learning, 2(1), 3–10. https://www.learning-
theories.com/connectivism-siemens-downes.html.

Tus, Y., Hansat, J. & Renako, L. (2021). The social media usage and its impact on the Filipino
learners' academic performance amidst the online education.
https://www.researchgate.net/publication/356161965_The_Social_Media_Usage_and
_Its_Impact_on_the_Filipino_Learners'_Academic_Performance_Amidst_the_Online
_Education

Walther, T. (2015). Social information processing theory

https://doi.org/10.1002/9781118540190.wbeic192.
https://onlinelibrary.wiley.com/doi/abs/10.1002/9781118540190.wbeic192.

Wang, Z., Tchernev, J. M., & Solloway, T. (2012). A dynamic longitudinal examination of
social media use, needs, and gratifications among college students. Computers in
human behavior, 28(5), 1829-1839.
Williams, J. (2019). Social Media Use May Increase Teens Risk of Mental Health Issues. US
News.
Woods, H. C. & Scott, H. (2016) #Sleepyteens: social media use in adolescence is associated
with poor sleep quality, anxiety, depression and low self-esteem. Journal of
Adolescence, 51, pp. 41-49. doi:10.1016/j.adolescence.2016.05.008