Level of Social Media Usage on Academic Performance of CSS 11 Students in

Balangkayan Senior High School

In Partial Fulfillment of the Course Requirements in

Inquiries, Investigation and Immersion

Presented to the Faculty and Staff of

Balangkayan Senior High School

By:

Renielle Montes

Mark Zoren Amida

Tadeo Efraim Caspe

Wilma Lyn Alzate

Rensel Borac

Recil Ann Borja

Nezel Ann Canales

Jonalyn Cerbito

Jenalyn Contado

Rose Ann Lira

PAGE \* MERGEFORMAT iii

 Approval Sheet

The research proposal titled “Level of Social Media Usage on Academic Performance of CSS 11

Students of Balangkayan Senior High School,” prepared by Renielle Montes, Mark Zoren Amida

Tadeo Efraim Caspe, Wilma Lyn Alzate, Rensel Borac, Recil Ann Borja, Nezel Ann Canales,

Jonalyn Cerbito, Jenalyn Contado, Rose Ann Lira as part of the requirements for the course on

Inquiries, Investigation, and Immersion is recommended for acceptance and approval.

March 26, 2024 Farrah Mie F. Ofilanda

Date Research Adviser

___________________________________________________________________________

Accepted and Approved in the Partial Fulfillment for the Subject of Inquiries,

Investigation, and Immersion.

MA. JOSIE A. CONTADO EMMA M. ABOT

Principal III Assistant Principal II

April 1, 2024

Date

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 Table of Contents
Page
Cover Page
i
Approval Sheet
ii
Table of Contents
iii
List of Tables
iv
List of Figures
v
CHAPTER I
Introduction
1
Statement of the Problem
4
Hypothesis
4
Objective of the Study
4
Scope and Delimitation
5
Significance of the Study
5
Definition of Terms
5
CHAPTER II
Review of Related Literature
6
Conceptual Framework
10
CHAPTER III
Methodology
11

PAGE \* MERGEFORMAT iii

Research Design
11
Respondents
11
Locale of the Study
11
Research Instrument
13
Data Gathering Procedure
13
Data Analysis
13
CHAPTER IV
Results and Discussion
15
Analysis of Research Question
16
CHAPTER V
Summary
20
Conclusion
20
Recommendations
21
References
22

PAGE \* MERGEFORMAT iii

List of Tables

Page

Table 1. Distribution of Respondents According to Sex

11

Table 1. Image Based Question

16

Table 2. Comparison Based

17

Table 3. Belief Based

18

Table 4. Consumption Based

19

iv
List of Figures

Page

Figure 1. The relationship between the independent variable and the dependent 10

variable in this study.

Figure 2. The Locale of the Study

12

v
vi
 CHAPTER I

Introduction

The world is today celebrating the improvements in communication technology which has

broadened the scope of communication through Information and Communication Technologies

(ICTs). Modern Technology in communication no doubt has turned the entire world into a “Global

village”. But as it is, technology like two sides of a coin, bring with it both negative and positive

sides. It helps people to be better informed, enlightened, and keeping abreast with world

developments. Technology exposes mankind to a better way of doing things. Social networking sites

include: Twitter, Yahoo Messenger, Facebook Messenger, Blackberry Messenger (BBM), Whats app

messenger, 2go messenger, Skype, Google talk, Google Messenger, iPhone and Androids. These

networking sites are used by most people to interact with old and new friends, physical or internet

friends ( Asemah and Edegoh, 2012).

The world has been changed rapidly by the evolution of technology; this has resulted into the

use of technology as the best medium to explore the wide area of knowledge. The evolution of

internet technology has led to its use as the best medium for communication. Whereby, two-third of

the world’s internet population visits social networking or blogging sites, thus serving as a

communication and connection tool. Social networking sites (SNSs) are online Communities of

Internet users who want to communicate with other users about areas of mutual interest, whether from

a personal, 2 business or academic perspective (William ,Boyd, Densten, Chin, Diamond &

Morgenthaler, 2009).

The millions of social networking sites have transformed the thought of global village into a

reality whereby billions of people communicate through social networking sites. Numerous benefits

have been obtained through distant communication through the use of social networking sites.

Academic excellence or achievement plays an important role in an individual placement, be it in the

academic institutions or job placement. Due to this, many people are concerned with the ways they

can enhance their academic achievement. The emphasis on academic excellence which is also

prevalent worldwide has encouraged many studies about the conditions promoting it. The role of

academic achievement as one of the predictors of one’s life success and also in the aspect of
academic placement in schools to higher institutions as well as the level of employability in one’s

career is inevitable

i
(Kyoshaba, 2009).

Academic performance, which is measured by the examination results, is one of the major

goals of a school. Hoyle (1986) argued that schools are established with the aim of imparting

knowledge and skills to those who go through them and behind all this is the idea of enhancing good

academic performance. Academic performance or achievement is the outcome of education, the

extent to which a student, teacher or institution has achieved their educational goals. Academic

performance is commonly measured by examinations or continuous assessment but there is no general

agreement on how it is best tested or which aspects are most important, procedural knowledge such as

skills or declarative knowledge such as facts (Annie, Howard & Mildred, 1996). A direct relationship

exists between Social media usage and the academic performance of students in universities. However

the darker side within technological evolution has resulted in dilemmas such as the setback of real

values of life especially among students who form the majority of users interacting through the use of

social networking sites. Online social networking sites focus on building and reflecting social

associations among people who share interests and or activities. With so many social networking sites

displayed on the internet, students are tempted to abandon their homework and reading times in

preference for chatting online with friends. Many students are now addicted to the online rave of the

moment, with Facebook, Twitter etc. Today most youths and students possess Facebook accounts.

The reason most of them perform badly in school might not be far- fetched. While many

minds might be quick to blame the poor quality of teachers, they might have to think even harder, if

they have not heard of the Facebook frenzy (Oche & Aminu, 2010). Olubiyi (2012) noted that these

days’ students are so engrossed in the social media that they are almost 24 hours online. Even in

classrooms and lecture theatres, it has been observed that some students are always busy pinging,

going or Facebooking, while lectures are on. Times that ought be channeled towards learning,

academic research and innovating have been crushed by the passion for meeting new friends online,

and most times busy discussing trivial issues. Hence most students’ academics suffer setback as a

result of distraction from the social media. According to Obi, Bulus, Adamu & Sala’at (2012), it was

observed that the use of these sites also affects students’ use of English and grammar. The students

are used to short forms of writing words in their chat rooms; they forget and use the same in the

2
classrooms. They use things like 4 in place of for, U in place of You, D in place of The etc. and this

could affect their class assessment. Social networking sites although has been recognized as an

important resource for education today, studies however shows that students use social networking

sites such as Facebook for fun, to kill time, to meet existing friends or to make new ones (Ellison,

Steinfield, and Lampe, 2007). Although it has been put forward that student spends much time on

participating in social networking activities, with many students blaming the various social

networking sites for their steady decrease in grade point averages (Kimberly, Jeong and Lee, 2009), it

also shows that only few students are aware of the academic and professional networking

opportunities the sites offered. According to Kuppuswamy and Shankar (2010), social network

websites grab attention of the students and then diverts it towards non-educational and inappropriate

actions including useless chatting. Whereas on the other hand, Liccardi, Ounnas, Massey, Kinnunen,

Midy, & Sakar (2007) reviewed that the students are socially connected with each other for sharing

their daily learning experiences and do conversation on several topics. Tinto (1997) argued that

extracurricular activities and academic activities are not enough to satisfy some student those who are

suffered by social networking isolation.

This shows that social networks are beneficial for the students as it contributes in their

learning experiences as well as in their academic life. Trusov, Bucklin, & Pauwels (2009) noted that

the Internet is no doubt evolution of technology but specifically social networks are extremely unsafe

for teenagers, social networks become hugely common and well-known in past few years. According

to Cain (2009), social network websites provide ease of connecting people to one another; free 5 of

cost and after connecting one can post news, informative material and other things including videos

and pictures etc. Wiley and Sisson (2006) argued that the previous studies have found that more than

90% of tertiary school students use social networks. In the same way Ellison et al (2007) stated that

the students use social networking websites approximately 30 minutes throughout the day as a part of

their daily routine life. This statement shows the importance of social networking websites in

students’ life. Lenhart and Madden (2007) revealed through a survey that students strongly

recommend social networking websites to stay in touch with friends to keep informed and aware.

Social information processing theory is an interpersonal communication theory which suggests that

3
online interpersonal relationship development might require more time to develop than face-to-face

relationships, but when developed, it has the same influence as face-to-face communication. This

means, the more students use social media, the more they influence their disposition to studies, given

the fact that friends from social media will begin to exert influence on each other.

Statement of the Problem:

This study examined the Level of social media usage on academic performance of Grade12

students of balangkayan senior high school specifically, this sought to find answer to the following

questions:

1. What is the demographic profile of the CSS 11 students in terms of:

1.1 age

1.2 sex

2. What is the level of social media usage of the Grade 11 CSS students?

3. What is the academic performance of the Grade 11 CSS students?

4. Is there a significant relationship between the level of social media usage and the

academic performance of the Grade 11 CSS students?

Hypothesis

There is no significant relationship between the level of social media usage and the academic

performance of the Grade 11 CSS students.

Objective of the study:

This study aims to obtain the following objectives:

1. To determine the level of social media usage of the Grade 11 CSS students.

2. To determine the academic performance of the Grade 11 CSS students.

3. To determine if there is a significant relationship between the level of social media usage and

academic performance of grade 11 CSS students of Balangkayan Senior High School.

4
Scope and Delimitation:

The study will focus on determining the level of social media usage and the academic

performance of Grade 11 CSS students in Balangkayan Senior High School.

Significance of the study:

The results of this study will be beneficial to the following:

Teachers. Will know the influence that social media has on their students, so as to assist

them to enlighten and create awareness to the students on the possible influence it has on them.

Parents. Will know the possible effects this social media usage has on their children, so as to

serve as watch-dog to their children on the usage of the social networking site.

Students. Will be aware that, apart from the social benefits of this social networking site,

using the sites more than necessary will pose possible dangers to their health. It will be relevant in

assisting students in understanding the diversity of social media. It will provide relevance material for

students and other researchers undertaking similar research.

Future Researchers. With more information on the Influence of social media on student’s

academic performance.

Definition of terms:

Social Media: They are forms of electronic communication which facilitate interactive base on

certain interests. Social media include web and mobile technology Social Networking Sites: A

website where people put information about them and can send to others.

Social Networking: The use of internet to make information about yourself available to other people

especially people you share an interest with to send messages to them.

Media: Are all those media technologies that are intended to reach a large audience by mass

communication. “They are messages communicated through a mass medium to a number of people.

Academic Performance: It is concerned with Studying from books as opposed by a practical work.

Tweets: A short message posted on Twitter (a micro blog). ICT: Information and Communication

Technology.

5
 CHAPTER II

Review of Related Literature

Concept of social media is that means employs mobile and web based technology to create

highly interactive platforms via which individuals and community share, co- create, discuss and

modifies user- generated content (Kietzmann, 2012). Social media is a phrase being tossed around a

lot. It is a website that does not just give you information but interact with you while giving you

information. It is a group of internet based application that allows the creation and exchange of user’s

generated content it is easy to confuse social media with social news because we often refer to

members of the news as the media. Adding to it, that social news site is also media site. It also refers

to the means of interaction among people in which they create, share, exchange and comment among

themselves in different networks, Andrea and Michael (2010) are of the opinion that social media is a

group of internet based application that builds on the ideological foundation and allows the creation

and exchange of users generated content. Social media has become one of the major channel of

chatting through platforms such as 2go, messenger, blogger and wiki. There has an increase in the

mobile social media which has created new opportunity for browsing. The internet usage effect of

social media, in views of Nielsen (2012) is that, students continue to spend more time on the social

media than any site. The total time spent on social media across mobile devices increased by 37 %,

121 billion minutes in July 2012 compared to 88 billion minutes in July 2011.

According to the Boyd & Ellison (2007) article entitled Why youth heart, social networking

site: the role of networked publics in teenage life? It shares a variety of technical features that allows

individuals to construct a public or semi-public office, articulate list of their users that they share

connection with and view their list of connections within the system. In an article titled ‘social

networking sites’ definition and scholarship, Boyd and Ellison adopt Sunden’s (2003) description of

profile as unique pages where one can type oneself into being a profile in generated from answer to

questions, such as age, location and interest

The advent of social network platforms may also be impacting the way in which learners

engage with technology in general. For a number of years, Prensky (2001) dichotomy between digital
natives and digital immigrants has been considered a relatively accurate representative of the ease

with which
people of certain age rate, in particular, those born before and after 1980, use technology. Social

networking and their educational uses are of interest to many researchers. According to Living Stone

and Brake (2010), social networking site, like much else on the internet representing a moving target

for researchers and policy makers. Recent trends indicate that 47% of America adults use social

network. A national survey in 2009 found that 37% of online teenegers use social networking site

which increased to 555% three years later (Len Hart, Purcell, Smith and Zickuhr, 2010) it has also

shown that it provides opportunity within professional education but however, there are constraints in

such areas.

On the internet, students engage in a variety of activities some of which may be potentially

addictive.According to kuss and Griffiths (2011) the mass appeal of social media on the internet could

be a cause for concern, particularly when attending to the gradually increasing amount of time

students spend online. Undergraduate spend more time on facebook, twitter and other social media

through smartphones that are now in abundance among these youths, many students cannot go for

two- three hours without checking and updating their profiles on these social networks even at the

detriment of other activities such as educational and career pursuit. (Morahan- Martin and

Schumacher, 2000) explain social media addiction as the excessive use of the internet and the failure

to control this usage which seriously harms a person’s life.

In an article on the Daily Trust Newspaper, Itodo (2011) posits that there seem to be an

alarming rate of social networking obsession among students today, a trend that could affect their

academic, social and spiritual lives negatively if not properly controlled.

Many concerned parents have expressed grave concern that they could hardly get the attention

of their children and wards, as they seem to have been carried away by the fascinating world of social

networks. Some youths are such social freaks that they have now carved out for themselves a world of

fantasy and illusion for detached from reality. Bello (2012) of the Sunday observer observes that if the

dangerous trend of social media network “obsession” if left unchecked could further affect an already

collapsing education system. The reason students are performing poorly in school it might not be

farfetched. While poor quality of lecturers can quickly take the blame, one might think harder if the

phrase “facebook frenzy” has not been heard of. It is a common sight to see a young chatting in a

7
sensitive and highly organized places attention has been shifted from visible to invisible friends, while

important ventures like study and writing are affected in the process.

This phenomenon has become a source of worry to many who believe in knowledge and skill

acquisition (McQuail, 2008). Jeong (2005) noted that internet addiction is significantly and negatively

related to student’s academic performance, as well as emotional attributes. In a study of 884 students

of different schools in Nigeria, (Olowo & Seri 2012), indicated that students in Nigeria are spending

too much time on social networking sites at the detriment of other necessary things such as their

studies.

It has been observed in recent times that students have unlimited access to the internet as well

as the social media. Students connect with computer to send and receive information’s anywhere on

the globe. According to joint study by campus2Careers and Study Breaks on the use of mobile devices

among student discovered that, an average undergraduate spends 3.6 hours a day with their cellphones

and smart phones, while spending less time with computer, TV’s, handheld gaming devices and e-

readers. Though there have been many social, economic, and environmental factors that have added to

the pressure of students in the past ten years, the drop- out rate for students is still a major national

problem (Bowen, 2008). The top academic areas that many school professionals are concerned about

are English (ELA) and advance literacy (Williams, 2008) the current generations of teens live in a

fast-paced technological world with many different types of communication happening all at the same

time.

Having social media in the classroom has been a controversial topic for the last several years.

Many parents and educators have been fearful of the repercussions of having social media in the

classroom (Kist 2012). As a result, cell phones have been banned from classrooms and schools have

blocked many popular social media websites. However, despite adult’s apprehensions, students are

using social media. Schools have realized that they need to incorporate these tools into classroom and

rules are changing.

Aagard (2015) in their study mentions that the educational system is gradually integrating

digital devices in the classroom assuming that these technologies will increase student's motivation to

learn. The study concluded that due to the hyperlinked architecture, social media can be more

8
distracting instead of focusing which might lead to negative academic impact on the student's

performance. Rudoy, Olshevskaya, & Kankhva (2020) in their study analyzed the impacts created by

Social media on the tourism industry. The study investigated the correlation between social media and

tourism and examined the positive and negative impacts of social media in the tourism industry. The

study recommended ethical social media management strategies over fake advertisements so that

customer satisfaction would be decent as they know what to expect from the place. Abdulqader &

Almunsour (2020) investigated the effects of Social media on Higher Education with a Case Study

from Imam Abdulrahman Bin Faisal University. The study found that 43% of the respondents stated

that the use of Social media were beneficial in their academic performance whereas, the others

believed social media had no impact over their performances. (Ansari & Khan, 2020) examined the

role and effectiveness of social media in transferring the resources and communication with

peers/experts across the world. The study employed latent variance based structural equation model

approach for measurement and instrument validation. The study concluded with remarks that

involving social media for collaborative learning facilitate students to be more creative and research

oriented. (Gopalan, S, & D, 2022)

The National Education Policy is the most recent change expected to be implemented

gradually in the upcoming years. This policy aims to modernize education with lot of changes to the

existing curriculum and the study has shown that there is significant welcoming to these initiatives.

Aleisa (2022) explored the graduate student's experiences on using Social media as a learning space.

The study was a thematic analysis on interviews, observations and artifacts offering a good

description of respondent's experiences on using social media as a formal learning space. The study

found that participant's ease of access in finding information is the major driver in using social media

as a learning space. (Moreno, Niebla, & Serrano, 2019) addressed the problem of academic

performance of psychology graduate students under current dynamics of higher education of Mexico.

The study's results gave an understanding that personal and academic variables tend to have low

influence on student outcomes. Further, the researchers recommended identifying the factors which

relate to results shown by the students and analyzing them. (Vollum, 2014) exhaustively reviewed the

existing literatures relating to social interaction in education, social media, social interaction and use

9
of social media in personal r community health and physical education programs. Then the

researchers found the K-12 settings in order to find if it has impact in creating healthy and informed

decision makers in health education. The study found that social interaction can positively impact

education. (Yadav & Srivastava, 2013) analyzed the impact of Social networking media on higher

education. The study provides suggestions on how social media can be used as educational tool and

the concerns to be kept in mind while utilizing such mediums.

Conceptual Framework

Applying the concepts from this study, the researcher has identified the variables as depicted

in Figure 1 below.

Independent Variable Dependent Variable

Academic Performance
Level of Social Media Usage Outstanding
5
4 Very Satisfactory
3 Satisfactory
2
1 Fairly Satisfactory
Did Not Meet Expectations

Figure 1. The relationship between the independent variable and the dependent variable in this study.

10
 CHAPTER III

Methodology

This chapter will provide a discussion on how the researchers will conduct and gather data in

a systematic process to determine the level of Social Media Usage on Academic Performance of CSS

11 Students in Balangkayan Senior High School.

Research Design

The researchers will utilize the descriptive-correlational research design which falls under the

quantitative approach of research. Descriptive-correlational research, according to Best and Kahn

(2006), uses quantitative methods to describe what is, describing, and recording, analyzing and

interpreting conditions that exist. The researcher does not manipulate or control the independent

variable, but instead observes the relationship between the independent and dependent variables.

Respondents

The respondent of this study are the 15 Grade 11 CSS students of Balangkayan Senior High

School. The students are consisting of 4 males and 11 females.

Table 1. Distribution of Respondents According to Sex

Students Total Number of Students

Male 4

Female 11

Total 15

Locale of the Study

The study will be conducted at Balangkayan Senior High School, Balangkayan Eastern

Samar. The school in the only stand-alone senior high school in the Division of Eastern Samar. At

11
present, BSHH offers courses such as HUMSS, GAS, ABM, and TECHVOC. The school is situated

at Poblacion, Barangay 02, Sitio Bukid, Balangkayan Eastern Samar.

Figure 2. The Locale of

The Study

Research instrument

The study will use a well-constructed and

adapted questionnaire from Alison B. Tuck, Renee

J. Thomson, 2024 to get the desired

12
information from the students. The questionnaire will be divided into two section (A and B) section A

will be for a collection of information on personal data of respondents while section B consisted of

questions that elicited responses from the respondents with a response options, Hourly or more, 5-6

times per week, 3-4 times per week, 1-2 times per week And never.

Data Gathering Procedure

Before conducting the study, the researchers will prepare a survey questionnaire that will be

approved by their adviser. Upon approval, the researchers will secure a permission from school head

to conduct the study. The instrument will be administered to intended respondents. To ensure the one

hundred (100) percent retrieval rate of the survey questionnaire, the researchers will personally

distribute the instrument. The researchers will personally administer the questionnaires to guide the

respondents in answering so that if there will be items that are not fully understood by the

respondents, the researchers can assist and facilitate clarification.

Data Analysis
Simple descriptive statistics involving the use of frequencies and percentages were used to

present the personal profile and digital access of the study respondents (P=F/N*100.). While

Weighted Mean were used to present the level of social media usage on academic performance of

grade 11 CSS students.

Scale Frequency Percentage interpretation

5 5 33% Hourly or more

4 4 27% 5-6 times per week

3 3 20% 3-4 times per week

2 2 13% 1-2 times per week

1 1 7% Never

Name (optional): Age: Sex: GWA:

13
 Social Media Use Scale (SMUS)
Directions: Please indicate how frequently you have engaged in each of the following social media
activities in the PAST WEEK (7 days). Please only include activities engaged in on social networking
sites such as Instagram, Facebook, etc.. Do not include activities related to direct messaging such as
Facebook Messenger or Instagram direct messages. For each activity, please use the following scale:

1-2 3-4 5-6

times times times
Never per per per Hourly
1 week week week or more
2 3 4 5

1. Made/shared a post or story about something positive that was personally about me
2. Looked at how many people liked, commented on, shared my content, or followed/friended
me
3. Read comments to my own content
4. Edited and/or deleted my own social media content
5. Played with photo filtering/photo editing
6. Compared my body or appearance to others'
7. Compared my life or experiences to others'
8. Reminisced about the past
9. Made/shared a post or story about something negative that was personally about me
10. Made/shared a post or story about something negative that was NOT personally about me
11. Commented unsupportively or disliked/"reacted" unsupportively on other's post(s)
12. Sought out content that I morally or ethically disagreed with
13. Scrolled aimlessly through my feed(s)
14. Looked at others' stories
15. Navigated to others' profiles in my social network (e.g., friends or friends of friends)
16. Navigated to others' pages who I do not know (e.g., influencers or other famous people)
17. Watched videos such as memes, news content, how-tos/recipes, etc.

CHAPTER IV

14
 Results and Discussion

This chapter deals with the presentation, analysis, and interpretation of data.

Section A: presentation of demographic data

Table 1

Sex Frequency Percent (%)

Male 4 26%

Female 11 73%

Age Frequency Percentage (%)

16-21 years 14 93%

22-27 years 1 6%

General Average Balangkayan Senior High

School Students
(f)
91-95 3
85-90 7
80-84 5
Total 15

The table shows the demographic data of the participants: 4 representing (26%) of the respondents

were male and 11 representing (73%) were female; 14 which represents (93%) of the respondents

were between 16-21 years old, 1 which represents (6%) were between 22-27 years old. and for their

academic grades out of 15 respondents there are 3 of them have a general average between (91-95),

while 7 of them have a general average between (85-90), and 5 of them have (80-84) general average.

Analysis of Research Questions:

15
 Table 1 Image Based Questions

Statement Hourly or 5-6 times 3-4 times 1-2 times Never Total

more per week per week (3) per week (2) (1)

(4)
(5)

1. Made/shared a post or 5 2 2 3 3 15
story about something
positive that was
personally about me. (33%) (13%) (13%) (20%)
(20%) 100%

2. Looked at how many 2 4 3 5 1 15

people liked,
commented on, shared
my content, or (13%) (26%) (20%) (33%)
(6%) 100%
followed/ friended me.
3. Read comments to my 4 1 5 5 0 15
own content
(26%) (6%) (33%) (33%)
100%

4. Edited and or deleted 2 3 1 2 7 15

my own social media
content
(13%) (20%) (6%) (13%)
(46%) 100%

5. Played with photo 4 2 1 5 3 15

filtering/photo editing
(26%) (13%) (6%) (33%)
(20%) 100%

Total 12 10 10 17 11 60

Percentage % (20%) (17%) (17%) (28%) (18%) (100%)

Table 1 shows that out of 15 respondents 12(20%) of the respondents response hourly or more that

they based on the image in the social media, while 10 (17%) of them says 5-6 times per week, same

with other respondents 10 (17%) says 3-4 times per week, 17(28%) says 1-2 times per week and 11

(18%) response never.

Table 2 Comparison - Based

16
 Statement Hourly or 5-6 times 3-4 times 1-2 times Never Total

more per week per week (3) per week (2) (1)

(4)
(5)

6. Compared my body or 4 3 5 3 0 15
appearance to others
(26%) (20%) (33%) (20%)
(100%)

7. Compared my life or 2 1 1 1 10 15
experiences to others
(13%) (6%) (6%) (6%)
(66%) 100%

8. Reminisced about the 5 3 5 1 1 15

past
(33%) (20%) (33%) (6%)
(6%) 100%

Total 11 7 11 5 11 45

Percentage % (24%) (16%) (24%) (11%) (24%) (100%)

Table 2 shows that out of 15 respondents 11(24%) of the respondents response hourly or more that

they compared based on the social media, while 7 (16%) of them says 5-6 times per week, and 11

(24%) of the respondents says 3-4 times per week, 5 (11%) of the respondents says 1-2 times per

week and 11 (24%) response never.

Table 3 Belief - Based

17
 Statement Hourly or 5-6 times per 3-4 times 1-2 times Never Total

more week (4) per week (3) per week (2) (1)

(5)

9. Made /shared a post 3 1 1 4 6 15

or story about
something negative
that was not (20%) (6%) (6%) (26%)
(40%) (100%)
personally about me
10. Made/ shared a post 3 1 1 3 7 15
or story about
something negative
that was not (20%) (6%) (6%) (20%)
(46%) 100%
personally about me
11. Commented 2 2 2 3 6 15
unsupportively or
dislike ‘’reacted’’
unsupportively on (13%) (13%) (13%) (20%)
(40%) 100%
others posts
12. Sought out content 1 5 2 1 6 15
that I morally or
ethically disagreed
with (6%) (33%) (13%) (6%) (40%) 100%

Total 9 9 6 11 25 60

Percentage % (15%) (15%) (10%) (18%) (42%) (100%)

Table 3 shows that out of 15 respondents there are 9(15%) of the respondents response hourly or more

that their belief are based on the social media, while 9 (15%) of them says 5-6 times per week, and 6

(10%) of the respondents says 3-4 times per week, 11(18%) of the respondents says 1-2 times per

week and 25 (42%) response never.

Table 4 Consumption-based

18
 Statement Hourly or 5-6 times 3-4 times 1-2 times Never Total

more per week per week per week (1)

(4) (3) (2)

(5)

13. Scrolled aimlessly 3 3 3 4 2 15

through my feeds
(20%) (20%) (20%) (26%)
(13%) (100%)

14. Navigated to others 4 0 3 5 3 15

profiles in my social
network
(26%) (20%) (33%)
(20%) 100%

15. Looked at others 4 1 5 5 0 15

stories
(26%) (6%) (33%) (33%)
100%

16. Navigated to others 3 4 0 6 2 15

pages who I do not
know
(20%) (26%) (40%) (13%) 100%

17. Watched videos such 6 1 0 1 7 15

as memes, news
content, how-tos/
recipes. Etc. (40%) (6%) (6%) (46%) 100%

Total 20 9 11 21 13 75

Percentage % (27%) (12%) (15%) (28%) (17%) (100%)

Table 4 shows that out of 15 respondents there are 20(27%) of the respondents response hourly or

more that their consumption are based on the social media, while 9 (12%) of them says 5-6 times per

week, and 11 (15%) of the respondents says 3-4 times per week, 21(28%) of the respondents says 1-2

times per week and 13 (17%) response never.

CHAPTER V

19
 Summary, Conclusion and Recommendations

This chapter presents the summaries of the results and findings, conclusions and recommendations of

the study.

Summary

This study focused on the level of social media usage on academic performance of grade 11

students. And It is delimited to fifteen (15) respondents.

This study utilized descriptive statistics involving the use of frequency and percentage as a

method of research.

The result of the study revealed that out of 15 respondents 17(28%) of the respondents response 1-2

times per week that they based on the image in the social media. While on the other hand 15

respondents 11(24%) of the respondents response hourly or more that they compared based on the

social media, 25 (42%) response never that they did not based their belief on the social media. And

21(28%) of the respondents says 1-2 times per week that their consumption are based on the social

media.

Furthermore, in the academic performance of grade 11 students out of 15 respondents there are 3 of

them has an average of (91-95), and 7 of them has an average between (85-90) and 5 respondents has

an average of (80-84).

Conclusions

From the findings of the study, the following conclusion were drawn:

1. Majority of the respondents has a low level of social media use since they did not based their belief
on the social media.

2. In the academic performance, majority of the respondents has an average between eighty five to

ninety (85-90).

20
Recommendations:

In the light of the findings of this study, the following recommendation are made:

1. Students should be educated on the influence of social media on their academic performance.

2. Teachers should ensure they use the social media as a tool to improve the academic performance of

students in school.

21
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