SOCIAL MEDIA ADDICTION: ITS EFFECT TO BEED

STUDENTS’ LEARNING BEHAVIOR

________________

A Bachelor’s Thesis

Presented to

The Committee of Oral Examiners

J.H. CERILLES STATE COLLEGE

DUMINGAG CAMPUS

Dumingag, Zamboanga del Sur

________________

In Partial Fulfillment
of the Requirements for the Degree

Bachelor of Elementary Education

________________

By

HAZIEM W. GUMINIGIN
ESTELLA A. CULANAG

ANACIL A. LABIGA

JESSON A. GUMANAD

May 2024
 APPROVAL SHEET

This Bachelor’s thesis titled, “SOCIAL MEDIA ADDICTION:

ITS EFFECT TO BEED STUDENTS LEARNING BEHAVIOR”, prepared and

submitted by, HAZIEM W. GUMINIGIN, ESTELLA A. CULANAG,

ANACIL A. CULANAG, and JESSON A. GUMANAD in partial

fulfillment of the requirements for the degree Bachelor of

Elementary Education, has been examined and is hereby

recommended for Oral Examination.

____ _____ MARIZA S. BALATERO, MAEd

Date Adviser

Approved by the Committee on Oral Examination on May 24,

2024, with a rating of _____________.

NANETTE BILBAO, Ed.D

Chairperson

MARY JULIET A. DOÑO, MAEd AIWEDEH B. PATADLAS, Ed.D

Member Member

Accepted and approved in partial fulfillment of the

requirements for the degree, Bachelor of Secondary

Education.

_________ MARIZA S. BALATERO, MAEd

Date Program Chair, BEED
 ACKNOWLEDGEMENT

The researchers would like to extend their heartfelt

thanks and gratitude to the individuals who had shared

valuable assistance and suggestions for the completion of

this study.

It would be of great pleasure on their part to cite the

names of the persons who immeasurably endowed their precious

guidance, suggestions, advice, support, prayer and

encouragement in making this research possible.

Sincere gratitude to Dr. Nanette Bilbao, Chairperson of

the Research Committee, for her support and valuable

suggestions which greatly helped develop in this study;

Deep appreciation to our Adviser Mrs. Mariza S.

Balatero, for her unconditional support, patience, immense

knowledge and for the hours spent in proofreading and

helping the researchers to accomplish this study;

Heartfelt gratitude is offered to Mrs. Haidee F.

Patalinghug, Statistician, for her valuable suggestions,

guidance and inspiring criticism; for her fast corrections

on the statistical data prepared;

To Ms. Mary Juliet A. Doño, and Dr. Aiwedeh Patadlas,

Panel Members for their expertise which made this study

successful.
 Warmest thanks and profound gratitude to the Campus

administrator Dr. Moises Glenn G. Tangalin, for allowing the

researchers to conduct the study and the BEEd student-

participants of the study for their honest and unselfish

response during the administration of the questionnaire

checklist, without them this study would not be possible;

and;

Above all, immeasurable thanks to the Almighty God for

the strength, knowledge, courage, perseverance, and safety.

Without Him, this study would not have been made possible.

Haziem
Estella
Anacil
Jesson
 DEDICATION

Every challenging

work needs self-efforts

as well as guidance of elders

especially those who were very close

to our heart. This humble work is kind-heartedly dedicated

to the people who motivate us,

and who gives us wisdom and strength,

Mr. Ricardo Guminigin and Mrs. Marivic Guminigin,

Mr. Melardo E. Arapoc and Mrs. Virgilla B. Arapoc

Mr. Balodoy M. Labiga and Mrs. Minda A. Labiga,

Mr. Leonilo T. Gumanad and Mrs. Felina A. Gumanad;

brothers, sister, loved ones and respective teachers. And

above all to the almighty Father who

has endowed us wisdom, spiritual

guidance, extra strength,

and enlightenment.

Haziem
Estella
Anacil
Jesson
 ABSTRACT

GUMINIGIN, HAZIEM W., ESTELLA A. CULANAG, ANACIL A.

LABIGA and JESSON A. GUMANAD 2024. J.H. Cerilles State
College-Dumingag Campus, Dumingag, Zamboanga del Sur.
“SOCIAL MEDIA ADDICTION: ITS EFFECT TO BEED STUDENTS
LEARNING BEHAVIOR”. An Unpublished Bachelor’s Thesis.

Adviser: MARIZA S. BALATERO, MAED

This study investigates the Social Media Addiction: Its

effect to BEEd students Learning Behavior. Through
quantitative descriptive statistical method, data from 176
students were analyzed to assess the participants’ social
addiction, as well as their level of learning behavior.

The result of the study reveals that the participants

were “addicted” on social media use, The students learning
behaviors is somewhat desirable, and There was a significant
correlation between the students on social media addiction
level and their learning behavior.

The study recommends that the students should limit the

usage of social media to ensure that they would not become
detrimental to their academics; the teachers may formulate
and improve class policy on the use of social media to
increase attention and motivate them to engage in class
discussion; the parents shall monitor their son and daughter
to limit in using social media as focus on their academic
endeavors; and the another researchers conduct qualitative
studies to determine the effects of social media usage
towards their learning behavior.

Keywords: Addiction on Social Media, Students’ Learning

Behavior
 TABLE OF CONTENTS

Page

TITLE PAGE . . . . . . . . . . . . . . . . . i

APPROVAL SHEET . . . . . . . . . . . . . . . ii

ACKNOWLEDGEMENT . . . . . . . . . . . . . . . iii

DEDICATON . . . . . . . . . . . . . . . iv

ABSTRACT . . . . . . . . . . . . . . . vi

LIST OF TABLES . . . . . . . . . . . . . . . vii

LIST OF FIGURES . . . . . . . . . . . . . . . viii

CHAPTER

1 INTRODUCTION
Background of the Study . . . . . . 1
Theoretical Framework . . . . . . . 3
Conceptual Framework . . . . . . . 5
Statement of the Problem . . . . . . . 7
Research Hypothesis . . . . . . . 7
Importance of the Study . . . . . . 7
Scope and Limitation of the Study . . 8
Definition of Terms . . . . . . . 9

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature . . . . . . . . . 10
Related Studies . . . . . . . . . . 19

3 RESEARCH METHODOLOGY

Research Design . . . . . . . . . . 25
Research Setting . . . . . . . . . . 25
Research Participants . . . . . . . . 26
Sampling Design . . . . . . . . . . 26
Research Instrument . . . . . . . . . . 27
Data Gathering Procedure . . . . . . 28
Statistical Techniques Used . . . . . . 28
4 PRESENTATION, ANALYSIS, AND INTERPRETATION
OF DATA

Addiction Level of the

Participants of
Social Media Use . . . . . . . . . . 31

Learning Behaviour
Of the Participants . . . . . . . . . 33

Significance of the Relation

Between the Participants
Addiction Level and Their
Learning Behaviour . . . . . . . . . 35

5 SUMMARY, FINDINDS, CONLUSIONS AND RECOMMENTATIONS

Summary . . . . . . . . . . 36
Findings . . . . . . . . . . 36
Conclusions . . . . . . . . . . 37
Recommendations . . . . . . . . . . 37

LITERATURE CITED . . . . . . . . . . 39

APPENDICES

A Letter of Request . . . . . . . 42
B Questionnaire Checklist . . . .. . . 43
C Raw Data . . . . . . . . . . . 46
D Pictorials . . . . . . . . . . . 48

CURRICULUM VITAE . . . . . . . . . . . 50
 LIST OF TABLES

Table Page

1 Level of Social Media Addiction

of the Participants . . . . . . . . . 36

2 Learning Behavior of the

Participants . . . . . . . . . . 38

3 Significance of the Relationship

Between the Participants
Addiction Level and
Their Learning Behavior . . . . . . . 39
 LIST OF FIGURE

Figure Page

1 Schematic Diagram of the Study . . . . . . 8

 Chapter 1

INTRODUCTION

This study presents the background of the study,

theoretical/conceptual framework, hypothesis statement,

significance of the study, scope and limitations of the study and

definition of terms.

Background of the study

In today’s modernization, social media plays a vast role in

the learning behavior of university students to achieve

sustainable education. Where the impact of social media on

sustainable education is becoming an essential and impelling

factor at the same time (Abbas et al., 2019).

Moreover, in the educational field, students nowadays are

exposed in such addiction and misuse of social media. Thus, such

study aims to unveil curiosity and interest whether this so-

called addiction maybe avoided or already involved in this

addiction-help them find ways to eradicated to gain back the

pupils’ interest in their studies and school activities Al-

Menayes, J. (2015). With the increasing use of social media, the

addictive use of this new technology is also growing. Previous

studies found that addictive social media use is associated with

negative consequences such as reduced productivity, unhealthy

social relationships, and reduced life satisfaction.

 2

People’s dependence on technology in the digital

environment has increasingly become the focus of academic

and social attention. Social media with the function of

connecting with others and maintaining interactions, has

become an insuperable part of people’s lives, Yan Zhang

(2020).

Hence, college students who use social media may

experience unfavorable outcomes such as having social media

addiction (SMA) and a drop in their learning behavior.

Stress has a detrimental effect on learning behavior, and

SMA may make college students feel more stressed than they

already are (Zhao, 2021).

On the other hand, some students use social media for

chatting with their friends, playing games online, and

finding friends. Using social media sites for these

purposes, students, grades become lower because they waste

their time playing games online instead of studying their

lessons and instead of using social media for academic

purposes (Mendoza et al., 2016).

Moreover, Griffiths MD (2005-2010) observed that in the

behavior of addiction, the researcher discussed that

excessive use of social media supposed to be a genuine

addiction like-playing video games, use of the internet,

 3

exercise, etc. also, the social media observed is explained

as an addictive behavior of the people.

With these, the researchers conducted this study to

determine the social media addiction in learning behavior of

the BEED students.

Theoretical/Conceptual Framework

Our understanding of how people interact on social

media platforms is aided by theories regarding the impact of

social media addiction on students' learning behaviors. They

aid in our understanding of the intricate connections that

exist between people, networks, content, and technology. The

Cognitive Load Theory suggest that our working memory is

only able to hold a small amount of information at anyone

time and that instructional methods should avoid overloading

it in order to maximize to learning (Sweller, 1988).

One of the most prominent social media theories is Uses

and Gratification Theory (Katz et. al., 1974), which

explains that individuals actively seek out specific

functions from media content to fulfil their needs and

desires. This means people are attracted by certain benefits

offered by different types of media use including seeking

entertainment, companionship or even obtaining knowledge.

UGT plays an important role in understanding consumer

 4

behavior for publishing firms as it indicates what users

look for when engaging with online platforms like Facebook

or Instagram.

One of the models to help explain social media related

to their learning behavior and why people are drawn to these

online platforms is the social identity model of DE

individuation effects (SIDE model). Created utilizing social

psychology and communications studies frameworks, this model

explains how the behavior of groups changes when cloaked by

anonymity (Reicher, Spears & Postmes, 1995). It is also

often associated with computer-mediated communications,

making it easily applicable to platforms like social media.

Therefore, Griffiths MD (2005-2010) observed that in

the behavior of addiction, the researcher discussed that

excessive use of social media supposed to be a genuine

addiction like-playing video games, use of the internet,

exercise, etc. also, the social media is explained as an

addictive behavior of the people.

Conceptual Framework

This study is to investigate the social media addiction

in learning behavior among the BEED students of J.H.

Cerilles State College for the school year 2023-2024. The

study conducts by giving questionnaire to the students

through test paper to determine the perception of the

 5

students in social media addiction in learning behavior. It

is presented below the variables of the study where the

social media addiction is independent variable, and the

learning behavior of the students is dependent. Social

media is considered the independent variable because it’s

the factor that researchers can manipulate or vary.

However, it is observed that the use of social media is

actively part of the life of the students in which it can

lead them into distraction. On the other hand, learning

behavior is considered the dependent variable because it’s

the outcome that researchers are interested in. Researchers

might measure learning behavior in various ways, such as

grades, comprehension tests, or self-reported understanding

of a topic.

Therefore, this study was conducted to determine if the

perceptions of the students in using social media affects

their learning behavior.

 6

Social Learning

Media Behavior

Addiction

Figure 1. Schematic Diagram of the study

Statement of the Problem

 7

This study was conducted to determine the extent of

social media addiction and behavior of the BEED students.

To be guided in gathering the data, here are some

questions to be answered:

1. What is the addiction level of the participants of

social media use?

2. What is the Learning behavior of the participants?

3. Is there a significant relationship between the

participants’ addiction level and their learning

behavior?

Research Hypothesis

Ho: There is no significant relationship between the

participants’ addiction level in social media use and their

learning behavior.

Importance of the Study

The result of the study would be beneficial to the

following individuals:

Students. This study would help them manage the use

of social media and minimize the time they spent on social

media sites.

Teachers. They would be able to find out if the use

of social media affects their learning behavior.

 8

Parents. They would determine the possible effect of

social media on their children’s learning behavior.

Administrator. They would investigate many facets of

their jobs, responsibilities, and the effect they have on

institutions, especially in the context of education.

Future Researchers. The results of the study would

serve as their reference when conducting other studies

related to this.

Scope and Limitations of the Study

This study focused on the social media addiction and its

effect to BEEd students learning behavior. The study

participants are the BEEd students’ who are officially

enrolled in Dumingag Campus, Dumingag Zamboanga del Sur,

School Year 2023-2024.

It also attempts to verify if a significant relationship

existing between the participants of social media addiction

and its effects to their learning behavior.

It utilizes the quantitative specifically descriptive-

correlational method with the questionnaire-checklist as the

main instrument in gathering the data needed. Frequency

counts, Weighted Arithmetic Mean (WAM) were used to analyzed

descriptive data of the study.

 9

Definition of Terms and Other Variables

To give the researchers a clear understanding about the

study, here are some terms that are defined conceptually:

Learning behavior. This refers to the ways in which

students learn and internalize knowledge, abilities, and

behaviors associated with using social media platforms

excessively.

Misuse. This refers to the inappropriate or excessive

consumption of media, particularly social media, which

negatively impacts an individual's learning behavior.

Social media addiction. It refers to a condition in

which an individual exhibits compulsive, excessive, and

uncontrollable behaviors related to the use of social media

platforms.

Student-Participants. As used in this study, this

refers to the BEED students of J.H. Cerilles State College

who are included as subject of the study.

Social media use. We used to conduct our questionnaire

through converting it in goggle form to gather information.

 Chapter 2

REVIEW ON RELATED LITERATURE AND STUDIES

This chapter contains some related articles as well as

related studies to make this study reliable.

Related Literature

Social Media Addiction

Social media addiction is recognized as a new type of

addiction that affects the general population and is more

intense among young people (Gómez-Galán et al., 2020).

The notion of Longstreet, P. and Brooks, S. (2017)

discusses the social media addiction to be a state where the

use of the social media becomes compulsive; the user starts

to develop a dependence on the social media for their

psychological well-being and said user experiences

unpleasant feelings when deprived of the Internet. This

creates a state where the user feels that they need the

Internet to function in their daily lives.

Social media addiction can be viewed as one form of

Internet addiction, where individuals exhibit a compulsion

to use social media to excess (Griffiths, 2000; Starcevic,

2013). Individuals with social media addiction are often

overly concerned about social media and are driven by an

uncontrollable urge to log on to and use social media

(Andreassen & Pallesen, 2014). Studies have shown that the

 11

symptoms of social media addiction can be manifested in

mood, cognition, physical and emotional reactions, and

interpersonal and psychological problems (Balakrishnan &

Shamim, 2013; Błachnio, Przepiorka, Senol-Durak, Durak, &

Sherstyuk, 2017; Kuss & Griffiths, 2011; Tang, Chen, Yang,

Chung, & Lee, 2016; Zaremohzzabieh, Samah, Omar, Bolong, &

Kamarudin, 2014). It has been reported that social media

addiction affects approximately 12% of users across social

networking sites (Alabi, 2012; Wolniczak et al., 2013; Wu,

Cheung, Ku, & Hung, 2013).

Importantly, frequent social media usage does not

necessarily indicate social media addiction (Griffiths,

2010) and therefore does not always have negative

implications for individuals’ mental health (e.g.,

Jelenchick, Eickhoff, & Moreno, 2013) or academic

performance (Pasek & Hargittai, 2009). A key distinction

between normal over-engagement in social media that may be

occasionally experienced by many, and social media addiction

is that the latter is associated with unfavorable

consequences when online social networking becomes

uncontrollable and compulsive (Andreassen, 2015). Studies

investigating social media addiction have mainly focused on

Facebook addiction (e.g., Andreassen, Torsheim, Brunborg, &

Pallesen, 2012; Hong et al., 2014; Koc & Gulyagci, 2013

 12

It has been shown that addiction to Facebook

is positively associated with depression, anxiety, and

insomnia (Bányai et al., 2017; Koc & Gulyagci, 2013; Shensa

et al., 2017; van Rooij, Ferguson, van de Mheen, &

Schoenmakers, 2017) and negatively associated with

subjective well-being, subjective vigor, and life

satisfaction (Błachnio, Przepiorka, & Pantic, 2016; Hawi &

Samaha, 2017; Uysal, Satici, & Akin, 2013). Research has

also suggested the negative impact of social media

addiction, and Facebook addiction in particular, on academic

performance (Huang, 2014; Nida, 2018).

Henceforth, certain categories of social media use have

been shown to be associated with reduced academic

performance (Al-Menayes, 2014, 2015; Junco, 2012; Karpinski,

Kirschner, Ozer, Mellott, & Ochwo, 2013; Kirschner &

Karpinski, 2010). For example, Lau (2017) found whereas

using social media for academic purposes did not predict

academic performance indexed by the cumulative grade point

average, using social media for nonacademic purposes (video

gaming in particular) and social media multitasking

negatively predicted academic performance. For example, Wood

et al. (2012) found that multi-tasking via texting, email,

MSN, and Facebook had negative effects on real-time learning

performance. Jiang, Hou, and Wang (2016) found that the use
 13

of Weibo, the Chinese equivalence of Twitter, had negative

effects on information comprehension.

In addition, Sharma & Shukla (2016) have argued that

young people engage in social media because this dynamic and

busy world does not allow people to physically stay in

touch. Ajayi (1995) further argues that, for many people,

social media use is a way of dealing with a society where

spending time with humans is less valued than time with

technology. Others have supported the view that for pupils,

university life can be stressful owing to the demanding

schoolwork and exams (Tandoc, Ferrucci & Duffy, 2015) so

social media use serves to reduce tension. It is expected

that college students would be heavy social media users

because students are far away from home, are free from

parental home supervision (Arnett, 2007). Additionally,

adolescents frequently use social media because they have

reached a stage in life when they spend most of their

leisure time alone (Larson, 1990) and they are also at a

stage in life when they are trying to develop their identity

(Arnett, 2007).

The research concluded that the use of social media by

teenagers and children could ruin their lives as well as

have a bad impact on their education. Social media diverts

the attention and concentration of students towards

 14

activities which are not educational and time wasting such

as chatting on non-educational topics. Social media is a

broad collection of digital platforms that have radically

changed the way people interact and communicate. However,

the researchers argued that social media is not simply a

technology but presented a context that differs in important

ways from traditional (e.g., face- to- face) and other

digital (e.g., email) ways of interacting and communicating.

Learning Behavior

Ul Haq & Chand (2012) investigated the usage and

popularity of famous social media network (Facebook) among

university students with special focus on the gender-based

comparison and the impact of the selected social medium on

their Learning behavior. The two researchers evaluate the

pattern and frequency of Facebook use among university

students while focusing gender that majority of the users

(61%) agree that this social medium has adverse effects on

their learning behavior. Further analysis reveals that among

these 61%, majority of the respondents were male. In

addition to adverse effects of Facebook on learning

behavior, there was also an opinion that use of Facebook

makes it hard for them to perform the best on their career

performance. However, the researcher feels that the later

 15

opinion is not very clear and established and needs further

investigation.

This research analysis is how’s that using social media

especially in terms of using Facebook is equally popular

among male and female student at the university under study.

The researchers evaluate that majority of the users agree

that this social medium has adverse effects on their

learning behavior. This study related our study in the way

of investigating about the effects of social media on their

academic achievements among students. They are both

undertaking analyzing a random sample of respondents.

Hamat, Embi, & Hassan (2012) studied the use of social

networking platforms undergraduate and postgraduate students

at Malaysian institutes of higher education. The study

collects opinions of students about the impacts of social

media on their learning behavior.

One of the very significant findings of the study is

about the use of social networking sites for the purpose of

learning. Most of the respondents agree that they use SNSs

as informal learning tools and that it helps them connect to

their friends and peers to get help regarding their studies.

However, in case of interaction with teachers, an equal

split of opposite opinions exists. This study also supports

the most common finding of majority of well-structured

 16

studies that use of social networking sites has no

significantly negative impact on the students’ learning

behavior. They further state that the possibility of some

other factors like social media addiction, more time on

internet, chatting, cognitive absorption etc. linked with

the use of internet or specifically social networking sites

may cause poor learning behavior.

The above literature review shows that other students

are using social media for their learning, they use it as a

learning tool. It has a significant impact on our study

because the use of social media can affect the learning

behavior in a positive and negative way. Social media

addiction is the top negative effect that may cause poor

learning performance.

Negussie & Ketema (2014) further investigated if there

is any impact of using Facebook while accessing through

different devices. Among a variety of devices, it was found

that the correlation between using Facebook on mobile

devices and students’ grades is highly negative as compared

to using Facebook on other devices. This adverse effect is

explained by the fact that using cellphones for social

networking activities may involve multitasking and all

students are not equally efficient in multitasking skills.

The study suggests that students must be encouraged to use

 17

social networking sites for educational purposes instead of

blocking these platforms in the educational premises.

Rouis, Limayem, & Salehi-Sangari (2011) investigate the

effects of using Facebook on their learning behavior of

undergraduate students at Lulea University of Technology

Sweden in relation to their personality traits. The proposed

research model tests how Facebook usage affects the learning

of students with different personality traits. In addition,

the research tries to justify the relationship among the

three i.e. Facebook usage, personality traits and learning

performance. Their analysis of 239 students’ data reveals

very significant results. This research establishes that

using Facebook has a strong negative impact on learning

behavior of students with extrovert personalities. However,

the factor of self-regulation among students greatly reduces

this negative impact as they have high level of effective

self-control while using social media platforms. Cognitive

absorption, which defines deep involvement, is another

personality factor taken into consideration while

undertaking this research.

Rouis, Limayem & Salehi-Sangari (2011) successfully make

the observation that extent of cognitive absorption

determines the frequency and duration of social media usage.

However, they add that the level of cognitive absorption is

 18

in turn defined by self-control and other personality

factors. While multitasking skills do nothing to reduce

frequency and use of social media among students, they

moderate the effects of social media to reveal that among

these students’ behavior by tuning the cognitive absorption.

In fact, as an educational tool, social media enriches

learning by giving both students and teachers the

opportunity to connect in new and very exciting ways thereby

encouraging a flexible mode of learning. It is stated that

flexible learning expands the choice on what, when and how

people learn (Pappas, 2013).

Since students are highly motivated in using social

media sites, most of them use these to satisfy their social

needs more than their learning needs. They have the freedom

to do whatever they want – they can upload or download data,

make new friends, and comment on their people’s lives, and

even create other online identities the real world does not

allow. It has been observed too that most of the students

nowadays, particularly those in the tertiary level, spend

most of their time chatting their acquaintances, playing

online games, and watching videos instead of reading their

lessons, making their assignments, and other learning

requirements (Astodello, 2016).

 19

Napoleon (2010) stated that exposure to social media

has a negative influence on the learning behavior of

students. Students spend more time on social media rather

than reading their books and they are now relying on social

media to do their assignments without consulting other

sources. Social media’s influence on learning behavior is

negative. Students who spend more time on social media are

likely to perform poorly in their learning activities than

those who do not.

The above literature review reveals that research on

the role of social media and social networking sites in

learning behavior of students is still debatable. Most of

the researchers have created more questions than finding

answers. Social media is studied in an educational context,

which is part of a virtual learning behavior.

Related Studies

Social media applications are commonly used by millions

of people across the world for different reasons on the

regular basis Al-rami et al., (2014). This increase in the

use of these applications is because of its convenience,

flexibility, and functionalities Al- rahimi et al., (2013).

This rapid growth in acceptance of social media

applications in a short period of time is due to its

 20

increasingly widespread operation by students Kirscher and

Karpinski, (2010).

Studies have shown that as depression, anxiety and

stress level and time spent on social media increase,

problematic internet use and technology addiction increase

(Andreassen et al., 2016; Bayar, 2019; Demirci, 2019; Odacı

& Çikrıkci, 2017).

Moreover, many studies on social media usage and mental

health have shown that the prolonged use of social media

such as Facebook is positively associated with mental health

problems such as stress, anxiety, and depression and

negatively associated with long-term well-being (Eraslan-

Capan, 2015; Hong, Huang, Lin & Chiu, 2014; Malik & Khan,

2015; Marino et al., 2017; Pantic, 2014; Shakya &

Christakis, 2017; Toker & Baturay, 2016). For example, the

time spent on social media was positively related to

depressive symptoms among high school students in Central

Serbia (Pantic et al., 2012) and among young adults in the

United States (Lin et al., 2016).

Thus, gender-related differences exist in most

addictive behaviors. Studies of substance-use disorders

indicate important gender-related differences in

epidemiology, social factors and characteristics, biological

responses, progressions to dependence, medical consequences,

 21

co-occurring psychiatric disorders, and barriers to

treatment entry, retention, and completion (Tuchman, 2010).

Men are more likely than women to use almost all types of

illicit drugs (SAMHSA, 2014). Results from different fields

of addiction also show an apparent gender-related disparity

with females being less prone to exhibiting most addiction

behaviors (Minutillo et al., 2016). This tendency also

exists in many behavioral addictions, with many studies

suggesting, for example, higher prevalence of IA among males

than females (Mei et al., 2016, Tsitsika et al., 2014). A

recent review of 7 studies across different cultural groups

revealed that most findings converged with males at higher

apparent risk for IA, with the difference in gender-related

prevalence estimates of IA widening over time (Anderson et

al., 2017). This pattern may reflect male tendencies to use

applications with potentially high IA risk (e.g., online

games or cybersexual activities) (Lin, Ko, & Wu, 2011).

Males also score lower than females on IA-related protective

factors (e.g., effortful control) and higher on potential

risk factors (e.g., maladaptive cognitions) (Li, Zhang, Li,

Zhen, & Wang, 2010). Furthermore, female adolescents often

receive more family supervision than males, which may help

prevent them from spending too much time on the internet (Yu

et al., 2013).
 22

Although many studies indicate that males usually have

higher levels of IA than females, there exist some contrary

data. In a cross-cultural comparison study of IA, males had

higher IA prevalence estimates than females (male 15.7%

versus female 5.8%) in Chinese samples, and females had

higher IA prevalence estimates than males (male 7.3% vs.

female 9.7%) in US. samples (Sun et al., 2012). In another

study of Turkish high-school students, females had

significantly higher IA scores than males (Aylaz, Günes,

Günaydin, Kocaer, & Pehlivan, 2015).

Several research studies investigating the topic under

review are found to be very recent. There are numerous

research studies that analyze this topic, and they are

indeed relevant since most of the innovative features

offered by social media sites in collaboration with other

social medium forums have been boosted especially with

introduction of revolutionary features and flatform.

Boyd and Ellison (2007) found out that millions of

people were attracted to social media networking sites such

as Myspace, Facebook, YouTube, Skype and many more. They

consume a lot of time on these sites uploading or

downloading, getting information concerning their career or

learning work, and they are always online movies, and doing

research. This activity has become a habit because some

 23

people find it difficult to study without the interference

of social networking sites.

On the contrary, Oye (2012) observed that most of the

students do feel that social networking sites have a more

positive impact on the students’ learning behavior, and he

notes that most of the younger students use social

networking sites for socializing rather than for academic

purposes.

According to the study of Larson, et al., (2015), the

use of social media had affected the academic performance of

their respondents negatively and further confirmed that

there was a strong positive relationship between the use of

social media and learning behavior. Their study further

revealed that most of their respondents use social media

sites to chat rather than for learning behavior.

In addition to the study of Asemah et al., (2013) found

out that exposure of the students to social media have

effect on their learning behavior. Evidence shows that

social media has a negative influence on the learning

behavior of students. Students who spend more time on social

media are likely poorly in their learning this is because

instead of reading books, they spend more time chatting and

making friends via social media and this will have negative

effect on their learning behavior.

 24

Furthermore, Liang et al., (2011) alleged that social

media sites are absolutely affecting students’ effectiveness

as well as their grades. Therefore, educators need to be

worried about these problems and attempt to find better ways

to solve these problems.

Based on the foregoing studies, the related literature

and studies gathered and presented in this chapter show the

usage and effects of social media addiction to students’

learning behavior. Students tend to communicate and do some

activities on it but there is some consideration the overuse

of social media. Though framed within the learning context,

the concepts outlined here can be used to investigate the

use of communication technology not only at school, but also

at home, and in many other settings, for as to know its

effect to the learning behavior of the students.

 Chapter 3

RESEARCH METHODOLOGY

This chapter presents research design, research

setting, research participants, sampling design, research

instrument, data-gathering procedure, and the statistical

treatment of data.

Research Design

This study utilized the quantitative correlational

research design in gathering the data and information

necessary to accomplish the purpose of this investigation.

This research design was used because it is a

correlational process which concerns with the conditions and

relationships that exist, practice that prevail, and belief,

points of view or attitudes that are held (Joaquin, 2010).

Research Setting

This study was conducted in J.H. Cerilles State College

Dumingag Campus, Caridad, Dumingag, Zamboanga del Sur for

the School Year 2023-2024. This school is well-respected

educational institution located in the province of Zamboanga

del Sur, Philippines.

One of the main contributions of J.H. Cerillies state

college in the community is to provide great education to

 26

each student. The college offers a wide range of academic

programs, including undergraduate and graduate degrees,

diploma courses, and vocational programs. These programs are

designed to meet the needs of the students and equip them

with the necessary knowledge and skills to succeed in their

chosen fields.

The college is assembled of hope and progress in

Zamboanga del Sur and beyond, empowering individuals and

supporting socio-economic growth.

Research Participants

The participants of the study were the 370 BEEd

students who were officially enrolled in J.H. Cerilles State

College-Dumingag Campus, during the Academic Year 2023-2024.

Sampling Design

In this study, the researchers employed the stratified

random sampling method for the selection of the

participants. Stratified random sampling method refers to a

tool divides a population into strata for a precise

representation of the total population according to the

needs of the study (Kothanic,C.R 2004). This means the

researchers would select the participants because they have

 27

indicated the same characteristics to participate in the

study.

Moreover, the population from which the samples were

derived consists of BEEd students. The study involves 176

randomly selected students from a total population of 313.

Research Instrument

To obtain the needed data, the researchers used the

questionnaire-checklist. The questionnaire-checklist was

self-made and adapted. (Andreassen, 2016)

The instrument is composed of two parts. The first part

deals on the social media addiction of BEEd students. It

used the following scale.

Rating Weight Adjectival Interpratation

Scale Continuum Equivalent

5 3.34-5.00 Agree (A) Highly Addicted(HA)

3 1.67-3.33 Moderately(MA) addicted (A)
1 0.01-1.66 Disagree(D) Low Addicted(LA)

The second part dealt with learning behavior of BEEd

students. To determine the learning behavior of the student-

participants, the following rating scale was used:

Rating Weight Adjectival Interpretation

Scale Continuum Equivalent

5 3.34-5.00 Always(A) Desirable(D)

3 1.67-3.33 Sometimes(S) Somewhat
Desirable (SD)
1 0.01-1.66 Never(N) Less Desirable(LD)
 28

To make our study valid we conducted a pilot testing to

selected BSED English Students. After tallying the results

we conducted survey to gathered data.

Data Gathering Procedure

In gathering the data, the researchers seek written

permission from the campus administrator, registrar, as well

as the BEEd Program Chair for them to be allowed to gather

data from the target participants.

Upon approval, the researchers would personally

administer the questionnaire-checklist to the students. But

before the questionnaires were distributed, they explained

to the participants on what to do, and encouraged them to

ask questions for items which were not clear. The

researchers made a thorough check up of all the items to

find out whether these were properly answered.

After the needed data were gathered and collected, the

researchers tabulated, analyzed, interpreted, and presented

the data in textual and tabular forms.

Statistical Treatment of Data

The data gathered were statistically treated with the

use of the Weighted Arithmetic Mean in determining the

extent of the social media addiction and learning behavior

of BEEd student-participants with the given formula below.

 29

Σfx
WAM=
N

Where:

WAM = Weighted Average Mean

F = Frequency

W = Assigned Weighted

∑¿ Summation Sign

To determine the significant correlation between the

social media addiction and learning behavior on the student

the Correlation Coefficient was used with the following

formula.

2
6∑ d
i
ρ=1- 2
n(n −1)

Where:

p= Spearman’s rank correlation coefficient

di = difference between the two ranks of each

observation

n= number of observation
31
 Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents, analyzes, and interprets the

data gathered in the study. The topical presentation made

are based on the order of the sub-problems raised by the

researchers, to wit:

Level of Social Media Addiction by Student participants;

Perceived Learning Behavior of the BEEd Student

participants; and

Significant Correlation Between Social Media Addiction

and Learning Behavior of BEEd Students.

Addiction Level of the Participants of Social Media Use.

Table 1 presents the addiction level of the

participants of social media use.

The data show that the BEEd student-participants Agreed

on statement 1 with a Weighted Arithmetic Mean (WAM) of

3.93; interpreted as “Addicted”. Meanwhile, they Moderately

agreed on statements 4, 9, 3, 2, 5, 10, 6, 3 and 8 with the

Weighted Average Mean of 3.24, 3.23, 3.03, 2.92, 2.83, 2.71,

2.66, and 2.66 respectively, described as Disagreed on

statements 7 with a Weighted Average Mean of 2.31,

interpreted as “low addicted”.

 31

The overall mean of 2.95 indicates that the social

media addiction level is addicted. This implies that

participants are highly addicted due to the result of the

questionnaire checklist that been conducted. This finding is

supported by (Griffiths, 2000; Starcevic, 2013), social

media addiction can be viewed as one form of internet

addiction, where individuals exhibit a compulsion to use

social media to excess.

Table 1

Level of Social Media Addiction

of the Participants

Social Media Addiction Mean SD AE I

1.I checked my social media accounts 3.93 1.19 A HA
first thing in the morning and last
thing at night.
2.I feel restless or irritable when I 3.03 1.28 MA A
can’t access social media.
3.I have hidden or lied about my 2.66 1.41 MA A
social media use from others.
4.I spend more time on social media 3.24 1.2 MA A
than I intend to.
5.I neglected important 2.92 1.31 MA A
responsibilities (e.g., studying,
chores) to use social media.
6.I experience withdrawal symptoms 2.71 1.32 MA A
(e.g., anxiety boredom) when I try
limit my social media use.
7.I compare my life to others on 2.31 1.35 D LA
social media and feel envious.
8. I feel dependent on social for 2.66 1.32 MA A
validation or sense of belonging.
9.I must control my social media use 3.23 1.28 MA A
but haven’t been successful.
10. My social media use has caused 2.83 1.39 MA A
problem in my relationships or
academics.
Overall Mean 2.95 MA A
 32

Legend:

Rating Weight Adjectival Interpretation

Scale Continuum Equivalent

5 3.68 – 5.00 Average(A) Highly Addicted(HA)

3 2.33 - 3.67 Moderately Agree(MA) Addicted (A)
1 1.00 - 2.32 Disagree(D) Low Addicted(LA)

Learning Behavior of the Participants

Table 2 present the learning behavior of the student-

participants.

As indicated in the table, out of the 10 statements,

student’s participants Always on statements 7, “I used

social media to connect with classmates and discussed

schoolwork.” which obtained the highest Weighted Arithmetic

Mean (WAM) of 4.02 followed by statement 4 “I use social

media to find information or resources related to my

studies.” with the Weighted Average Mean of 3.98 interpreted

of “Desirable”. Meanwhile, they are Sometimes on statements

5, 3, 1, 2, 6, 9, 10, and 8 with the Weighted Average Mean

of 3.49, 3.38, 3.38, 3.35, 3.25, 3.31, 3.09 and 2.87

interpreted of Somewhat Desirable.

The overall mean 3.41 proved that the student’s

participants somewhat desirable on Learning Behavior. This

finding is supported by (Sedrakyan et al., 2020) stated that

Learning behavior is an essential indicator of student

 33

learning effectiveness and has long occupied an important

position in studying student learning.

Table 2

Learning Behavior of the Participants

Learning Behavior Mean SD AE I

1.I spend more time in studying than 3.38 1.1 S SD
using social media.
2.I find it difficult to concentrate on 3.38 1.26 S SD
my studies when I have access to
social media.
3.I procrastinate on my schoolwork by 3.35 1.05 S SD
browsing social media.
4.I use social media to find information 3.98 1.15 A D
or resources related to my studies.
5.I complete my assignment before 3.49 1.06 S SD
checking social media.
6.I find it hard to detach from 3.25 1.06 S SD
social media even when I need to focus
on my studies.
7.I use social media to connect with 4.02 1.25 A D
classmates and discussed schoolwork.
8.I feel stressed or anxious if I 2.87 1.36 S SD
haven’t checked social media in a
while.
9.My social media use impacts sleep 3.31 1.28 S SD
schedule, making it difficult to wake
up early for classes.
10.I feel less motivated to study after 3.09 1.25 S SD
spending time on social media.
Overall Mean 3.41 S SD

Legend:
Rating Weight Adjectival Interpretation
Scale Continuum Equivalent

5 3.68 – 5.00 Always(A) Desirable (D)

3 2.33 - 3.67 Sometimes(S) Somewhat

Desirable (SD)

1 1.00 - 2.32 Never(N) Less Desirable(LD)

 34

Table 3

Significance of the Relationship Between the Participants’

Addiction Level and Their Learning Behavior

Variables Spearman's p-
Df Remarks
rho value
Social Media
Addiction 0.417*** 173 < .001 Significant
Learning Behavior
Note. * p < .05, ** p < .01, *** p < .001

H o : There is no significant correlation between the social

media addiction and their learning behavior of the BEEd
student-participants.

The result shows, that the P-value of 0.001 is less

than the computed value of Spearman’s rho of 0.417. There is

a significant level to reject the null hypothesis. Thus,

there is significance of the correlation between social

media addiction and learning behavior of BEEd participants.

Therefore, the result implies that social media addiction

is significantly correlated to the learning behavior of

student-participants. This finding supported by the study of

Larson, et al., (2015), the use of social media had affected

the learning behavior of their respondents negatively and

further confirmed that there was a strong positive

relationship between the use of social media and learning

behavior.
 Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the study, the

findings obtained, the conclusions drawn from the findings

and the recommendations offered by the researchers.

Summary

This study dealt on the learning behavior of BEEd

students in JHCSC, Dumingag Campus, School Year 2023-2024.

The involved of this study 173 of the BEEd Students.

The researchers utilized the questionnaire-checklist in

gathering the quantitative data research to accomplish the

purpose of the study. Here are some important measures that

include in quantitative data: frequency counts,

Questionnaire checklist, percentage, and the statistical

tools used in this study.

Findings

The following are the revealed findings of the study:

1. The participants were “addicted” on the use of social

media use.

2. The students’ learning behaviors is somewhat

desirable.
 37

3. There was a significant correlation between the

students on social media addiction level and their

learning behavior.

Conclusion

Based on the findings, the following conclusions are

hereby drawn:

1. The students spend more time on social media.

2. The students display better learning behavior.

3. The student-participants addiction level on social

media is associated with their learning behavior.

Recommendation

In the view of the findings and conclusions drawn from

this study, the following recommendations are hereby

offered:

1. That the students should limit the usage of social

media to ensure that they would not become detrimental

to their academics.

2. That the teachers may formulate and improve class

policy on the used of social media to increase

attention and motivate them to engage in class

discussion.
 38

3. That the parents shall monitor their son and daughter

to limit in using social media as focus on their

academic endeavors.

4. That another researchers conduct qualitative studies

to determine the effects of social media usage towards

their learning behavior.

LITERATURE CITED
 39

Al-Menayes, J., (2015). Dimentions of Social Media Addiction

among University Students in Kuwait. Psychology and
Behavioral Sciences. Retrieved
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Akakandelwa (2018)
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ents'_Social_Media_Use_and_its_Perceived_Impact_on_thei
r_Social_Life_A_Case_Study_of_the_University_of_ZambiaS
tudents’ Social Media Use and its Perceived Impact on
their Social Life: A Case Study of the University of
Zambia

Andreassen, P., Balakrishnan., et al., (2013). Social Media

Addiction: Interpersonal & Psychological Problems.
Retrieved
from.www.academia.edu/Documents/in/Social_Media_Addicti
on_Interpersonal_&_Psychological_Problems.02292020

Catipay, J., Seguirp, A., Palicte, C., et al., (2018).

Social Media Addiction and Study Habits of Senior High
Students. Retrieved from.researchgate.net.2.272019

Gazi, M., Cetin, M., & Caki, C., (2017). The Research of the
Level of Social Media Addiction of University Students.
European Journal of Social Sciences Education and
Research. Retrieved from.researchgate.net.2.272019

Griffiths., (2010). Social Media Usage. Retrieved from.

https://doi-org/10.5817/CP2010-1-4.02282020

Griffiths, Starcevic., (2013). Social Media Addiction.

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4.02292020

Hou, Y., Xiong, D., Jiang, T., et al. (2019). Social media
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Cyberspace, 13(1), Article 4.
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Kuss & Griffiths., (2011). Social Media Addiction: It’s

Effects of Users Across Social Networking Sites.
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on.02282020

Larson, A., (2007). Adolescents Frequent Use on Social

Media. Retrieved
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_Use_On_Social_Media.2.282020

Lau., (2017). Social Media For Academic Purposes. Retrieved

from.https://www.plato.stanford.edu.,02272020

Li., Hou., Yang., et al. (2019). The Research of Different

Vulnerabilities to Internet Gaming Disorders. European
Journal of Social Sciences Education and Research.
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Lin, K., & Wu., (2011). Gender-Related Prevalence. Retrieved

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Out, A., (2015). Social Media Addiction Among Students of

the University of Ghana. Retrieved from.
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 Appendix “A”

Republic of the Philippines

J.H. Cerilles State College
Dumingag Campus
Dumingag, Zamboanga del Sur

March 13, 2024

MOISES GLENN G. TANGALIN Ed.D
Campus Administrator
J.H Cerilles State College
Dumingag Campus
Caridad, Dumingag, Zamboanga del Sur

Sir/Madam:
We, the undersigned researchers are presently working
on our thesis titled “SOCIAL MEDIA ADDICTION AND LEARNING
BEHAVIOUR OF BEED STUDENTS” as a requirement for the degree,
Bachelor in Elementary major in General Education for the
School Year 2023-2024.

In this connection, we would like to ask your

permission to allow us to conduct our study to BEED students
who are officially enrolled in Dumingag Campus for this
second semester, School Year 2023-2024.

Hoping for your favorable response to our humble

request. Your approval to our request will be a great help
to our study.
Thank you.

Respectfully yours,

(Sgd.) HAZIEM W. GUMINIGIN

(Sgd.) ESTELLA A. CULANAG

(Sgd.) ANACIL A. LABIGA

(Sgd.) JESSON A. GUMANAD

Researchers
Noted:
(Sgd.) MARIZA S. BALATERO, MAED
Adviser
Approved:
(Sgd.) MOISES GLENN G. TANGALIN Ed.D
Campus Administrator
 Appendix “B”

Republic of the Philippines

J.H. Cerilles State CollegeDumingag Campus
Dumingag, Zamboanga del Sur

Questionnaire-Checklist

Name (optional):

Grade & Section:

Part I. Social Media Addiction in BEEd

Directions: Please answer the following questions

honestly, to the best of your ability. There are no right or
wrong answers.
Put a check () in the box which corresponds to your
answer.

Rating Scale Responses

5 Always (A)

3 Sometimes (S)

1 Never (N)

RESPONSES

STATEMENTS
(A) (MA) (D)
5 3 1

1. I checked my social media accounts

first thing in the morning and last
thing at night.
 2. I feel restless or irritable when I
can’t access social media.
3. I have hidden or lied about my social
media use from others.
4. I spend more time on social media
than I intend to.
5. I neglected important
responsibilities (e.g., studying,
chores) to use social media.
6. I experience withdrawal symptoms
(e.g., anxiety boredom) when I try
limit my social media use.
7. I compare my life to others on social
media and feel envious.
8. I feel dependent on social for
validation or sense of belonging.
9. I must control my social media use
but haven’t been successful.
10. My social media use has caused
problem in my relationships or
academics.

Part II. Learning Behavior of Student Participants.

Direction: Put a check mark () in the box which

corresponds to your answer.

RESPONSES

STATEMENTS
5 3 1
(A) (S) (N)

1. I spend more time in studying than

using social media.
2. I find it difficult to concentrate on
my studies when I have access to
social media.
3. I procrastinate on my schoolwork by
browsing social media.
4. I use social media to find
information or resources related to
my studies.
5. I complete my assignment before
checking social media.
6. I find it hard to detach from social
media even when I need to focus on my
studies.
7. I use social media to connect with
classmates and discussed schoolwork.
8. I feel stressed or anxious if I
haven’t checked social media in a
while.
9. My social media use impacts sleep
schedule, making it difficult to wake
up early for classes.
10. I feel less motivated to study
after spending time on social media.
 APPENDIX “C”

RAW DATA

Table 1. Social Media Addiction Level of the Participants

Social Media Addiction Mean SD AE I
1.I checked my social media accounts 3.93 1.19 A H
first thing in the morning and last
thing at night.
2.I feel restless or irritable when I 3.03 1.28 MA A
can’t access social media.
3.I have hidden or lied about my social 2.66 1.41 MA A
media use from others.
4.I spend more time on social media than 3.24 1.2 MA A
I intend to.
5.I neglected important responsibilities 2.92 1.31 MA A
(e.g., studying, chores) to use social
media.
6. I experience withdrawal symptoms 2.71 1.32 MA A
(e.g., anxiety boredom) when I try
limit my social media use.
7. I compare my life to others on social 2.31 1.35 D LA
media and feel envious.
8. I feel dependent on social for 2.66 1.32 MA A
validation or sense of belonging.
9. I must control my social media use but 3.23 1.28 MA A
haven’t been successful.
10. My social media use has caused 2.83 1.39 MA A
problem in my relationships or
academics.
Overall Mean 2.95 MA A

Legend:
Rating Weight Adjectival Interpretation
scale Continuum Equivalent
5 3.68 – 5.00 A Highly Addicted(HA)
3 2.33 - 3.67 MA Addicted (A)
1 1.00 - 2.32 D Low Addicted(LA)

Table 2. Learning Behavior of the Participants

Learning Behavior Mean SD AE
1.I spend more time in studying than using 3.38 1.1 S
social media.
2. I find it difficult to concentrate on 3.38 1.26 S
my studies when I have
 access to social media.
3. I procrastinate on my schoolwork by 3.35 1.05 S
browsing social media.
4. I use social media to find information 3.98 1.15 A
or resources related to my studies.
5. I complete my assignment before checking 3.49 1.06 S
social media.
6. I experience withdrawal symptoms (e.g., 3.25 1.06 S
anxiety boredom) when I try limit my
social media use.
7. I use social media to connect with 4.02 1.25 A
classmates and discussed schoolwork.
8. I feel stressed or anxious if I haven’t 2.87 1.36 S
checked social media in a while.
9. My social media use impacts sleep 3.31 1.28 S
schedule, making it difficult to wake up
early for classes.
10. I feel less motivated to study after 3.09 1.25 S
spending time on social media.
Overall Mean 3.41 S

Rating Scale Weight Continuum Adjectival Equivalent

5 3.68 – 5.00 A
3 2.33 - 3.67 S
1 1.00 - 2.32 N

Table 3. Significance of the Relationship between the

Participants’ Addiction Level and their Learning
Behavior
Variables Spearman's p-
df Remarks
rho value
Social Media
Addiction 0.417*** 173 < .001 Significant
Learning Behavior
Note. * p < .05, ** p < .01, *** p < .001
 Appendix “D”

Pictorials

The students-participants answering the survey questionnaire

The school we conducted and the Researchers

CURRICULUM VITAE
Personal Background

Name : Haziem W. Guminigin

Address : San Pablo, Dumingag

Zamboanga del Sur

Date of Birth : January 16, 2000

Age : 24

Place of Birth : Bingo, Nanatawakan, Nueva Vizcaya

Gender : Female

Civil Status : Single

Religion : United Church of Christ

in the Philippines

Father’s Name : Ricardo D. Guminigin

Mother’s Name : Marivic W. Guminigin

School Attended

Tertiary : J.H Cerilles State

College-Dumingag Campus
Caridad, Dumingag Zamboanga del Sur
2021-2025

Degree : Bachelor of Elementary Education

Major : General Education

Secondary : San Jose Academy

San Pablo street, Dumingag ZDS
Senior High : 2018-2020

Junior high : 2014-2018

Elementary : Domang Elementary School

Domang Nantawakan, Nueva Viscaya
2008-2014
CURRICULUM VITAE
Personal Background

Name : Estella A. Culanag

Address : Purok 2 Libertad,

Dumingag Zamboanga
del Sur.

Date of Birth : January 01, 1992

Place of Birth : Upper Salimpuno,

Concepcion, Misamis Occidental

Civil Status : Married

Religion : Roman- Catholic

Father’s Name : Melardo E. Arapoc

Mother’s Name : Vergelia B. Arapoc

Schools Attended

Tertiary : College of Communication Information

and Technology (CCIT)
D’van, Calamba, Mis. Occ
2007-2009

: J.H Cerilles State College

Caridad, Dumingag, Zamboanga del Sur
2021-2025

Degree : Bachelor of Elementary Education

Major : General Education

Secondary : Concepcion National High School

Concepcion, Misamis Occidental
2003-2007

Elementary : Upper Dioyo Elementary School

Upper Dioyo, Concepcion, Mis. Occ.
1999-2003

CURRICULUM VITAE
Personal Background

Name : Anacil A. Labiga

Address : Purok 4, Licuro-an,

Midsalip, Zamboanga
del Sur

Date of Birth : November 05, 2001

Age : 22

Gender : Female

Civil Status : Single

Religion : United Church of

Christ in the Philippines

Father’s Name : Balodoy M. Labiga

Mother’s Name : Minda A. Labiga

Schools Attended

Tertiary : J.H Cerilles State College

Dumingag Campus
Caridad, Dumingag Zamboanga del Sur
2021-2025

Degree : Bachelor of Elementary Education

Major : General Education

Secondary : Golictop, National High School

Golictop, Midsalip Zamboanga del Sur
Senior high : 2019-2021

Junior high : 2015-2019

Elementary : New Katipunan Elementary School

New Katipunan, Midsalip ZDS
2009-2015

CURRICULUM VITAE
Personal Background

Name : Jesson A. Gumanad

Address : Mangilay, Siayan

Zamboanga Del Norte

Date of Birth : August 09, 1999

Age : 24

Place of Birth : Mangilay, Siayan Zamboanga Del Norte

Gender : Male

Civil Status : Single

Religion : DMSCP

Father’s Name : Leonilo T. Gumanad

Mother’s Name : Felina A. Gumanad

Schools Attended

Tertiary : J.H Cerilles State College

Caridad, Dumingag Zamboanga del Sur
2021-2025

Degree : Bachelor of Elementary Education

Major : General Education

Senior High : Zapatera Senior High School

Zapatera, Cebu City
2018-2020

Secondary : Mangilay National High School

Mangilay,Siayan, Zamboanga del Norte
2014-2018

Elementary : Mangilay II Elementary School

Mangilay, Siayan, Zamboanga del Norte
2008-2014