IMPACT OF SOCIAL MEDIA ON STUDENT’S ACADEMIC PERFORMANCE

Charles Basiano
Chantel Reyn Ecalne
Jilliane Macantan
Trexie Ortillo
Paolo Padaya
Carlene Quilitano
(Researchers)

Basey National High School

(G11 HUMSS 1B)

FRANK A. OCOP
(Research Advicer)

January 2024
 Table Of Contents
CHAPTER I: THE RESEARCH PROBLEM 1
Background and Rationale……………………………………………………………….. 1
Framework of the Study………………………………………………………………….. 4
Theoretical………………………………………………………………………... 4
Conceptual………………………………………………………………………... 6
Statement of the Problem………………………………………………………………… 7
Significance of the Study…………………………………………………………………. 8
Scope and Delimitation…………………………………………………………………… 9
Definition of Term………………………………………………………………………… 9
CHAPTER 2: REVIEW OF RELATED LITERATURE 11
Enhanced Learning and Knowledge Acquisition
11

Collaborative Learning and Peer Support

12

Real-Time Communication and Feedback

13

Distraction and Time Mismanagement

14

Academic Procrastination
15

Mental Fatigue and Sleep Disruption

16

CHAPTER 3: METHODOLOGY 17
Research Design 17
Research Participants 17
Research Locale 18
Research Instruments 18
Data Collection Procedure 19
Data Analysis Procedure 20
Ethical Considerations 20
References 23
Appendices 26
 CHAPTER Ⅰ
THE RESEARCH PROBLEM
Background and Rationale
This study is about the influence of social media on student academic performance. By surveying

students, we examine patterns of social media usage and their relationship with academic outcomes. We seek

suggestions on how to reduce social media usage and prevent social media addiction.Social media has become a

part of our daily lives, especially for students. While it has its benefits, such as easier communication and access

to information, it also has an impact on students' academic performance. The aim of this research is to explore

the relationship between social media usage and academic outcomes, focusing on both positive and negative

aspects.

Theoretical Framework

The study is grounded in the Uses and Gratification’s Theory (UGT), which posits that

individuals actively seek out media that meet their various needs, such as information, entertainment, and

social connections (Katz, Blumler, & Gurevitch, 1973). This theory helps explain why students might use

social media and how it could impact their academic performance. The Uses and Gratifications Theory

provides a useful lens to understand how students’ motivations for using social media influence their academic

performance. The impact—whether positive or negative—depends on how and why students use social

media. If used effectively for learning and collaboration, social media can enhance academic outcomes.

However, excessive entertainment-driven use can lead to distractions and lower academic performance.
Conceptual Framework
Figure 1: Conceptual Framework of the Study

UGT Motivations

┌──────────────────────┐

│ │

│ ▼

Social Media Use→ Information Seeking → ↑ Positive: Increased knowledge, better grades

→ Social Interaction → ↑ Positive: Collaborative learning, improved

Problem solving

→ Entertainment → ↓ Negative: Distraction, procrastination

→ Self-Expression → ↔ Mixed: Can motivate or distract

Statement of the Problem
The increasing use of social media among students has raised concerns regarding its effects on

academic performance. While social media platforms serve as tools for communication, collaboration, and

information sharing, they can also lead to distractions, procrastination, and reduced study efficiency. This study

aims to examine the impact of social media use on students' academic performance, identifying both the

benefits and drawbacks associated with its usage.

Specifically, this study seeks to answer the following questions:

1. what is social media and why students use it?

2. How much time do students spend using social media?

3. What strategies can be recommended to maximize the academic benefits of social media while

minimizing its negative effects?

Significance of the Study

This study can contribute to the development of digital literacy programs aimed at promoting

responsible online behavior. It may also help educational institutions implement guidelines that encourage the

productive use of social media for academic purposes while discouraging distractions that can hinder learning.

As social media becomes increasingly embedded in students' daily routines, it is essential to

understand both its positive and negative effects on learning, focus, time management, and overall academic

success. This research explores how students' online behaviors—ranging from excessive use to academic

engagement—affect their performance. Additionally, the findings can assist educators, parents, and

policymakers in developing strategies to maximize the benefits of social media while minimizing its potential

disruptions.
 By identifying the specific ways in which social media influences students.Furthermore, the study

can provide a foundation for future research on the evolving role of technology in education and its long-term

effects on student achievement.Ultimately, this study aims to promote a balanced approach to social media use,

fostering a productive and healthy learning environment for students in the digital age. By equipping

stakeholders with evidence-based recommendations, it has the potential to enhance students' academic

experiences, improve study habits, and contribute to the overall effectiveness of modern education systems.

Scope and Delimitation

This study focuses on examining the impact of social media use on students' academic performance.

It explores both the positive and negative effects of social media engagement, including its role in information

seeking, collaboration, entertainment, and self-expression. The study assesses how social media usage

influences students’ learning, concentration, time management, and overall academic outcomes.

Definition of Terms

Social Media – Online platforms that facilitate communication, interaction, and content sharing among users.

Examples include Facebook, Twitter, Instagram, TikTok, and YouTube.

Academic Performance – The measurable outcomes of students’ learning, often assessed through grades, test

scores, assignments, and overall academic achievements.

Information Seeking – The process of using social media to access, gather, and share cademic or educational

content for learning purposes.

Social Interaction – The engagement of students in discussions, group collaborations, and networking with

peers and educators through social media platforms.

Self-Expression – The act of sharing personal thoughts, opinions, or creative content on social media, which

can either motivate or distract students from their academic responsibilities.

Entertainment – The use of social media for leisure activities such as watching videos, playing games, or

engaging in non-academic content, which may impact study habits.

Impact – This is the effect or influence that social media has on students' performance. This impact can be

positive, negative, or neutral, and its strength can vary greatly depending on several factors.

Positive Impacts (Potential Benefits) – Social media can sometimes enhance learning and academic success.

Negative Impacts (Potential Drawbacks) – Conversely, social media can also hinder academic success.

Distraction – Social media can be a significant source of distraction, leading to procrastination and reduced

study time.
 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

This section presents a review of relevant literature and studies collected from

various sources, highlighting their significance in understanding the effects of social media on students'

academic performance.

Positive Effects of Social Media on Academic Performance

Enhanced Learning and Knowledge Acquisition

Social media platforms provide students with access to a vast array of educational resources. According to

Moran, Seaman, and Tinti-Kane (2011), platforms such as YouTube, LinkedIn Learning, and online academic

communities allow students to enhance their learning through video tutorials, research articles, and expert

discussions.

Collaborative Learning and Peer Support

Studies indicate that students who use social media for academic discussions and collaboration tend to perform

better. Al-Rahmi & Othman (2013) found that social media fosters a sense of academic community, enabling

students to share insights, seek clarification, and work on group projects more efficiently.

Real-Time Communication and Feedback

Social media enhances real-time interaction between students and educators. Junco (2012) suggested that

platforms like Twitter and Facebook help students receive immediate academic support, making learning more

dynamic and interactive.

Negative Effects of Social Media on Academic Performance

Distraction and Time Mismanagement

Excessive social media use can lead to distractions, negatively impacting academic performance. Kirschner &
Karpinski (2010) found that students who frequently check social media while studying tend to have lower

grades compared to those who maintain focused study habits.

Academic Procrastination

Social media encourages procrastination as students may prioritize social networking over academic

responsibilities. Paul, Baker, and Cochran (2012) identified a strong negative correlation between high social

media usage and lower GPA scores among college students.

Mental Fatigue and Sleep Disruption

Engaging with social media late at night can contribute to sleep deprivation, which affects cognitive

performance. Levenson et al. (2017) reported that students who excessively use social media experience

reduced concentration levels, leading to poor academic outcomes.

 CHAPTER 3
METHODOLOGY
Research Design
This study adopts a phenomenological qualitative research design, which focuses on understanding

students’ lived experiences with social media in relation to their academic performance. Phenomenology is used

to explore personal experiences, perceptions, and the meanings students assign to their use of social media in

academic settings.The research will use an exploratory approach to gain deep insights into how students,

teachers, and parents perceive the influence of social media on learning and performance. By collecting

qualitative data through interviews and observations, this study aims to capture subjective experiences,

emotions, and behaviors rather than relying on numerical data.

Research Locale

This study explores the impact of social media on students' academic performance at Basey

National High School, focusing on Grade 8, 9, and 10 students.The research locale, Basey National High

School, is a secondary school where students actively engage with social media platforms for various purposes,

including communication and learning.Participants of the study include selected Grade 8, 9, and 10 students,

who will share their experiences and perspectives on how social media usage influences their academic

performance.The study aims to understand the effects of social media on students' study habits, concentration,

and overall academic outcomes within the specific context of Basey National High School. By conducting this

research within the school environment, the study seeks to provide insights that may help educators and parents

guide students in balancing social media use and academic responsibilities.

Research Instruments

To gather some reliable data and information, the researchers will use a survey questionnaire for

the respondents. This survey questionnaire are prepared and will be distributed to the respondents that will be

sampled in. Through this instrument it would help to interpret and analyze the data that will be gathered on.
Data Collecttion Procedure

The researcher collected the needed data through the use of questionnaire and its administration

in the selected faculties. The administration of the questionnaire were carried out by the researcher. A total of 15

copies of the questionnaire were distributed to elicit responses from the students and retrieved on the spot by the

researcher.

Data Analysis Procedure

We interview the students by approaching them first and ask some questions about social media

like what is the negative of social media?. The students of basey national highschool was smart because they

didn't aske me and my groupmates to translate the questions. All of their answer was correct, and also all of

them are using social media.

Ethical Considerations

Informed Consent Form: In conducting this survey, participants are provided with a detailed

document that outlines the study’s purpose, procedures, potential risks, and benefits. This document, known as

an informed consent form, ensures that participants have a clear understanding of what their involvement

entails.

Confidentiality and Privacy:The researcher should ensure that no identifying information about

participants is disclosed, and all data should be securely stored to maintain confidentiality and protect privacy.

Minimization of Harm: In a survey on students' academic stress, researchers should prioritize

participants' well-being by ensuring that questions are designed sensitively to avoid triggering distress. They

should monitor for any signs of emotional discomfort and provide participants with the option to withdraw at

any time without consequences. Additionally, researchers should offer resources or support services for students

who may experience heightened stress during or after the survey. Data should be collected and stored securely

to maintain confidentiality and protect students' privacy.

 References

Al-Rahmi, W., & Othman, M. (2013). The impact of social media use on

academic performance among university students: A pilot study.

Journal of Information Systems Research, 7(1), 22-29.

Junco, R. (2012). The relationship between frequency of Facebook use,

participation in Facebook activities, and student engagement.

Computers & Education, 58(1), 162–171.

Katz, E., Blumler, J. G., & Gurevitch, M. (1973). Uses and gratifications research.

Public Opinion Quarterly, 37(4), 509–523.

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

Reconciling research findings. Computers in Human Behavior, 26(6),

1237–1245.

Levenson, J. C., Shensa, A., Sidani, J. E., Colditz, J. B., & Primack, B. A. (2017).

Social media use before bed and sleep disturbance among young adults

in the United States. Sleep Health, 3(6), 462–467.

Moran, M., Seaman, J., & Tinti-Kane, H. (2011). Teaching, learning, and sharing:

How today’s higher education faculty use social media. Pearson Learning Solution

Paul, J. A., Baker, H. M., & Cochran, J. D. (2012). Effect of online social networking on

student academic performance. Computers in Human Behavior, 28(6), 2117–2127.