CHAPTER 1

THE PROBLEM

Social media now plays a crucial role in students' everyday life by

providing a forum for study, entertainment, and communication. Students

may communicate, express themselves, and remain informed through social

media sites like Facebook, Instagram, TikTok, and Twitter. Although social

media has many positive effects, excessive use has sparked worries about

how it may affect students' social interactions, mental health, and academic

performance. Many students use social media extensively, often putting it

ahead of their academic work. Overuse can result in procrastination,

distractions, and a reduction in study time, all of which can have an impact on

academic achievement.

Furthermore, the late-night scrolling habit might interfere with sleep

cycles, leading to exhaustion and trouble focusing in class. Stress, worry, and

low self-esteem can also be exacerbated by the pressure to keep up an online

presence and receive approval from likes and comments. Social media can

be a useful tool for learning and teamwork in spite of these obstacles. It is

widely used by students to interact with peers, obtain educational materials,

and join study groups. It is now a crucial component of contemporary

education, keeping pupils informed and connected. It is still difficult to strike a

balance between social media use and academic obligations, though.

Social media has drawbacks even though it can be an effective tool for

education and maintaining relationships. Pupils frequently become enmeshed

in never-ending scrolling, evaluating their lives against those of others, or

under pressure to stay up with the rapidly evolving internet landscape. While

some people may find it difficult to concentrate on their academics, others

may experience anxiety or overload without even understanding that their

screen time may be contributing to their problems.

Teenagers that use social media excessively have been found to

experience higher levels of anxiety, despair, and loneliness (Twenge and

Campbell, 2018). According to their study, teens who used social media more

than three hours a day had a much higher chance of developing mental health

problems than their less active counterparts.

Similar to this, a systematic review by Keles, McCrae, and Grealish

(2020) found a clear link between teenage mental health issues such stress,

anxiety, and depression and heavy social media use. According to their

research, these detrimental effects are exacerbated by the emotional effects

of social media, such as cyberbullying, social comparison, and FOMO.

Additionally, Odgers and Jensen (2020) contend that although screen

time concerns are common, the impact of social media on mental health might

differ significantly based on the individual's usage habits and experiences. In

contrast to concentrating only on the amount of time spent online, their study

emphasizes that not all screen time is bad and stresses the significance of

comprehending how and why teenagers use social media. This emphasizes

how crucial it is to keep an eye on students' use of social media and how it

impacts their emotional and intellectual health.

Theoretical Framework
This study anchors itself on the following theories as Social Identity Theory

(SIT) , Self-Presentation Theory (SPT) , Uses and Gratifications Theory

(UGT)

Social Identity Theory (SIT)

Social Identity Theory (SIT) posits that individuals derive a significant

part of their self-concept from their membership in social groups. According to

Best et al. (2014), people categorize themselves and others into various

groups, forming a sense of identity based on these affiliations. This theory

highlights the role of group dynamics in shaping thoughts, emotions, and

behaviors. In the digital age, social media platforms serve as virtual spaces

where individuals establish and reinforce these identities. Adolescents,

particularly students, use social media to connect with peers, identify with

online communities, and form relationships that influence their sense of

belonging. Through social media interactions, students navigate multiple

group memberships, ranging from academic circles to interest-based

communities, all of which contribute to their self-definition.

Self-Presentation Theory (SPT)

Self-Presentation Theory (SPT) focuses on how individuals control the

way they present themselves to others, particularly in social settings. As

Kramer & Winter (2018) explain, people engage in strategic self-presentation

to create favorable impressions and manage their social image. In traditional

social interactions, individuals adjust their behavior, speech, and appearance

based on the audience they are addressing. However, social media has

amplified this process by providing users with the ability to carefully curate
their digital personas. Unlike face-to-face interactions, social media allows for

greater control over how individuals are perceived, as they can selectively

post content, edit photos, and craft online narratives that align with their

desired self-image.

Uses and Gratifications Theory (UGT)

Uses and Gratifications Theory (UGT) provides a framework for

understanding why individuals engage with media and the specific needs they

seek to fulfill. Developed by Katz et al. (1974), UGT argues that media

consumption is an active process in which individuals selectively use different

platforms based on their personal motivations. Unlike theories that emphasize

the passive effects of media on individuals, UGT focuses on the agency of

users, suggesting that people choose media based on its ability to satisfy their

informational, entertainment, social, and psychological needs. Social media,

as a modern communication tool, aligns perfectly with this theory, as users

engage with platforms for various reasons, including staying connected,

seeking information, expressing themselves, and entertaining themselves.

By applying these three theories, this study gains a comprehensive

perspective on students' social media behavior. It not only examines how

often they use social media but also delves into the deeper psychological and

social factors that influence their engagement. Understanding these theories

allows researchers to analyze the impact of social media on students' identity

formation, self-expression, and digital interactions.

Conceptual Framework
 This study aims to describe the level of social media usage among

senior high school students at Mangurun Memorial National High School. The

profile of the respondents includes three demographic factors that help in

understanding their social media usage patterns. Age determines the

distribution of students across different age groups and examines how this

may relate to their engagement with social media. Sex identifies possible

differences in usage patterns between male and female students, providing

insights into gender-based variations in online behavior. Additionally, the year

they started using social media helps analyze the duration of their exposure to

digital platforms, which may influence their habits and interactions.

The level of social media usage is assessed based on three key

aspects. Frequency of social media use examines how often students engage

with these platforms, whether daily, weekly, or monthly. Duration of social

media sessions measures the average length of each session, providing

insight into the depth of engagement. The number of social media sessions

tracks how many times students access social media within a specific period,

such as per day, week, or month. These factors collectively help in

understanding the extent and patterns of social media usage among students.

The Seminar on Social Media Usage for Senior High Students helps

students use social media wisely and stay safe online. It teaches them about

the effects of social media, how to protect themselves, and how to think

critically before making decisions online.

 THE PROFILE OF THE THE LEVEL OF SOCIAL MEDIA
RESPONDENTS INCLUDES THREE USAGE ASSESSED BASED ON THREE
DEMOGRAPHIC FACTORS KEY ASPECTS

a. SEX a. FREQUENCY OF SOCIAL MEDIA

USAGE
b. YEAR STARTED
USING SOCIAL b. DURATION OF SOCIAL MEDIA
MEDIA SESSIONS

c. AGE c. NUMBER OF SOCIAL MEDIA

SESSIONS

SEMINAR ON SOCIAL MEDIA

USAGE TO SENIOR HIGH
STUDENTS

Figure 1: Schematic Paradigm of the Study

Statement of the Problem

 This study aims to describe the frequency, duration, and number of

social media sessions among Senior High School students at Mangurun

Memorial National High School during the school year 2024-2025.

Specifically, it seeks to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Age

1.2 Sex

1.3 Year Started Using Social Media

2. What is the level of social media usage of the respondents in terms

of:

2.1 Frequency of social media use (measured in minutes or

hours, including how many times per day, week, or month)

2.2 Duration of social media sessions (average length per use in

minutes or hours)

2.3 Number of social media sessions (how many times social

media is accessed is it day, week, or month)

3. What program can be drawn from this study?

Significance of the Study

Students: The study is significant for the students as it aims to raise

their awareness about their social media habits and its potential impact on

their academic performance, social relationships, and mental health.

 Educators: The study is significant for educators as it informs them

about the social media habits of their students, enabling them to develop

effective teaching strategies and integrate social media into their teaching

practices.

School Administrators: The study is significant for school

administrators as it provides them with valuable insights to develop effective

social media policies and guidelines for the school.

Parents: The study is significant for parents as it informs them about

the social media habits of their children, enabling them to have more informed

conversations with them about social media use.

Guardians: The study is significant for guardians as it provides them

with a better understanding of the social media habits of the students under

their care, enabling them to provide guidance and support.

Future Researchers: The study is significant for future researchers as

it provides a foundation for further studies on social media usage among

adolescents, enabling them to build upon and expand the current research.

Scope and Limitation

The scope of our study focuses on examining the level of social media

usage among senior high school students at Mangurun Memorial National

High School during the school year 2024-2025. It will cover the senior high

school students in public school in Kapai, Lanao del Sur that are accessible ,

convenient , and familiar to the researchers .It will cover the respondents'

profiles and the extent of their social media engagement, including frequency,
duration of using social media sessions, and number of social media sessions

This study delimits itself to investigating only the level of social media

usage and does not cover other aspects such as its direct effects on students'

academic performance, mental health, or social interactions. It also excludes

junior high school students, college students, and individuals outside

Mangurun Memorial National High School. Furthermore, qualitative aspects,

such as students' personal experiences and motivations behind their social

media use, are not included, as the study follows a quantitative approach.

This study has limitations, including the fact that it is will be conducted

in a single school, which may not fully represent a broader student population.

The reliance on self-reported data may introduce biases or inaccuracies.

Additionally, this research will be conducted within a limited timeframe,

restricting the ability to track changes in students' social media habits over an

extended period.

Definition of Terms

Social Media. Digital platforms such as Facebook, TikTok, and

Instagram where users interact. This study measures social media use based

on frequency, duration, and number of sessions.

Social Media Platform. A specific online service (e.g., Facebook,

TikTok, Instagram) that allows users to communicate, share content, and

engage with others.

 Social Media Usage. The overall activity of accessing and spending

time on social media platforms. This study describes usage in terms of

frequency, duration, and number of sessions.

Frequency of Social Media Use. The number of times a student

accesses social media within a specific period (daily, weekly, or monthly).

Duration of Social Media Sessions. The average length of time (in

minutes or hours) a student spends on social media per session.

Number of Social Media Sessions. The total count of separate times

a student accesses social media within a specific period.

Senior High School Students. Grade 11 and 12 students at

Mangurun Memorial National High School who serve as the respondents of

this study.

CHAPTER 2
 REVIEW OF RELATED LITERATURE

This chapter presents the different readings which were considered

important and related to the present study.

Related Literature

Social Media Usage and Its Prevalence Among Adolescents

Social media has become an indispensable part of the lives of

adolescents, particularly high school students. As highlighted by the Pew

Research Center (2021), nearly 95% of teenagers in the United States have

access to smartphones, with 45% reporting that they are online "almost

constantly." Social media platforms such as Instagram, Facebook, and

Snapchat dominate their digital landscape, shaping both their social

interactions and academic experiences. While these platforms offer significant

opportunities for communication and connection, they also introduce several

challenges, particularly in the academic domain (Hargittai & Litt, 2020).

The most immediate concern lies in the potential for social media to

distract students from their academic responsibilities. Research by Junco

(2020) demonstrates that students who frequently engage with social media

platforms often find themselves diverted from study tasks, leading to reduced

academic performance. The widespread availability of smartphones and the

constant connectivity they offer means that many students struggle to

disconnect from these platforms, which in turn diminishes their focus and

study time. While social media offers a platform for collaboration and
knowledge-sharing, it simultaneously increases the temptation of time-

consuming, non-academic activities.

However, the role of social media is multifaceted. It serves not only as

a tool for entertainment and social interaction but also plays a significant role

in influencing adolescents' academic engagement, social development, and

emotional health. The way in which social media is utilized—whether for

academic enrichment or entertainment—becomes a crucial determinant of its

overall impact on adolescent development.

The Relationship Between Social Media and Academic Performance

Numerous studies have examined the complex relationship between

social media usage and academic performance, identifying both positive and

negative influences. Kuss & Griffiths (2020) argue that excessive social media

use contributes to procrastination, a key barrier to effective studying. The

addictive nature of social media platforms can make it difficult for adolescents

to stay focused on academic tasks. Platforms like Instagram, Facebook, and

TikTok can easily distract students, leading to lower productivity, increased

academic stress, and poorer academic outcomes.

Conversely, Towner & Munoz (2020) present a more optimistic view,

suggesting that social media can serve as an educational tool when used for

purposes such as collaborative learning, academic research, or educational

networking. In fact, many educators have turned to social media platforms to

facilitate group discussions and share educational resources. This dual nature

of social media—acting both as a potential distraction and an educational

tool—suggests that the impact on academic performance is highly contingent

on how social media is utilized.

The insight here is that the relationship between social media and

academic performance is far from straightforward. If students use social

media strategically, it can enhance their academic engagement and provide

opportunities for collaborative learning. However, without proper boundaries,

excessive use for entertainment or non-academic purposes can lead to

reduced academic focus and lower performance.

Social Media Use and Psychological Well-being

In recent years, there has been growing concern about the

psychological effects of social media on adolescents. Orben & Przybylski

(2020) found a clear link between excessive social media use and increased

levels of anxiety, depression, and poor sleep quality among teenagers. One of

the key psychological risks of social media is the phenomenon of social

comparison, in which adolescents measure their own lives against the

curated, often idealized images they see online. This can lead to negative

self-perception, feelings of inadequacy, and even body image issues.

However, other studies offer a more balanced view. Frison &

Eggermont (2021) suggest that social media can provide adolescents with a

sense of community and emotional support, particularly for those who are

socially anxious, isolated, or marginalized in real-life settings. In these cases,

social media can foster positive psychological outcomes, such as a greater

sense of belonging, validation, and emotional connection.

 The psychological impact of social media is not universally negative.

While some adolescents may experience heightened anxiety or depression

due to negative comparisons, others benefit from the emotional support and

social validation that social media can offer. The challenge lies in

understanding how different individuals experience social media and in

mitigating the harmful e

Frequency and Duration of Social Media Use

The increasing integration of social media into students' lives has

raised concerns about the time they spend engaging with these platforms.

While social media provides numerous benefits, such as facilitating

communication and providing entertainment, its widespread usage has led

researchers to examine the frequency and duration of social media

engagement among students. Many studies have sought to determine how

often adolescents use social media and the impact of prolonged screen time

on their daily activities. The frequency and duration of social media use are

important factors in understanding students' digital behaviors, as excessive

use may lead to reduced academic focus, changes in sleep patterns, and

altered social interactions.

According to Statista (2021), teenagers spend an average of 3–4

hours per day on social media, with usage peaking during the evenings and

weekends. The study found that students often engage with social media in

short bursts throughout the day, checking their notifications between classes,

during meals, and before sleeping. The research further highlighted that the
certain platforms such as TikTok and Instagram, promote prolonged scrolling

behavior due to algorithm-driven content recommendations. These platforms

are designed to keep users engaged by continuously offering new and

personalized content, making it easy for students to spend extended periods

online without realizing how much time has passed.

The frequency and duration of social media use among students

highlight the fine line between digital engagement and overuse. While these

platforms offer opportunities for learning, creativity, and connection, prolonged

exposure—especially to algorithm-driven content—can contribute to decreased

academic focus and disrupted sleep patterns. The differences in usage based

on age and gender further emphasize the importance of tailored approaches

when addressing social media’s effects on student well-being and

productivity. Understanding these patterns can help educators and parents

promote balanced and mindful social media habits.

Social Media Trends Among Senior High School Students

The way students engage with social media is constantly evolving, with

trends shifting as new platforms and digital features emerge. Social media

trends influence not only which platforms students use but also how they

interact with content and communicate with peers. The rise of video-based

content, influencer culture, and algorithm-driven feeds has transformed the

way students consume and share information. These trends are shaped by

technological advancements, cultural influences, and generational

preferences, making it essential to study their impact on students' digital

behavior.
 A report by Pew Research Center (2022) revealed that senior high

school students predominantly favor visual-based platforms such as TikTok,

Instagram, and Snapchat over text-heavy sites like Twitter or Facebook. The

study found that the preference for short-form video content has driven many

students toward platforms that offer quick, engaging, and interactive media.

The research also indicated that traditional social media platforms, such as

Facebook, are declining in popularity among younger users, as students

gravitate toward more visually appealing and dynamic platforms. This shift

highlights the changing landscape of digital engagement and the increasing

role of multimedia content in student interactions.

Social media trends among senior high school students reflect a shift

toward visually engaging, interactive content that fosters peer connection.

While these trends create new opportunities for self-expression and

community building, they also raise concerns about peer influence and digital

well-being. The dominance of algorithm-driven content suggests that students'

online experiences are increasingly shaped by platform design rather than

personal choice. Encouraging digital literacy and responsible social media use

can help students critically engage with trends while maintaining a healthy

balance between online and offline life.

Related Studies

Social Media Usage and Psychological Well-being

As social media becomes increasingly embedded in students’ lives,

researchers have explored its psychological effects, particularly regarding

mental health, self-esteem, and emotional well-being. The rise of curated

online personas, social comparison, and constant digital interaction has

sparked concerns about the potential for anxiety and self-image issues among

adolescents. Understanding the psychological dimensions of social media

usage is essential for evaluating both its benefits and risks.

A study by Twenge et al. (2018) examined the relationship between

social media consumption and adolescent mental health, finding that high

levels of social media use were associated with increased anxiety,

depression, and self-comparison. The study suggested that while social

media fosters connectivity, it also exposes users to unrealistic portrayals of

lifestyles, leading to feelings of inadequacy and social pressure. The

researchers noted that adolescents who spent more than three hours per day

on social media were more likely to report symptoms of anxiety and

dissatisfaction with their self-image.

Social Media Usage Trends in the Philippines

Social media engagement in the Philippines has been a subject of

increasing research, given the country’s high levels of digital connectivity.

Understanding social media trends in a local context is essential for assessing

the cultural and behavioral factors that influence student engagement. Studies

have explored how Filipino students use social media, which platforms they

prefer, and how these behaviors align with global trends.

A study conducted by David et al. (2019) examined the social media

habits of Filipino students and found that they exhibit some of the highest

engagement rates in the world. The research indicated that platforms like

Facebook and TikTok dominate usage, with students spending an average of

four hours per day on social media. The study attributed this high engagement

to strong cultural ties, as Filipino students often use social media to maintain

close relationships with family and friends.

Social Media Usage and Academic Performance

According to a study conducted by Abuzar and Hussain (2024), social

media plays a role in shaping students' academic performance, study habits,

and study time. The research, which surveyed 402 high school students in

Khyber Pakhtunkhwa, Pakistan, found that sharing academic content with

classmates through social media significantly contributed to improved

academic performance. However, the study revealed that social media use

did not have a statistically significant influence on students’ study habits or the

time they allocated for studying. Additionally, respondents reported that while

social media provided them with moderate academic benefits, its

effectiveness depended on how it was used for educational purposes. These

findings suggest that while social media can enhance academic engagement,

its overall effect on learning outcomes varies among students.

The Influence of Social Media on Learning Engagement

Studied by Dimacangun and Guillena (2023), the impact of social

media on junior high school students’ academic experiences in Marawi City,

Philippines, was explored. The research highlighted that students frequently

utilized social media for educational purposes, such as conducting research,

solving academic problems, collaborating with peers, and understanding their

curriculum more effectively. Respondents generally agreed that social media

had a positive impact on their academic engagement, social interactions, and

access to entertainment and information. Despite these advantages, the study

found no significant correlation between social media usage and actual

academic performance. Based on these results, the researchers

recommended promoting responsible social media use in educational settings

and encouraging school administrators to support teachers in integrating

digital platforms into their instructional strategies.

Social Media as a Learning Tool in Mathematics

Cited by Eslabon, Praico, and Mercado (2023), a study conducted at

STI West Negros University in Bacolod City examined how social media

influenced students’ performance in Statistics. Using a quasi-experimental

design, the study divided 80 Grade 11 Humanities and Social Sciences

(HUMSS) students into two groups: one following traditional teaching methods

and the other incorporating social media into learning activities. The findings

revealed that the students in the traditional teaching group performed better

than those who relied on social media for learning. The study suggested that

while social media encourages collaboration, traditional teaching approaches

remain more effective in delivering structured lessons, particularly in technical

subjects like Mathematics. To maximize student engagement, the researchers

recommended refining teaching strategies to incorporate social media in a

way that enhances comprehension while minimizing distraction

Insight

Social media plays a significant role in students’ daily lives,

influencing
their communication, academic engagement, and self-perception. While it

provides opportunities for learning and collaboration, it also introduces

challenges such as digital dependency, social pressure, and distractions. The

pursuit of online validation affects self-esteem, and excessive screen time can

impact academic performance. However, when used mindfully, social media

enhances education by facilitating discussions and resource sharing. The key

is achieving balance—promoting digital literacy and responsible usage to

maximize benefits while minimizing risks.

CHAPTER 3

METHODOLOGY
 This chapter explains the definite details on how the researchers will

collects data. It includes research design, research locale, population and

sampling, data gathering, research instrument, and statistical treatment.

Research Design

This study utilizes a non-experimental, descriptive quantitative

research design to determine the level of social media usage among senior

high school students at Mangurun Memorial National High School. A

descriptive research design systematically examines a phenomenon by

collecting and analyzing numerical data to identify patterns, behaviors, and

trends. The non-experimental approach ensures that the study does not

manipulate variables but rather describes the extent of students' social media

engagement based on their responses.

This research focuses on quantifying students' digital behaviors,

including the frequency, duration, and number of social media sessions. It

aims to provide objective insights into how often students access social

media, the platforms they prefer, and the extent of their engagement.

Research Locale

This study will take place at Mangurun Memorial National High School,

a public secondary institution that serves senior high school students in

Grades 11 and 12. Given the increasing reliance on online platforms for

communication, education, and entertainment, this locale provides an

appropriate environment for understanding students' digital habits.

Population and Sampling

 The study will select 67 senior high school students (27 Grade 12 and

40 Grade 11) from Mangurun Memorial National High School. It employs

purposive sampling, a non-probability technique where participants are

chosen based on specific criteria relevant to the research objectives. The

criteria ensure that the sample represents students who actively engage with

social media.

By using purposive sampling, the study ensures that only students who

actively engage with social media participate, enhancing the relevance and

accuracy of the findings.

Research Instrument

This study will utilize a structured survey questionnaire as its primary

data collection tool. The questionnaire contains two main sections:

Demographic Profile – Gathers data on the respondents' age, sex, and year

they started using social media.

Social Media Usage – Examines engagement levels based on:

Most frequently used social media platforms:

Frequency of social media use (number of times per day, week, or month).

Duration of social media sessions (average length per use in minutes or

hours).

Number of social media sessions (how often social media is accessed per

day, week, or month).

 The primary instrument will be used in gathering data for this study is a

survey questionnaire, adopted yet modified questionnaires to align with the

study's scope and specific context.

Data Gathering Procedure

In gathering the data needed for the study, the researchers prepare

letter for the adviser asking permission to conduct the study. Also, a letter for

the principal in high school department will be prepared requesting to allow

the researchers to conduct the study and to gather information needed for the

study.

The questionnaire will be retrieved, tallied , computed and interpreted.

Finding of the study by giving conclusions, implications and

recommendations.

Statistical Treatment

The following statistical tools will be used in computing and evaluating the

data gathered.

Problem 1: Frequency and percentage will be used to describe the profile of

the respondents in terms of their age, sex, year started using social media.

Problems 2: Weighted mean will be used to determine the level of social

media usage about frequency of social media usage, duration of social media

sessions, and number of social media sessions.

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APPENDIX A

SURVEY QUESTIONNAIRE

Title: Level of Social Media Usage Among Senior High School Students at

Mangurun Memorial National High School

Instructions: Please answer the following questions honestly. Your responses

will remain confidential and used only for research purposes.

Section 1: Demographic Profile. (Please check or fill in the appropriate

answer)

1. Age:

( ) 15 - 16 years old ( ) 19 - 20 years old

( ) 17 - 18 years old ( ) 21 - 22 years old

( ) 22 - 23 years old 27

2. Sex:

( ) Male ( ) Female

3. Year Started Using Social media:

( ) 1-2 years ( ) 3-4 years

( ) 5-6 years ( )7-8 Year

Section 2: Social Media Usage

2.1 Frequency of Social Media Use

4. On average, how many times per day do you access social media?

( ) 1–2 times per day ( ) 6–9 times per day

( ) 3–5 times per day ( ) 10 or more times per

day
5. On average, how many hours per day do you spend on social media?

( ) Less than 30 minutes ( ) 3–4 hours

( ) 30 minutes – 1 hour ( ) 5 or more hours

6. How often do you access social media during school days?

( ) Multiple times per hour ( ) Only before or after

school

( ) A few times per class break ( ) Rarely

7. How often do you access social media during weekends?

( ) More than 10 times per day ( ) 1–2 times per day

( ) 6–9 times per day ( ) Rarely

( ) 3–5 times per day

2.3 Duration of Social Media Sessions

8. On average, how long does each social media session last?

( ) Less than 5 minutes ( ) 31 minutes – 1 hour

( ) 5–15 minutes ( ) More than 1 hour

( ) 16–30 minutes

Thank you for your time and participation!