CHAPTER III

METHODOLOGY

This chapter outlines the research methods employed to examine the impact of social media on Grade
11 students enrolled in the Electrical Installation and Maintenance (EIM) strand. The methodology was
carefully chosen to provide a clear and accurate understanding of how social media usage affects the
academic performance, behavior, and social interactions of these students. This section details the
research design, population and sampling procedures, data collection techniques, and the methods of
analysis. The approach ensures that the results are valid, reliable, and relevant to the study’s objectives,
providing meaningful insights into the influence of social media within the context of a senior high
school technical-vocational strand.

RESEARCH DESIGN

This study utilizes a *qualitative case study design* to explore the impact of social media on Grade 11
EIM (Electrical Installation and Maintenance) students. A case study approach is appropriate for this
research because it allows for an in-depth examination of the experiences, behaviors, and perceptions of a
specific group within their real-life educational context. By focusing on a particular set of students, the
study aims to gather detailed insights into how social media influences their academic performance, time
management, motivation, and interpersonal relationships. This design also enables the researcher to
explore various factors and patterns that may not be easily captured through other research methods.

Robert E.(1995) Stake emphasized that a case study is suitable when the research seeks to
understand the complexity of a particular case within its real-life context. In this study, the social media
experiences of Grade 11 EIM students represent a bounded system worth investigating in depth.

Robert K. Yin (2018) argues that case studies are most effective when the research focuses on “how”
and “why” questions. Since this study aims to understand how social media affects student behavior and
why it might influence academic performance, a case study approach is appropriate.

Sharan B. Merriam (2009) supports the case study approach in educational research where
understanding the meaning and perspective of participants is key. Since this study involves student
attitudes and personal experiences, Merriam’s qualitative approach reinforces the choice of method.
LOCALE

This study will be conducted in Sibonga National High School , a proper institute in exploring the effect
of The impact of social media on grade 11-EIM students.This will allow us to understand the effects of
social media on grade 11 EIM students.

RESEARCH PARTICIPANTS
The participants of this study will consist of (5) Grade 11 students of Sibonga National High School.
This study explores the impact of grade 11-EIM students well-being, performance, and overall learning
experience.
This study uses interviews, and observation, as research instruments to collect data. The interview follows
a semi-structured format with open-ended questions to explore participants' insights in depth.
REFERENCE
(additional)

*Reference*: Stake, R. E. (1995). The Art of Case Study Research. Thousand Oaks, CA: Sage
Publications.

- *Reference*: Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.).
Thousand Oaks, CA: Sage Publications.

- *Reference*: Merriam, S. B. (2009). Qualitative Research: A Guide to Design and Implementation. San
Francisco, CA: Jossey-Bass.
 CHAPTER IV

PRESENTATION OF DATA

Questions

1. How can you balance the use of social media for learning and leisure?
2. How many hours do you spend on social media each day?
3. Have you ever been distracted from school work because of social media?
4. Do you think social media affect your study habits? How?

ANSWERS OF RESPONDENT

Respondent: 1

1. He use to the study and research

2. Spend to 8 hours
3. Yes
4. He affect the study because of the social media

Respondent: 2

1. He balance the study and leisure He did not focus in the social media
2. 5 to 6 hours
3. No because to help you research and other things
4. Yes because he affect the social media to the students. and he did not focuses on the study

Respondent: 3

1. He balance the using of social media through the management because we can manage will using
to out phone anytime
2. 3 hours
3. Yes
4. Yes social media affect my study because I'm trying to study, but I keep getting distracted by my
phone because of social media

Respondent: 4
1.He balance the social media and learning if there's no teachers, he using social media if the teacher
come to the room he stop using phone
2. 9 hours
3. Yes
4. Yes because the social media affect me for the study

Respondent: 5

1.he balance the social media to did not distract for the study
2. 5 hours
3. yes because the social media destruct me for the study
4. Yes because the social media and I don't want to study because of the social media
 CHAPTER V

SUMMARY OF FINDINGS

●​ Boyd (2014)*, social media platforms serve as spaces where teens express themselves, build social
capital, and form relationships. For EIM students, who require both theoretical and practical learning,
these platforms can provide supplementary materials, such as video tutorials and peer-to-peer
discussions, that support technical skill development. However, the benefits depend on how these
platforms are utilized.

●​ *Junco (2012)* emphasized that increased time spent on social networking sites negatively correlates
with academic performance. This suggests that excessive use of social media, especially during study
hours, may distract EIM students from focusing on their coursework or hands-on practice. As EIM
subjects demand concentration and physical application of knowledge, time spent scrolling through
feeds might replace valuable time meant for studying or practicing wiring and circuit design.

●​ Behaviorally, *Rosen et al. (2013)* found that constant exposure to social media could increase anxiety,
reduce attention spans, and promote multitasking, which in turn may harm academic performance. For
EIM students, whose strand involves practical work that requires precision and focus, such behavioral
patterns could be detrimental. Frequent notifications and a desire to check social media might cause
interruptions in laboratory tasks and reduce task efficiency.

●​ Meanwhile, *Tess (2013)* suggested that when used in moderation and with educational intent, social
media can enhance learning outcomes by fostering collaboration and access to diverse resources. In
the context of EIM students, group chats, forums, and video-based tutorials may help clarify difficult
topics or allow students to share their work and receive peer feedback. Thus, guided and intentional
use of social media can complement traditional teaching methods.
CONCLUSION

●​ Balanced Use is Crucial

While social media offers educational resources, especially for technical skills in EIM, overuse
negatively impacts students’ focus and academic performance.

●​ Time Management Needs Improvement

Most students struggle to manage their time effectively, often prioritizing social media over studies and
practical work.

●​ Behavior and Attitude are Influenced Prolonged exposure to social media can shape students'
behavior—leading to procrastination, reduced attention span, and reliance on digital validation.

●​ Mental Health is Affected Social media can both boost and harm emotional well-being, contributing to
stress and anxiety, especially through online comparison and peer pressure.

●​ Digital Literacy is Beneficial

Despite the downsides, students are gaining valuable skills in communication and technology, which
are useful in both academic and professional settings.
Recommendations
Promote Responsible Social Media Use
Teachers and parents should educate students on the importance of balancing entertainment and academic
use of social media, encouraging platforms that support learning (e.g., YouTube tutorials, educational groups).

Implement Time Management Programs

Schools can introduce workshops or guidance sessions focused on time management and self-discipline to
help students avoid excessive screen time.

Integrate Digital Tools into Learning

Educators should integrate educational apps or social media platforms into classroom activities to make
learning more engaging and relevant to students' interests.

Strengthen Mental Health Support

Schools should provide counseling services or awareness programs to help students manage the emotional
effects of social media, including stress, anxiety, and cyberbullying.

Encourage Hands-on Learning

Since EIM is a technical strand, teachers should prioritize practical activities and in-person collaboration to
balance digital consumption with real-world skills development.
REFERENCE
(additional)

Boyd (2014)*, social media platforms serve as spaces where teens express themselves, build social capital,
and form relationships.

*Junco (2012)* emphasized that increased time spent on social networking sites negatively correlates with
academic performance.

Behaviorally, *Rosen et al. (2013)* found that constant exposure to social media could increase anxiety, reduce
attention spans, and promote multitasking, which in turn may harm academic performance.

Meanwhile, *Tess (2013)* suggested that when used in moderation and with educational intent, social media
can enhance learning outcomes by fostering collaboration and access to diverse resources.