CHAPTER I

INTRODUCTION

Background of the Study

The recent advancements in technology is helping more and more people with its

integration of its necessity in daily activities. Their integration of technology has apparent

effects specially with academic learners across various fields. The engagement of students

with technology in both application and the forum of social media. While these advances

have numerous positive effects including, social interaction, information sharing and

entertainment which social media platforms offer, however such platforms are also stated to

have the same negative effects towards their academic performance.

International references research around the world points to a link between social

media use and academic performance. One example is research conducted by Junko (2012).

The researchers found that socializing had a negative effect on students' academic

performance. This is mainly due to distractions, shortened attention spans and lack of time to

study. Junco's study highlights that while social media structures offer possibilities for

educational collaboration, being able to distract students from their research is a huge

hardship. Similarly, Rosen et al.'s (2013) test highlighted the impact of social media on

cognitive load and time management. This may have a negative effect on educational

performance.

National reference research identifies a problem that appears to be increasing with the

impact of social media on student achievement in the Philippines. Lagait and Lacson (2019)

targeted the surplus of college students in the Philippines. It noted that overexposure to social

media is associated with lower overall academic performance. This experiment highlights the

importance of understanding how social media use influences student learning behavior and

academic achievement in community engagement. Additionally, the Department of

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Education (DepEd) expressed interested in investigating the impact of generations and social

media on student learning styles? And realize the importance of using media in a balanced

way.

Locally, the same problem attributed to students’ use of social media is also a realistic

issue in Calasanz de Davao Academy, Inc similar to the various schools in the Philippines.

Some literature reviews, qualitative research and even survey data indicates that the

performance of the students can be motivated by their interaction in social media. It is crucial

to know these effects in the given setting of Calasanz de Davao Academy, Inc in effort to

come up with a list of strategies to minimize these effects. A study conducted by High School

Students at Calasanz de Davao Academy, Inc, revealed that social media engagement had

significant effects on high school student academic performance (Galang, et al, 2022).

In epitome, to speculate the outcomes of relevant influence fabricated in utilizing the

web on the final outcomes of scholarly performances of the Calasanz de Davao Academy, Inc

high school students and how these ends can modify the international, national and local

structures. The purpose of this study is to raise awareness of how social media impacts on

performance. as well as to develop solutions for students’ academic processes.

The need for a solution in order to combat the rising impact of social media towards

students is lacking. Which is essential in decreasing the impact of social media’s impact

towards the academic performance of the students. With the other researches shedding light

on negative impacts of social media the other side has been forgotten, its positive impacts

which can be used to combat the negative impacts. Understanding these effects is important

for developing strategies and solutions to improve future academic performance.

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Purpose of the Study

The purpose of this study aims to explore the relationship of social media usage on

the academic performance of senior high school students in Calasanz de Davao Academy,

Inc. By examining and gathering various answers and responses from our senior high school

respondents in Calasanz de Davao Academy, Inc and determining if social media usage

affects the senior high school student's academic performance. This will aim to investigate if

there is a relationship between the amount of time students spend on social media and their

academic outcomes. The goal of this research is to help senior high school be more aware of

their social media usage. This will also help senior high school student to mitigate their social

media usage and also it will help them use social media to help with their academics.

Statement of the Problem

The study aims to determine the significant relationship between social media usage

and academic performance among senior high school students in Calasanz de Davao

Academy, Inc. This study seeks to answer the following question:

1. What are the average daily hours on social media of Senior High School

students in Calasanz de Davao Academy, Inc?

2. What are the average daily hours on academic work and studying of Senior

High School students in Calasanz de Davao Academy, Inc?

3. Is there a significant relationship in the social media usage and academic

performance among senior high students in Calasanz de Davao Academy, Inc?

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Hypothesis

HO: There is no significant relationship between social media usage and academic

performance among the senior high school students in Calasanz de Davao Academy, Inc.

HA: There is a significant relationship between social media usage and academic

performance among the senior high school students in Calasanz de Davao Academy, Inc.

Conceptual Framework

Social
Academic
Media
Performance
Usage

Theoretical Framework

Uses and gratifications characterizes people as active and motivated in selecting the

media they choose to consume. The theory relies on two principles: media users are active in

their selection of the media they consume, and they are aware of their reasons for selecting

different media options. The greater control and choice brought about by new media has

opened up new avenues of uses and gratifications research and has led to the discovery of

new gratifications, especially in regards to social media.

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Students of today's generation lean towards technology when it comes to academics

or entertainment. According to Katz and Blumler (1974) Uses and Gratifications Theory,

Users actively seek out media to satisfy specific needs (e.g., information, social interaction).

In this case students surf social media for their needs. Understanding why students engage

with social media can clarify its effects on their academic performance whether it serves as a

distraction or a tool for collaboration and academic improvement.

Significance of the Study

This study aims to explore the relationship of social media usage on academic

performance among parents, students, and teachers, in Calasanz de Davao Academy, Inc by

offering valuable insights for each group.

For students: Self-Awareness and Responsibility: The findings of the impact of social

media would resonate in the minds of the students a level of self-reflection about their own

habits. Knowledge of what might happen when overused or misused provokes them to keep

checks on the amount of time spent online and ensure proper study time.

For parents: Comprehending Behavioral Trends: Overall, parents are concerned about

how adverse effects from excessive use of social media will be widespread concerning

children's academic performances. A study could provide a data-driven perspective on social

media effects on study habits, sleep patterns, and attention span.

For teachers: It can help provide warning signs of students whose academic

performance is hampered by excessive usage of social media. Such warnings or signals can

be used by teachers as a basis to intervene early and subsequently support the students in

learning how to manage their time well.

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Overall it helps provide warning signs for students whose academic performance is

hampered by excess usage of social media. Such warnings or signals can be used by teachers

and parents as a basis to intervene early and subsequently support the students in learning

how to manage their time well.

Scope and Limitation

This study focuses on The relationship of social media usage on the academic

performance of senior high school students in Calasanz de Davao Academy, Inc. The data

gathered is done through systematic random sampling through surveys. The interviewing

process will only involve choosing participants in interval from 3 rd, 6th,9th, 12th, 15th, and 18th,

in Grade 11, while in Grade 12, it is from the intervals of 3 rd, 6th,9th, 12th, 15th,18th, and 21st,

and will only be given a survey with understandable and simple questions for the said

respondents.

This study will not cover other social media and academic performance aspects that

involve professionals like psychologists, or any kind of professionals, that being said each of

the respondents will be given a survey for which they can pick their choice out of the choices

in the survey to respond each statement in the survey. The results of this study will be used as

a guide in order to know if social media usage has an impact on the academic performance of

senior high school students.

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Definition of Terms

Technology- The application of scientific knowledge to the practical aims of human

life or, as it is sometimes phrased, to the change and manipulation of the human environment.

Technology Integration- Technology Integration in education refers to the

meaningful use of technology to achieve learning goals.

Social Media- A form of mass media communications on the Internet (such as on

websites for social networking and microblogging) through which users share information,

ideas, personal messages, and other content (such as videos). Social networking and social

media are overlapping concepts, but social networking is usually understood as users building

communities among themselves while social media is more about using social networking

sites and related platforms to build an audience.

Academic Performance- Academic performance has been defined as grade point

average, standardized test scores, and educational aspirations and attainment.

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CHAPTER II

REVIEW OF THE RELATED LITERATURE

Introduction

This rapid growth of social media has dramatically influenced teenagers' lives,

particularly in schools. Nowhere else have the effects of the correlation between social media

usage and academic performance in school been studied far more than in academic

environments, where evidence compiled so far indicates that there indeed is a very intricate

mesh of interacting factors that either assists or hinders educational outcomes. This chapter

presents the research that supports the researchers and establishes factors that relate to social

media and academic performance. Focusing on Calasanz de Davao Academy, Inc as its

setting, the compiled literature from this study is sourced from websites, articles, foreign

research, and national research alongside existing thesis that are believed to be functional

with the correlation of social media and academic performace.

Social Media

We cannot ignore that in today's age, technology, and social media are advancing

rapidly and growing increasingly addictive. According to Washington, District of Columbia.

News, just over half of the United States of America teenagers (51%) report spending at least

four hours per day using a variety of social media apps such as YouTube, TikTok, Instagram,

Facebook, and X (formerly Twitter), a Gallup survey of more than 1,500 adolescents finds.

This use amounts to 4.8 hours per day for the average U.S. teen across seven social media

platforms tested in the study. (Jonathan Rothwell, N.D). The results also show that YouTube

and TikTok are the most popular social media apps among teens. Teens report spending an
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average of 1.9 hours per day on YouTube and 1.5 hours per day on TikTok, with boys

spending more time on YouTube and girls spending more time on TikTok (Jonathan

Rothwell, N.D). Instagram is also popular with teens, attracting 0.9 hours of use per day

(Jonathan Rothwell, N.D). Another is Twitter, according to the company announcement, the

average X/Twitter user spends 32 minutes per day on the platform. According to eMarketer

estimates, the average user aged 18+ in the US spends 34.1 minutes per day on X/Twitter.

(Brian Dean, N.D). Overall these are the social media that are being used most by society

especially teenagers and students daily.

Positive Impact of Social Media on Academic Performance

Social media sites offer an avenue to communicate effectively with other classmates.

From the platforms, the students can engage in discussions, collaborative groups, and peer-to-

peer learning, which enhances knowledge of the subject matter. For example, the students can

create a study group or discuss the class materials to make sure they get the information right

and retain it. Social media is also essential for obtaining educational resources. Education

institutions and lecturers have various social media sites at which they share resources,

lectures, and news. Students, because of this instantaneous information, have been able to

keep abreast of the academic contents and utilize supplementary resources to aid their

learning and understanding (Shater et. al., 2024). Intra-access with various means, especially

digital, may significantly enhance students' academic experiences. Therefore, social media's

interactive nature can further deepen student involvement in their studies.

Students could be motivated and more interested in studying if there is the application

of gamified elements on involved learning platforms. Generally, engaged students are more

concentrated on their studies; therefore, they provide better academic results (Taher, et. al.,

2024). Engagement of students in learning environments is the interest, motivation, or

participation level shown by students toward their studies. Their intrinsic motivation, goal-

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setting behavior, and resilience all play a significant role in general academic success. Such

knowledge extends an understanding of the need to create a climate of engagement in

learning environments to foster student learning and performance.

Negative Impact of Social Media on Academic Performance

Unfortunately, the effects of social media on academics or academic performance

among senior high school students have become prevalent in the educational sector. One of

the significant causes that can divert the attention of these students away from academics is

the amount of diversion associated with social media. The more time the students spend on

these sites, the less time left for studying or working on assignments. This can be particularly

alarming for senior high school students, usually at such a critical juncture in their

educational careers when ample academic achievement is imperative for future opportunities

(Zaffar, M., et. al., 2015). Social media platforms in this direction have grown common in

teenagers' lives. These include Facebook, Instagram, Twitter, and TikTok. The huge list of

options for access and engagement on these tools can distract learners from their academic

goals.

Research also indicates that social media may expose learners to further distractions

that hamper learning. When children are constantly checking for updates on social media in

class or while studying, then their ability to focus diminishes, and subsequently, their

capacity to store learned information (Genett, A., 2017). This illustrates the interference of

frequent interaction with social media on the concentration of students and, as a result, affects

their learning performance. Multitasking on social media while performing academic-related

tasks has been linked with poor academic performance and decreased study effectiveness

(Solomon, O., 2020). Multitasking is the carrying out of several activities in the process of

doing something else, such as browsing one's social media pages or academic work when

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studying. It has recently been practiced more than widely adopted, especially by the youths,

who practically rely on digital technology to socialize and communicate.

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researchers describe the method and procedure used in the study.

The following are discussed in detail: Research Design, Research Respondents, Research

Instrument, Data Gathering Procedure, and Data Analysis.

Research Design

This quantitative correlation study determines the relationship between Social Media

Usage and Academic Performance of Calasanz de Davao Academy, Inc Senior High School

Students. It sought to investigate the extent to which one or more relationships of some type

exist. The approach required no manipulation other than that required to administer the

instruments necessary to collect the data desired. This method involved recording, analyzing,

and interpreting data gathered through a test questionnaire.

Research Respondents

This study's respondents were twenty-six (26) Senior High School students of

Calasanz de Davao Academy, Inc who were enrolled for the academic year 2024– 2025. The

respondents are done through systematic random sampling through surveys. The survey

process will only involve choosing participants in intervals from 3 rd, 6th,9th, 12th, 15th, and 18th,

in Grade 11, while in Grade 12, it is from the intervals of 3 rd, 6th,9th, 12th, 15th,18th, and 21st.

The respondents were selected from a total of seventy-six (76) students.

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Research Instrument

The researchers used a survey questionnaire as an instrument for gathering data. The

researchers divided the survey into (2) parts: Social Media Usage and Academic

Performance. Each part contains 11 Multiple choice and 9 Likert Scale.

For the Likert scale system, the scale of 5 is the equivalent of strongly agree, 4 for

agree, 3 for neutral, 2 for disagree, and 1 for strongly disagree. For the Multiple choice,

students are given 2- 5 choice per question, the choices depends on the question.

Data Gathering Procedure

The researchers made a letter addressed to the principal of Calasanz de Davao

Academy, Inc asking permission to conduct the study, noted by the Practical Research 2

Adviser and checked by the Senior High School Coordinator. The researchers developed a

survey questionnaire to measure the Senior High School Social Media Usage and Academic

Performance. The instruments were validated by the Practical Research 2 adviser of Calasanz

de Davao Academy, Inc. The Evaluation Sheet contains the following criteria: focus on the

study, cohesiveness, meet the needs of the learners, correlation, comprehensible input and

aims in the study. Suggestions and comments given by the adviser served as the basis for the

revision and refinement of the test. The administration of research instruments to the

identified respondents was personally done by the researchers followed by the retrieval of an

accomplished questionnaire. Afterwards, the recording of responses and data analysis was

done using Microsoft Excel, while in getting mean and standard deviation it was done using

Jasp Software and for the Pearson Product Moment Correlation it was done through a

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Pearson Calculator. The researcher gathered the records/archives for tallying, analyzing, and

interpreting. Confidentiality in using the data was observed.

Data Analysis

The following statistical tools were used in the study:

Mean. This was used to calculate the impact of social media usage on the academic

performance of senior high school students.

Standard Deviation. This was used to measure the results of the data from the mean.

Pearson Product Moment Correlation. This statistical tool was used to determine

the significance of the relationship of Social Media Usage and Academic Performance.

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CHAPTER IV

DATA ANALYSIS AND INTERPRETATION

This chapter comprises the analysis, presentation and interpretation of the findings

resulting from this study. The analysis and interpretation of data is carried out in two phases.

The first part, is multiple choice, and the second part is likert scale.

I. MULTIPLE CHOICE

1. Which Social Media Platforms do you often use?

SOCIAL MEDIA PLATFORMS

Facebook Instagram X Tik Tok Youtube

12%

42%
31%

12% 4%

The chart shows that 42%, which is almost half of the respondents spend their time on

the social media platform “Facebook”. This is followed by Tiktok which is 32% of the

respondents. Followed by Youtube and X (formerly known as Twitter) both tying at 12%.

Lastly, Instagram which gathered 4%. This survey shows that the respondents spend time

P a g e 14 | 35
with social media like Facebook and Tiktok platforms which mainly provide communication

and entertainment.

2. How many hours do you spend on social media per day?

HOURS SPEND ON SOCIAL MEDIA

Less Than an hour 1-3 hours 4-6 hours
5-7 hours 7+ hours

12% 12%

12%

23%

42%

The chart shows that 42% of the respondents spend 4-6 hours of screen time per day.

2-4 more hours than the recommended number of hours of 2 (My Kids Vision, n.d.). 23% of

the respondents are within the recommended hours of screen time. While 24% (adding 5-7

(12%) and 7+ (12%)). Significantly exceeds the recommended screen time.

3. How many hours do you usually spend studying after school?

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Hours of studying
20-45 minutes 1-2 hours 3-5 hours 6+ hours

4%

19%

46%
The chart shows 46% of the respondents spend less time on their studies and spend

more time on social media or other activities. While 31% spends either equal to the time
31% 19% of the respondents have a higher time spent on
spent on social media or just a bit less.

studying than social media. While the 4% focuses more on studying than social media.

4. How often do you find yourself distracted by social media while studying?

distracted by social media while studying

I often get Distracted I sometimes get Distracted I rarely get Distracted

4%

42%

54%

The charts show 42% and 54% respondents have the tendency to get distracted if

added 96% of the respondents have the tendency to get distracted from their studies when

social media is involved. While only 4% does not. An alarming percentage that could

negatively affect their academic performance.

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5. How often do you use social media to stay connected with friends, classmates, and

family?

COmmunicati on
I often stay connected I sometimes stay connected I rarely stay connected

15%

46%

38%

The charts show that only 46% of the respondents use social media for

communication while the other 38% and 15% primarily use social media for other activities.

6. How often do you use social media for educational purposes?

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educati onal purposes
I often use social media for educational purposes
I sometimes use social media to collaborate
I rarely use social media to collaborate

19%

42%

38%

The chart show 42.3% (a recurring percentage) of the respondents primarily use social

media to aid with studying. While the 38.4% primarily use social media for other activities

and not primarily on studying. The 19% on the other barely use social media to aid their

studies, mostly likely using social media for non-academic related activities.

7. Have you ever used social media to collaborate with your classmates on a project?

collaborati on
I often use social media to collaborate
I sometimes use social media to collaborate
I rarely use social media to collaborate

4%

35%

62%

The chart shows that a good amount of the respondents 61% use social media for

communication that connects with their studies. While 35% sometimes do. While the 4%

does not or barely use social media for the purposes stated in the question.
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8. How often do you check your phone or social media while reading or studying a

lesson?

Distracti ons
I often check it I sometimes check it I rarely check it

15%

46%

38%

The chart shows 46% of the respondents check their social media while studying

meaning social media is a cause of distraction when they are studying. 38% are neutral.

While the 4% does not get distracted from social media.

9. How important do you consider social media in your daily life?

Social media importance

I consider it very important I consider it important
I don't consider it important

19%
31%

50%

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The chart shows 50% of the respondents (half) consider social media as a significant

part of their daily life. While 31% says that it is very important or very significant, meaning

they could be reliant on social media. 5% does not consider there is important in their daily

life.

10. How important do you consider studying in your daily life after school?

Studying importance
I consider it very important I consider it important
I don't consider it important

38%

62%

The chart shows 61% do consider studying as an important part of their daily life

much higher than social media. While the other 39% considers it basically as a necessity.

11. Have you ever spent excessive amounts of time on social media instead of studying?

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excessive social media use
Yes, I spent excessive amount No, I don't spent excessive amount

23%

77%

The chart shows 77% of the respondents did experience prioritizing social media over

their studies while only 23% did not experience such.

II. LIKERT SCALE

1. Do you believe social media harms your academic performance?

Social media harms academic performance

Strongly Agree Agree Neutral Disagree Strongly Disagree

4%
8%
23%

19%
46%

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Neutral responses make up the largest group at 46%, suggesting that nearly half of the

respondents do not have a strong opinion on whether social media harms academic

performance. Agree and Strongly Agree combined account for 42%, indicating that a

significant portion of respondents believe social media does impact academic performance

negatively. Disagree and Strongly Disagree together represent 12%, showing a smaller

portion of respondents who disagree with the statement. Overall, while a large portion

remains neutral, a notable segment (42%) agrees to some extent that social media harms

academic performance, with fewer respondents outright disagreeing.

2. Do you feel that social media has a positive impact on your personal growth and

development?

Social media has a positi ve impact on growth

and development
Strongly Agree Agree Neutral
Disagree Strongly Disagree

4%
15%

38%

42%

Most of the responses which are grouped under 'agree' account for 42% of the total

opinions which indicates that a number of the respondents have a positive opinion that social

media has a positive influence on growth and development. Neutral responses rank second at
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39%; they include citizens who have no strong positive or negative attitude to the statement,

perhaps, because of their ambiguity or divided opinion. 15 percent of the respondents have

agreed in the Strongly Agree category which increases the number of those who feel that

social media has positive impact on growth and development. Strongly Disagree = 4% and

Disagree = 0%. Doing the same, approximately 57% of the participants agree with the

statement that social media has a positive effect on growth and development, 34% remains

indecisive and 9% strongly disagree.

3. Do you feel that social media has positively impacted your academic performance?

Social medis has a positi ve impact on

academic performance
Strongly Agree Agree Neutral
Disagree Strongly Disagree

4% 4% 15%

42%
35%

Neutral responses are the most common at 42%, indicating that a large portion of

respondents do not have a strong opinion on whether social media positively impacts

academic performance. Agree and Strongly Agree combined make up 50%, showing that half

P a g e 23 | 35
of the respondents believe social media has a positive effect on academic performance.

Disagree and Strongly Disagree together represent 8%, a small percentage who disagree with

the positive impact on academic performance. In summary, while many respondents remain

neutral, a significant portion (50%) leans toward the belief that social media positively

impacts academic performance, with a small minority disagreeing.

4. Do you feel that social media improved your communication skills or have boosted it?

Social Media has a improved your skills

Strongly Agree Agree Neutral
Disagree Strongly Disagree

12%

12% 35%

12%

31%

Strongly Agree (35%): A significant proportion of respondents feel very strongly that

social media has improved their skills. Agree (31%): Nearly one-third of the respondents

agree, indicating a positive perception, though less strongly than the first group. Neutral

(11%): An equal proportion of respondents are neutral on whether social media has had an

P a g e 24 | 35
effect on their skills. Disagree (11%): A similar number disagree, meaning they don't believe

social media has significantly impacted their skills. Strongly Disagree (12%): The smallest

portion strongly disagrees with the statement, indicating a stronger negative view. Overall, a

majority of the respondents (66%) have a positive perception (strongly agree or agree),

suggesting that many see social media as a beneficial tool for skill development.

5. Do you think that social media has negatively impacted your academic performance?

Social media has a negati ve impact on

academic performance
Strongly Agree Agree Neutral
Disagree Strongly Disagree

8%
15%

12%
35%

31%

Strongly Agree (15%): A smaller but notable portion of respondents strongly believe

that social media negatively impacts academic performance. Agree (31%): About a third of

the respondents agree, suggesting they perceive a negative impact but perhaps not as strongly

as the first group. Neutral (8%): A relatively small percentage are neutral, showing that few

P a g e 25 | 35
people are indifferent about the impact of social media on academics. Disagree (35%): The

largest group disagrees, indicating they don't believe social media has a negative impact on

academic performance. Strongly Disagree (11%): A smaller segment strongly disagrees,

holding a firm belief against the idea that social media is detrimental to academic

performance. Overall, 46% (disagree and strongly disagree) do not see social media as

harmful to academic performance, while 46% (agree and strongly agree) perceive it as having

a negative impact. This distribution suggests a split in perception among respondents, with

slight variation in intensity of opinion.

6. Do you feel that social media has provided you with a better understanding of your

lessons?

social media has provided bett er un-

derstanding
Strongly Agree Agree Neutral
Disagree Strongly Disagree

12%

31%

35%

23%

Strongly Agree (31%): A significant portion of participants firmly believes that social

media has improved their understanding. Agree (23%): Forty percent of respondents

somewhat agree, while around thirty-three percent strongly agree, and nearly twenty-five

percent agree but not firmly. Neutral (0%): Every respondent has a viewpoint on the subject,

P a g e 26 | 35
and no respondent remains neutral. Disagree (35%): The highest percentage indicate their

disagreement and believe that social media has not been effective in enhancing their

understanding. Strongly Disagree (11%): Although there is a minor group that strongly

disagrees, they feel that social media does not contribute to enhancing understanding. In total,

54% (strongly and somewhat disagree) feel that social media is not beneficial for enhancing

their understanding, whereas 54% (agree and strongly agree) believe it actually helps them to

comprehend better. The answers indicate a nearly balanced perspective, suggesting that they

possess similarly varied opinions on the influence of social media in this context.

7. Do you find that social media platforms provide you with educational resources?

social media has provided educati onal

resources
Strongly Agree Agree Neutral
Disagree Strongly Disagree

4%

31%
31%

35%

Agree (34%): 34% of participants formed the largest group and agreed social media

provides educational tools. Strongly Agree (31%) — A full 31percent of respondents also

strongly agreed that social media is an effective learning tool. Neutral (31%): 31 percents

were neutral which shows that they may have both positive and negative effects of social

media on education. Disagree (4%): A small share, 4%, disagreed—if only slightly

P a g e 27 | 35
negatively. The closest option was "Strongly Disagree (0%): No one answered this option."

In total, 65% either agreed or strongly agreed that social media provides educational

resources while only a tiny fringe disagreed.

8. Do you think social media have a positive influence on education, helping students

improve academic performance and enhance learning?

social media has a positi ve infl uence

Strongly Agree Agree Neutral
Disagree Strongly Disagree

4%
15%

38%

42%

Agree (42%): The biggest group, 42%, agreed that social media positively affects us,

signifying that plenty of people see advantages on its effects. Neutral (39%): 39% were

neutral probably because they either do not have a strong opinion on the matter of social

media influence or see both sides of the coin. Strongly agree (15%): 15 percent of

respondents replied to this question with strong agreement, showing a positive view toward

P a g e 28 | 35
social media's influence but to a lesser extent than the response category "Agree." No (4%):

Even less, 4%, strongly disagreed, suggesting at least some degree of skepticism. No

Disagree (0%): None of the respondents strongly disagreed In summary and once again, the

chart appears to be quite positive with 57% agreeing or strongly agreeing with the statement

that social media penetrated positively into organizations for communications while 39%

neutral and only 4% disagreeing to any level.

9. Do you think soical media makes you unproductive in studying?

social media makes you unproducti ve

Strongly Agree Agree Neutral
Disagree Strongly Disagree

4%
8%

31%

42%

15%

Neutral (42%): The top group, 42%, is neutral, that is, they seem to not mind the

impact of social media on their productivity and believe there are positive/negative effects at

play. Strongly Agree (31%: 31% of participants strongly believed social media is distracting

in the sense that it renders them less productive. Agree (15%: Another 15% agreed,

reinforcing the idea that social media may contribute to unproductivity for some users.

Disagree (8%: A smaller group, 8%, disagreed, suggesting they don’t see social media as an

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obstacle to productivity. Strongly Disagree (4%: Only 4% strongly disagreed, indicating a

minimal portion that does not consider social media unproductive at all. Overall, 46% of

participants (strong agreement and agreement) perceive social media as something which

hampers work productivity, 42% remain neutral and only 12% (strong disagreement and

agreement) do not consider the use of social media to be unproductive.

INTERPRETATION

QUESTIONS 4- 8 (Table 1)

I OFTEN I SOMETIMES I RARELY

Median 12.000 10.000 4.000

Mean 12.400 10.600 3.000

Std. Deviation 2.074 1.949 1.871

Table 1. shows that The "I OFTEN" category has the highest central tendency (mean

and median), while the "I RARELY" category has the lowest. The spread of responses (as

indicated by standard deviation) is highest in the "I OFTEN" category, indicating more

variability in how often respondents engage in whatever behavior is being measured. The "I

RARELY" group shows the least variability, suggesting more consistent behavior among

those who rarely participate in the measured activity.

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QUESTION 9- 10 (Table 2)

I consider it very I consider it I don't consider it

important important important

Median 9.000 14.500 2.500

Mean 9.000 14.500 2.500

Std.
1.414 2.121 3.536
Deviation

Table 2. shows that There is a clear distinction in perceived importance among the

three groups. The "I consider it important" group has the highest central values (mean and

median), followed by "I consider it very important," with the "I don't consider it important"

group having the lowest central values. The variability (as measured by standard deviation) is

highest in the "I don't consider it important" group, suggesting a wider range of opinions

among respondents who do not view the topic as important. The consistency in the "very

important" and "important" categories (lower standard deviations) suggests more agreement

among respondents who view the topic as significant.

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LIKERT SCALE

Strongly Strongly
Agree Neutral Disagree
Agree Disagree

Median 6.000 8.000 10.000 1.000 1.000

Mean 6.111 7.333 9.111 2.000 1.444

Std.
2.147 2.958 2.667 2.828 1.014
Deviation

Table 3. summarizes means and standard deviations of responses by category

(Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree). The median values lie

between 1.000 (Strongly Disagree) and 10.000 (Neutral). Mean values follow the same

pattern as above, between "Agree" and "Neutral" categories receive a high score. Standard

Deviation Disagree — 2.828 Strongly Disagree — 1.014 (lowest) — highest where to answer

high variability therefore there is a lot of variation & agreements for those who could not

strongly disagree. This suggests that respondents who agree or strongly agree have more

consistent views on the topic’s importance, whereas those who are neutral or slightly disagree

tend to have more varied opinions.

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The plot shows a weak negative linear correlation between X and Y. This means that

as the value of X increases, the value of Y slightly decreases, but the correlation is not strong,

given the spread of the data points around the line of best fit. Given this finding, we can

accept the null hypothesis: There is no relationship between Social Media Usage and the

Academic Performance of Senior High School Students at Calasanz de Davao Academy, Inc.

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CHAPTER V

CONCLUSION AND RECOMMENDATION

This chapter presents the summary of the research work undertaken, the conclusion

drawn and the recommendations made as an outgrowth of this study.

CONCLUSION

The study conducted showed that Senior High School Students of Calasanz de Davao

Academy, INC spend an average of 3-5 hours of their daily hours on social media platforms.

The study showed that Senior High School Students of Calasanz de Davao Academy, INC

spend an average of less than an hour to 2 hours of their daily hours on studying. Which is

significantly lower than the hours spent on social media. The study showed that there is a

significant impact on the student's academic performance based on the results of the survey,

social media had a positive and negative impact. Positive is its channel of communication for

academic purposes like making group projects (62% of the student respondents answered)

and to some factor social media helps in studies (42% of the student respondents answered).

Yet its negative impact still outweighs its positive factor. Students spend more time on social

media than on their studies. 46% of the students spent less than 45 minutes studying while

75% answered they spend 1 hour or more on social media. 54% answered that social media

does sometimes distract them from their studies while 77% admitted to having spent more

extensive time on social media than studying.

The table containing mean, median, and standard deviation and cartesian plane plot

points shows a weak negative correlation between social media usage and academic

performance of the Senior High School Student of Calasanz de Davao Academy Inc.

Therefore the alternative hypothesis will be ruled out and the null hypothesis to be the
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conclusion: There is no statistical relationship between Social Media Usage and the

Academic Performance of Senior High School Students in Calasanz de Davao Academy, Inc.

RECOMMENDATION

For students: Time management

Manage Time wisely in using social media in order to have a balanced and organized

time usage. Not only will it practice your time management skills it will also make sure that

the use of social media will not affect your Academic Performance.

For parents: Monitoring of their child

Monitoring their childs academic performance would be beneficial as it would let the

parents know how there son is doing and if something is affecting their overall academic

performance, lets say social media and etc.

For teachers: Guidance Regarding the right way to use Social media

Teachers can play a great role by ensuring that this platform is used responsibly and

effectively in helping senior high school students succeed academically. This essay explores

ways teachers can assist students to use social media in improving academic performance

while at the same time modeling responsible behavior online.

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