“Facebook” and Academic Performance of Senior High School Learners in Area V-A in Leyte

Division.

PILLO, E.

1.0 Introduction
Every technological innovations has been the debate and center of researcher’s attention and

same is the case with the development of social networking sites. One of the forefront and recognized

platform of the social media today is Facebook. Facebook being the most popular has over 500 million

active users on its website every month. Facebook is a convenient tool for communication, entertainment

and learning purposes. (Grossman, 2010).

With all the features that Facebook can offer, it seemingly irresistible to those who want to use it

in many purposes. It has attracted the attention of many learners, they are engrossed with the sites that

they have almost forgotten their academic work. On the other side it has also found out that students will

most likely to participate in doing their homework while engaging in the said sites because they are

xmotivated to answer (Pasek & Hargittai, 2009)

Though social network such as Facebook generates billions of dollars and become the means of

communication around the world, it has influence on the users in general and on students’ academic

performance in particular. Various researcher have conducted to pinpoint the several effects of Facebook

on the users and findings suggested both bright and dark aspects (Narayan 2010). So this research aims

to assess the effect of Facebook usage on students’ Academic Performance to find answer to the missing

gaps as to find the exact impact of social media in senior high school particular in Area V-A in Leyte

Division.
2.0 Measurement of Variables
Table 1
Variable of Specification

variables Description nature measure

Effects The condition or state Quantitative Likert Scale (1-5)
that is produced by a
cause given by the
Respondents
Positive Impact of A positive position or Quantitative Likert Scale (1-5)
using Facebook condition of the
respondents in giving
response about
Facebook
Negative Impact of The causes of difficulty Quantitative Likert Scale (1-5)
using Facebook and undesirable quality
of the feature of
Facebook given by the
respondents
Age The biological quantitative Scale
chronological existence min = 15
of the physical being of Max=21
the respondents
sex The state of being male Qualitative Nominal 1-Male
and female as to ;2-Female
the biological
description of the
Respondents
Residence The location where the Qualitative Scale
respondents is in Min=1 Rural
Max=2 Urban
Number of days in a The allocation of the Quantitative Scale
week using Facebook days of using Facebook. Min=1
Aims to measure the Max=7
intensity of using
Facebook in the
respondents
Number of hours in a A Particular time of Quantitative Scale
day using Facebook using Facebook Min=1
allocated by the Max=20
respondents
Grade Point Average A number that indicates Quantitative Scale
a student’s Min 70- max 99
measurement in
determining their level
of academic
performance
 Senior High School a certain point of grade Qualitative Ordinal
Level level of the respondents Ordinal 1 Grade 11
Ordinal 2 Grade 12

3.0 Sample and Sampling Technique

The target respondents of this study are all senior high school learners in Area V-A in Leyte
Division. The following sample size is determined using the Cochran Formula at 2% error.

𝑧2𝜎2
𝑛=
𝑒2

(1.962 )(.50)2
𝑛=
(0.03)2

 0.9604 
n 
 .0009 

n  1067

4.0 Statistical Questions

1. What is the profile of the respondents in Area V-A in Leyte Division in terms Of Sex, SHS Year Level,
Residence
Variable 1: Sex (Nominal)
Variable 2: SHS Year Level (Ordinal)
Variable 3 : Residence
Note: all data are all qualitative/ categorical
Appropriate analysis: use frequency and percent
Table 1
Profile of the Respondents in terms of sex, Senior High Level and the Residence in Area V-A in
Leyte Division.

Residence
Rural Urban
Sex SHS
(n=516) (n=551)
f % f %
Grade
124 48.63 % 131 51.37 %
11
Male Grade
(n=531) 133 48.19 % 143 51.81 %
12
Total 257 48.40 % 274 51.60 %
Grade
120 48.39 % 128 51.61 %
11
Female Grade
(n=536) 139 48.26 % 149 51.74 %
12
Total 259 48.32 % 277 51.68 %
Grade
244 48.51 % 259 51.49 %
11
Total
Grade
272 48.23 % 292 51.77 %
12
Total 516 48.36 % 551 51.64
 2. What is the impact of using Facebook in Academic Performance of Senior High School Learners in
Area V-A in Leyte Division. Of the respondents is it Positive and Negative.
Table 2

Impact of using Facebook in Academic Performance of Senior High School Learners in Area V-A in Leyte Division

Std.
Variables Indicators Mean Description
Deviation

Positive Impact I use Facebook as a motivation in learning 3 1.4 Moderate Positive Impact
I sees Facebook as a tool for good communication
3.02 1.4 Moderate Positive Impact
and socialization
I use Facebook for sharing and sending my
2.97 1.45 Moderate Positive Impact
Projects
My creative Writing skills is enhanced due to the
3 1.44 Moderate Positive Impact
exposure of Facebook
I gained a lot of vocabulary words by constantly
2.98 1.41 Moderate Positive Impact
browsing Facebook
Average 2.99 0.61
I use Facebook completely for leisure and not on
Negative Impact 3.02 1.45 Moderate Negative Impact
academic purpose
I fail to do my assignments because of excessive
3.02 1.37 Moderate Negative Impact
use of Facebook
I literally don’t sleep because of engaging
2.93 1.39 Moderate Negative Impact
Facebook
I have a poor spelling in writing paragraph 3.03 1.39 Moderate Negative Impact
I attracted to this site because of boredom of
3.04 1.37 Moderate Negative Impact
doing my school works.
Average 3.01 0.62 Moderate Negative Impact

Note: 1:00-1.79- Very low Positive/ Negative Impact, 1.80-2.59- Low Positive/negative Impact, 2.60-3.39 Moderate Positive/
negative Impact, 3.40-4.19 – High Positive/ negative Impact, 4.20-5:00- Very High Positive/negative Impact
5. 0 Relational Questions
3. Is there a significant relationship among the learner’s age, sex, Effects and the Positive and
negative Impact of Facebook in the Academic Performance of Area V-A in Leyte Division?
4. Is there a significant relationship between the learner’s residence and Senior High Level of Area
V-A in Leyte Division?

Question 3: Is there a significant relationship among the learner’s age, sex, Effects and the Positive and
negative Impact of Facebook in the Academic Performance of Area V-A in Leyte Division?
Step 1: Hypotheses
Ho = There is NO significant relationship among the learner’s age, sex, Effects and the Positive
and negative Impact of Facebook in the Academic Performance of Area V-A in Leyte Division?
Ha = There is A significant relationship among the learner’s age, sex, Effects and the Positive and
negative Impact of Facebook in the Academic Performance of Area V-A in Leyte Division?
Step 2: Specify the alpha
Alpha: ɑ = 0.05

Step 3: Test Statistics

Variables Test of Measurement
Age Scale
Sex Binary Nominal
Effects Scale
Positive Impact Scale
Negative Impact Scale

All variables are at scale level.

Step 4: Analysis

Test of Normality: Shapiro-Wilk

Ho : The distribution do not resemble normality.
Ha : The distribution resembles normality.
Rule : Reject H-null if p-value < alpha (0.05)
 Effect Positive Impact Negative Impact Age Sex
Shapiro
0.99 0.99 0.99 0.92 0.64
Wilk
P-value
of
< .001 < .001 < .001 < .001 < .001
Shapiro
Wilk

Decision: The distribution is normal.

Table 3
Relationship among the learner’s age, sex, Effects and the Positive and
negative Impact of Facebook in the Academic Performance of Area V-A in
Leyte Division?

Positive Negative
Effect Age Sex
Impact Impact
—
Effects
—
Positive -0.02 —
Impact 0.57 —
Negative 0 -0.04 —
Impact 0.87 0.2 —
-0.06 0.05 -0.02 —
Age
0.04 0.11 0.62 —
0.04 -0.07 0.03 -0.01 —
Sex
0.16 0.02 0.34 0.72 —

Step 5: Decision
Decision Rule: Reject H-null if p-value < alpha (0.05)
Decision 1: On Positive Impact and Effect

There is a weak and negative relationship between Positive Impact and effect.
Moreover, the relationship is not significant.
Decision 2: On negative Impact and Effect
There is no linear relationship between Negative impact and Effect. Moreover, the
relationship is not significant.
 Decision 3: On Age and Effect
There is a weak and negative relationship between Age and effect. Moreover, the
relationship is significant.
Decision 4: On Sex and Effect
There is a weak and positive relationship between Sex and Effect. Moreover, the
relationship is not significant.
Decision 5: On Negative Impact and Positive Impact
There is a weak and negative relationship between Negative Impact and Positive
Impact. Moreover, the relationship is not significant.
Decision 6: On Age and Positive Impact
There is a weak and positive relationship between Age and Positive Impact. Moreover,
the relationship is not significant.
Decision 7: On Sex and Positive Impact
There is a weak and negative relationship between Sex and Positive Impact. Moreover,
the relationship is significant.
Decision 8: On Age and Negative Impact
There is a weak and negative relationship between Age and Negative Impact. Moreover,
the relationship is not significant.
Decision 9: On Sex and Negative Impact
There is a weak and positive relationship between Sex and Negative Impact. Moreover,
the relationship is not significant.
Decision 10: On Sex and Age
There is a weak and negative relationship between Sex and Age. Moreover, the
relationship is not significant
Question 4: Is there a significant relationship between the learner’s residence and Senior High Level of
Area V-A in Leyte Division?
Step 1: Hypotheses
Ho = There is NO significant relationship between the learner’s residence and Senior High Level
of Area V-A in Leyte Division.
Ha = There is A significant relationship between the learner’s residence and Senior high Level of
Area V-A in Leyte Division.
Step 2: Specify the alpha
Alpha: ɑ = 0.05

Step 3: Test Statistics

Variables Test of Measurement

Residence Nominal (2) levels
Senior High Level Nominal (2) levels

All variables are at nominal level.

Test statistic: Contingency Coefficient
Step 4: Analysis
Table 4

The relationship between learner’s Residence and Senior High Level.

SHS
Residence 1 2 Total
Count 244 272 516
1
Expected count 243.25 272.75 516
Count 259 292 551
2
Expected count 259.75 291.25 551
Count 503 564 1067
Total
Expected count 503 564 1067
Contingency Coefficient 2.82
Chi-Square 8.47
Chi-Square p-value 0.93

Step 5: Decision
Decision Rule: Reject H-null if p-value < alpha (0.05)
There is a weak and positive relationship between Residence and Senior High Level. Moreover,
the relationship is not significant.
Comparative Questions
5. Is there a significant difference on the Positive and Negative Impact of Facebook between the male
and female students of Area V-A in Leyte Division?
6. Is there a significant difference on the Positive and Negative Impact of Facebook the across various
Senior High Level of the students of Area V-A in Leyte Division

Question 5: Is there a significant difference on the Positive and Negative Impact of Facebook between
the male and female students of Area V-A in Leyte Division?

Step 1: Hypotheses
Ho = There is no significant difference on the Positive and Negative Impact of Facebook between
the male and female students of Area V-A in Leyte Division?
Ha = There is a significant difference on the Positive and Negative Impact of Facebook between
the male and female students of Area V-A in Leyte Division?

Step 2: Specify the alpha

Alpha: ɑ = 0.05

Step 3: Test Statistic

Sample 1: Male
Sample 2: Female
Variables of Comparison: Positive and Negative Impact of Facebook
Nature of the Sample: Independent

Test for Equality of Variance

Ho : Variances are equal.
Ha : Variances are not equal.
Test of Equality of Variances (Levene's)
F df p

Positive Impact 7.93 1 0

Negative Impact 0.14 1 0.7

Decision Rule: Reject H-null if p-value < alpha (0.05)

Decision: Since p-value > alpha (0.05), fail to reject H-null
Therefore, Variances are equal.
Test Statistic independent t-test with equal variances.

Step 4: Analysis
Table 5

Difference of the Positive Impact and Negative Impact of male and female students of Area V-A
in Leyte Division

Mean effect
Group N Mean SD SE t df p
Difference size
Positive
Male 531 3.04 0.58 0.03 2.33 1065 0.02 0.14
Impact 0.09
Female 536 2.95 0.64 0.03
Negative -
Male 531 2.99 0.61 0.03 1065 0.34 -0.06
Impact -0.04 0.96
Female 536 3.03 0.62 0.03

Step 5: Decision
Decision Rule: Reject H-null if p-value < alpha (0.05)
Decision 1: For Positive Impact
Male and Female students in Area VA in Leyte Division do not differ significantly on the Positive
Impact
Decision 2: For Negative Impact
Male and Female students in Area V-A in Leyte Division do not differ significantly in the
Negative Impact
Question 6: Is there a significant difference between the Positive and negative Impact across various
Senior High Level of the students of Area V-A in Leyte Division?

Step 1: Hypotheses
Ho = There is no significant difference between the Effect across various Senior High Level of the
students of Area V-A in Leyte Division?
Ha = There is a significant difference between the Effect across various Senior High Level of the
students of Area V-A in Leyte Division?
Step 2: Specify the alpha
Alpha: ɑ = 0.05

Step 3: Test Statistics

Sample 1: Grade 11 SHS

Sample 2: Grade 12 SHS

Variable of Comparison: Effect

Nature of the sample: Independent

Test for Equality of Variance

Ho : Variances are equal.
Ha : Variances are not equal.

Test for Equality of Variances

(Levene's)
F df1 df2 p
0.21 1 1065 0.65

Decision Rule: Reject H-null if p-value < alpha (0.05)

Decision: Since p-value > alpha (0.05), fail to reject H-null
Test Statistic: Analysis of Variance
Step 4: Analysis
Table 6
Difference of Effects of Facebook of the male and female
students of Area V-a in Leyte Division across various Senior
High Level
Sum of Mean
Cases df F p η²
Squares Square
Sex 0.75 1 0.75 1.93 0.16 0
Residual 411.87 1065 0.39

Step 5: Decision
Decision Rule: Reject H-null if p-value < alpha (0.05)
Decision: Since p-value (0.27) > alpha (0.05), fail to reject-null.
Evidence is not enough that the Effects on Facebook Affects the Senior High Level students.

5.0 Result and Discussion

Descriptive analysis on the profile of the respondents