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Table 1
Age of the Respondents

AGE FREQUENCY PERCENTAGE

13-15 YEARS OLD

16-18 YEARS OLD

19 AND ABOVE

TOTAL 181 100%

13-15 years old, 14 or 7% of the age was ranging from 16-18

years old and 3 or 1.5% of the age was ranging from 19 years

old and above. This showed that greater number of

respondents’ age was ranging from 10-20 years old.

Table 2
Gender of the Respondents

GENDER FREQUENCY PERCENTAGE

MALE 89 49.2%

FEMALE 92 50.8%

TOTAL 181 100%

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Gender of the Respondents

Table 2 presents the distribution of the 181

respondents according to their gender. Based on the analysis

of data, 89 or 49.2% were male, followed by female with 92

or 50.8% of population. This showed that greater number of

sample populations’ gender was female.

TABLE 3
Strand of the Respondents

STRAND FREQUENCY PERCENTAGE

STEM (SCIENCE AND

TECHNOLOGY, 20 6%
ENGINEERING, MATH)

GAS 1S/2S (GENERAL 88 26.5%

ACADEMIC STRAND)

12GASIT- 38 11.4%
1S/12GASEDUC-1S

TVL (TECHNICAL 15.7%

VOCATIONAL 52
LIVELIHOOD)
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ABM (ACCOUNTING
BUSIN\ESS 88 26.5%
MANEGEMENT)

12GASCRIM/12HUMSS- 46 13.9%
1S

TOTAL 332 100%

Strand of the Respondents

Table\ 3 shows the distribution of the 181 respondents

according to their strand. Based on the analysis of data, 20

or 6% are STEM (SCIENCE AND TECHNOLOGY, ENGINEERING, MATH)

students, 88 or 26.5% were GAS 1S/2S (GENERAL ACADEMIC

STRAND) students, 38 or 11.4% were 12GASIT 1S/12GASEDUC-1S

students, 52 or 15.7% were TVL (TECHNICAL VOCATIONAL

LIVELIHOOD) students, 88 or 26.5% were ABM (ACCOUNTING

BUSIN\ESS MANEGEMENT) students and 46 or 13.9% are

12GASCRIM/12HUMSS-1S students. This showed that greater

number of populations’ Strand were GAS 1S/2S (GENERAL

ACADEMIC STRAND) and ABM (ACCOUNTING BUSIN\ESS MANEGEMENT.

Table 4
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Speaking Skills

STATEMENT WEIGHTED VERBAL

MEAN DESCRIPTION
I learned a lot of slang words on
1 Facebook like Petmalu, Lodi, Mabangis 3.48 Always
etc.
I can speak English fluently 3.25
2
Always
I learned a lot of word on Facebook
3 and it helps me improve my speaking 3.32 Always
skills
I learned different languages through
4
Facebook 3.14 Often
I can understand few languages
5
because of Facebook 3.17 Often
OVER ALL WEIGHTED MEAN 3.27 Always

Legend:
Always (3.25–4.00) Often (2.50-3.24)
Sometimes (1.75–2.49) Never (1.00–1.74)

Items 1, 2, and 3 of table 4, answered of the speaking

skills of the respondents related to impact of facebook

which denotes “I learned a lot of slang words on Facebook

like Petmalu, Lodi, Mabangis etc.”, “I can speak English

fluently”, “I learned a lot of word on Facebook and it helps

me improve my speaking skills” received a verbal description

of “Always” from the respondents. On the other hand, Items 4

and 5 which states “I learned different languages through

Facebook”, “I can understand few languages because of

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Facebook” received a verbal description of “Often” from the

respondents. It showed that speaking skills that related to

impact of facebook by the respondents, that learning and

understanding different languages and slang, improving

speaking skills using facebook was not a factor to consider

on their academic performance.

Item 3 which denotes “I learned a lot of word on

Facebook and it helps me improve my speaking skills”

received a verbal description of “Always”, According Saidna

Zulfiqar Bin Tahir and Aminah Suriaman (2014), this research

aims to find out whether Facebook was able to improve the

students’ achievement in English writing narrative text.

This research used Action Research design. The subjects of

the research were the second semester students of English

Department of University of Iqra Buru. The research

consisted of two cycles; each cycle consisted of planning,

implementation, observation, and reflection. The data-

collecting instruments were observation and test. The data

were analyzed using descriptive comparative manner. The

result of the research shown that learning writing narrative

text through Facebook can improve the students’ writing

skill. The average score of the initial achievement is

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42.07, while at the first cycle is 61.59, and finally, at

the second cycle is 68.11. In addition, learning writing

through Facebook also increased the students’ motivation in

learning. Overall weighted mean of 3.27.

Table 5
Behavior

STATEMENT WEIGHTED VERBAL

MEAN DESCRIPTION
Facebook influence me to be impolite
1
to others 2.85 Often
I learn bad words on Facebook
2 2.99 Often
Facebook influence me to be
3
incompetent 2.98 Often
Facebook helps me to build up ideas
4
3.16 Often
Facebook thought me to become a better
5
person 3.02 Often
OVER ALL WEIGHTED MEAN 3 Often

Legend:
Always (3.25–4.00) Often (2.50-3.24)
Sometimes (1.75–2.49) Never (1.00–1.74)

Items 1 to 5 of table 12, answered of the behavior of

the respondents related to impact of facebook which denotes

“Facebook influence me to be impolite to others”, “I learn

bad words on Facebook” “I learn bad words on Facebook”

“Facebook influence me to be incompetent” “Facebook helps me

to build up ideas” “Facebook thought me to become a better

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person” with a weighted mean of 2.85, 2.99, 2.98, 3.16 and

3.02 received a verbal description of “Often”. That only

means that overall weighted mean 3 of the respondents

behavior was influenced by facebook. Item 1 to 3 which

denotes “Facebook influence me to be impolite to others”, “I

learn bad words on Facebook” “I learn bad words on Facebook”

“Facebook influence me to be incompetent” which means that

respondents behavior influenced to do negative certain

things, while item 4 and 5 which denotes “Facebook helps me

to build up ideas” “Facebook thought me to become a better

person” that only means that respondents isn’t influenced

bad behavior on using facebook towards their academic

performance.

Table 6
GPA/GRADES

STATEMENT WEIGHTED VERBAL

MEAN DESCRIPTION
1 I have 75 on my grades 3.7 Often
I can get a passing grade even if I
2
don’t review 3.7 Often
I can maintain a passing grade from 1st
3 to 4th grading period
3.06 Often
I always got a perfect score because I
4
prefer to review our lessons 3.06 Often
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I always failed on exams because I pay

5 too much attention on Facebook than 2.96 Often
reviewing.
OVER ALL WEIGHTED MEAN 2.97 Often

Legend:
Always (3.25–4.00) Often (2.50-3.24)
Sometimes (1.75–2.49) Never (1.00–1.74)

Items 1, of table 13, answered of the behavior of the

respondents related to impact of facebook which denotes “I

have 75 on my grades” states that 3.7 of the respondents

have 75 on their and influenced their academic performance.

Items 2 to 3 which denotes “I can get a passing grade even

if I don’t review”, “I can maintain a passing grade from 1st

to 4th grading period”, “I always got a perfect score

because I prefer to review our lessons” received a verbal

description “Often” which means that if the respondents

prefer to review their previous lessons means that they can

pass on exams and maintain a passing grades from 1st to

final grading period. While the item 5 which denotes “I

always failed on exams because I pay too much attention on

Facebook than reviewing” and received a verbal description

“Often” means that Facebook is a huge distraction on

respondents time to review lessons to pass on exams.

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Table 7

Participation

STATEMENT WEIGHTED VERBAL

MEAN DESCRIPTION
I prefer using Facebook than listen
1
to my teacher when discussing 2.57 Often
I use cellphone in class hours
2 2.77 Often
I prefer using Facebook than
3 participating group activities Often
2.72
I am friendlier on Facebook than on Often
4
our school. 2.92
I’m always late on my class.
5
2.87 Often
OVER ALL WEIGHTED MEAN 2.75 Often

Legend:
Always (3.25–4.00) Often (2.50-3.24)
Sometimes (1.75–2.49) Never (1.00–1.74)

Item 1, 2 and 3 of table 14, extent of the impact of

facebook of the respondents related to participation which

denotes “I prefer using Facebook than listen to my teacher

when discussing”, “I use cellphone in class hours”, “I

prefer using Facebook than participating group activities”

received a verbal description of “Often”. One of the student

said that “Minsan po kasi mas naiintindihan ko pa yung

direction ng katabi ko kaysa sa teacher ko kaya hindi na ko

nakikinig, nag tatanong nalang ako pagkatapos” “Sometimes I

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understand my seatmates direction than what’s my teacher, so

I don’t listen.” –Katrina Paula Santos 12 Stem 1s.

Items 3, and 4 which denotes “I am friendlier on

Facebook than on our school”, “I’m always late on my class”

received verbal description “Often” and this showed that the

respondents are often late on class so that they can’t even

participate on group activities and they are not also

friendly in person. This means that Facebook can easily

influenced respondents not to participate in class, and that

will impact on their academic performance. Overall weighted

mean 2.75 and received a verbal description “Often”.

Table 8
Communication

STATEMENT WEIGHTED VERBAL

MEAN DESCRIPTION
Using Facebook we can easily
1
communicate to our love ones 3.41 Always
I prefer using Facebook to
2 communicate rather than talking in 3.03 Often
person (face to face)
I prefer using Facebook to
communicate my love ones in abroad
3
because I don’t need to spend much 3.19 Often
money
It is more convenient to send letters
4 using Facebook than hand written 3.07 Often
letters
5 I can easily send message using
Facebook even though I don’t have 3.2 Often
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load balance

OVER ALL WEIGHTED MEAN

3.17 Often
Legend:
Always (3.25–4.00) Often (2.50-3.24)
Sometimes (1.75–2.49) Never (1.00–1.74)

Items 1, 3, 4 and 5 table 15, extent of the impact of

facebook on the respondents related communication which

denotes that “Using Facebook we can easily communicate to

our love ones?” weighted mean 3.41 received a verbal

description “Always”, “I prefer using Facebook to

communicate my love ones in abroad because I don’t need to

spend much money”, “It is more convenient to send letters

using Facebook than hand written letters”, “I can easily

send message using Facebook even though I don’t have load

balance”, received a verbal description “Often” and this

statement showed that Facebook is more convenient to use

when it comes on having communication. This can’t influenced

respondents’ academic performance. Item 2 which denotes “I

prefer using Facebook to communicate rather than talking in

person (face to face)” might affect respondents’ relation in

communicating and participating in class, this statement

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received a verbal description “often”. Over all weighted

mean of 3.17.

Table 9
Usage

STATEMENT WEIGHTED VERBAL

MEAN DESCRIPTION
I can’t sleep properly because of
1 talking my friend in Facebook until 3.04 Often
midnight
I can’t make homework because I
2
prefer to focus on Facebook 2.86 Often
I am annoyed whenever my parents
3
commanding me. 2.80 Often
I prefer watching videos on Facebook 3.05
4
than watching televisions. Often
Whenever I use Facebook, I skip
5
meals. 2.90 Often
OVER ALL WEIGHTED MEAN 2.93 Often

Legend:
Always (3.25–4.00) Often (2.50-3.24)
Sometimes (1.75–2.49) Never (1.00–1.74)

Items 1, 2 and 3 of table 16, extent of the impact of

facebook on the respondents related to usage which denotes

“I can’t sleep properly because of talking my friend in

Facebook until midnight”, “I can’t make homework because I

prefer to focus on Facebook”, “I am annoyed whenever my

parents commanding me” and “Whenever I use Facebook, I skip

meals” received a verbal description “often” means every

respondents was prefer to use facebook than doing their

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homework, skipping meals, obey their parents command and

don’t have lack of sleep because of using facebook. On the

other hand, item 4 which denotes “I prefer watching videos

on Facebook than watching televisions” that received a

verbal description “often” can influenced respondents’ to

focused watching facebook videos which often stating fake

news and nonsense video clips than watching television news

updates so that students will remain updated on what’s

happening in our country that it can help on respondents

academic performance. Over all weighted mean of 2.93 and

received a verbal description “often”.

Table 10
Social Skills

STATEMENT MEAN VERBAL

DESCRIPTION
I used Facebook before I start working
1
on my studies. 2.89 Often
I don’t want to be destructed when I’m
2
using Facebook. 2.93 Often
I prefer chatting on Facebook than
3
talking to my friends 2.90 Often
I can live a day without talking to
4
others 3.84 Always
I can express my feelings through
5
Facebook than discussing 2.94 Often
OVER ALL WEIGHTED MEAN 2.9 Sometimes

Legend:
Always (3.25–4.00) Often (2.50-3.24)
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Sometimes (1.75–2.49) Nevr (1.00–1.74)

Item 4 of table 17, extent of the impact of facebook on

the respondents related to social skills which denotes “I

can live a day without talking to others” received a verbal

description of “always”, it shows that respondents are stuck

on using facebook and can live a day without having

conversation in person. Respondents’ prefer to have a

conversation using facebook and don’t want to be destructed.

Generally, using facebook and being addicted to it can

influence respondents’ social skill, respondents might

experience losing self-confidence when theres a recitation,

group projects and other interpersonal activities in class.

The overall weighted mean is 2.9 and received a verbal

description “sometimes”.

Table 11
Relationship between the Gender of the Respondents and on
their Beliefs and Practices

Always Often Sometimes

Not at Total
All
Male 0(0) 14(13.63) 55(54.05) 25(21.62) 94
Female 10(5.3) 15(15.37) 60(60.95) 21(24.38) 106
Total 10 29 115 46 200
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Null hypothesis: There is no significant relationship

between the beliefs of the respondents and on their gender.

Table 22 shows that the relationship between the beliefs

and the gender of the respondents was not significant for the

calculated chi- square (2.095) is lower than the critical

value (7.815) of chi-square at 0.05% level of significance.

This means that the beliefs of the respondents are not

influenced by the gender.

According to the study of Stuart Vyse in 2011,

women are more superstitious than men, Vyse says. Women may

experience more anxiety, or at least, more women than men seek

help for anxiety problems. Although personality variables are

not a strong factor in developing superstition, there is some

evidence that if you are more anxious than the average person

you’ve slightly more likely to be superstitious.

Table 12
Relationship between the Age of the Respondents and on their
Speaking skills, Behavior, GPA/Grades, Participation,
Communication, Usage, and Social Skills

Age Always Often Sometimes Never Total

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13-16

16-18

19 Above

Total 181

Null hypothesis: There is no significant relationship

between Impact of Facebook and Student’ on their Academic

Performance.

Table 13
Relationship between the Gender of the Respondents and on
their Speaking skills, Behavior, GPA/Grades, Participation,
Communication, Usage, and Social Skills

Gender Always Sometimes Often Never Total

Male 28 33 13 12 86
(27.08) (32.74) (11.78) (13.35)

Female 29 36 16 14 95
(29.92) (36.22) (15.22) (13.65)
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Total 57 69 29 26 181

Null hypothesis: There is no significant relationship

between Impact of Facebook and Student’ on their Academic

Performance.

This table shows that the relationship between the

Gender of the Respondents and on their Speaking skills,

Behavior, GPA/Grades, Participation, Communication, Usage,

and Social Skills was not significant for the calculated

chi-square (14.75) is higher than the critical value (7.815)

of chi-square at 0.05% level of significance. This means

that the Academic Performance of the respondents are

influenced by their gender.

Chi-square= 14.75
Df= (r-1)(c-1)
Df= (2-1)(4-1)
Df= 3

Critival value (CV) 0.05 = 7.815

reject the hypothesis.

Table 14
Relationship between the Strand of the Respondents and on
their Speaking skills, Behavior, GPA/Grades, Participation,
Communication, Usage, and Social Skills
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Strand Always Often Sometimes Never Total

Stem 5 (8.51) 3 (3.10) 5 (4.31) 7 (4.088) 20

Gas 14 10 (6.81) 10 (9.48) 10 (8.99) 44

(18.72)

Crim/humms 20 (8.72) 5 (6.81) 9 (9.48) 10 (8.99) 44

It/Educ

Tvl 9 (10.21) 5 (3.71) 5 (5.17) 5 (4.91) 24

Abm 29 5 (7.58) 10 5 (10.02) 49

(20.85) (10.56)

Total 77 28 39 37 181

Null hypothesis: There is no significant relationship

between Impact of Facebook and Student’ on their Academic

Performance.

This table shows that the relationship between the

Strand of the Respondents and on their Speaking skills,

Behavior, GPA/Grades, Participation, Communication, Usage,

and Social Skills was not significant for the calculated

chi-square (47.338) is higher than the critical value

(7.815) of chi-square at 0.05% level of significance. This

means that the Academic Performance of the respondents are

influenced by their Strand.

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Chi-square= 47.338
Df= (r-1)(c-1)
Df= (5-1)(4-1)
Df= 12

Critical value (CV) 0.05 = 21.026

reject the hypothesis.