Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets the data gathered in

the study. The various results are presented in the succeeding tables

with corresponding discussions and explanations.

Descriptive Statistics

Table 1.1.1

Frequency of Social Networking Participation Among Male

Respondents: Social Networking Sites and Location

Social Networking Participation Frequency Rank

MySpace 1 6
Social Plurk 2 5
Networking Tumblr 5 4
Sites (Q4) Others 9 3
Twitter 14 2
Facebook 99 1
Others 1 5
In School 5 4
Location (Q5) Cellular Phone 10 3
Internet Café 53 2
At Home 55 1

Table 1.1.1 shows the frequencies of social networking

participation among male respondents in terms of social networking

sites, location, accounts, frequency and duration. In terms of social

networking sites, currently majority of the male respondents are

members of Facebook. It indicates that Facebook is the most popular site

 35

adolescents and young adults participate in. A study was carried out on

1,200 students, showing that 96% use social networking sites

(www.scribd.com). According to Boyd & Ellison (2007), there are now

more than 500 million people with Facebook memberships, and most of

these people are members of other sites as well. Adolescents have shown

to be the greatest consumers of the Internet, particularly for social

interactions (Lin & Subrahmanyam, 2007).

In terms of location, majority of the male respondents access social

networking sites at home. It indicates that social networking is mostly

accessed from home where the respondents’ internet access is not under

constant supervision. Mayayise (2008), found out that internet was more

utilized or accessed at homes rather than at school.

Table 1.1.2

Frequency of Social Networking Participation Among Male

Respondents: Accounts, Frequency and Duration

Social Networking Participation Frequency Rank

Accounts No 29 2
(Q6) Yes 70 1
Less than once a month 3 5
Never 4 4.5
Frequency At least once each month 4 4.5
(Q7) More than 5 times each day 23 3
At least once each day 30 2
At least once a week 36 1
6-10 Hours 7 5
More than 10 Hours 9 4
Duration
15 - 30 minutes 11 3
(Q8)
3 - 6 Hours 35 2
30 minutes - 1 hour 37 1
 36

Table 1.1.2 shows that in terms of accounts, frequency and rank

shows that majority of the respondents have account settings activated

so that information from social networking site can contact them through

e-mail address. It indicates that in every registry in a social networking

site an email account is necessary for communication. One feature of the

most visited social networking site, Facebook, is messaging and e-

mailing.

Some sites, like Facebook, started as a way for college students to

connect and having an email address was required for signing up

(Tufekci, 2008).

In terms of frequency, frequency and percentage shows that the

male respondents typically visit a social networking website at least once

a week. It indicates that the male respondents have interest in keeping in

touch with people through social networking.

Lin & Subrahmanyam (2007) specified that boys have been online

more than girls in previous decades because of earlier forms of

technology such as video or computer games. For boys, the networks

also provide opportunities for flirting and making new friends (Bonds-

Raacke & Raacke, 2008). Most research done on the topic, the amount of

teenage girls and boys who are on these social networks are equally

divided.

In terms of duration, frequency and rank results displays that in a

day, most of the respondents spend 30 minutes to one hour visiting a

 37

social networking website. It indicates that the male respondents provide

in time for social networking participation. Greenfield & Subrahmanyam

(2008), publicized that even though many schools have created many

strict rules that forbid the use of handheld technology during school or

that block certain social networking websites, many adolescents are still

able to connect during school hours as they please. Boys are more likely

to create an account simply because they are trying to meet a significant

other, or because they are already in a relationship with someone who

has requested them to join (Bonds-Raacke & Raacke, 2008).

Table 1.2.1 shows the frequencies of social networking

participation in females in terms of social networking sites, location,

accounts, frequency and duration. In terms of social networking sites,

majority of female respondents are currently a member of Facebook. It

indicates that Facebook is the most popular site adolescents and young

adults participate in. As what said earlier, “Facebook” is the most visited

website (www.scribd.com). It was emphasized, there are now more than

500 million people with Facebook membership(s), and most of these

people are members of other sites as well (Boyd & Ellison, 2007). In

recent studies, adolescents have shown to be the greatest consumers of

the Internet, particularly for social interactions (Lin & Subrahmanyam,

2007). According to Lewis (2008), adolescents have become accustomed

to this lifestyle much more than older generations have in recent years,

as this way of living is all they know.

 38

Table 1.2.1

Frequency of Social Networking Participation Among Female

Respondents: Social Networking Sites and Location

Social Networking Participation Frequency Rank

MySpace 5 6
Social Plurk 7 5
Networking Tumblr 9 4
Sites (Q4) Others 11 3
Twitter 27 2
Facebook 98 1
Others 1 5
In School 2 4
Location (Q5) Cellular Phone 16 3
Internet Café 46 2
At Home 56 1

Table 1.2.2 shows the frequency and rank of accounts, frequency

and duration. In terms of e-mail accounts, frequency and rank shows

that majority of the respondents have account settings activated so that

in formation from social networking site can contact them through e-mail

address. It indicates that in every registry in a social networking site an

email account is necessary for communication. One feature of the most

visited social networking site, Facebook, is messaging and e-mailing. As

it was said earlier, Tufekci (2008) supposed that some sites, like

Facebook, started as a way for college students to connect and having an

email address was required for signing up address. It indicates that in

every registry in a social networking site an email account is necessary

for communication.
 39

Table 1.2.2
Frequency of Social Networking Participation Among Female
Respondents: Accounts, Frequency and Duration

Social Networking Participation Frequency Rank

Accounts No 40 2
(Q6) Yes 59 1
Never 2 6
At least once each month 4 5
Frequency Less than once a month 6 4
(Q7) More than 5 times each day 8 3
At least once each day 38 2
At least once a week 40 1
More than 10 Hours 3 5
6-10 Hours 6 4
Duration
15 - 30 minutes 13 3
(Q8)
3 - 6 Hours 26 2
30 minutes - 1 hour 50 1

One feature of the most visited social networking site, Facebook, is

messaging and e-mailing. As it was said earlier, Tufekci (2008) supposed

that some sites, like Facebook, started as a way for college students to

connect and having an email address was required for signing up. In

terms of frequency, frequency and rank shows that the respondents

typically visit a social networking website at least once a week. It

indicates that majority of the female respondents spends time on social

networking participation more than once per week. According to Bonds-

Raacke & Raacke (2008) for girls, social networking sites are primarily

places to reinforce preexisting friendships most research done on the

 40

topic, the amount of teenage girls and boys who are on these social

networks are equally divided. Greenfield & Subrahmanyam (2008) held

that even though many schools have created many strict rules that

forbid the use of handheld technology during school or that block certain

social networking websites, many adolescents are still able to connect

during school hours as they please.

In terms of duration, frequency and rank results displays that in a

day, most of the female respondents spend 30 minutes to one hour

visiting a social networking website. It indicates that social networking

participation of the female respondents gives time to socialize online. The

length of time that the learners spend on a daily or weekly basis the

internet can be attributed to the fact that they perform different activities

on the internet (Mayayise, 2008).

Table 2.1 shows the frequency of social networking importance

across gender lines in terms of degree of importance, interference, belief

of importance. It indicates that male respondents would find a time to

spend social networking participation. Conferring to the report submitted

by the Asian Institute of Journalism and Communication to UNICEF,

Social networking sites provide a place for children to get together online

with existing and new friends. Social networking is a form of

entertainment, a way to meet people with similar interests and a good

technique for people to promote their business. The culture of “if you
 41

Table 2.1

Frequency of Social Networking Importance

Among Male Respondents

Social Networking Frequency Rank

Importance

Not 14 4
Important
Degree of Very 19 3
Importance Important
(Q12) Somewhat 23 2
Important
Important 40 1
Never 15 3
More than 1 18 2.5
Interference time
(Q10) One time 18 2.5
Several 46 1
times
Belief of True 42
Importance
False 52 1
(Q11)

don’t have one, you’re an outcast” seems to apply also in social

networking.

Results show that spending on a social networking website

interfered with their ability to study or complete assignments several

times. It indicates that social networking is a form of distraction to the

male respondents. Social networking sites, as well as other new forms of

communication technology, are also a concern to many school

 42

professionals because of the level of distraction they create within the

school. This has caused distractions during instruction time and has had

a negative impact on the learning environment Greenfield and

Subrahmanyam (2008). Research conducted by Kirschner and Karpinski

(2010), their experiments have detected the direct relationship between

Facebook usage and academic achievements of students. Among the 148

university students, it was found that Facebook users not only had a

much lower Grand Point Average (GPA) than non-users (3.5 against 3.0

out of 4), but showed higher rates of procrastination as well.

Frequency and rank shows that most of the male respondents

believe that what they learn in school is more important than what they

learn on a social networking site. It indicates that the male respondents

realize that academics are still more relevant. Kirschner and Karpinski

(2009) proposed that Facebook users are less dedicated and it results in

their poor GPAs. In contrast, Linda et al., (2006) proposed that SNSs

usage positively impact academic performance of students.

Table 2.2 shows the frequency of social networking importance of

female respondents in terms of degree of importance, interference, belief

of importance.

The membership(s) on social networking sites are important to

majority of the female respondents. It indicates that female respondents

would find a time to spend social networking participation.

 43

Table 2.2

Frequency of Social Networking Importance

Among Female Respondents

Social Networking Frequency Rank

Importance

Not Important
10 4
Degree of Very Important
19 3
Importance
Somewhat
(Q12)
Important 22 2
Important
46 1
Never
9 4
Interference
(Q10) More than 1 time
18 3
One time
32 2
Several times 39 1

Belief of
True 26 2
Importance
(Q11)
False 70 1

According to the report Submitted by the Asian Institute of

Journalism and Communication to UNICEF, Social networking sites

provide a place for children to get together online with existing and new

friends. Social networking is a form of entertainment, a way to meet

people with similar interests and a good technique for people to promote

their business. Social networking sites like Facebook have become so

popular that many high school students will get an account even if they
 44

do not want to. This shows that joining a SNS signifies more than just

going on a website; it is way of “fitting in” with peers, just like many

other types of groups in high school (Peter, Schouten, & Valkenburg,

2006).

Results show that spending on a social networking website

interfered with their ability to study or complete assignments several

times in female respondents. It indicates that social networking is a form

of distraction to the female respondents. Greenfield and Subrahmanyam

(2008) asserts that social networking sites, as well as other new forms of

communication technology, are also a concern to many school

professionals because of the level of distraction they create within the

school. This has caused distractions during instruction time and has had

a negative impact on the learning environment. This emphasizes what

Kirschner and Karpinski (2010) avows that their experiments, in the

research that they conducted, have detected the direct relationship

between Facebook usage and academic achievements of students. It was

found that Facebook users not only had a much lower Grand Point

Average (GPA) than non-users (3.5 against 3.0 out of 4), but showed

higher rates of procrastination as well.

Frequency and rank shows that most of the female respondents

believe that what they learn in school is more important than most of the

things they learn in a social networking site. It indicates that the

 45

respondents spends a lot of time in these sites but still realize that what

they learn in school is more important. This stresses what Kirschner and

Karpinski (2009) previously proposed that Facebook users are less

dedicated and it results in their poor GPAs. Nevertheless, Linda et al.,

(2006) differs. She proposed that SNSs usage positively impact academic

performance of students. It has been discovered that psychological

problems can be minimized through the use of Facebook (Ellison et al.,

2007).

Table 3.1 shows the percentages of the academic performance of

the students across gender lines in terms of GPA, College plans and

assignment completion. In terms or grade point average (GPA) shows that

majority of the male and female respondents have 81-85 GPA (grade

point average). It indicates that the most of the respondents have good

grade point average (GPA).

It has been reiterated before that there was direct relationship

between Facebook usage and academic achievements of students

(Kirschner and Karpinski, 2010). It was realized that Facebook users not

only had a much lower grand point average (GPA) than non-users (3.5

against 3.0 out of 4), but showed higher rates of procrastination as well.

In contrast, Kolek and Saunders (2008) stated that there was no

relationship between the grade point average (GPA) and social networking

sites users. Several other studies such as those carried out by Cohen
 46

(2007), have shown the same results. His study has been unable to

demonstrate any connections between grade point average (GPA) and

social networking sites extensive usage. This significant variation in the

results of studies concerned about social networking sites might be

explained by several factors: first, by the difference in culture, gender,

social status and personality of students; second, by the difference in

educational and grading systems among the countries; third, by the way

of understanding key terms such as academic procrastination and

motivation.

Table 3.1

Frequency of the Academic Performance

Among Male Respondents

Academic Performance Frequency Rank

74 - Below 2 4.5
75 -80 28 2
81 - 85 50 1
GPA (Q2)
86 - 90 18 3
91 - 95 2 4.5
95 - Above - 5
I, Don't Know 9 2
College Plan
No 4 3
(Q3)
Yes 83 1
Assignment Yes 47 2
Completion 1
(Q9) No 51
 47

In terms of the college plans overall frequency shows that most of

the respondents have plans to go to college. This indicates that the

respondents give importance for their future goals. Boyd & Ellison (2007)

says that students applying for college visit profiles of that college’s

students to view pictures and read blogs of past students to determine

whether the college would be a good fit. High school students use these

sites as tools to obtain information and resources for graduation

preparation and future planning.

In terms of assignment completion, majority of the respondents

have not been late in handing in an assignment. This indicates that

social networking participation is not a distraction to them. The main

issue contributing to academic procrastination is the fact that students

consider social networking sites mostly as an entertainment or social

system. In other words, students tend to pay more attention towards

social options of SNS rather than academic (Lampe, 2011). Recent

investigations suggest that despite the fact that reading comprehension

skills of social networking sites users and other students were nearly the

same; the time required for social networking sites users to complete

these tests was longer. The results of this experiment suggest that while

the difference in time that is necessary to finish simple exercises was

almost the same for all students; a dramatic rise in the difference in time

(1.8 times longer) between users and non-users was clearly observed in

cases of more complicated exercises. It may therefore be assumed that a

 48

direct link between the difficulty of exercises and the time required for

SNS active users to finish them exists (Fox et al., 2008).

Table 3.2 shows the frequency of the academic performance of the

female respondents in terms of GPA, college plans and assignment

completion. In terms or grade point average (GPA) shows that majority

female respondents have 81-89 GPA (grade point average). This indicates

that the female respondents can manage their academic performances

even with social networking participation. As stated earlier, Kolek and

Saunders (2008) said that there was no relationship between the grade

point average and social networking sites users.

Experiments have detected the direct relationship between

Facebook usage and academic achievements of students. Not only do

Facebook users had a much lower Grand Point Average (GPA) than non-

users (3.5 against 3.0 out of 4), but showed higher rates of

procrastination as well (Kirschner and Karpinski, 2010).

Nevertheless, several other studies such as those carried out by

Cohen (2007), have shown completely opposite results. His study has

been unable to demonstrate any connections between GPA and SNS

extensive usage. This significant variation in the results of studies

concerned about social networking sites might be explained by several

factors: first, by the difference in culture, gender, social status and

personality of students; second, by the difference in educational and

 49

grading systems among the countries; third, by the way of understanding

key terms such as academic procrastination and motivation.

Table 3.2

Frequency of the Academic Performance

Among Female Respondents

Academic Performance Frequency Rank

74 - Below - 5.5
75 -80 11 4
81 - 85 38 1
GPA (Q2)
86 - 90 34 2
91 - 95 17 3
95 - Above - 5.5
I, Don't Know 2 3
College Plan
No 6 2
(Q3)
Yes 86 1
Assignment Yes 40 2
Completion 1
(Q9) No 59

In terms of the college plans overall frequency shows that most of

the respondents have plans to go to college. It indicates that most of the

female respondents give importance to future goals. As it was stated

beforehand, students applying for college visit profiles of that college’s

students to view pictures and read blogs of past students to determine

whether the college would be a good fit. High school students use these

sites as tools to obtain information and resources for graduation

preparation and future planning (Boyd & Ellison, 2007).

 50

In terms of assignment completion, majority of the respondents

have not been late in handing in an assignment. This indicates that

social networking participation is not a form of distraction for them.

According to Lampe (2011), students consider SNS mostly as an

entertainment or social system which is the main issue contributing to

academic procrastination. In other words, students tend to pay more

attention towards social options of SNS rather than academic. Despite

the fact that reading comprehension skill of SNS users and other

students were nearly the same; the time required for SNS users to

complete these tests was longer. The results of this experiment suggest

that while the difference in time that is necessary to finish simple

exercises was almost the same for all students; a dramatic rise in the

difference in time (1.8 times longer) between users and non-users was

clearly observed in cases of more complicated exercises. It may therefore

be assumed that a direct link between the difficulty of exercises and the

time required for SNS active users to finish them exists (Fox et al., 2008).

Inferential Statistics

Table 4 shows the significant influence of social networking

participation in terms of social networking sites, location, e-mail

accounts, frequency and duration on the respondent’s academic

performance in terms of grade point average (GPA), college plans and

assignment completion.
 51

Social networking sites have significant influence on grade point

average (GPA). It also shows that location, e-mail accounts, frequency

and duration have no significant influence on grade point average (GPA).

This indicates that the number of social networking site have an

influence on the grade point average (GPA). The location, frequency and

duration however have no impact on their grade point average (GPA).

According to Lin & Subrahmanyam (2007), in recent studies,

adolescents have shown to be the greatest consumers of the internet,

particularly for social interactions. Experiments have detected the direct

relationship between Facebook usage and academic achievements of

students. Among the 148 university students, it was found that

Facebook users not only had a much lower Grand Point Average (GPA)

than non-users (3.5 against 3.0 out of 4), but showed higher rates of

procrastination as well (Kirschner and Karpinski, 2010). On the other

hand, Alexander & Salas (2008) revealed that social networking has also

become the tool used for almost every project or paper that a student will

write in high school, and in their later years in college. Some sites, like

Facebook, started as a way for college students to connect and having an

email address was required for signing up (Tufekci, 2008). Also, Kolek

and Saunders (2008) stated that there was no relationship between the

GPAs and SNSs users. Mayayise (2008) concurred that internet was more

utilized or accessed at homes rather than at school. Social networking

sites create a space to relax whilst having fun at the comfort of their own
52
 53

location (Boyd, 2008). In schools, even though they have created many

strict rules that forbid the use of handheld technology during school or

that blocks certain social networking websites, many adolescents are still

able to connect during school hours as they please (Greenfield &

Subrahmanyam, 2008).

Table 4 indicates that location have significant influence on the

respondent’s college plans. Duration, though, has significantly negative

influence on the respondents’ college plans. Social networking sites, e-

mail accounts and frequency have no significant influence on the college

plans. This indicates that where they access social networking sites have

bearing on the respondents’ college plans. Duration has unfavorable

effects while social networking sites, e-mail accounts and frequency have

no weight on the respondents.

Bowen (2008) says that more and more adolescents being

preoccupied with social networking sites and technological social lives, it

is estimated that even those students who do graduate high school, one

out of three does not have possess the knowledge and skills that would

lead him or her to the next level, such as college or an advanced trade

school. It has been said earlier that social networking sites create a space

to relax whilst having fun at the comfort of their own location (Boyd,

2006). Lampe (2011) reiterates that the main issue contributing to

academic procrastination is the fact that students consider social

 54

networking sites mostly as an entertainment or social system. In other

words, students tend to pay more attention towards social options of SNS

rather than academics. Boyd & Ellison (2007) established that high

school students use these sites as tools to obtain information and

resources for graduation preparation and future planning. For example,

students applying for college visit profiles of that college for students to

view pictures and read blogs of past students to determine whether the

college would be a good fit. Girls have reported that they use the Internet

for things like chatting and downloading music (Giles & Price, 2008).

According to Bonds-Raacke & Raacke (2008), for girls, social networking

sites are primarily places to reinforce preexisting friendships; for boys,

the networks also provide opportunities for flirting and making new

friends.

Social networking sites, location and duration have significant

influence on the respondents’ assignment completion. E-mail accounts

and frequency has no significant influence on assignment completion.

This indicates that social networking sites, location, duration have an

impact on the respondents while the e-mail accounts and frequency have

none.

Social networking sites have significant influence on the

respondents’ assignment completion. It indicates that Facebook, the

most popular site adolescents and young adults participate is a form of

distraction for them. A recent study that was carried out by Ishfag &
 55

Tehmina (2011) has shown that Internet-addicted people and social

networking site users particularly, may experience several problems with

their motivation that can possibly lead to the low academic performance.

Thus, it could conceivably be hypothesized that achievements of these

students that were obtained in the real life become less important for

them than those in the SNS. For example, if a particular student

experience serious emotional problems such as lack of friendly support,

he or she will try to get rid of this problem by striking up friendships in

the SNS. The same concept would apply for the problems that are related

to academic achievements. Boyd (2006), social networking sites create a

space to relax whilst having fun at the comfort of their own location.

According to Lampe (2011), the main issue contributing to academic

procrastination is the fact that students consider SNS mostly as an

entertainment or social system. In other words, students tend to pay

more attention towards social options of SNS rather than academic.

Tufekci (2008), some sites, like Facebook, started as a way for

college students to connect and having an email address was required for

signing up. According to Alexander & Salas (2008), it has also become

the tool used for almost every project or paper that a student will write in

high school, and in their later years in college. Teens can form online

communities in order to plan for a project, have group discussions about

class material, or use the SNS as a way to keep in contact when a

student has been absent and needs to be updated on current academic

 56

information. According to Ophus & Abbit (2009), that academic usage of

SNS is not popular among students even though it may be beneficial for

them. According to Williams (2008), the current generation of teens, is a

fast-paced technological world with many different types of

communication happening all at the same time. For example, he or she

may be on the computer on a SNS, while also talking on the phone,

sending instant messages to a friend, and emailing someone else all at

the same. Recent investigations carried out by Fox et al. (2008), the time

required for social networking site users to complete these tests was

longer. It may be assumed that a direct link between the difficulty of

exercises and the time required for social networking site active users to

finish them exists. Students who are regularly exposed to SNS may

spend more time doing their homework for an idea of understanding it

completely, and, this may result in the inability of these students to

manage their time efficiently. Furthermore, this lack of necessary time

management skills may lead to less effort shown towards their academic

tasks resulting in a greater chance of cheating, and, therefore, being

accused of plagiarism.
 57

Table 5

Consolidated Key Informant Interview Findings

(For the Advisers of Grade VII to Fourth Year Students of NDSCP)

KII Guide Questions Grade VII to Fourth Year Advisers

1. What is your Mr. Sobredilla: I am the adviser of the IV

position in this - D class. I teach Physics and
institution? MAPEH.
Mr. Plecis: I am the adviser of the III - N
class. I teach Chemistry.
Ms. Elatico: I am the adviser of the
Grade VIII - N class. . I teach English
subject.
Mr. Balanga: I am the adviser of the
Grade VIII - D class. I teach
Araling Panlipunan subject.
Ms. Antiporta: I am the adviser of the I-N
class. I teach Computer subject.
Ms. Majorenos: I am the adviser of
the I-D class. I teach Mathematics.

2. What strategies Mr. Sobredilla: I use Powerpoint

have you used presentations and motion picture.
that have been Mr. Plecis: I use both the traditional and the
particularly socratic strategies where I control
effective in the the learning and I ask questions
instruction and that will help them think critically.
motivation of the Ms. Elatico: I am still in the process of
students? discovering the appropriate
strategies to be used for my
students. In the meantime, I try to be
consistent in following schedules by
giving proper time allotment for
discussion and daily routine.
Mr. Balanga: I give activities and drills.
Ms. Antiporta: I use technology to aid in
the delivery of my lessons.
Ms. Majorenos: I use Powerpoint
presentations and drills.
 58

3. How do you rate Mr. Sobredilla: My students have fair

the academic (average) academic performance.
performance of Mr. Plecis: My students are of average
your students? level.
Ms. Elatico: My students are on a
moderate (average) level.
Mr. Balanga: My students have low
(poor) academic performance.
Ms. Antiporta: My students are highly
competitive.
Ms. Majorenos: My students have low
(poor) academic performance.
4. Are you aware of Mr. Sobredilla: Yes, I am aware.
the social Mr. Plecis: Yes, I am aware.
networking Ms. Elatico: Yes, I am aware.
participation of Mr. Balanga: Yes, I am aware.
your students? Ms. Antiporta: Yes, I am aware.
Ms. Majorenos: Yes, I am aware.

5. Do you believe Mr. Sobredilla: Maybe. This is because

that their social the time that they need for studying
participation is may be spent on social
one of the networking.
distractions to Mr. Plecis: No. I don’t think social
their academic networking participation will hinder
performance? the students from performing well in
class.
Ms. Elatico: Yes, there are some
instances where social networking
may be a distraction to their
studies.
Mr. Balanga: Yes, it is a distraction.
Ms. Antiporta: No. I don’t believe that
social networking is a distraction to
the students’ academic
performance.
Ms. Majorenos: Yes, it is a distraction.
 59

6. If yes, what do Mr. Sobredilla: I encourage them to

you do in order to have a review of the lessons
address this already tackled and to create a
problem? schedule for their things to do
involving school work.
Mr. Plecis: (Answer to previous question
is NO)
Ms. Elatico: I assist them in the
appropriate and wise use of the
social networks.
Mr. Balanga: I make them be aware of the
correct use of social networking.
Ms. Antiporta: (Answer to previous
question is NO)
Ms. Majorenos: I introduce the
advantages and disadvantages of
social networking. I also remind
them of the importance and negative
effects of social networking to their
lives as students.
7. What do you Mr. Sobredilla: I believe that too much
think are the time spent on social networking
influences of participation will eventually lead to
social networking incurring poor grades.
participation on Mr. Plecis: I think social networking
students’ participation will help students
academic gain more knowledge about a lot of
performance? things.
Ms. Elatico: I think social networking
participation will have both positive
and negative influences on
students’ academic performance.
Mr. Balanga: The students will not be able
to focus more on their classes
because they will spend more time in
social networking instead of
reviewing their lessons.
Ms. Antiporta: Their knowledge about a lot
of things will be widened. They
will become more exposed to modern
technology.
Ms. Majorenos: They will be spending more
time in social networking and will
have less time in reviewing their
lessons.
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Findings from the Key Informant Interviews

The consolidated findings from the key informant interviews are

used in triangulating the results from the survey. The respondents of the

key informant interview were the six advisers of seven to fourth high

school students.

In question number one, the respondents were asked of their

respective positions in the school. Mr. Lloyd Sobredilla is the class

adviser of IV-D. He teaches Physics and MAPEH subjects. Mr. John Paul

Plecis is the class adviser of III-N. He teaches Chemistry subject. The

adviser of Grade VIII-N is Ms. Rejoice Elatico. She teaches English

subject while Mr. Delio Balanga who teaches Araling Panlipunan subject

is the class adviser of Grade VIII-D. The class adviser of I-N is Ms.

Angelyn Antiporta, a Computer teacher while Ms. Maricel P. Majorenos in

I-D. She teaches Mathematics subject.

When asked of what strategies they used, that have been

particularly effective in the instruction and motivation of the students,

the informants indicated that the use of modern technology such as

Powerpoint presentation and motion pictures as aids to instruction in

their choice of strategy. However, even if that is the case for most

informants, the use of traditional lecture-discussion method and the

socratic way where the students are asked questions to enhance their

critical thinking, along with the use of activities and drills are still the

preferred strategies by the teacher-informants.

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Furthermore, when they are asked how they rate the academic

performance of their students, three out of six informants believe that

their students are average level. Two informants believed that their

students have low or poor academic performance. Only one out of the six

informants thinks that her students are highly competitive.

Moreover, when asked if they are aware of the social networking

participation of their students, all six informants said Yes.

The informants were then asked if they believe that social

networking participation is one of the distractions to the students’

academic achievement, three out of six said Yes, two said No and one is

not certain. Those who answered Yes and Maybe were asked what they

will do in order to address the problem, they said that they remind

students of the advantages and disadvantages of excessive social

networking participation. They also remind them of the appropriate

number of hours of participation in the social networking sites. At the

same time, the informants encourage the students to create active

scheduling of things to do involving schoolwork and social networking

participation.

Lastly, the informants were asked of what they think are the

influence of the social networking participation on the students’

academic performance. Three out of six informants believe that influence

of social networking participation on the students’ academic performance

is negative, saying that social networking participation will lead to the

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students to lose their focus on their studies because they will spend

more time in social networking participation than in studying or

reviewing their lessons. Two informants believe that social networking

participation will have positive influence on the academic performance of

the students asserting that social networking participation will widen the

knowledge base of the students.

The consolidated findings from the key informants reveal that

social networking participation is still perceived by majority of the

teachers not as a tool in the improvement of one’s knowledge base but as

a factor in the decline in the level of the academic performance of the

students. This result may be supported by the assertion of Lampe (2011),

that the main issue to the academic procrastination is the fact that

students consider social networking sites mostly as an entertainment or

social system. In other words, students tend to pay more attention

towards social options of social networking sites rather than academics.