Republic of the Philippines

BATANGAS STATE UNIVERSITY

Pablo Borbon Main II
Batangas City

COLLEGE OF ENGINEERING, ARCHITECTURE AND FINE ARTS

Electronics, Instrumentation and Control, and Mechatronics Department

Eseo, Ian Dominic S.

Silva, Cristine Joy
Yamamoto, Yujie M.
ECE 2101

THE IMPACT OF FACEBOOK USAGE TO THE ACADEMIC PERFORMANCE

OF BS ELECTRONICS ENGINEERING STUDENTS
OF BATANGAS STATE UNIVERSITY IN A.Y. 2019-2020

MATH 403: Engineering Data Analysis

Engr. Sarah B. Tolentino

Instructor

December 2019
 DEDICATION

The researchers would like to dedicate this research to Almighty God for giving the strength and
direction for the completion of the study, to the researcher’s families for giving endless support not just
financially but also morally and physically for the success of the research, to the instructor, Engr. Sarah
B. Tolentino for providing her guidance and patience to the researchers, and to the friends and comrades
for lending their hand and support throughout the journey of making this research.

Thank you very much!

The Researchers
 ACKNOWLEDGMENT

The researchers would like to extend their sincere gratitude and appreciation to the following
benefactors who contributed to the attainment of this research:

To Engr. Sarah B. Tolentiono, the research adviser, for allotting her time needed in completing
this research. Her support, guidance and advice on the research project are greatly appreciated.

To the respondents of the survey, the BS Electronics Engineering students for their cooperation
and effort in order to provide the necessary data for the study.

To their friends and classmates from ECE 2101 for their endless friendship and encouragement.

To their parents for their endless support, both financially, morally, physically and emotionally.

Lastly, to God, who bestow upon the power and strength, guidance and wisdom to come up with
this research.

Thank you very much!

The Researchers
 TABLE OF CONTENTS

FRONT PAGE

DEDICATION

ACKNOWLEDGMENT

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

ABSTRACT

CHAPTER I: THE PROBLEM AND ITS BACKGROUND

1.1 Introduction
1.2 Objectives of the Study
1.3 Significance of the Study
1.4 Scope and Limitations of the Study

CHAPTER II: REVIEW OF RELATED LITERATURE

2.1 Related Literature

CHAPTER III: METHODS AND PROCEDURES

3.1 Research Method

3.2 Respondents and Setting of the Study
3.3 Data Gathering Instrument
3.4 Data Gathering Procedure
3.5 Statistical Treatment

CHAPTER IV: RESULTS AND DISCUSSION

CHAPTER V: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary of Findings

5.2 Conclusions
5.3 Recommendations

BIBLIOGRAPHY

APPENDIX

Appendix A Survey Questionnaire

Appendix B Statistical Results

CURRICULUM VITA
 LIST OF TABLES

Table 1 Frequency and Percentage of the Year Level of the Respondents

Table 2 Frequency and Percentage of the Total Time Allotted in Using Facebook

Table 3 Motives Influencing Students on Facebook Usage

Table 4 Effect of Facebook to the Academic Performance of the Students

LIST OF FIGURES

Figure 1 Year Level of the Respondents

Figure 2 Total Time Allotted in Using Facebook

 ABSTRACT

Launched in February 2004, Facebook is a social networking site founded by Harvard student
Mark Zuckerberg and some of his contemporaries. This social networking expanded to high school
students and global users aged 13 or over. With its increasing popularity, students are joining and using
this site in their social and academic lives. The site’s huge popularity among the students has brought the
researchers’ attention to investigate the singularity. Most research regarding social networking sites,
particularly Facebook use has discovered in terms of profile management, identity creation and friending
behavior.

With that, this study investigates the impact of Facebook on students’ academic performance,
particularly on BS Electronics Engineering students of Batangas State University. The research found out
the use of Facebook has both positive and negative impacts on student’s academic performance.
Furthermore, the motives regarding the use of Facebook for the students has been discussed also.

Keywords: Facebook, social networking site, social media, social network

 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

1.1 Introduction

Social networking sites, most notably Facebook have become so popular today that these sites
become an everyday routine of everyone. Everyone loves to spend most of time checking their Facebook
updates, without realizing that there’s a consequences on using it. This leads to addiction and in turn,
result to several negative developments.

Facebook is a social networking service launched in February 2004, founded by college

undergraduate Mark Zuckerberg. With 2.45 billion monthly active users, Facebook is the biggest social
network worldwide as of the third quarter of 2019 (Clement, 2019). Back in 2012, the number of active
Facebook users surpassed one billion, making it the first social network ever to reach the numbers.
According to the last reported quarter, the company stated that 2.8 billion people were using at least one
of the company's core products (Facebook, WhatsApp, Instagram, or Messenger) each month.

It gradually added support for students at 5 various other universities before opening to high
school students, and eventually to anyone aged 13 and over. There are 7.5 million children under 13 with
accounts and 5 million under 10, violating the site's terms of service (Consumer Reports, 2011). Facebook
is beneficial to one's social life because they can continuously stay in contact with their friends and
relatives, while others say that it can cause increased antisocial tendencies because people are not directly
communicating with each other.

On the other hand, some people argue that Facebook has affected the social life and activity of
people in various ways. With its availability on many mobile devices, Facebook allows users to
continuously stay in touch with friends, relatives and other acquaintances wherever they are in the world,
as long as there is access to the Internet. It can also unite people with common interests and/or beliefs
through groups and other pages, and has been known to reunite lost family members and friends because
of the widespread reach of its network.

Facebook also remains to rapid debate about users’ behaviors. The effects of online activities on
the people and their interactions with others have been discussed widely. Specifically, students become a
main users of Facebook, sending long hours on the social network, making their parents worried and
educational authorities regarding their academic performance. The students themselves say that their
presence on Facebook, as a free time activity, does not hamper their academic efforts, though there are
evidence suggesting that their grades decline after joining Facebook.

This research leads to show the impact of using Facebook on student’s behavior and performance,
and also to suggest ways on how to minimize these impacts, especially in the academic performance of
BS Electronics students in Batangas State University.

This research also concentrated on finding ways to increase students’ motivation and increase
their achievements, without looking thoroughly at the sources for academic failures.
1.2 Objectives of the Study

The research generally aims at finding and understanding the impact of using Facebook to the
academic performance of the BS Electronics Engineering students of Batangas State University.
Specifically, the research sought to obtain the points of the following:

 To find out an average time students spend on this site;

 To identify the motives that drive students to use Facebook; and
 To find out how Facebook affect the students’ academic performance in school.

1.3 Significance of the Study

The results of the study will be helpful to the following personalities:

To the students, this study will help them to be aware of the effects of the extreme use of
Facebook, and be able to assess themselves on how academic performances and behavior will affect their
studies and on how to deal with it.

To the parents, for them to know their children’s profile on their academic performances and
will be able to coordinate with the teachers to improve and maximize the capacity of parental guidance of
their children.

To the instructors, this study will benefit them from the findings and its recommendations. They
would be able to observe and assess the students’ profile, behavior and academic performances especially
those who have access to electronic devices which can link to social networking sites like Facebook.

To the future researchers, this study would serve as their reference materials particularly those
who have the intentions to conduct further studies related to this one.

1.4 Scope and Limitations of the Study

This research only focuses on the impact of Facebook usage on students’ academic performance
in college under the study specifically on first, second and fifth year BS Electronics Engineering students
of Batangas State University. Other courses are not included due to time constraints. The study will be
conducted under the academic year 2019-2020.

Accordingly, this study is subject to limitations that future studies should address to give more
information in relation to the topic. This is limited with students who maintain a Facebook account and its
impact on their academic performance. Students’ answer regarding the Facebook use and its impact on
academic performance is mainly the topic of this research but it also depends on students’ true or false
opinions.
 CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the gathered researches from different sources were presented. These studies will
serve as a guide and support to the research. The information about Facebook and social networking, as
well as the effects that might affect students on Facebook usage were given.

2.1 Related Literature

The generation of 18-29 year old users has been referred to by many names – millennial, modern,
and most simply, generation Y, many of who are now traditional college-aged adults. This group of 18-29
year old users has been crowned as digital natives, a generation who has never known a world without the
Internet (Jones et al., 2010). These young media consumers are more connected than any previous
generation, and they have an expectation to remain that way in all aspects of their lives. An important
dimension to understand when evaluating usage within this demographic is the wide array of user
personalities engaging in social media conversations. Given the huge proportion of users in this age
range, variation abounds in this vast digital space.

Among millennial college students, for instance, multiple collections of Internet-minority groups
exist rather than a homogenous group of age-restricted users and the variety of subgroups of millennial
students use social media quite differently. For example, one subgroup might consist of infrequent users
of these technologies, while another subgroup might make frequent use of one or two particular
technologies and a larger subgroup might make extensive and frequent use of a variety of the latest
technologies.

Furthermore, the general online behaviors that comprise these heterogeneous user types run the
range from identity exploration to media piracy or illegal downloading, entertainment, and social activism
– all of which are manifested through socially enabled media (Palfrey and Gasser, 2008).

According to studies, students use Facebook to maintain their former network of high school
friends and to create and sustain bonds with new friends on their campuses (Ellison et al., 2011). In
addition, Facebook is a tool to initiate and maintain friendships and to seek out new information around
the social circle. With that, the practice of social information seeking is connected to student’s observed
levels of social capital (the resources obtained from their relationships and interactions such as emotional
support).

Aside from that, Facebook has been the most researched platform for teaching and learning
(Manca and Ranieri, 2013). There are observed studies of using Facebook as a learning environment
according to the study. Also, there are five main educational uses of Facebook; such that, it supports class
discussions and helps students involve in collaborative learning, develops content, shares educational
resources, delivers content to render the students on extra-curricular resources, and supports self-managed
learning. This study noted that only four supporting studies have examined how Facebook relates to
learning outcomes, which found positive impacts such as improvement in English writing skills,
knowledge, and vocabulary.

According to a national poll, over ninety (90%) of students at four-year colleges reported having
Facebook profiles. (Harvard Institute of Politics, 2011). An additional study presumed that usage is most
robust among first-semester freshmen and sophomores among such students at four-year institutions.
(Junco, 2012). College student use of Facebook has been shown mostly to reflect a one-to-many style, in
which students create content to disseminate to others. Interactions between students were most often
primarily between existing friends rather than new connections and users were most often observing
content rather than producing it.

Facebook has been used as a replacement for learning and course management system (LCMS)
discussion boards. For instance, student outcomes from and preferences for Facebook use. (Hurt et al.,
2012). In this study, students have the option to either use Facebook or the learning management system
(LMS) in two courses. Results show that the Facebook group reported better educational outcomes than
the LMS group. Forty-three percent (43%) of the LMS users said they would have contributed more if
they had used Facebook; while only twelve percent (12%) of Facebook users said they would have
participated more with a switch to the LMS.

The number of logins and time spent on Facebook were related to lower overall GPA; however,
sharing links and checking to see what friends are up to were positively related to GPA. (Junco, 2012).
There is a negative relation between time spent on Facebook and time spent preparing for class. There are
possible reasons for the different findings among studies. The studies may have been limited by the
measures used to evaluate Facebook use and grades. It may have also been limited due to their sampling
designs. For instance, Facebook use was measured in different ways such as through a measure of time
spent on the site.
 CHAPTER III

METHODS AND PROCEDURES

In this chapter, a detailed information on research methodology will be discussed. To start with,
the setting of the study were introduced, followed by a presentation of research methods instrument, and
data gathering procedure.

3.1 Research Method

This study applied the descriptive-quantitative design in gathering data and information needed to
solve the issue. The researchers believe that this is the appropriate type of research because the study is
mainly focused on the impact of Facebook usage to the academic performance of the BS Electronics
Engineering students of Batangas State University. With the use of survey questionnaire for the selected
respondents, the researchers assess and cite out the needed information for this study.

3.2 Respondents and Setting of the Study

The study took place in Batangas State University Main II Campus located in Brgy. Alangilan,
Batangas City. Particularly, this study conducted on BS Electronics Engineering students, having five
year levels.

This research composed of forty (40) BS Electronics Engineering students of Batangas State
University. There were survey questionnaires given for every year level. Fifteen (15) 1st year
respondents, fifteen (15) 2nd year respondents and ten (10) 5th year respondents were randomly chosen to
answer the questionnaire. All the data and information from the survey questionnaires were collectively
gathered from their responses.

3.3 Data Gathering Instrument

Researcher-made questionnaires were used in conducting this study. The said questionnaire was
made of a checklist and divided into categories which would help in gathering data. These questionnaires
will be designed in a way that it shall meet the main objective of the study which is to determine the
impact of using Facebook to the academic performances of the students. Scales were used to rate the
variables, being 4 as the highest scale which corresponds to Strongly Agree, and 1 as the lowest scale
which corresponds to Strongly Disagree. The results will be tallied and assessed accordingly.

3.4 Data Gathering Procedure

The researchers followed the steps in gathering information about the study. For the validation of
the questionnaires, the researchers consulted their instructor, then they ask permission to grant the request
upon distributing the questionnaires to the respondents. To gather information, the researchers created an
online questionnaire using Google Forms. Then, these online questionnaires were distributed by the
researchers to the selected respondents through personal messaging. The researchers assure them of
confidentiality to be able to gain honesty in their responses.

The information obtained from the responses of the students were gathered and tabulated. With
that, the data required were analyzed and interpreted. Conclusions and recommendations were made
afterwards.

3.5 Statistical Treatment

Throughout the study, only the recording and recovery of frequency, percentage and rank were
shown by the researchers. Since the research is only a preparatory study and not a requirement for earning
a degree, no attempts were made to measure the data through high and complex statistics. Getting the
frequency and percentage of every question and ranking of frequency and percentage will provide the
results and findings of the study.

The weighted mean equation was used in interpreting and analyzing the gathered data from the
respondents as stated in the answered questionnaires. This will be used by the researchers to further prove
the validity of the data and in answering the questions posed in the earlier parts of the study. The results
of the weighted mean has its corresponding rate for the interpretation of the statement.

RATE INTERPRETATION
1.00 - 1.75 Strongly Disagree (SD)
1.76 - 2.75 Disagree (D)
2.76 - 3.75 Agree (A)
3.76 - 4.00 Strongly Agree (SA)

Aside from that, percentage formula was used in calculating the percentage of respondents in the
whole BS Electronics Engineering students of Batangas State University. It was useful in showing how
many were randomly chosen respondents from the overall population. Also, this formula was used in
getting the percentage of hours allotted by the students upon using Facebook.
 CHAPTER IV

RESULTS AND DISCUSSION

In this chapter, the gathered data by the researchers from the responses in the questionnaire will
be presented, analyzed and interpreted. A tabulated and graphical data was used to further explain the
results.

Figure 1. Year Level of the Respondents

25.00%
37.50%

37.50%

1st Year 2nd Year 5th Year

YEAR LEVEL FREQUENCY PERCENTAGE

1st Year 15 37.50 %
2nd Year 15 37.50 %
5th Year 10 25 %
TOTAL 40 100 %
Table 1. Frequency and Percentage of the Year Level of the Respondents

Figure 1 and Table 1 shows the year level of the respondents from BS Electronics Engineering of
Batangas State University. The questionnaire was answered with a total of forty (40) respondents. As
stated, both the 1st year and 2nd year students have the same number of the respondents, having fifteen (15)
respondents for each year level which corresponds to 37.5% of the total respondents. The remaining 25%
of the total respondents corresponds to the total percentage of 5 th year students, composed of ten (10)
respondents.

Figure 2. Total Time Allotted in Using Facebook

 20.00%
25.00%

17.50%
37.50%

0 -1 HOUR 2 -3 HOURS
4 -5 HOURS 5 HOURS ABOVE

TOTAL TIME ALOTTED IN

USING FACEBOOK FREQUENCY PERCENTAGE
0 -1 HOUR 8 20 %
2 -3 HOURS 15 37.5 %
4 -5 HOURS 7 17.5 %
5 HOURS ABOVE 10 25 %
TOTAL 40 100 %
Table 2. Frequency and Percentage of the Total Time Allotted in Using Facebook

Figure 2 and Table 2 shows the total time allotted by the students in using Facebook. It states that
20% of the total respondents use Facebook for 0 – 1 hour. On the other hand, 37.5% of the total
respondents allotted 2 – 3 hours in using Facebook and 17.5% of the respondents use Facebook for 4 – 5
hours. Lastly, 25% of the respondents use Facebook for 5 hours and beyond. With the results obtained,
this shows that most of the respondents spent two to three hours in using Facebook.

FREQUENCY WEIGHTED
STATEMENT TOTA MEAN INTERPRETATIO
S L N
SD D A SA
1 1 6 24 9 40 3.025 Agree
2 3 5 21 11 40 3 Agree
3 2 7 21 10 40 2.975 Agree
4 0 1 12 27 40 3.65 Agree
5 1 8 17 14 40 3.1 Agree
Table 3. Motives Influencing Students on Facebook Usage

Table 3 shows data on the motives that driven the students to use Facebook. Out of forty
respondents, one of them strongly disagreed that Facebook improves the interaction with classmates and
lecturers, six disagreed, twenty-four agreed and nine of them strongly disagreed which results to a
weighted mean of 3.025.

On the second statement, three of the forty respondents strongly disagreed that Facebook can be
used to arrange group discussion on school, five of them disagreed, twenty-one agreed and eleven
strongly agreed. This corresponds to a weighted mean of 3.

Meanwhile, on the third statement, two out of forty respondents strongly disagreed that Facebook
can be used to search and share information while seven respondents disagree. On the other hand, twenty-
one of the respondents agreed and ten strongly agreed. Furthermore, this data results to a weighted mean
of 2.975.
 For the fourth statement under this category, twenty-seven respondents strongly agreed that
Facebook can be used as a tool for dissemination of important school announcement and twelve
respondents agreed with it. Only one respondent disagreed with this statement. Moreover, this given data
results to a weighted mean of 3.65, having the highest weighted mean in overall.

Lastly, one out of forty respondents strongly disagreed to the statement that Facebook is a great
tool to facilitate academic activities, followed by eight respondents who disagreed. On the other hand,
seventeen agreed and fourteen strongly agreed to this statement, resulting to a weighted mean of 3.1

Based on the data presented above, most of the statement was agreed by the respondents. The
researchers arrived at a conclusion that Facebook is relevant to use when it comes to school
announcement, having the highest weighted mean of 3.65. With that, this is the leading motive that
influence the students to use Facebook. Some students disagreed that information can be searched and
share using Facebook, having a weighted mean of 2.975. The researchers arrived at a conclusion that
information from Facebook is either a reliable or unreliable source but this does not mean that
information from Facebook can be trusted. Hence, this is the least motives on why BS Electronics
Engineering students of Batangas State University Main II use Facebook.

FREQUENCY WEIGHTED
STATEMENT SD D A SA TOTA MEAN INTERPRETATIO
S L N
1 0 4 25 11 40 3.175 Agree
2 1 8 22 9 40 2.975 Agree
3 0 7 17 16 40 3.225 Agree
4 1 12 22 5 40 2.775 Agree
5 0 8 21 11 40 3.075 Agree
Table 4. Effect of Facebook to the Academic Performance of the Students

Table 4 shows the effects of using Facebook to the academic performance of BS Electronics
Engineering students of Batangas State University Main II. In the first statement, four disagreed that
Facebook is an effective communication tool in school, while twenty-five agreed and eleven strongly
agreed. Moreover, this data results to a weighted mean of 3.175.

On the second statement, one respondent strongly disagreed that Facebook is a distraction which
results to a poor academic performance, eight disagreed, twenty -two agreed and the other nine strongly
disagreed which results to a weighted mean of 2.975.

Meanwhile, seven disagreed that too much usage of Facebook is a problematic issue that affects
the student’s academic performance, while seventeen agreed and sixteen strongly agreed. This data results
to a weighted mean of 3.225.

Moreover, one out of forty students strongly disagreed that using Facebook requires spending
money and time followed by twelve who disagreed, twenty-two who agreed and five who strongly
agreed. This corresponds to a weighted mean of 2.775.

Lastly, eight out of forty students disagreed that it is hard to study knowing that someone is
logged in to Facebook while the other twenty-one respondents agreed and eleven strongly agreed. With
that, it yielded to a weighted mean of 3.075.
 From the data acquired, the researchers arrived to a conclusion that Facebook usage has both a
positive and negative impact on the students. The addiction to Facebook is a problematic issue that affects
the student’s academic life, according to respondents which accumulated the highest mean of 3.225. This
is the leading effect of Facebook to the performance of the students. This shows that excessive use of
Facebook for entertainment and non-educational purposes might lead to poor academic performance of a
student. On a positive note, most of the respondents agreed that Facebook is an effective communication
tool at school, having accumulated the weighted mean of 3.175. On the other hand, some of the
respondents disagreed that it is necessary to spend money and time in using Facebook.

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

In this chapter, the summary of the data gathered in the study was stated. Also, conclusions and
recommendations were made by the researchers based on the data presented on the previous chapter.

5.1 Summary of Findings

Based on the study, a total of forty (40) BS Electronics Engineering students were acknowledged
and taken as respondents. The researchers were able to (1) gather the average time students spend on
Facebook, (2) identify the motives that drive students to use Facebook, and (3) find out how Facebook
affect the students’ academic performance in school.

From the data gathered in the study, the respondents are having different time intervals to spend
their time on using Facebook. Among the time intervals given by the researchers, the respondents have
the average allotted time of 2 to 3 hours in Facebook for their daily use.

Also, the researchers found out that Facebook paved way for easy dissemination of important
announcements from the school, based on the responses. However, the researchers established that some
information from Facebook can be either reliable or unreliable, meaning it is important to know the facts
and information coming from this site.

Lastly, the researchers assessed that Facebook addiction is a problematic issue for students,
affecting their academic performance in school. On a lighter side, Facebook produces an effective
communication tool in school for the students, which is true based on what the researchers observed
today.

5.2 Conclusions

From the findings assessed by the researchers, the following conclusions were taken:
 1. Based on the responses, the average time that students spent on Facebook has
accumulated to 2 to 3 hours in daily use.
2. The leading motive which influences students upon using Facebook is the fact that
important announcements form the school can be easier to access from the site.
However, information to be searched and shared from Facebook is the least motive,
according to the responses.
3. Facebook produces both positive and negative impact to the students. Facebook is an
effective communication tool in institution, however excessive use of Facebook can
cause addiction to the students that can affect their academic performance.

5.3 Recommendations

The following recommendations were derived based on the findings assessed from the study:

1. For the parents and teachers, they should keep track of the student’s academic
performances. Also, they should understand on how to utilize social networks engaged
by the students.
2. For the students, they should minimize the excessive use of Facebook on unimportant
matters, instead focus on important matters such as engaging their time on academic
activities.
3. For the educational institutions and staff members, they should acknowledge the use of
Facebook (and other popular social media networks) as a present network for today’s
telecommunications network and a new instrument for educational growth and other
dynamic uses.
4. For the future researchers, this study will be essential to them to acquire more
information regarding to the impact of Facebook usage to the academic performance of
the students. This will serve as their reference for future studies.
 BIBLIOGRAPHY

Clement, J. (2019, November 19). Number of monthly active Facebook users worldwide as of 3rd quarter
2019 (in millions). Retrieved from Statista: https://www.statista.com/statistics/264810/number-of-
monthly-active-facebook-users-worldwide/

Consumer Reports. (2011, May 10). CR Survey: 7.5 Million Facebook Users are Under the Age of 13,
Violating the Site’s Terms. Retrieved from Consumer Reports:
https://www.consumerreports.org/media-room/press-releases/2011/05/cr-survey-75-million-
facebook-users-are-under-the-age-of-13-violating-the-sites-terms-/

Ellison, N., et al., (2011). Connection strategies: Social capital implications of Facebook-enabled
communication practices. New Media and Society, 13(6), 873-892.

Hurt, N., et al., (2012). The “Facebook” effect: College students’ perceptions of online discussions in the
age of social networking. International Journal for the Scholarship of Teching and Learning,
6(2), 1-24.

Jones, C., et al., (2010). Net generation or Digital Natives: Is there a distinct new generation entering
university? Computers and Education, 54(3), 722-732.

Junco, R. (2012). Too much face and not enough books: The relationship between multiple indices of
Facebook use and academic performance. Computers in Human Behavior, 28(1), 187-198.

Manca, S., and Ranieri, M. (2013). Is it a tool suitable for learning? “A critical review of the literature on
Facebook as a technology-enhanced learning environment”. Journal of Computer Assisted
Learning, 29(6), 487-504.

Obama Approval Ratings On The Rise Among Millennials, Especially On College Campuses. (2011,
March 31). Retrieved from Harvard Institute of Politics:
https://iop.harvard.edu/survey/details/spring-2011-survey

Palfrey, J., and Gasser, U. (2008). Born digital: Understanding the first generation of digital natives.
New York: Basic Books.
 APPENDIX A

SURVEY QUESTIONNAIRE

To the Respondent,
We are students from ECE 2101 who are currently conducting a study entitled “The Impact of
Facebook Usage to the Academic Performance of BE Electronics Engineering Students of Batangas State
University in A.Y. 2019-2020”. This is a partial fulfillment of our course requirement in MATH 403:
Engineering Data Analysis. Kindly answer the following questions with honesty and full extent. Rest
assured that the information you answered will be secured.
Thank you in advance!
The Researchers

Name of the Respondent: _____________________

Year Level:

___ 1st year ___ 2nd year ___ 5th year

Total time allotted in using Facebook:

___ 0 – 1 hour ___ 4 – 5 hours

___ 2 – 3 hours ___ 5 hours above

Kindly rate how strongly you agree or disagree with the following statements:

4 – Strongly Agree 2 – Disagree

3 – Agree 1 – Strongly Disagree

MOTIVES INFLUENCING STUDENTS ON FACEBOOK USAGE 4 3 2 1

Using Facebook improves the interaction with classmates and lecturers.
Group discussions on schools can be arranged on using Facebook.
Information can be searched and shared on Facebook.
Important announcements from the school can be easier to reach through Facebook.
Facilitating academic activities can be at ease on Facebook.
EFFECT OF FACEBOOK TO THE ACADEMIC PERFORMANCE OF 4 3 2 1
STUDENTS
The use of Facebook is an effective communication application in school.
Facebook distracts the students which affects their academic performance
negatively.
Addiction to Facebook is problematic issue that affects the student’s academic life.
Using Facebook requires spending money and time of the student.
Concentrating on study is hard knowing that someone is logged in to Facebook.
 APPENDIX B

STATISTICAL RESULTS

MOTIVES INFLUENCING FACEBOOK USAGE

N = 40 Respondents
WEIGHTED
FREQUENCY WEIGHTED WEIGHTE INTERPRETATION
STATEMENTS SUM D MEAN
SD D A SA
(1) (2) (3) (4)
1 1 12 72 36 121 3.025 Agree
2 3 10 63 44 120 3 Agree
3 2 14 63 40 119 2.975 Agree
4 0 2 36 108 146 3.65 Agree
5 1 16 51 56 124 3.1 Agree

STATEMENTS:

1. Using Facebook improves the interaction with classmates and lecturers.

2. Group discussions on schools can be arranged on using Facebook.
3. Information can be searched and shared on Facebook.
4. Important announcements from the school can be easier to reach through Facebook.
5. Facilitating academic activities can be at ease on Facebook.

EFFECT OF FACEBOOK TO THE ACADEMIC PERFORMANCE OF THE STUDENTS

N = 40 Respondents
WEIGHTED
FREQUENCY WEIGHTE WEIGHTED INTERPRETATION
STATEMENTS D SUM MEAN
SD D A SA
(1) (2) (3) (4)
1 0 8 75 44 127 3.175 Agree
2 1 16 66 36 119 2.975 Agree
3 0 14 51 64 129 3.225 Agree
4 1 24 66 20 111 2.775 Agree
5 0 16 63 44 123 3.075 Agree

STATEMENTS:

1. The use of Facebook is an effective communication application in school.

2. Facebook distracts the students which affects their academic performance negatively.
3. Addiction to Facebook is problematic issue that affects the student’s academic life.
4. Using Facebook requires spending money and time of the student.
5. Concentrating on study is hard knowing that someone is logged in to Facebook.
 CURRICULUM VITAE

PERSONAL DATA

Name Ian Dominic Q. Eseo

Address San Bartolome, San Pablo City, Laguna

Contact Number 0995 – 472 – 2572

E-mail Address Iandominiceseo@gmail.com

Age 19

Birthdate May 24, 2000

Gender Male

Place of Birth San Pablo City, Laguna

Civil Status Single

Citizenship Filipino

Religion Roman Catholic

EDUCATIONAL BACKGROUND

Tertiary Batangas State University

Alangilan, Batangas City

2018 – Present

Secondary Canossa College

San Lucas 1, San Pablo City, Laguna

2012 – 2018

Primary First Evangelical Learning Center

Aglipay, San Pablo City, Laguna

2006 – 2012
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PERSONAL DATA

Name Cristine Joy Silva

Address Pangao, Lipa City, Batangas

Contact Number 0977 – 142 – 508

E-mail Address cristinejoysilva08@gmail.com

Age 20

Birthdate October 21, 1999

Gender Female

Place of Birth Lipa City, Batangas

Civil Status Single

Citizenship Filipino

Religion Roman Catholic

EDUCATIONAL BACKGROUND

Tertiary Batangas State University

Alangilan, Batangas City

2018 – Present

Secondary LCC Silvercrest Senior High School

G.A. Solis St, Lipa City, Batangas

2016 – 2018

Lodlod National High School

Lodlod, Lipa City, Batangas

2012 – 2016

Primary Pangao Elementary School

Pangao, Lipa City, Batangas

2006 – 2012
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PERSONAL DATA

Name Yujie M. Yamamoto

Address Lucena City, Quezon

Contact Number 0947 – 306 - 8849

E-mail Address yujaiiyamamoto@gmail.com

Age 20

Birthdate October 14, 1999

Gender Male

Place of Birth Lucena City, Quezon

Civil Status Single

Citizenship Filipino

Religion Roman Catholic

EDUCATIONAL BACKGROUND

Tertiary Batangas State University

Alangilan, Batangas City

2018 – Present

Secondary St. Anne College Lucena Inc.

Diversion Road, Lucena City, Quezon

2016 – 2018

Gulanggulang National High School

Zaballero Subdivision, Lucena City, Quezon

2012 – 2016

Primary Gulanggulang Elementary School

Lucena City, Quezon

2006 – 2012