Impact of Social Media Utilization On Study Habits As Perceived by The Students

RCC Colegio De San Rafael 1
Senior High School Department
Impact of Social Media Utilization on Study Habits as

Perceived by the Students
Raphael D. Manabat, Berns Andrei N. de Sotto,

Jinky D. Ferrer, James Alexander B. Castro,
Raymond L. Cayanan, Pocholo G. Gamboa,
Gillah Raina B. Laxamana, Lee Anne Kyra M. Roman
Abstract
This descriptive-comparative study was conducted to
determine the impact of social media utilization on study
habits as perceived by the students. Respondents of the
study consisted of 80 junior and senior high school
students from RCC Colegio De San Rafael comprised of 38
males and 42 females. Purposive sampling technique was
used in selecting the respondents. Results reveal that
majority of the respondents were female with the most
number of age ranging from 14-15 years old and spent 4-6
hours in using social media particularly, Facebook being
ranked 1. Results also reveal that the primary reason in
using social media is to collaborate with fellow students
and study. Furthermore, majority of the respondents have
positive ratings on their perception on study habits and
on the impact of social media utilization on their study
habits. Results further reveal that there is a
significant difference considering their hours spent and
social media utilization has a weak and positive impact
which accounted for a little correlation on study habits
as perceived by the students.
Due to the creation of the internet, social media has
become the most commonly used method of communication
(Alsaif A., 2016). In fact, almost everyone from all walks
of life own a social media account. There are numerous
types of social media and some of the most common examples
are Facebook, Twitter, Instagram, and Tumblr. These are
all different examples of social media applications, each
with their own quirks and uses that make them different
from the others. However, their main purpose remains
unchanged: to help individuals easily publish and access
information and to help them communicate with each other
despite the difference in their physical locations
(Olutola, A. & Olatoye O., 2016 a).
As said above, social media applications can have
many uses. Moreover, the person using the social media
also plays an important factor in the utilization of the
social media. This is primarily because social media can
take on many forms such as blogs, virtual worlds, video
entertainment websites, forums, photo sharing, online
business networks, services review, job-hunting websites,
and many more (Olutola, A. & Olatoye, O. 2016 b).
Moreover, since each individual may have varying
utilization of social media, the effects caused by their
usage of social media to different aspects of their life
may also vary.
On the other hand, according to Judilla and Gemora
(2015), the term study habits refer to the learning
tendencies that enable students to work privately. These
learning tendencies may refer to the time a student allots
to studying, the amount of effort he/she exerts in doing

his/her assignments or projects, and many more. Also
according to them, these study habits may differ for each
student. Meaning, a habit that is effective for one
student may not be effective for another. Furthermore, a
student’s study habits can directly affect his/her
academic performance. Thus, it can be concluded that good
study habits produce positive academic performance while
inefficient study habits lead to academic failure
(Olutola, A. & Olatoye, O. 2016 c).
One of the programs of the government in the
Philippines is to enhance the quality of education in the
country. Therefore, possible ways to achieve this are
being formulated and social media utilization is on the
list. The question of its effectivity is no joke. Thus,
researchers are conducting several studies to further
identify the true impact of social media utilization to
the students.
According to Olutola, A. & Olatoye, O. (2016 d),
social media utilization allows the students to use social
media to facilitate their learning process. Facebook
allows students to collect their thoughts and articulate
them in writing before communicating, YouTube enables

students to watch and share videos, answer questions and
discuss content, and Twitter enhances communication
building; critical thinking and sharing of knowledge
worldwide. Thus, social media utilization is supposed to
enhance the students’ study habits and help to attain
greater height in their academic pursuits. Acheaw, O. M. &
Larson, A. G. (2015) supported the study by stating that,
some believe that social media websites provide platforms
for the youth to participate in communities that help them
learn, and practice skills within a particular knowledge
area. Thereby, positive effects could be observed.
While doubts and uncertainty regarding the positive
effect of social media utilization on the study habits of
the students continue to arise, other researches prove the
opposing effect. Judilla, A. R. & Gemora, R. B. et al.
(2015) states that, the more time spent on social
networking sites, the less they may be good for students’
social lives, in the way that it may cause them to be more
illiterate; short forms, and even the limited amount of
characters one is allowed to type on certain statuses,
don’t help expand the writing portion of a student’s mind
resulting in lower grade averages and less time spent on

studies. Even though to some, social media enhances the
creativity and even the confidence of the students to
study better, Selvaraj, S. & Rithika, M. (2013) stated
that students who spend more time on social media may have
difficulty balancing their online activities and their
academic preparation. So, enhancement of creativity and
confidence are not all that matter. Social media
utilization may provide benefits to the students but it
may cause them disadvantage as well. That is why, social
medias have little or no integration into formal learning
environments (Chen, B. & Bryer, T., 2012). Moreover,
negative effects could be observed.
Despite the negative and positive effects of social
media utilization, there are still people who tend to not
care about the said effects. For these people, their usage
of social media is dictated by their needs and principles.
Social media usage in the area of education is no
exemption. Even those who are in areas that are not that
industrialized yet are still subjected to the new forms of
learning. However, according to Patrut, M. and Patrut, B.
(2013), it is senseless for the educational system to
compete with the internet and other innovative sources of

educational content. This may be because of the fact that
they all have one goal: to educate the students.
This study aims at defining social media and its
utilization. The study will also focus on how the
utilization of social media impacts the study habits of
students. The researchers believe that the study will
benefit the students, by helping them understand the
possible effects of social media utilization to their
study habits; the teachers, so that they could make proper
teaching strategies that would maintain proper study
habits in students; the parents, so that they would be
able to adjust their children’s social media utilization
to help them have better learning strategies; and the
future researchers, so that they would be able to use this
study for their future studies and improve upon this
research.
Conceptual Framework
The focus of the study is to determine the impact of
social media utilization on study habits as perceived by

the students. The social media utilization and study
habits of the students will be measured through a survey
questionnaire to be handed to them by the researchers.
Thus, it can be concluded that this study will identify
the impact of social media utilization on the study habits
of high school students, whether it affects their study
habits negatively or positively.
The independent variable is the social media
utilization of the students. Social media utilization
refers to the ways individuals use social media. In this
study’s case, social media utilization can be described in
terms of the type of social media used, the amount of time
spent using social media; the reason for using social
media; if social media utilization gives timely
information to students; if social media utilization
improves students’ ability to be creative and innovative;
if social media utilization helps students in their
school-related activities; if social media utilization
makes students’ learning more convenient; if social media
utilization enhances students’ learning effectively; if
social media utilization improves students’ knowledge

while studying; if social media utilization improves
students’ research skills; if social media utilization
affects students’ study habits positively; if social media
utilization develops students’ interest in lifelong
learning; if social media utilization gives students
better chance to access new resources in studying, if
social media utilization helps students to become
independent learners; and if social media utilization
helps students to exchange opinions with their classmates
regarding their lessons/subjects.
The dependent variable of the study is the study
habits of the students. Study habits refer to the way the
students study when they prepare for their exams or for
other academic activities. The study habits of the
students can be described in terms of: if they do their
homework/assignments regularly; if they exert effort in
doing difficult activities or projects; if they study
their lessons even without quizzes or examinations and
during vacant time; if they spend their vacant time
studying their lessons; if they study the lessons they
missed when they were absent from class; if they prefer to
study their lessons rather than to watch television, surf

the internet and/or play video games; if they see to it
that any extra-curricular activities do not hamper(hinder)
their studies; if they spend less time with their friends
and/or boyfriend/girlfriend to focus on their studies; if
they listen attentively to the teacher during lecture-
discussion; if they actively participate in the discussion
and/or clarifying things they did not understand; if they
always have group discussions with their classmates
regarding their lessons; and if they are not easily
distracted by noise or radio when it is time to study.
Social Media Utilization Study Habit

(Independent Variable)
(Dependent Variable)
Figure 1: The Impact of Social Media Utilization on
Study Habits as Perceived by the Students
Statement of the Problem
The study aims to identify the impact of social media
utilization of the students on their study habits.

Specifically, this study sought to answer the
following questions:
1. How may the demographic profile of the respondents be
described in terms of:
1.1. Sex,
1.2. Age, and
1.3. Grade level?
2. How may the respondents’ social media usage
characteristics be described in terms of:
2.1. Types of social media websites used,
2.2. Number of months/years of usage,
2.3. Average number of hours spent daily for using
social media, and
2.4. Reason for usage?
3. How may the respondents’ study habits be described?
4. How may the utilization of social media affect study
habits as perceived by the respondents?
5. Is there a significant difference on the respondents’
general perception on their study habits considering
their social media utilization?
6. Is there a significant relationship between the
perceived ratings in the study habits and perceived

impact of social media utilization in their study
habits?
Significance of the Study
The researchers believe that the result of this study
will yield significant value and can be helpful to the
following:
Students. Results of the study will provide findings
in understanding the obstacles that hinder the high school
students from doing their duties and having proper study
habits in relation to social media and will serve as a
guide in developing their attitude and behavior.
Teachers. Results may help the teachers to understand
their students’ study habits in relation to social media
utilization.
Parents. The outcome of this study will give the
parents an understanding of the possible effects of their
children’s utilization of social media to their study
habits, both at school and at home. They will then be able
to assist their children if they have any problems
regarding social media and will foster strong parent-child
relationship.
School Administrators. Through the results of this
study, the school administrators will be given an
efficient and better school-management strategy that would
surely benefit them to reach their goal of producing
outstanding students/graduates.
Future Researchers. Results of the study can be a
source in coming up with other related studies to confirm
or counteract present findings.
Scope and Delimitation
This study will primarily focus on the impact of
social media utilization on study habits as perceived by
the students in RCC Colegio De San Rafael. The scope of
this study will be the one hundred percent of the total
high school student population. The participants will be
asked to accomplish a set of questions. The questionnaire
that will be used to measure the study habits and social
media utilization of the students would be a survey
adapted from the studies of Sangalang, S. and Ditianquin,
A. (2016), Olutola, A. & Olatoye, O. (2016), Alsaif A.
(2016), Mehmood S. & Taswir, T. (2013), Flad, K. (2010),
and Sharqi, L. & Hashim, K. (2014).
Method
Type of Research
This study utilized the descriptive-comparative
method. The researchers found this method most applicable
in their inquiry since the main objective is to provide
description of the students’ social media utilization.
This study also presents a description on the study habits
of the students. The researchers also employed the
comparative method to find out if there is a significant
difference on the respondents' perception on the impact of
social media utilization and their study habits.
Respondents
The respondents of this study were 80 high school
students with 16 respondents enrolled in the Grade 7
class, 12 from the Grade 8 class, 12 from the Grade 9
class, 10 from the Grade 10 class, 14 from the Grade 11
class and 16 from the Grade 12 class A.Y. 2017-2018.
Sampling Technique
Purposive sampling was attempted in the selection of
respondents in the study. However, out of 90 students,
only 80 were present during the data gathering. This was
utilized considering the time/duration of the respondents’
stay in the institution as well as their general

perception on the impact of social media utilization on
the study habits of students.
Instrument
The main instrument used in this research was a
validated survey questionnaire. The scale used for the
respondents' general perception on his/her study habits
was adapted from the studies of Sangalang and Ditiaquin
(2016) at the Republic Central Colleges, Angeles City,
Philippines and of Olutola and Olatoye (2016) in the
Federal University, Katsina State, Nigeria. While the
scale used to measure their social media utilization was
adapted from the studies of Alsaif (2016) in Cardiff
University, Cardiff, United Kingdom, of Mehmood and
Taswir (2013) in Nizwa, Oman, of Flad (2010) in the
College of Brockport, New York, USA, and of Sharqi and
Hashim (2014) in King Abdulaziz University, Jeddah, Saudi
Arabia.
The first part of the survey questionnaire consisted
of items about the respondents’ demographic profile such
as year level, sex, and age. The second part of the
questionnaire comprised items regarding the respondent’s
study habits as rated by the respondents using the four-

point Likert scale: 4-strongly agree, 3-agree, 2-
disagree, and 1-strongly disagree. The third and last
part of the questionnaire composed of items concerning
students' social media utilization using the following
scale: 4-strongly agree, 3-agree, 2-disagree, and 1-
strongly disagree.
The parts of the questionnaire in this study that
gathers ordinal data were subjected to reliability testing
to determine the internal consistency of the items. Based
on the 80 respondents of the study, the part of the
questionnaire that gathers the respondents' perceptions on
their study habits with 12 indicators has a Cronbach's
Alpha of .736 while the portion of the questionnaire that
gathers the respondents' perception on the impact of
social media utilization on their study habits with 12
indicators has a Cronbach's Alpha of .873. These alpha
values showed that those parts of the questionnaire have
acceptable internal consistency.
Data Gathering Procedure

After constructing the survey questionnaire, a
research guru was asked to validate its content in order
to solicit further comments and suggestions. Also, the
researchers conducted a pilot test in order to solicit
comments and recommendation in answering the survey
questionnaire. Afterwards, the researchers sought
permission from the Officer-in-Charge, and coordinated
with the subject teacher of each grade level. The time
was also arranged with the respondents’ respective
teachers to give the researchers ample time to administer
the survey questionnaire. Copies of questionnaire were
distributed to the respondents and it took them five to
ten minutes to finish answering the survey form. The
researchers subsequently retrieved 100% of the
questionnaires administered.
Data Analysis
The data gathered from the 80 respondents were
encoded in Microsoft Excel 2013 ed. and were analyzed
using the Licensed IBM SPSS Statistics version 25. The
encoded data were first subjected to data cleaning using
frequency distribution to ensure that the data were
properly encoded.
The frequency and percentage distribution were used
in presenting the respondents' sex, age, grade level,
social media websites used, length of using social media,
and hours allotted in using social media. The
respondents' reasons in using the social media were
answered by stating the ranks on their priorities, in this
case, the item that was given a rank of 1 was given an
equivalent point of 5, rank 2 was given 4, rank 3 was
given 3, rank 4 was given 2, and rank 5 was given 1. The
highest the total points were declared as rank 1, second
as rank 2 and so on.
The mean (μ) value was used to describe the
respondents’ agreement and disagreement on their
perceptions on their study habits and their perception on
the effects of social media utilization on their study
habits. The descriptions for means were presented below:

Mean Value Mean Description

3.50 – 4.00 Strongly Agree
2.50 – 3.49 Agree
1.50 – 2.49 Disagree
1.00 – 1.49 Strongly Disagree
The Kruskal-Wallis Test was used to test the
significant difference in the respondents’ ratings on
their perceptions on their study habits and their
perceptions on the impact of social media utilization on
their study habits. Further, the Spearman’s rho test was
used in correlating the respondents' ratings on their
perceptions on their study habits to their ratings on the
their study habits. The p-value less than .05 is
considered significant.
The strength of correlation by Dancey and Reidy
(2004) was utilized to interpret the obtained correlation
coefficient value:
Correlation Direction and Strength
Coefficient Value of Correlation

1.00 Perfect (+/-) correlation
0.70 to 0.99 Strong (+/-) correlation
0.40 to 0.69 Moderate (+/-) correlation
0.10 to 0.39 Weak (+/-) correlation
.00 to 0.09 No correlation
Results
Table 1 presents the demographic profile of the
respondents. The majority of the respondents were mostly

female with 48 or 60% and at the age bracket of 14 - 15
years old with 27 or 33.8% followed by 16 - 17 years old
with 23 or 28.7%. The distributions of the respondents'
grade levels were almost equally distributed at each other
with the Grades 7 and 12 have a little edge in frequency
with 16 or 20%.
Table 1
Distribution of the Respondents according to Demographic
Profile
Demographic Profile of the

f %
Participants
Gender
Male 32 40.0
Female 48 60.0
Total 80 100.0
Age
13 years old and below 18 22.5
14 - 15 years old 27 33.8
16 - 17 years old 23 28.7
18 - 19 years old 12 15.0
Total 80 100.0
Grade Level
Grade 7 16 20.0
Grade 8 12 15.0
Grade 9 12 15.0
Grade 10 10 12.5
Grade 11 14 17.5
Grade 12 16 20.0
Total 80 100.0
The distributions of the respondents according to the
social media websites they mostly used were presented in
Table 2. As depicted in the table, Facebook was the
number one website being used by the respondents with 45
or 56.3% followed by YouTube with 14 or 17.5%. The
Snapchat seems not usually used by the respondents with
only 1 or 1.3% of them using it.
Table 2
Distribution of the Respondents according to Social Media
Websites They Used Most
Social Media Websites Used

f %
Most
Facebook 45 56.3
Twitter 7 8.8
Instagram 6 7.5
Snapchat 1 1.3
Wattpad 7 8.8
Youtube 14 17.5
Total 80 100
Table 3 presents the respondents' length of time in
using social media websites. Majority of them with 50 or
62.5% were using social media websites for more than 5

years and 27 or 33.8% of them were using social websites
for at least one year.
Table 3
Distribution of the Respondents according to Length of
Using Social Media Websites
Length of Using Social Media

f %
Websites
Less than 6 months 0 0
6 months - 1 year 3 3.8
1 year - 5 years 27 33.8
More than 5 years 50 62.5
Total 80 100.0
Table 4 presents the hours the respondents allotted
in using social media websites. Majority of them with 26
or 32.5% were allotting 4 to 6 hours in using social media
websites followed by 23 or 28.7% of the respondents who
were allotting 2 to 4 hours and more than 6 hours in using
social media websites.
Table 4
Distribution of the Respondents according to Hours
Allotted in Using Social Media

Hours Spent in Using Social

F %
Media Websites
Less than 2 hours 8 10.0
2 - 4 hours 23 28.7
4 - 6 hours 26 32.5
More than 6 hours 23 28.7
Total 80 100.0
The rank order of the respondents' reasons in using
social media websites were presented in Table 5. Rank one
among the reasons of the respondents in using social media
websites was for collaborating with fellow students and
study. This was followed by using social media as a
source of recreation and relaxation (rank 2) and for
making themselves updated about the trends (rank 3). Last
on the rank in using social media websites was for
socializing and making new friends online.
Table 5
Distribution of the Respondents according to Reasons for
Using the Social Networks

Weight
Reasons for Using the Social
ed Rank
Networks
Points
Socialize and make new friends 254 4
Remain updated about what is

267 3
trending
Collaborate with fellow students
294 1
and study
As a source of recreation and
291 2
relaxation
The perceptions of the respondents on their study
habits were presented in Table 6. The results revealed
that the respondents were "agreed" that they did their
homework/assignment regularly (μ = 3.31); they exerted
effort when they do difficult activities/ projects (μ =
3.31); they studied the lessons they missed if they were
absent from the class (μ = 2.83); they see to it that
extra-curricular activities do not hamper (hinder) their
studies (μ = 2.94); they spent less time with their
friends and/or girlfriend/boyfriend during school days to
concentrate with their studies (μ = 2.76); they listen
attentively to the teacher during lecture-discussion (μ =
3.23); they actively participated in the discussion and/or
clarifying things they did not understand (μ = 3.19); they
always have group discussion with their classmates

regarding our lesson (μ = 2.88); and they were not easily
distracted by noise or radio when it is time to study (μ =
2.68). On the other hand, the respondents “disagreed” that
they studied their lessons even without quizzes or
examinations (μ = 2.29); they spent their vacant time
studying their lessons (μ = 2.31); and they preferred
studying their lessons than watching television, surfing
the net, and/or playing online games (μ = 2.35).
Table 6
Respondents’ Perceptions on their Study Habits
Mean
Respondents’ Perception on his/her Study Mean
Descriptio
Habits Values
n
1. I do my homework/assignment
3.31 Agree
regularly.
2. I exert effort when I do
3.31 Agree
difficult activities/ projects.
3. I study my lessons even without
2.29 Disagree
quizzes or examinations.
4. I spend my vacant time studying
2.31 Disagree
my lessons.
5. I study the lessons I missed if I
2.83 Agree
was absent from the class.
6. I prefer studying my lessons than
watching television, surfing the 2.35 Disagree
net, and/or playing online games.
7. I see to it that extra-curricular
activities do not hamper (hinder) 2.94 Agree
my studies.
8. I spend less time with my friends
and/or girlfriend/boyfriend during
2.76 Agree
school days to concentrate with my
studies.
9. I listen attentively to the

3.23 Agree
teacher during lecture-discussion.
10. I actively participate in the
discussion and/or clarifying things 3.19 Agree
I did not understand.
11. I always have group discussion
with my classmates regarding our 2.88 Agree
lesson.
12. I am not easily distracted by
noise or radio when it is time to 2.68 Agree
study.
Overall Mean 2.84 Agree
The perceptions of the respondents on the impact of
social media utilization on their study habits were
presented in Table 7. The results revealed that the
respondents were "agreed" that social media utilization
gave timely information to students (μ = 3.36); improved
students’ ability to be creative and innovative (μ =
3.30); helped students in their school-related activities
(μ = 3.46); made students’ learning more convenient (μ =
3.15); enhanced students’ learning effectively (μ = 2.94);
improved students’ knowledge while studying (μ = 2.85);
improved students’ research skills (μ = 3.38); affected
students’ study habits positively (μ = 2.85); developed
students’ interest in lifelong learning (μ = 2.98); gave
students better chance to access new resources in studying
(μ = 3.23); helped students to become independent learners
(μ = 3.05); and helped students to exchange opinions with

their classmates regarding their lessons/subjects (μ =
3.24). This aspect has an overall mean of 3.15 which
means that the respondents have agreed positively on the
impact of social media utilization on their study habits.
Table 7
Respondents’ Perceptions on the Impact of Social Media

Utilization on their Study Habits
Perceptions on the Impact of Social
Mean Mean
Media Utilization on their Study
Habits Values Description
1.Social media utilization gives
3.36 Agree
timely information to students.
2.Social media utilization improves
students’ ability to be creative 3.30 Agree
and innovative.
3.Social media utilization helps
students in their school-related 3.46 Agree
activities.
4.Social media utilization makes
3.15 Agree
students’ learning more convenient.
5.Social media utilization enhances
2.94 Agree
students’ learning effectively.
2.85 Agree
students’ knowledge while studying.
3.38 Agree
students’ research skills.
8.Social media utilization affects
2.85 Agree
students’ study habits positively.
9.Social media utilization develops
students’ interest in lifelong 2.98 Agree
learning.
10. Social media utilization gives
students better chance to access 3.23 Agree
new resources in studying.
11. Social media utilization helps
students to become independent 3.05 Agree
learners.
12. Social media utilization helps 3.24 Agree
students to exchange opinions with
their classmates regarding their
lessons/subjects.
Overall Mean 3.15 Agree
The results of the Kruskal-Wallis test were presented
in Table 8. The results showed that the respondents'
ratings on their perceptions on their study habits has a
p-value of .571 and the respondents’ perceptions on the
impact of social media utilization on their study habits
has a p-value of .871 which revealed a no significant
difference considering the length of time of using the
social media websites. This shows that based on the data
gathered and the mean rank computation, the respondents'
ratings on their perceptions on their study habits and
respondents' ratings on their perceptions on the impact of
social media utilization on their study habits in terms of
length of time in using social media websites were
statistically the same.
Table 8
Significant Difference in the Respondents' Ratings on
their Perceptions on their Study Habits and Impact of
Social Media Utilization on their Study Habits in terms
of Length of Using Social Media Websites

Length of
Kruskal-Wallis
Using Social Mean
Variables Test Decision
Media Rank
(p=value)
Websites
6 months - 1 52.83
year
Perceptions on Failed to
Study Habits 1 – 5 years 41.76 .571
Reject Ho
More than 5 39.08
years
6 months - 1 38.33
Perceptions on year
Impact of Social Failed to
Media Utilization on 1 – 5 years 38.80 .871
Reject Ho
their Study Habits More than 5 41.55
years
The results of the Kruskal-Wallis Test in the
respondents' ratings on their perceptions on their study
habits and impact of social media utilization on their
study habits in terms of hours allotted in using social
media websites were presented in Table 9. The results
showed that the ratings on study habits has a p-value of .
107 which revealed a no significant difference considering
the hours allotted in using social media websites of the
respondents. This shows that based on the data gathered
and the mean rank computation, the respondents' ratings on
their perceptions on their study habits was statistically
the same.
On the other hand, the respondents' ratings on their
their study habits has a p-value of .043 which revealed a
significant difference considering the hours allotted in
using social media websites. The mean rank computation
revealed that the respondents who were using the social
media websites more than 6 hours have higher mean rank
(49.91) as compared to the respondents who were using the
social media websites for within 2 to 4 hours with a mean
rank of 30.63. These results implied that those who were
using the social media websites in most number of hours
have higher positive perception on the impact of social
media websites in their study habits as compared to those
who were using it for less number of hours.
Table 9
Significant Difference in the Respondents' Ratings on
their Perceptions on their Study Habits and Impact of

Social Media Utilization on their Study Habits in terms
of Hours Allotted in Using Social Media Websites
Hours
Allotted in Kruskal-Wallis
Mean
Variables Using Social Test Decision
Rank
Media (p=value)
Websites
Less than 2 56.25
hours
Perceptions on 2 - 4 hours 35.78 Failed to
Study Habits .107
4 - 6 hours 43.85 Reject Ho
More than 6 35.96

hours
Less than 2 33.69
hours
Perceptions on
Impact of Social 2 - 4 hours 30.63
Media Utilization on .043 Reject Ho
their Study Habits 4 - 6 hours 39.92
More than 6 49.91
hours
*Significant at 5% level
The Spearman's rho test of correlation between the
respondents’ ratings on their perceptions on their study
habits and impact of social media utilization on their
study habits was presented in Table 10. The result
revealed a weak positive correlation in the respondents'
ratings on their perceptions on their study habits and
impact of social media utilization on their study habits
(p=.013, and a correlation coefficient = .278). The
positive correlation indicates that as the respondents’

ratings on their study habits goes higher, their ratings
on the perceived impact of the social media utilization on
their study habits also goes higher. However, the weak
correlation revealed that the respondents’ ratings on
their study habits have only accounted for a little
correlation to the perceived impact of the social media
utilization on their study habits.
Table 10
Relationship of the Respondents’ Ratings on their
Perceptions on their Study Habits and Impact of Social
Media Utilization on their Study Habits
Respondents' Spearman’s
Decision
Perceptions Rho Test
Study Habits Correlation Weak Positive
.278*
and Coefficient Correlation
Impact of Social
Media Utilization
on their Study p-value .013 Reject Ho
Habits
*. Correlation is significant at the 0.05 level (2-tailed).
Discussion
The main focus of this study is to determine the
impact of social media utilization on study habits as
perceived by the students. The researchers used survey
questionnaire to gather and analyze the data from the
respondents, where majority are females. A good number of
the respondents are 14-15 years old followed by
respondents who are 16-17 years old. Nearly all of them
are Grade 7 respondents followed by respondents who are in
Grade 12.
As regards on the respondent’s social media usage
characteristics, ranked accordingly, majority of the
respondents preferred to use the following social media
websites: Facebook, YouTube, Twitter, Wattpad, Instagram,
and Snapchat. On the other hand, in terms of the number of
months/years of social media usage, majority of them were
using social media websites for more than 5 years.
Regarding the average number of hours spent in using
social media daily, most of the respondents were allotting
4 to 6 hours in using social media websites followed by
respondents who were allotting 2 to 4 hours and more than
6 hours using the social media websites. Concerning the

respondent’s reasons for using the social media websites,
ranked accordingly, majority of the respondents preferred
to use social media for the following reasons:
collaborating with fellow students and study, using social
media as a source of recreation and relaxation, to remain
updated about what is trending, and to socialize and make
new friends.
Considering the respondents’ perception on his/her
study habits, data shows that they settled to agree in the
following factors: in doing their homework/assignment
regularly, in exerting effort when they do difficult
activities/projects, in studying the lessons they missed
if they were absent from class, in seeing to it that
extra-curricular activities do not hamper (hinder) their
studies, in spending less time with their friends and/or
girlfriend/boyfriend during school days to concentrate
with their studies, in listening attentively to the
teacher during lecture-discussion, in actively
participating in the discussion and/or clarifying things
they did not understand, in always having group discussion
with their classmate regarding their lesson, and not being
easily distracted by noise or radio when it is time to

study. On the other hand, data show that they settled to
disagree in the following factors: in studying their
lessons even without quizzes or examinations, in spending
their vacant time studying their lessons, and in studying
their lessons than watching television, surfing the net,
and/or playing games.
Considering respondents’ perception on the impact of
social media utilization on their study habits, data shows
that they settled to agree in the following factors:
social media utilization gives timely information to
students, social media utilization improves students’
ability to be creative and innovative, social media
utilization helps students in their school-related
activities, social media utilization makes students’
learning more convenient, social media utilization
enhances students’ learning effectively, social media
utilization improves students’ knowledge while studying,
social media utilization improves students’ research
skills, social media utilization affects students’ study
habits positively, social media utilization develops
students’ interest in lifelong learning, social media
utilization gives students better chance to access new

resources in studying, social media utilization helps
students to become independent learners, and social media
utilization helps students to exchange opinions with their
classmates regarding their lessons/subjects.
In relation to respondents’ length of using social
media websites, the results revealed that there is no
significant difference in the respondents’ ratings on
their perception on their study habits and the impact of
social media utilization on their study habits.
On the other hand, in terms of the respondents’
number of hours allotted in using social media websites,
the study revealed that there is no significant difference
in the respondents’ rating on their perception on their
study habits. However, the study revealed that there is a
significant difference in the respondents’ rating on the
impact of social media utilization on their study habits.
Lastly, the implications of the findings in the
impact of social media utilization as perceived by the
students show that there is a weak positive correlation.
Social media can certainly improve the study habits of
students by doing things like giving them timely
information, improving their ability to be creative and

innovative, helping the students in their school-related
activities, and etc. This would ensure that the students
have proper study habits that could help them in their
learning activities.
Conclusions
Based on the findings of the study, the researchers came
up with the following conclusions:
1. Most of the respondents are female and in their early
adulthood stage ranging from 14-15 years old. When it
comes to their grade level, majority are from Grade
7.
2. Majority of the respondents prefer to use the
following social media websites, ranked accordingly:
Facebook, YouTube, Twitter, Wattpad, Instagram, and
Snapchat. In terms of the number of months/years of
social media usage, majority of them are using social
media websites for more than 5 years. Moreover, most
of the respondents were allotting 4 to 6 hours in
using social media and majority of them prefer to use
social media to collaborate with their fellow
students and study.
3. Generally, the respondents have positive perception
on their study habits excluding the following
factors: studying their lessons even without quizzes
and examinations, spending their vacant time in
studying their lessons, and preferring to study their

lessons rather than watching TV, surfing the net,
and/or playing online games.
4. Generally, the respondents have agreed positively on
the impact of social media utilization on their study
habits.
5. In relation to respondents’ length of using social
media websites, there is no significant difference in
the respondents’ ratings on their perception on their
study habits and the impact of social media
utilization on their study habits as well as
respondents’ hours allotted in using social media
websites. However, as regards to the hours allotted
there is indeed a significant difference in the
respondents’ rating on the impact of social media
utilization on their study habits.
6. Result further indicates that social media
utilization has a weak and positive correlation on
the impact on study habits as perceived by the
respondents.
Recommendations
The researchers would like to recommend the
following:
1. Since most of the respondents who used social media
were 14 to 15 years old and most of them were from
Grade 7, the teachers should encourage the proper
utilization of social media to improve the study
habits of the younger students at an early age.
2. Most of the respondents use Facebook and most of them
allot 4 to 6 hours using social media websites, the
teachers should give the students projects or other
school activities that encourages collaboration and
studying with their fellow students which can be
related to social media since after all, the study
revealed that the respondents’ primary reason for
using social media was to collaborate with their
fellow students and study.
3. Since most of the respondents have positive
perception on their study habits excluding the
following: studying their lessons even without
quizzes and examinations, spending their vacant time
in studying their lessons, and preferring to study

their lessons rather than watching TV, surfing the
net, and/or playing online games, the teachers and
parents should improve on these factors by giving
them advice or talking to them.
4. The teachers should take advantage and implement
social media utilization in their teaching techniques
so that the students will be more enthusiastic in
studying since most of the respondents have agreed
positively on the impact of social media utilization
on their study habits.
5. The teachers and parents should encourage the proper
utilization of social media to the students so that
they will have better study habits since the results
revealed that there is a significant difference on
the hours allotted concerning the impact of social
media utilization on their study habits.
6. Since the results revealed that the correlation
concerning the impact of social media utilization on
their study habits is only weak, future researchers
could find other factors that have more impact on the
study habits of students.

References
Acheaw, O. M., Larson, A. G. (2015). Use of social media
and its impact on academic performance of tertiary
institution students: A study of students of
Koforidua Polytechnic, Ghana. Koforidua Polytechnic,
Koforidua, Ghana, Univerity of Education, Winneba,
Ghana. Retrieved on November 22, 2017 from
http://files.eric.ed.gov/fulltext/EJ1083595.pdf
Alsaif, A. (2016).Investigate the impact of social media
on students. Cardiff Metropolitan University.
Retrieved November 23, 2017 from
https://repository.cardiffmet.ac.uk/bitstream/handle/
10369/8338/10303_Abdhulwahaab_Saif_S_Alsaif_Investiga
te_The_Impact_Social_Media_on_Students_108005_1416924
025.pdf?sequence=1
Chen, B. and Bryer, T. (2012). Investigating instructional
strategies for using social media in formal and
informal learning. University of Central Florida,
USA. Retrieved on November 22, 2017 from
http://www.irrodl.org/index.php/rrodl/article/view/10
27/2073?
utm_campaign=elearningindustry.com&utm_source=/10-
tips-to-effectively-use-social-media-in-formal-
learning&utm_medium=link
Dancey, C., & Reidy, J. (2004). Statistics without Maths
for Psychology: Using SPSS for Windows,
London: Prentice Hall.
Judilla, A. R. Gemora, R. B. (2015). Influence of social
networking on the study habits and performance of
students in a State University. West Visayas State
University-Janiuay Campus. Retrieved on November 22,
2017 from http://manuscript
advancejournals.org/uploads/98c61728f3ecc8763590f0e65
41ee71b24de9317097998aa398519324ac34d/Manuscript/5519
.pdf
Mehmood, S. & Taswir, T. (2013). The effects of social
networking siteson the academic performance of
students in college of applied science, Nizwa, Oman.
International Journal of Arts and Commerce Vol. 2

(1), pp. 124-125. Retrieved on November 22, 2017 from
http://www.ijac.org.uk/images/frontImages/gallery/Vol
.2_No._1/10.pdf
Olutola, A & Olatoye, O. (2016). Assessment of social
media utilization and study habit of students of
tertiary institutions in Katsina State. Department
of Education Foundations, Faculty of Education,
Federal University, Dutsin-Ma, Katsina State,
Nigeria. Retrieved on January 27, 2018 from
https://files.eric.ed.gov/fulltext/EJ1089804.pdf
Patrut, M., Patrut, B. (2013). Social media in higher
education: teaching in web 2.0. Vasile Alecsandri
University of Bacau, Romania. Retrieved on November
22, 2017 from
http://www.tau.ac.il/~ilia1/publications/personalizat
ion-of-learning.pdf
Sangalang, S. & Ditianquin, A. (2016). CBA students’
demographic differences in their general perception
on faculty instructional competence and study habits.

Economy Builder: The College of Business and
Accountancy Research Journal. Volume IV.
Selvaraj, S., Rithika, M. (2013). Impact of social media
on student’s academic performance. VELS University,
Tamil Nadu, India. Retrieved on November 22, 2017
from
https://www.researchgate.net/publication/288516435_IM
PACT_OF_SOCIAL_MEDIA_STUDENT%27S_ACADEMIC_PERFORMANCE
Sharqi, L. & Hashim, K. (2014). University students’
perceptions of social media as a learning tool.
Retrieved on January 27, 2018 from
thejsms.org/index.php/TSMRI/article/download/134/66
APPENDIX A: QUESTIONNAIRE
RCC Colegio De San Rafael

SENIOR HIGH SCHOOL DEPARTMENT
Impact of Social Media Utilization on Study Habits as Perceived by the

Students
Part I: Demographic Profile

Direction. Provide appropriate answers to the following (please do not leave
any blank):
Complete Name: _______________________________________________
Sex: Male ___ Female ___

Age: 13 below_____14-15____ 16-17____ 18-19____ 20 above____
Grade Level: Grade 7 ___ Grade 8 ___ Grade 9 ___ Grade 10 ___ Grade 11 ___
Grade 12 ___
Part II: Social Media Usage Characteristics

A. Direction. Check the column that best describes your consumption
characteristics on each factor:
1. Do you use any type of Social Media Websites?
____ Yes ____ No
1.1 If your answer is Yes, proceed to number 2. If your answer is No,

please state your reason(s) why:
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. Which of the following Social Media Websites do you use the most?
(Please check only your first choice.)
___ Facebook
___ Twitter
___ Instagram
___ Snapchat
___ Tumblr
___ Wattpad
___ YouTube
___ Others, please specify: _______________________________
3. How long have you been using Social Media?
___ Less than 6 months

___ 6 months -1 year
___ 1 year-5 years
___ More than 5 years
4. How much time do you allot in using Social Media daily?
___ Less than 2 hours

___ 2 - 4 hours
___ 4 - 6 hours
___ More than 6 hours
5. Why do you use social networks? (Rank them accordingly where 1 as your
top most priority and so on.)
___ Socialize and make new friends

___ Remain updated about what is trending
___ Collaborate with fellow students and study
___ As a source of recreation and relaxation
___ Others, please specify: ________________________________
Part III: Respondents’ Perception on his/her Study Habits

A. Direction. Please refer to the following scale as frame of references and
check the appropriate column that corresponds to your rating:
4-Strongly Agree (SA) 3-Agree (A) 2-Disagree (D) 1-Strongly Disagree (SDA)
Respondents’ Perception on his/her Study Habits 4 3 2 1
1. I do my homework/assignment regularly.
2. I exert effort when I do difficult activities/projects.

3. I study my lessons even without quizzes or
examinations.
4. I spend my vacant time studying my lessons.
5. I study the lessons I missed if I was absent from the
class.
6. I prefer studying my lessons than watching television,
surfing the
net, and/or playing online games.
7. I see to it that extra-curricular activities do not hamper
(hinder)
my studies.
8. I spend less time with my friends and/or
girlfriend/boyfriend
during school days to concentrate with my studies.
9. I listen attentively to the teacher during lecture-
discussion.
10. I actively participate in the discussion and/or clarifying
things I
did not understand.
11. I always have group discussion with my classmates
regarding our lesson.
12. I am not easily distracted by noise or radio when it is
time to study.
Sources:
Sangalang, S. & Ditianquin, A. (2016). CBA students’ demographic differences
in their general perception on faculty instructional competence and
study habits. Economy Builder: The College of Business and Accountancy
Research Journal. Volume IV.
Olutola, A & Olatoye, O. (2016). Assessment of social media utilization and
study habit of students of tertiary institutions in Katsina State.
Retrived on January 27, 2018 from
https://files.eric.ed.gov/fulltext/EJ1089804.pdf
Part IV: Respondents’ Perception on the Impact of Social Media

Utilization on his/her study habits.
A. Direction. Please refer to the following scale as frame of references and
check the appropriate column that corresponds to your rating:
4-Strongly Agree (SA) 3-Agree (A) 2-Disagree (D) 1-Strongly Disagree (SDA)
Respondents’ Perception on his/her Social Media Utilization 4 3 2 1
1. Social media utilization gives timely information to students.
2. Social media utilization improves students’ ability to be

creative and innovative.
3. Social media utilization helps students in their school-related

activities.
4. Social media utilization makes students’ learning more
convenient.
5. Social media utilization enhances students’ learning

effectively.
6. Social media utilization improves students’ knowledge while

studying.
7. Social media utilization improves students’ research skills.
8. Social media utilization affects students’ study habits

positively.
9. Social media utilization develops students’ interest in
lifelong learning.
10. Social media utilization gives students better chance to
access new resources in studying.
11. Social media utilization helps students to become

independent learners.
12. Social media utilization helps students to exchange
opinions with their classmates regarding their
lessons/subjects.
Sources:
Alsaif, A.(2016). Investigate the impact of social media on students. Cardiff
Metropolitan University. Retrieved November 23, 2017
fromhttps://repository.cardiffmet.ac.uk/bitstream/handle/10369/8338/10
303_Abdulwahaab_Saif_S_Alsaif_Investigate_The_Impact_of_Social_Media_o
n_Students_108005_1416924025.pdf?sequence=1
Mehmood, S., Taswir, T.(2013). The effects of social networking sites on the
academic performance of students in college of applied sciences,
Nizwa, Oman. International Journal of Arts and Commerce Vol. 2 (1),
pp. 124-125.Retrieved November 22, 2017 from
http://www.ijac.org.uk/images/frontImages/gallery/Vol.2_No._1/10.pdf
Flad, K.(2010). The influence of social networking participation on student
academic performance across gender lines. The College at Brockport:
State University of New York. Retrieved November 22, 2017 from
https://digitalcommons.brockport.edu/cgi/viewcontent.cgi?
article=1030&context=edc_theses
Sharqi, L & Hashim, K. (2014). University students’ perceptions of social
media as a learning tool. Retrieved on January 27, 2018 from
thejsms.org/index.php/TSMRI/article/download/134/66
** Thank You! **
RATING TOOL FOR VALIDATING THE QUESTIONNAIRE FOR:

“Impact of Social Media Utilization on Study Habits as Perceived by the Students”
Direction: This tool asks for your evaluation of the researcher-made questionnaire to establish
its validity to be used in the data gathering of research stated above. You are requested to
give your honest assessment using the following criteria. Please check () only one from the
selection.
Scale Interpretation Description
The questionnaire is valid and can provide unbiased data for the
5 Very high valid investigation, allowing 0-5% error.
4 High valid investigation, allowing 6-10% error.
3 Valid investigation, allowing 11-15% error.
2 Less valid investigation, allowing 16-20% error.
1 Not valid at all investigation, allowing 21-25% error.
INDICATORS of VALIDATORS’ QUESTIONNAIRE ASSESSMENT 5 4 3 2 1

1. The indicators in the questionnaire consistently and accurately
measure each variables of the investigation
2. The questionnaire fits with the variables under investigation, thus
measuring what it tends to measure
3. The questionnaire has the capability to measure items of variables
within a given time frame
4. The questionnaire has the ability to distinguish the characteristics or
the properties of differing attributes of the subjects under study
5. The questionnaire has the ability to gather factual data, eliminating
biases and subjectivity
6. The questionnaire can generate complete data within the given time
frame
7. The questionnaire is attractive and the contents are printed clearly.
8. The questionnaire uses words that are clear, simple and
straightforward to understand to avoid confusion error.
9. The questionnaire is capable of generating data that will be of value
and practical use to the sectors concerned in the investigation.
COMMENTS AND SUGGESTIONS: ___________________________________________________________________
______________________________
AIRWIN S. DITIANQUIN, MBA

Registrar, RCC Colegio De San Rafael
Source: Modified by Basco, J.G from the Validation Tool of Mindanao State University, General Santos City.
APPENDIX B: LETTER
City of San Fernando, Pampanga
January 2018
AIRWIN S. DITIANQUIN, MBA

School Registrar
Dear Sir:
The undersigned are Grade 12 Students of STEM Strand and are currently
conducting a Research Study on the Impact of Social Media Utilization on
Study Habits as Perceived by the Students.
With your expertise in Research, we respectfully ask your validation of the

attached research-made questionnaire using the rating tool provided.
We are looking forward that our request would merit your positive response.
Thank you and God speed!
Respectfully,
RCC CDSR 12-STEM Researchers:
Raphael D. Manabat Berns Andrei N. de Sotto
Jinky D. Ferrer James Alexander B. Castro
Raymond L. Cayanan Pocholo G. Gamboa
Gillah Raina B. Laxamana Lee Anne Kyra M. Roman

APPENDIX C: RESULTS OF SPSS ANALYSIS OF DATA
Sex
Valid Cumulative
Frequency Percent Percent Percent
Valid Male 32 40.0 40.0 40.0
Female 48 60.0 60.0 100.0
Total 80 100.0 100.0
Age
Valid Cumulative
Valid 13 years old and 18 22.5 22.5 22.5

below
14 - 15 years old 27 33.8 33.8 56.3
16 - 17 years old 23 28.7 28.7 85.0
18 - 19 years old 12 15.0 15.0 100.0
Total 80 100.0 100.0
Grade Level
Valid Cumulative
Valid Grade 7 16 20.0 20.0 20.0
Grade 8 12 15.0 15.0 35.0
Grade 9 12 15.0 15.0 50.0
Grade 10 10 12.5 12.5 62.5
Grade 11 14 17.5 17.5 80.0
Grade 12 16 20.0 20.0 100.0
Total 80 100.0 100.0

P2_Q2
Valid Cumulative
Valid Facebook 45 56.3 56.3 56.3
Twitter 7 8.8 8.8 65.0
Instagram 6 7.5 7.5 72.5
Snapchat 1 1.3 1.3 73.8
Wattpad 7 8.8 8.8 82.5
Youtube 14 17.5 17.5 100.0
Total 80 100.0 100.0
P2_Q3
Valid Cumulative
Valid 6 mos - 1 year 3 3.8 3.8 3.8
1 - 5 years 27 33.8 33.8 37.5
More than 5 50 62.5 62.5 100.0

years
Total 80 100.0 100.0
P2_Q4
Valid Cumulative
Valid Less than 2 8 10.0 10.0 10.0

hours
2 - 4 hours 23 28.7 28.7 38.8
4 - 6 hours 26 32.5 32.5 71.3
More than 6 23 28.7 28.7 100.0

hours
Total 80 100.0 100.0

Hypothesis Testing
Ranks
P2_Q3 N Mean Rank
p3_ave 6 mos - 1 year 3 52.83
1 - 5 years 27 41.76
More than 5 50 39.08

years
Total 80
p4_ave 6 mos - 1 year 3 38.33
1 - 5 years 27 38.80

years
Total 80
Test Statisticsa,b
p3_ave p4_ave
Chi-Square 1.120 .275
df 2 2
Asymp. Sig. .571 .871
a. Kruskal Wallis Test
b. Grouping Variable: P2_Q3
Ranks
P2_Q4 N Mean Rank
p3_ave Less than 2 8 56.25

hours
2 - 4 hours 23 35.78
4 - 6 hours 26 43.85

hours
Total 80
p4_ave Less than 2 8 33.69

hours
2 - 4 hours 23 30.63
4 - 6 hours 26 39.92

hours
Total 80
Test Statisticsa,b
p3_ave p4_ave
Chi-Square 6.091 8.147
df 3 3
Asymp. Sig. .107 .043
a. Kruskal Wallis Test
b. Grouping Variable: P2_Q4
Correlations
p3_ave p4_ave
Spearman's rho p3_ave Correlation 1.000 .278*

Coefficient
Sig. (2-tailed) . .013
N 80 80
p4_ave Correlation .278* 1.000

Coefficient
Sig. (2-tailed) .013 .
N 80 80
*. Correlation is significant at the 0.05 level (2-tailed).

APPENDIX D: TIME FRAMEWORK
November December January February March

Identifying Finalizing and Working on Gathering of Finalizing
and choosing validating the Chapter I and Data and the study
a topic and questionnaire II Working on and Oral
making the Chapter III Defense
questionnaire and IV
1st Week: 1st Week: 1st Week: 1st Week: 1st Week:
Finalizing Creating the Editing Printing of Finalizing
the topic. Statement of Chapter I questionnaire and
the Problem and gathering compilation
of data of the whole
study and
getting
ready for
oral defense
2nd Week: 2nd Week: 2nd week: 2nd Week: 2nd Week:
Finding Finalizing the Finalizing the Analyzing the Oral Defense
possible questionnaire questionnaire results of the
references and the and Statement questionnaire
for the Statement of of the Problem
study. the Problem
3rd Week: 3rd Week: 3rd Week: 3rd Week: 3rd Week:
Making the Validating the Drafting of Finalizing Revision
first draft questionnaire Chapter II Chapter I and
of the and the II
questionnaire Statement of
the Problem
4th Week: 4th Week: 4th Week: 4th Week: 4th Week:
Editing the Drafting the Editing of Finalizing For Hard
questionnaire Chapter I Chapter II Chapter III bound
and IV
CURICULUM VITAE
RAPHAEL D. MANABAT
Lot 37 Block 2, Hawaiian Palm Street, St. Kolbe I,
Saguin, City of San Fernando (P)
Cell. No.: +639156243860
E-mail Add: rphlmnbt@gmail.com
Objective  To put into action the lessons that I have learned in a way that
makes full use of my abilities and widen my scope of knowledge
and to learn and improve my skill set in the field that I plan to
partake in, thus, enhancing my capability to work harder and
more efficient for the sake of the company.
Personal Data  October 27, 1999

Date of Birth
 City of San Fernando, Pampanga
Place of Birth
 English, Filipino and Pampango
Language Spoken
Education  RCC Colegio De San Rafael (April 2018)

Baliti, City of San Fernando, Pampanga
Senior High School
 RCC Colegio De San Rafael (April 2016)

Graduated with High Honors
 Colegio De San Lorenzo (March 2012)

Macabebe, Pampanga
Salutatorian
Recognition/  With High Honors for the 1st Semester

Awards (2017-2018)
RCC Colegio De San Rafael, City of San Fernando (P)
 1st Runner Up in Collaborative Desktop Publishing

(October 2017)
Division Schools Press Conference, City of San Fernando (P)
 1st Runner Up in Copyreading and Headline Writing

(October 2016)
 Journalism Award
(2014-2016)
RCC Colegio De San Rafael, Baliti, City of San Fernando (P)
 San Fernando Academic Award

(2013-2015)
RCC Colegio De San Rafael, Baliti, City of San Fernando (P)
 2nd Place in Academic Quiz Bee

(2011-2012)
South Zone Academic Meet, Pampanga
 1st Place in Academic Quiz Bee

(2007-2010)
South Zone Academic Meet, Pampanga
Professional  The Victorians (School Newspaper)

Affiliation Opinion Editor
(2017-Present)
 CDSR Supreme Student Government

President
(2016 – Present)
 INTERACT
Chairman
(2016-2017)
 The Victorians (School Newspaper)

Editor-in-Chief
(2014-2016)
Seminar,  2017 Division Schools Press Conference

Workshop, and Sindalan Elementary School
Training City of San Fernando (October 12, 2017)
Attended
 School Press Conference
RCC Colegio De San Rafael (September 9, 2017)
 Anti-Bullying Seminar
RCC Colegio De San Rafael (August 29, 2017)
 Career Guidance Symposium

Republic Central Colleges (August 10, 2017)
 2016 Regional Schools Press Conference

Bataan, Pampanga (November 18, 2016)
 2016 Division Schools Press Conference

Sindalan Elementary School
City of San Fernando (October 15, 2016)

 LASSO Cultural Meet

De La Salle Greenhills (October 26-27, 2015)
 Drug Symposium
Arayat, Pampanga (August 21, 2015)
 LASSO Workshop
De La Salle-Santiago Zóbel (March 7, 2015)
Character  Anna Marie M. Gonzales

References RCC CDSR Research 3 Instructor
Contact: 09069760988
 Mary Anne O. Tuazon, RN, LPT

Instructor
Contact: 09057783736
BERNS ANDREI N. DE SOTTO

Blk 2 Lot 9 Villa Barcelona, Sindalan,
Cell. No.: +639051914823
E-mail Add: bernsdesotto@gmail.com
Objective  To give service to our community and to explore my full

potential in every situation that will help me to know my skills
and abilities.
Personal Data  April 19, 1999

Date of Birth
 City of San Fernando, Pampanga
Place of Birth
 English, Filipino
Language Spoken

Baliti, City of San Fernando (P)
Senior High School
 RCC Colegio De San Rafael(April 2016)

Graduated with Honors
 Brille School Inc.(April 2012)

Sindalan, City of San Fernando (P)
Graduated as First Honorable Mention
Recognition/  Mr. CDSR 2017

Awards RCC Colegio De San Rafael, City of San Fernando (P)
 Champion Headdress Making Competition member

(English Month Celebration) S.Y 2016-2017
 Champion Nutri-Zumba member

(Nutrition Month Celebration) S.Y 2016-2017
 First Place Feature Writing Filipino Category

(Press Conference) S.Y 2015-2016
 Grade-11 St. Rafael with Honors (Second Semester)

S.Y 2014-2016
 Grade-11 St. Rafael with Honors (First Semester)

S.Y 2014-2016
Professional  CDSR Senior High School Department

Affiliation Young Scientists and Mathematicians Club
President (June 2017 – present)
 CDSR Senior High School Department

Ballers Club
Treasurer (2017 – 2018)
 RCC Colegio De San Rafael, City of San Fernando (P)

Managing Editor of The Victorian
RCC CDSR Official Publication S.Y 2017-2018
Seminar,  School Press Conference Training Seminar

Workshop, RCC Colegio De San Rafael (September 9, 2017)
and
Training  Anti-Bullying Seminar
Attended RCC Colegio De San Rafael (August 29, 2017)
 Career Guide Seminar

 Drug Symposium Seminar

RCC Colegio De San Rafael (November 19, 2016)
 School Press Conference Training Seminar

Character  Rennalyn P. Tolentino, LPT

References RCC CDSR Instructor
Contact: 0935-144-2068
 Mary Anne O. Tuazon, LPT
RCC CDSR Instructor
Contact: 0905-778-3736
JINKY D. FERRER
Blk 15, lot 26-27, Florida Residences, Brgy.
Saguin, City of San Fernando, Pampanga.
Cell. No.: +639755834947
E-mail Add: jinkyfrrr@gmail.com
Objective  To make full use of the skills and knowledge that I have learned
in school and to augment and enhance those skills in order to
acquire more knowledge and new skills in my area of work,
therefore enhancing my working capability and making sure to
provide quality output to the company.
Personal Data  June 28, 2000

Date of Birth
 San Fernando, Pampanga
Place of Birth
Language Spoken

Senior High School

Graduated with Honors
 Chevalier School (March 2012)

Graduated Fifth Honorable Mention
Recognition  With High Honors for the 1st Semester

/ Awards (2017-2018)
 1st Runner Up in Spoken Word Poetry

(November 2017)
Waltermart, City of San Fernando (P)
 1st Runner Up in Collaborative Desktop Publishing

(October 2017)
 Best Project in CAT

(2015-2016)
Republic Central Colleges, Angeles City
 1st Runner Up in Volleyball Girls, Angeles City Athletic Amateur

Association
(February 2012)
Chevalier School, Angeles City
Professional  Secretary, LIPAD CLUB

Affiliation RCC Colegio De San Rafael, San Fernando (P)
(2017-2018)
 Vice President, Interact Club

RCC Colegio De San Rafael, San Fernando (P)
(2017 – 2018)
 Science Feature Editor, The Victorian

RCC Colegio De San Rafael, San Fernando (P)
(2017-2018)
Seminar,  2017 Division Schools Press Conference

Workshop, Sindalan Elementary School
and City of San Fernando (October 12, 2017)
Training
Attended  School Press Conference
RCC Colegio De San Rafael (August 29, 2017)

 Drug Symposium

Reference RCC CDSR Research 3 Instructor
Contact: 0906-976-0988

Instructor
Contact: 09057783736
JAMES ALEXANDER B. CASTRO

Block 15-16 Florida Residences, Saguin, City of
San Fernando (P)
Cell. No.: +639177801269
E-mail Add: jamescastrojc200@gmail.com
Objective  To secure a cooperative education in the field of Civil

Engineering that will challenge and strengthen my education
and professional skills.
Personal Data  March 2, 2000

Date of Birth
 Meycauayan, Bulacan
Place of Birth
Language Spoken
Education  RCCColegio De San Rafael (April 2018)


 Chevalier School (March 2012)

Angeles City, Pampanga
Recognition/  Aphrodite Champion Basketball S.Y. 2016-2017

Awards RCC Colegio De San Rafael
 Champion Volleyball S.Y. 2014-2015

Chevalier School
Seminar,  School Press Conference

and
Training  Anti-Bullying Seminar
Attended RCC Colegio De San Rafael (August 29,2017)
 Career Guidance Symposium

 Drug Symposium

Contact: 09069760988

Instructor
Contact: 09057783736
RAYMOND L. CAYANAN
#38 Sitio Pulu, Brgy. Calibutbut
Bacolor, Pampanga
Cell. No.: +63921796216
E-mail Add:raymondcayanan04@yahoo.com
Objective  To apply the skills and knowledge that I have learned in

school, to further enhance my skills like ability to multi-task,
organize, solve problems, work effectively in a team and to
acquire valuable knowledge.
Personal Data  June 4, 2000

Date of Birth
 Calibutbut, Bacolor, Pampanga

Place of Birth

Language Spoken

Baliti, City of San Fernando Pampanga
Senior High School
 Don Antonio Lee Chi Uan Integrated School (March 2016)

Xevera, Bacolor, Pampanga
Junior High School
 Calibutbut Elementary School (March 2012)

Calibutbut, Bacolor, Pampanga
Elementary School
Seminar,  Training of Owner and Operators of Retail Water

Workshop, System and Other Water Providers
and City of San Fernando, Pampanga (October 25-28 2017)
Training
Attended
 Anti-Bullying
Baliti, City of San Fernando Pamp. (August 29, 2017)

Republic Central Colleges
Angeles City, Pampanga (August 10, 2017)
 Anti-Drug Seminar
Baliti, City of San Fernando Pamp. (November 19, 2016)
 Leadership Training Seminar

Angeles City, Pampanga (September 03, 2016)
Character  Cherry O. Sales

References Teacher
Calibutbut Elementary School
Contact: 0929-421-2627
 Jane Y. Canlas
Guidance Counselor
Chevalier School
Contact: 0939-329-5863
 Arlan G. Del Rosario

Factory worker
ABS Inc.
Contact: 0975-918-7579
POCHOLO G. GAMBOA
#03 Brgy, Suclaban Mexico Pampanga
Cell. No.: 0936-557-7894
E-mail Add: chologamboa1127@yahoo.com
Objective  To obtain a challenging position where my resourceful

experience and academic skills will add value to organizational
operations.
Personal Data  September 11, 1999

Date of Birth
 San Ildefonso, Bulacan
Place of Birth
Language Spoken

Senior High School
 Dominican School of Angeles City Foundation, Inc.

(March 2016)
 Sto. Rosario Elementary School (March 2012)

Recognition/  Buwan ng Wika, Pagsulat ng Tula Champion (2016-2017)

Awards RCC Colegio De San Rafael, Baliti, City of San Fernando (P)
Seminar  School Press Conference

and
Training  Anti-Bullying
Attended RCC Colegio De San Rafael
Baliti, City of San Fernando Pampanga (August 29, 2017)

Baliti, City of San Fernando, Pampanga (August 10, 2017)
 Anti-Drug Seminar
Baliti, City of San Fernando, Pampanga (November 19, 2016)


Angeles City, Pampanga (October 11, 2016)


Contact: 0906-976-0988

Instructor
Contact: 09057783736
GILLAH RAINA B. LAXAMANA

Blk 14 Lot 45, Florida Residences Brgy. Saguin
Cell. No.: +639974732200
E-mail Add: gillahlaxamanaraina@gmail.com
Objective  To work in a fast-paces environment where my ability to multi-

task, organize, solve problems, work effectively in a team, to
meet deadlines and to acquire valuable knowledge and skills
that I have learned from my school in an actual job
environment. In return, I offer my service and determination to
be an asset in a company.
Personal Data  April 12, 2000

Date of Birth
 San Fernando City, Pampanga
Place of Birth
Language Spoken

Senior High School
 Pampanga High School (April 2016)

High School Blvd. Brgy. Lourdes, City of San Fernando (P)
 Sindalan Elementary School (March 2012)

Sindalan, City of San Fernando (P)
Recognition/  With Honors S.Y 2017-2018

Awards RCC Colegio De San Rafael, City of San Fernando (P)
 Model Student S.Y 2016-2017

Seminar  Leadership Training Seminar

Workshop, RCC Colegio De San Rafael
and (October 11, 2017)
Training
Attended  School Press Conference Training Seminar
(September 9,2017)
(August 29, 2017)

(August 10, 2017)

(September 9, 2016)

(September 3, 2016)

References Research Instructor
Contact: +639069760988
 Rennalyn P. Tolentino, LPT

RCC CDSR Instructor
Contact: 09351442068
LEE ANNE KYRA M. ROMAN

#016 Barangay Suclaban
Mexico, Pampanga
Cell. No.: 09555520929
E-mail: kyrarmn@gmail.com
Objective  Seeking a professional position at a company to dedicate

myself to the field as a member of the group while continuing
my education to further improve my performance in the work
place.
Personal Data  February 28, 2000

Date of Birth
 Angeles, City
Place of Birth
Language Spoken

Senior High School
 Dominican School of Angeles City Foundation, Inc. (March

2016)
Angeles City
Model Student and Loyalty Awardee
 Sto. Rosario Elementary School (March 2012)

Angeles City
Loyalty Awardee
Recognition/  Honor Students (1st Semester)

Awards (2017-2018)
 1st Placer in Poster Making

July (2017)
Heroes Hall, City of San Fernando (P)
 2nd Placer in Editorial Writing (English Category)

S.Y 2016-2017
 Model Student and Loyalty Awardee

S.Y 2015-2016
Dominican School of Angeles City Foundation, Inc.
 Loyalty Awardee
S.Y 2011-2012
Sto. Rosario Elementary School, Angeles City
Seminar  Leadership Training Seminar

Workshop, RCC Colegio De San Rafael
and Training (October 11, 2017)
Attended
(September 9,2017)
(August 29, 2017)

(August 10, 2017)
 Drug Symposium Seminar

(November 19, 2016)

(September 9, 2016)

(September 3, 2016)
 Theatre Play Seminar

Dominican School of Angeles City Foundation, Inc.
(January 10, 2014)

References Research Instructor
Contact: +639069760988
 Rennalyn P. Tolentino, LPT

RCC CDSR Instructor
Contact: 09351442068

Impact of Social Media Utilization On Study Habits As Perceived by The Students

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Impact of Social Media Utilization On Study Habits As Perceived by The Students

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RCC Colegio De San Rafael 1

Senior High School Department

Impact of Social Media Utilization on Study Habits as

Raphael D. Manabat, Berns Andrei N. de Sotto,

Due to the creation of the internet, social media has

become the most commonly used method of communication

(Alsaif A., 2016). In fact, almost everyone from all walks

of life own a social media account. There are numerous

types of social media and some of the most common examples

are Facebook, Twitter, Instagram, and Tumblr. These are

all different examples of social media applications, each

from the others. However, their main purpose remains

unchanged: to help individuals easily publish and access

information and to help them communicate with each other

despite the difference in their physical locations

(Olutola, A. & Olatoye O., 2016 a).

As said above, social media applications can have

many uses. Moreover, the person using the social media

also plays an important factor in the utilization of the

social media. This is primarily because social media can

take on many forms such as blogs, virtual worlds, video

entertainment websites, forums, photo sharing, online

business networks, services review, job-hunting websites,

and many more (Olutola, A. & Olatoye, O. 2016 b).

Moreover, since each individual may have varying

utilization of social media, the effects caused by their

usage of social media to different aspects of their life

may also vary.

On the other hand, according to Judilla and Gemora

(2015), the term study habits refer to the learning

tendencies that enable students to work privately. These

learning tendencies may refer to the time a student allots

to studying, the amount of effort he/she exerts in doing

his/her assignments or projects, and many more. Also

according to them, these study habits may differ for each

student. Meaning, a habit that is effective for one

student may not be effective for another. Furthermore, a

student’s study habits can directly affect his/her

academic performance. Thus, it can be concluded that good

study habits produce positive academic performance while

inefficient study habits lead to academic failure

(Olutola, A. & Olatoye, O. 2016 c).

One of the programs of the government in the

Philippines is to enhance the quality of education in the

country. Therefore, possible ways to achieve this are

being formulated and social media utilization is on the

list. The question of its effectivity is no joke. Thus,

researchers are conducting several studies to further

identify the true impact of social media utilization to

According to Olutola, A. & Olatoye, O. (2016 d),

social media utilization allows the students to use social

media to facilitate their learning process. Facebook

allows students to collect their thoughts and articulate

them in writing before communicating, YouTube enables

students to watch and share videos, answer questions and

discuss content, and Twitter enhances communication

building; critical thinking and sharing of knowledge

worldwide. Thus, social media utilization is supposed to

enhance the students’ study habits and help to attain

greater height in their academic pursuits. Acheaw, O. M. &

Larson, A. G. (2015) supported the study by stating that,

some believe that social media websites provide platforms