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Tobias et. al
SOCIAL MEDIA ADDICTION AND ITS EFFECT ON THE BEHAVIOR OF SENIOR HIGH
SCHOOL STUDENTS OF NOTRE DAME OF KIDAPAWAN COLLEGE
A Research Paper
Submitted to
The Faculty of Senior High School Department
Notre Dame of Kidapawan College
Kidapawan City
438
In Partial Ful lment of the Requirements for the Subject
Practical Research 2

Ela Mae V. Tobias

Ronald S. Tapgos II
John Luis T. Laboriante
1
January, 2021
Chapter 1
INTRODUCTION
Background of the Study
2 3 4
The Internet is absolutely essential to human life and social media have played
5
an important role in this picture. Through the mass appeal of social networks,
6 7
in particular, the continuous rise in students online spending can affect and
8
in uence their behavior. The inappropriate usage of these channels is
9
suf ciently disturbing to contribute to addiction to the social media. Social
media addiction (Facebook, Twitter, Instagram) suggests that a person spends
10
so much time on social media (for instance) so that it affects other aspects of
his everyday life. Dearborn (2014) noted that "social media is a very powerful,
highly successful and trusted by millions of people to share and discover
11
information about individuals, brands, information and entertainment." As a
result, people can easily interact with anybody whenever they want. There have
certainly been many people – particularly students –with the advent of social
media in the last decade.
12
Psychosocial behavior is seen as the response or reaction of how an individual
13 14
behaves and develop their relationship in anywhere the person found
438
himself/herself as a result of the use of mobile phones and other internet
15 16
services. Social media use has been found to affect the psychosocial behavior
of most students, thus becoming psychologically addictive, while spending
1
most of their time on internet networking, resulting in less attention being paid
to other activities and aspects that relate to their lives, which could also lead to

18
negative results. It is becoming increasingly clear how the use of social media
19
among senior high school students has become a trendy issue.
20
As the third quarter of 2019, Facebook and YouTube were the most popular
social media platforms in the Philippines. Within the same period, Filipinos
7
spent nearly four hours online on social media because it is a primary source of
21 22 23
news and information (Sanchez, 2020). In addition, it was found that the use of
social media in uences the psychosocial behavior of most students, so they
24
become psychologically addictive while spending their time on internet
25
networking, resulting in less attention being paid to other activities and
aspects that relate to their lives, which could also lead to negative results.
26
In the recent study conducted by Urooge (2020), he concluded that anti-social
27 2
behavior due to social media addiction is a serious issue. The result in his study
28
agreed to the fact that social media addiction has negative role in their
439 29 30 26
relationship. It is important to conduct this study because students are
addicted to social media and tend to in uence what they saw and found on
these platforms. We need to research this problem because it can affect the
31 32
life of an individual either materially, emotionally or physically. Besides, no
33 34
research on this subject has yet been conducted in Senior High School and
there are methodological gaps in those studies conducted in developed
35
countries in this area. Consequently, the researcher was very indebted to carry
440 36 3
out research on this subject to ll those gaps. This research aims to investigate
the extent of addiction to social media and its effect on students' actions.
438 38
Especially in all aspects of behavior, such as personality, attitude, emotion or
interest. It also needs to determine whether there are any improvements in
39
student conduct due to too much use of social media. This research study will
40
help students gain more awareness and understanding to prevent negative
outcomes.

Statement of the Problem

441 41
The main objective of this research is to look at the level of social media
42
addiction and its impact on the behavior of Senior High School students of
43
Notre Dame of Kidapawan College year 2020-2021.
442
Speci cally, it seeks to answer the following questions:
44
1. What is the participants background of social media?
a. Social Media Platform they use.
41
b. Level of usage of the said platform.
45
2. What are the possible behaviors of participants from the usage of social
media?
a. Emotional Breakdown
46
b. Procrastination
c. Depression
439
3. Is there a signi cant relationship between social media addiction and
behavior.
47
Objective of the Study
26
. The goal of the study is to analyze the degree of social media addiction and its
effect on the actions or behavior of students at Notre Dame of Kidapawan
440 48
College. It also aims to recognize the potential consequences of too much use
49
of social media and whether these consequences have detrimental or positive
438
impacts on their lives.
26 50,51
This study wants to further explore how social media addiction relates to
student activity and its detrimental and bene cial effects on psychological
52
well-being. Students will also be advised and will practice using social media in
53
a responsible manner. Through this research, students may establish

preventive measures to avoid the regular use of social media. It also wants to
441
evaluate the time or period of students in using social media or in a particular
54 26
platform. The objective of the study is also to determine whether the behavior
of students changes and whether these changes affect their relationship with
442 55
others, particularly with their family and friends. Lastly, it aims to understand
whether social media advertising or entertainment in uences how students
react or behave.
Signi cance of the Study
26 56 57
This study will be greatly bene t to the following:
26
Students. The result of this study will surely bene t the students of Notre
Dame of Kidapawan College by informing them that too much usage of social
58 59
media will have a great impact on their lives, its either positive or negative
60 61
depending on how they use it. Students will then learn how to use social media
439
responsibly.
26
Parents. The result of this study will take part in informing the parents of
62
Senior High School Students to monitor the time that their children use of
63
social media.
26 64
Future researchers. The result of this study will help the future researchers to
65 26
evaluate and test the validity of their ndings in related literature. This Study
26
will also serve as a cross-reference for their study in the future.
440
The Scope and Limitations of the Study
26 41 42
This study will assess the level of Social Media addiction and its impact on the
438 66
behavior of students. It is only limited to the Senior High School students
67 68 26
particularly the students of Notre Dame of Kidapawan College. This study will
not cover other problems and is only limited in analyzing the social media
42 69 70
usage of the students and the impact of it on their behavior. The other students
that are not under the Senior High School curriculum will not take part in the

26 71 26 72 73
conduct of the study . The study would be done through the use of survey
441 74
questionnaire to obtain information to a large sample of individuals relatively
75 76 77 78 41
quick . Through this strategy the researchers will be able to identify the level
42
of social media addiction and its impact on the student's behavior.
442
The De nitions of Terms
79 80 81
Social Media Addiction is having a strong motivation and to devote so much
time to social media that impairs other activities, relationships, psychological
82 52 83
health and well-being (Andreassen, 2015). In this study Social Media Addiction
is measured by the number of social media platforms they have and how often
they use social media in everyday life.
Behavior is any act of a human that can be seen or heard. The term is also
84
de ned in a way that is both observable and measurable (Alberto & Troutman,
26 86 87
2003). In this study, behavior is measured by the changes in their actions or
439 85
attitude and how social media in uence their lifestyle.
440
438
Chapter 2

REVIEW OF RELATED LITERATURE AND THEORETICAL FRAMEWORK

441 88
This chapter discusses the review of related literature and theoretical
26
framework of the study.
Related Literature and Studies
442
As technology emerges today, the eld of social media is rapidly growing.
Researchers have thus begun to study the different facets of social media and
89
their effect on the actions of students. There have been many studies
worldwide to examine how these sites may affect identity, privacy, social
90
capital, youth culture, education and interpersonal relationships. Therefore,
26
attempts to review literature and papers on the subject of study have been
91 92
made in this chapter. It is clear that the social media have a connection with
93
the effect they have on the evolving actions of young people
94,95
Social Media Addiction. Is having a strong motivation and to devote so much
439
time to social media that impairs other activities, relationships, psychological
443 96 52 97
health and well-being (Andreassen, 2015). The use of social media has become
increasingly popular around the world for leisure activities (Kuss & Grif ths,
2011). The word "social media addiction" was rst identi ed as a psychiatric
disorder by Ivan Goldberg in 1995.
26
The rst variable of this study is social media addiction. Social media has
98 99
become an important part of the life of all. The social media history has
440 100 101
become a commonplace for participants. Although the uses of the social media
102,103
are bene cial, they have adverse effects particularly if they cannot cope with or
438 104 105 106
use social networks responsibly. It impacts your actions and your interactions
107 108
to others (Hermosilla et. al 2018). The student's experience in using social
109
media is the rst major variable of this analysis. Social media and social
110
networks, including Facebook, Snapchat and Twitter, are an increasingly
111
important component of how we interact and connect every day. They are

112
important to keep up to date and to contribute to and be innovative to our
441
world. Many students search for social media platforms to extend and explore
113
opportunities in their personal learning network. Access to and use of social
114
media in recent years has evolved rapidly (Al-Bahrani et al, 2015).
442 115
The sub-variable contains the speci c sites that are being used by the
platform, including Facebook, YouTube, Instagram, Pinterest, Snapchat,
116
LinkedIn and Twitter. People use social media sites to maintain contact with
117
friends, to spend time sharing thoughts, and to make life easier. A new Pew
118
Research Center survey of US adults published in a new newspaper published
119
by Aaron Smith and Monica Anderson (2018), found that a mixture of long-term
patterns and emerging stories characterized the social media environment
120,121
early in 2018. As it has been since the 2012 Facebook and YouTube Center
started to survey the usage of social media, as a majoritarian community of
439 118 122
U.S. adult's usage both of these websites. At the same time younger Americans
443 123
(particularly 18-24 years of age) stand out for accepting and regularly using a
124
number of platforms. A large number of these customers (71%) visit the
platform multiple times a day. Some 78% of 18 to 24-years old use Snapchat.
125
Similarly, in this age group, 71 percent of Americans now use Instagram, and
126
almost half (45 percent) are Twitter users. People spend so much time on
various platforms and do not handle the change of social media that it starts
440 127,128 129
interfere with their lives. Psychologists refer to this as a compulsion or
130
addiction to social networking. Dr. Wilson 's article (2015) says it is a sign of
438 131
social media dependency to spend more than one hour daily in social media.
13
Pew Research asked users on every platform how often, on a regular, weekly or
133 134 135
less popular basis they connect with the web. The site is strongly active for
136
Facebook users. 70% say they're using Facebook every day (including 45% who
137
do so several times a day). Approximately 17% visit Facebook regularly while

12% log in less frequently. Around 36% of Twitter users go to the site each day,
441 138
22% say they go to Twitter a few times a day. 24% even say they're visiting a few
days a week, while 40% say Twitter is updated less frequently. Around 17% of
139 140
Pinterest users visit the site daily, 9% of them visit the site many times a day.
442
Some 29% of users visit Pinterest every week, while 52% say they visit the web
less frequently. Finally, about 13% of the users of LinkedIn visit this site every
day, including 7% who say they visit LinkedIn many times a day (Duggan, M. &
141
Ellison, N., 2013).
The website allows registered users, rst of all, to create pro les, upload
images and videos, send messages, and to establish contact between friends,
142 143
family and colleagues. According to Melissa Leiter (2014), students have an
144 145
important presence on various platforms. In addition, YouTube allows users to
146
upload, view, rate, share and add to favorites. It allows users to report and
439
comment on videos. It offers a broad range of media videos produced by users
443 7
and companies. Thirdly, Instagram is a social network and on-line sharing
application that enables customers to edit and upload short images and videos
147
through a mobile app. Fourthly, Pinterest, where we go to be motivated and to
148 149
get ideas for style, cuisine, design and wisdom. Fifth, you can use it for various
150
activities, including sending brief footage, live videoclips, chatting, cartooning,
Bitmoji avatars, and sharing images and videos in a Snapchat based on private
440 151 152 153
person-to - person photo sharing. Sixthly, LinkedIn is normally used by people
154 155
nding employment and/or communicating with others. And nally, it is
438
generally a place for Twitter people to connect to their social network, where
people go to niches that interests them.
156
Behavior. Is any activity of an entity that can be seen or heard. The term is also
157

2003). It is also an inherently complex subject matter which pertains to the

441
manner and reasons behind people's action (Guilbeault, 2020)
158
Young generations are growing up today with numerous forms of social
159 160
network. It is clear that the social media have a connection with the effect they
442 161
have on the evolving actions of young people. Thus, the potential conduct of
26
students using social media is another variable of this study. The lure of these
162
technologies is especially powerful for young people, though it also affects
163 164
adults Richtel (2010 ). The hazard, they say, is that brain growth is easier used
165
to tasks — and less able to maintain focus — than adult brains. This
in uences the students' actions in their everyday lives. In a book called Social
Media, al-Deen (2012) states: social media such as Twitter, Facebook,
166
Myspace, YouTube, Flickr and others have evolved exponentially over the last
ten years and have drawn astronomical numbers. It also discusses the evolving
439
function and effect of social media.
443
Participants' depression and withdrawal of personal relations are among the
variables. Richtel (2010 ) describes a delay as a postponement for another day
167 168
or period. But the on-going ood of stimuli they deliver in computers and
1
mobile phones poses a profound challenge to concentrate and teach. The basic
46
conception of procrastination as a failed self-regulatory mechanism is
170
straightforward, and according to the book of Timothy Pychyl (2010) called
440
Solving the Procrastination Puzzle, you know what you should do and are
171
unable to do so. This is the difference between aim and action. The author
438 46
explained that procrastination is an option with the right to choose whether or
172 173
not to achieve the speci c mission. Although we can do this, our own actions,
174 175
emotions and thoughts that change the situation's demands don't suit our
176 177 178
intentions. The social media is cited as the biggest source of repression in the
179
article of The Huntington News, published by Morford (2014). Procrastination is

180
de nitely not a modern invention, but the survey reveals that social media
441 181
requires the most time to research and to project. Richtel (2010) describes the
182
second sub variable, depression as a condition in which the feeling of someone
168 183
is severe, which causes an ongoing mood decrease. It is a severe illness that
442 184 52
affects your physical and psychological wellbeing, rather than just a low mood.
18
The title of the book was Feinstein's social networking and depression, and So.
al (2015) discusses the theoretical framework for the possible correlation of
186
the usage and depression of social network sites (SNS), as well as the
empirical research on and underlying the correlation. Research into the use of
52 187
social media and mental wellbeing is often reported to have signi cant
consequences both for individual users and for those who communicate with
188
other social media users. The article titled 'What causes depression in social
189 2 190
media'. Waldemar (2018) has steadily risen in popularity over the internet and
439
the most deadly suffering among adolescents in the developing world has been
443
teenage depression and mood disorders.
191
Social media research has continuously concluded that the number of cases of
depression and mood disorders is growing with social media use. Finally,
192
withdrawal of personal experiences is the third sub-variable. Richtel (2010)
says social networks have led us to have less contact with the people with
whom they connect. Most people have access to social media whenever they
440
want through their smartphones, and it just gets worse as more people get
193
smartphones. In terms of risks from social media, it is important to consider
438 194
the effect it can have on the social abilities of a teenager. Interacting with
195 196 197
peers means more than the words you use. A key part of the puzzle, which you
cannot miss, is to be able to learn to read body language and understand vocal
198
tonalities. Since adolescents often rely on social media to keep in contact, they

have few real interactions with others. This isolation will prevent them from
441
gaining essential social skills in their lives (Nalin, 2014)
442
Theory Base
The Theory of Connectivism is an educational theory that George Siemens
developed. In 2005, two publications, Siemens 'Connectivism: Learning as
Network Development and Downes' An Introduction to Connective Awareness,
199
introduced Connectivism. The starting point for learning in connectivism is
200 201
when information is actuated by the process of linking a learner and feeding
information into a learning community. Siemens (2004) says, "The clustering of
similar areas of interest that enables interaction, sharing, dialog, and thinking
together is a community."
439 2
Information is spread through a knowledge network, according to connectivism
443 203 204
, and can be saved in a number of digital formats. Learning and understanding
are said to "remain in the diversity of views" (Siemens, 2008). It discusses how
Internet inventions have created new ways for people to learn and share
information through the World Wide Web and within themselves. Web apps,
7
emails, wikis, online discussion boards, social networks, Twitter, and any other
platform that helps users to learn and exchange knowledge with other people
440 205
are part of these technologies.
206
The main characteristic of connectivism is that a great deal of learning will take
438 207 7 208
place through online peer networks. In the eld of connectivism learning, the
209
instructor will direct students to knowledge and answer key questions as
210 211
required, in order to enable students to learn and share on their own. Students
7
are also encouraged to search their own online for information and share what

they discover. A connected community around this shared information often

441
results (Downes, S.,2010)
Connectivism combines previous information with current information in order
212
to create new meanings and understandings (Siemens, 2004). Elieson (2013)
442 213
argues that "no new learning can be achieved without rst having acquired
214
certain prior knowledge". Astin (1999) believes that college administrators,
215
including academic advisers, are ghting for student time against this pre-
216
requisite or even the current experiences. Advisors are part of a "zero-sum"
game in which the time and energy spent by the student on family, friends,
work and other outside activities represent a reduction in the time and energy
217
spent by the student on educational development". The idea is that knowledge
is continually changing with multiple in uences, including but not limited to
peers, technology, and media. Students will nd connections between their
439
previous and current understandings. In this regard, students have a pre-
443
existing knowledge of particular majors and even academic advice.
Students Behavior
Social Media Addiction
Demographic
Pro le
Conceptual Framework
440
438
Figure 1: Conceptual Paradigm
218 219
In the conceptual paradigm in Figure 1 is shown the main variable, the
220 221
moderator variable, and output. The main variable is social media addiction
222 223 224
which is a behavioral addiction that may lead to a serious disorder. According to
225
Phua J. (2017) social media plays a large role in our daily lives as it can

226
strengthen existing social relationships, and create new contacts. When young
441
people of this age grow up, they are consciously developing a positive
friendship with all groups of people through social media (Chung W., 2018).
Thus, social media have both positive and negative effects on student's
442
behavior. The positive effect of social media includes social interaction,
227 228
exchanging information and staying connected with friends (Gaspar R., 2016).
229
The American Academy of Pediatrics cautioned the public especially the
230 231 232
students about the possible negative effects of social media usage, because
233
some people use it in a negative way such as excessive usage of different social
234
media platforms. Regardless of personal lifestyle and disguising addictive
235
behavior towards technology, people who suffer from such addiction utilize
social media excessively.
Another undesirable effect of social media is that people become dependent on
439 236,237
it, that can diminish their attention on a speci c activity. Violent images and
443 238,239 240
videos can also in uence the people especially the students that can disturb
their behavior. Social media also affects family relationships because people
7
spend more time on social media sites interacting with their online friends.
241 242
It is believed that social media actually has a signi cant relationship with the
243
student's social behavioral pattern because it can distract someone from face-
244 245
to-face relationship and can reduce investment in other meaningful activities.
440
It can also increase sedentary behavior by encouraging more screen time that
can lead to internet addiction.
444
438
Hypothesis
Ho: There is no signi cant relationship between social media addiction and the
behavior of the students

441
442
439
443
Chapter 3
METHODOLOGY
445
This chapter will explain the method adopted by this research study. It will also
246
mention the population frame and sampling technique that will be use during
26 247 248 249
the conduct of the study . This chapter also provides a detail explanation to
every component involved in conducting the research.
440
Method Used
26 250
The study will be using the quantitative research method as it would seek
444
438
numerical information about how many students are subject to social media
251 25
addiction. It will also utilize the non- experimental research design speci cally
253
the descriptive and correlational design in order to know the effects of social
254
media addiction to Senior High School Students of Notre Dame of Kidapawan
255
College.

256
According to Gay (1992), descriptive design includes gathering data in order to
441 257
test theories or to address questions with regard to the current status of the
258
research subject. A descriptive design is more concerned with what rather than
259
how or why something has happened and systematically explains events,
442 260 261
phenomena or facts dealing within a particular area or population.
26 262
Correlational design is used in this study since it is meant to assess the
446 263
correlation of the variables (Arikunto, 2007). The degree of correlation between
264 265
two variables is classi ed in the form of correlation coef cient. Creswell (2012)
266
also supports the view that researchers use the correlation statistical analysis
in the design of correlation research for the design of two or more variables to
267
de ne and calculate the degree of connectivity. This view also suggests that
the researcher will not try to alter or regulate the variables as in experimental
268 269
studies; instead It requires two or more variables using correlation statistics.
439
Data Sources
443 26
Primary data will be used in this study to achieve all the needed information.
270
This data is an original and unique data, which is directly collected by the
445 271 272
researcher from a source such as surveys, questionnaire, case studies and
26
interviews according to his requirements (Ajayi, 2017). This study adopts a
survey questionnaire from a primary source as an instrument in gathering data.
273
The questionnaires include series of items that should be answered by the
440
respondents by checking the appropriate box provided in the survey
questionnaire.
444
438 274 275
Additionally, questionnaire gathers data in an organized manner and it has the
276
following merits: (i) it is low cost even when the population is large and the
277 278
geographical scope is wide; (ii) free from bias of the interviewer; (iii)
respondents have enough time to review the questions; and (iv) results from
large samples can be made more dependable and reliable (Kathori, 2004).

Data Gathering Instrument

441 26
In gathering important information or data, the study will use a survey
questionnaire. The questionnaire will bring out the following information;
279 280
behaviors of students and how frequent they use social media platforms.
442 281 282
Data about how frequent the students use social media will be gather through
283 284
survey questionnaire speci cally using Likert Scale, where the respondents
446
can express how strongly they agree or disagree about the given statements.
285
The statements provided in the survey questionnaire are adopted in the prior
447 26
research study of Arslan (2015) related to social media addiction. His study
41
aims to determine the level of social media addiction and to make suggestions
286 287
on the prevention of it. Social Media Addiction is de ned as a form of internet
addiction in which individuals refer to social media as a desire to overuse
(Starcevic, 2013)
439 288 289
Moreover, the data about behavior will be gather through survey questionnaire
443 290
also, the same as gathering the data of the rst variable. The statements
291 292 26
provided in the second variable is adopted from the prior study of Al- Menayes
445
448 26
(2016). In his study, it talks about the fear of missing out or the feeling of
uneasiness that others might be having gratifying experiences which someone
293 294
is not a part of which can affect the emotions and behavior of the person.
Behavior is any act of a human that can be seen or heard. The term is also
440 295
2003).
444
438
The modi ed questionnaire consists of fteen (15) items. The instruction is
296
provided above the table to guide the respondents how to answer the following
297
questions. Every statement will be rated on a 4- point Likert Scale with 1
298 299 300 301
"Strongly Agree", 2 "Agree", 3 "Disagree", 4 "Strongly Disagree".
Population and Sampling Technique

302 303,304
The researcher will be conducting a research to the Senior High School
441 305
Students of Notre Dame of Kidapawan College. Both grade 11 and 12 with
26
different strands. This study is very bene cial and applicable to all Senior High
306
School Students because most of the students nowadays have their own
442
gadgets and social media accounts.
The Senior High School in Notre Dame of Kidapawan College had a total
446 307
population of 582. The researcher will used Slovin's Formula (N/1+Ne2) with a
308
desired margin of error of 5%. The researcher arrived at a sample size of 232. To
447 309
choose the nal 232 samples, simple random sampling is applied, speci cally
310
with the use of table of random numbers to give all the elements a chance to be
included in the sample.
311
Procedure of the Study
449 312,313
The rst step that the researcher did is to nd a right survey questionnaire that
439 314
are related to the chosen topic. Fortunately, the researchers were able to nd
443 315
an appropriate survey questionnaire from a primary source speci cally from
316 7
the research paper that are already published online. The researchers and the
445
448 317
subject teacher agreed that the survey questionnaire will be better if it will be
318 319
transformed into Likert Scale. After that, the survey questionnaire will be
320
nalized.
26,321
Before the conduct of the study, we will be going to prepare a letter of approval
440
where the researchers seek consent from a suitable person. Consent should be
322 323
given freely and the person who will sign the letter must be competent to
444
438 324
consent or is quali ed in signing the letter.
7
The questionnaires will be given to the respondents online through google
forms. The respondents should answer all the needed information so that the
325
researcher can gather a reliable and valid results. Their responses will be

326 327 328

encoded for data analysis and interpretation and the result will be shown in
441
tabular forms.
Statistical Treatment
329
The statistical tool that will be utilized in analyzing the results were:
442 330
Percentage. The percentage will be used as a tool to determine the background
331
and the possible behaviors of the students from the use of social media. This
446 332
tool will be utilized to identify what social media platform does students
333 334
usually used and how frequent they used it.
447 335 336 337
Pearson product- moment coef cient of correlation. It will be used to identify if
338
there are a signi cant relationship between social media addiction and the
339
behavior of students.
449
439
443
445
448
440
References:
340
Ajayi, O. V. (2017). Course Title: Advance Statistical Methods in Education
444
438 341
Course Code: EDU 901 Course of Study: PhD Science Education.
450
Al-Bahrani, A., & Patel, D. (2015). Incorporating Twitter, Instagram, and
Facebook in economics classrooms. The Journal of Economic Education, 46(1),
56-67.

Alberto, P. A., & Troutman, A. C. (2003). Applied behavior analysis for teachers
441
(for Japanese translation). Tokyo: Bell & Howell Company.
118 42
Al-Deen, N. HS, & Hendricks, A.(2012). social Media usage and Impact.
451
Al-Menayes, J. (2016). The fear of missing out scale: Validation of the Arabic
442 342 343
version and correlation with social media addiction. International Journal of
Applied Psychology, 6(2), 41-46.
446 7
Andreassen, C. S. (2015). Online social network site addiction: A comprehensive
344
review. Current Addiction Reports, 2(2), 175-184.
447
Arikunto, S. (2007). Model Kemmis MC taggart.
Arslan, G. (2017). Psychological maltreatment, forgiveness, mindfulness, and
345 346 347
internet addiction among young adults: A study of mediation effect. Computers
in Human Behavior, 72, 57-66.
449
452
Astin, A. (1999). Student involvement: A developmental theory for higher
439 348
education. Journal of College Student Development
443
453
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative,
349
quantitative, and mixed methods approaches. Sage publications.
445
448 350 351
Dearborn, E. (2014). My of cial de nition of social media. Prospect Heights, Ill:
Waveland.Published by Martha Jean Sanchez, Dec 11, 2020]
454
Downes, S. (2010). New technology supporting informal learning. Journal of
Emerging Technologies in Web Intelligence, 2(1), 27-33.
440
Duggan, M., Ellison, N. B., Lampe, C., Lenhart, A., & Madden, M. (2015). Social
media update 2014. Pew research center, 19, 1-2.
455
444
438
Elieson, B. (2013). A framework for considering education: Three pillars of
450 352
cognition and four types of learning. University of North Texas College of
Information 2013 Research Exchange Conference Proceedings.
3
Gaspar, R., Pedro, C., Panagiotopoulos, P., & Seibt, B. (2016). Beyond positive or
negative: Qualitative sentiment analysis of social media reactions to

354
unexpected stressful events. Computers in Human Behavior, 56, 179-191.
441
Gay, L. R., Mills, G. E., & Airasian, P. W. (1992). Educational research:
Competencies for analysis and application.
451
Goldberg, I. (1995). Internet addiction disorder.
442
Hermosilla, P., Boye, N., & Roncagliolo, S. (2018, July). Teaching Communication
456
Strategies in Social Networks for Computer Science Students. In International
446
Conference on Social Computing and Social Media (pp. 57-66). Springer, Cham.
Kothari, C. R. (2004). Research methodology: Methods and techniques. New
447
Age International.
7
Kuss, D. J., & Grif ths, M. D. (2011). Online social networking and addiction—a
457 355
review of the psychological literature. International journal of environmental
research and public health, 8(9), 3528-3552.
449
452 356 357
Leiter, M. (2014). Why do people use social media. Retrieved February, 20, 2018.
439 358
Likert, R. (1932). The likert-type scale. Archives of Psychology, 140(55), 1-55.
443
453 359 360,361 46
Morford, R. (2014). Social media cited as largest source of procrastination.
362 363
Northeastern University. Descargado de http://www. northeastern. edu
445
448
/research.
458
Phua, J., Jin, S. V., & Kim, J. J. (2017). Uses and grati cations of social
454 364
networking sites for bridging and bonding social capital: A comparison of
365
Facebook, Twitter, Instagram, and Snapchat. Computers in human behavior, 72,
440
115-122.
Puskar, M., By, M. R., & Guilbeault, L. Why The Psychology Of Addictive
455
444
438
Behaviors Matters.
450
Richtel, M. (2010). Growing up digital, wired for distraction. The New York
Times, 21, 1-11.
459
Siemens, G. (2004). Connectivism: A learning theory for the digital age.

460
Siemens, G. (2005). Connectivism: A learning theory for the digital age.
441
International Journal of Instructional Technology and Distance Learning, 2(1),
3-10.
451
Siemens, G. (2008). Learning and knowing in networks: Changing roles for
442 366
educators and designers.
456
Slovin, E. (1960). Slovin's formula for sampling technique. Retrieved on
446 367
February, 13, 2013.
461 368
Smeda, Nalin., Dakich, E., & Sharda, Nalin. (2014). The effectiveness of digital
447 369
storytelling in the classrooms: a comprehensive study. Smart Learning
Environments, 1(1), 6.
457
Smith, A., & Anderson, M. (2018). Social media use in 2018. Pew research
center, 1, 1-4.
449
452
Starcevic, V. (2013). Is Internet addiction a useful concept?. Australian & New
439
Zealand Journal of Psychiatry, 47(1), 16-19.
443
453
Wilson, K., Fornasier, S., & White, K. M. (2010). Psychological predictors of
370 371
young adults' use of social networking sites. Cyberpsychology, behavior, and
445
448
social networking, 13(2), 173-177.
458 372 373 374 375
Wohl, M. J., Pychyl, T. A., & Bennett, S. H. (2010). I forgive myself, now I can
454 376
study: How self-forgiveness for procrastinating can reduce future
46,377
procrastination. Personality and Individual Differences, 48(7), 803-808.
440
Yoon, S. W., & Chung, S. W. (2018). Promoting a world heritage site through
378
social media: Suwon City's Facebook promotion strategy on Hwaseong Fortress
455
444
438 379
(in South Korea). Sustainability, 10(7), 2189.
450
459

460
441
451
442
456
446
461
447
457
449
452
462
Adopted Survey questionnaire
439 380
Instructions: Please rate how strongly you disagree or agree with each of the
443
453
following statements by checking the appropriate box.
SOCIAL MEDIA USAGE
445
448
Statements
458
Strongly agree
454
Agree
Disagree
440
Strongly
Disagree
463
444
455
438 381 382
1. I connect with my friends using Facebook and Twitter.
450
459

460 383 384

2. I want to view social media sites starting at early hours of the day.
441
451
442
456 385
3. I am not aware of the time I spend navigating Facebook and other social
446
media apps
461
447
457
386
4. I prefer social media over television.
449
452
462
439
443
453
445
448 387
5. I used social media 15 minutes before going to bed.
458
454
440
388
6. I used social media during breakfast in the morning.
463
444
455
438
450
459
389
7. I used social media while eating dinner at night.

460
441
451
442 390
8. I used social media within 15 minutes after waking up in the morning.
456
446
461
447
391
9. I am addicted to social media.
457
449
452
462
439
443
453
464 392 393
10. I often nd myself using social media longer than intended.
445
448
458
454
394
11. several days could pass without me feeling the need to used social media.
440
463
444
455
438
450
395
12. I often use social media while walking.
459

460
441
465 396 397 398 399

13. I feel my social media usage has increased signi cantly since I began using
451
them.
442
456
446
461
447 400
14. Facebook has become part of my daily routine.
457
449
452
462
439 401
15. Facebook is part of my everyday activity.
443
453
464
445
448
458
454
440
BEHAVIOR
463
444
455
438
Statements
450
Strongly agree
Agree
459
Disagree
Strongly disagree

460 402 403

1. I enjoy spending time in social media.
441
465
451
442
456 404 405 406

2. I wonder who visits my personal pro les and posts.
446
461
447
457 407
3. I often nd life boring without social media.
449
452
462
439
443
453
464
466 408 409 410

4. I often neglect my schoolwork because of my usage of social media.
445
448
458
454
440
467 411 412 413,414
5. I get irritated when someone interrupts me when I'm using social media.
463
444
455
438
450
459 415
6. I nd it dif cult to sleep after using social media.

460
441
465
451
468 416 417 418 419
7. I will be upset if I had to cut down the amount of time, I spend using social
442
media.
456
446
461
447
469 420 421 422,423

8. I nd myself thinking about what happened in social media when I'm not
457
using it.
449
452
462
439
443
453
464
466 424
9. Social media accurately displays my relationship with others.
445
448
458
454
440
467 425 426
10. Social media helps me feel closer to my friends.
463
444
455
438
450
459 427 428 429 430

11. I feel out of touch when I haven't logged onto my social media for a while.

460
441
465
451
468 431
12. Social media often give me emotional problems.
442
456
446
461
447 432 433

13. I easily get attached to people I talked to social media
469
457
449
452
462
439 434
14. Social media help me to be brave to talk with others
443
453
464
466
445
448
458
454 435 436

15. Social media improves my interaction with my classmates and other
people.
440
467
463
444
455
438
450
459
References:

460
470
Al-Menayes (2016). The Fear of Missing Out Scale: Validation of the Arabic
441
Version and Correlation with Social Media Addiction
465
471 437
Arslan (2015). A quantitative Research on the Level of Social Media Addiction
451
468
Among Young People in Turkey
442
456
446
461
447
469
457
449
452
462
439
443
453
464
466
445
448
458
454
440
467
463
444
455
438
450
459

460
470
1. January, Comma misuse within clauses Correctness
441
2. Internet; internet Text inconsistencies Correctness

465
471
451
468 3. absolutely Wordy sentences Clarity
442
4. , and Punctuation in Correctness
456 compound/complex sentences
446
5. important → essential Word choice Engagement
461
6. students → students', student's Incorrect noun number Correctness
447
469 7. online; on-line; Online Text inconsistencies Correctness
457
8. Through the mass appeal of social Intricate text Clarity
networks, in particular, the
continuous rise in students online
449
452
462 spending can affect and in uence
their behavior.
439
443
453
464 9. the social Determiner use (a/an/the/this, Correctness
etc.)
466
10.
445
448
so that it affects → Wordy sentences Clarity
to affect
458
11. , and Comma misuse within clauses Correctness

454
12. is seen Passive voice misuse Clarity

440
467
13. develop → develops Faulty subject-verb agreement Correctness
14. in Wrong or missing prepositions Correctness

463
444
455
438
45015. Psychosocial behavior is seen as the Intricate text Clarity

response or reaction of how an
individual behaves and develop their
relationship in anywhere the person
459
found himself/herself as a result of
the use of mobile phones and other
internet services.

46016.
470 been found Passive voice misuse Clarity
441
17. being paid Passive voice misuse Clarity
465
471
18. Social media use has been found to Intricate text Clarity
451
468
affect the psychosocial behavior of
442 most students, thus becoming
psychologically addictive, while
456 spending most of their time on
internet networking, resulting in less
446 attention being paid to other
activities and aspects that relate to
461
their lives, which could als…
447
19. It is becoming increasingly clear how Intricate text Clarity
469 the use of social media among senior
high school students has become a
457
trendy issue.
20. As → In Wrong or missing prepositions Correctness

449
452
462
43921. Within the same period, Filipinos Intricate text Clarity

spent nearly four hours online on
443
453
464 social media because it is a primary
source of news and information
466 (Sanchez, 2020).
445
448
22. In addition → Also, Besides Wordy sentences Clarity
458
23.
454
was found Passive voice misuse Clarity
24. addictive → addicted Confused words Correctness

440
467
25. being paid Passive voice misuse Clarity
26.
463
444
455
438
study; Study Text inconsistencies Correctness
45027. serious → severe Word choice Engagement
28. a negative Determiner use (a/an/the/this, Correctness

459 etc.)
29. The result in his study agreed to the Intricate text Clarity
fact that social media addiction has

460
470 negative role in their relationship.
441
465
471
31. , or Comma misuse within clauses Correctness

451
468
44232. We need to research this problem Intricate text Clarity

because it can affect the life of an
456 individual either materially,
emotionally or physically.
446
46133. been conducted Passive voice misuse Clarity

447
457
35. Consequently → ¶ Consequently Intricate text Clarity
36. carry out research on → Wordy sentences Clarity

449
452
462
research
439
37. investigates Wordy sentences Clarity
443
453
464
44539.
448
social media use Wordy sentences Clarity
458
40. negative → adverse Word choice Engagement
454
41. level; Level Text inconsistencies Correctness
44042.
467
impact; Impact Text inconsistencies Correctness
43. The main objective of this research is Intricate text Clarity

463
444
455
438 to look at the level of social media
addiction and its impact on the
450
behavior of Senior High School
students of Notre Dame of
Kidapawan College year 2020-2021.
459
44. participants → Incorrect noun number Correctness
participant's, participants'

46045.
470 of social → of social Improper formatting Correctness
441
46. Procrastination; procrastination Text inconsistencies Correctness
465
471
47. The objective Determiner use (a/an/the/this, Correctness

451
468
etc.)
442
48. The goal of the study is to analyze the Intricate text Clarity
456 degree of social media addiction and
its effect on the actions or behavior
446
of students at Notre Dame of
461 Kidapawan College.
44749.
social media use Wordy sentences Clarity
469
50. explores Wordy sentences Clarity
457
51. to explore further Inappropriate colloquialisms Delivery
44952.
452
462
well-being; wellbeing Text inconsistencies Correctness
439
53. responsibly using social media Wordy sentences Clarity
443
453
464
46654. It also wants to evaluate the time or Intricate text Clarity

period of students in using social
445
448 media or in a particular platform.
458
55. The objective of the study is also to Intricate text Clarity
454 determine whether the behavior of
students changes and whether these
changes affect their relationship
with others, particularly with their
440
467 family and friends.
56. greatly → much Word choice Engagement

463
444
455
438
57.
450
bene t → bene cial Confused words Correctness
58. great → signi cant Word choice Engagement

459
59. its → it's, it is Commonly confused words Correctness
60. , depending Punctuation in Correctness

compound/complex sentences

460
470
61.
441
The result of this study will surely Hard-to-read text Clarity
bene t the students of Notre Dame
465
471 of Kidapawan College by informing
them that too much usage of social
451
468 media will have a great impact on
their lives, its either positive or
442 negative depending on how they use
it.
456
44662. of Wrong or missing prepositions Correctness

461
63. The result of this study will take part Intricate text Clarity
447 in informing the parents of Senior
High School Students to monitor the
469 time that their children use of social
media.
457
64. the future Determiner use (a/an/the/this, Correctness

etc.)
449
452
462
43965. The result of this study will help the Intricate text Clarity
future researchers to evaluate and
443
453
464 test the validity of their ndings in
related literature.
466
44566.
448 the Senior Determiner use (a/an/the/this, Correctness
etc.)
458
67.
454
, particularly Punctuation in Correctness
68. It is only limited to the Senior High Intricate text Clarity

440
467
School students particularly the
students of Notre Dame of
Kidapawan College.
463
444
455
438
69. of Wrong or missing prepositions Correctness
450
70. This study will not cover other Intricate text Clarity
problems and is only limited in
459 analyzing the social media usage of
the students and the impact of it on
their behavior.

46071.
470 The other students that are not Intricate text Clarity
under the Senior High School
441 curriculum will not take part in the
conduct of the study.
465
471
45172.
468 be done Passive voice misuse Clarity
442
73. a survey Determiner use (a/an/the/this, Correctness
456 etc.)
446
74. to → from Wrong or missing prepositions Correctness
461
75. quick → quickly Misuse of modi ers Correctness
447
46976. The study would be done through the Intricate text Clarity
use of survey questionnaire to obtain
457 information to a large sample of
individuals relatively quick.
46277.
449
452 strategy, Comma misuse within clauses Correctness
439
78. be able to Wordy sentences Clarity
443
453
464
79. is having → has Incorrect verb forms Correctness
466
44580.
448 and Wordy sentences Clarity
458
81. to devote → devoting Faulty parallelism Correctness
454
44083.
467 study, Comma misuse within clauses Correctness
84. is also de ned Passive voice misuse Clarity

463
444
455
438
85. In this study, behavior is measured by Intricate text Clarity
450
the changes in their actions or
attitude and how social media
in uence their lifestyle.
459
86. the behavior Determiner use (a/an/the/this, Correctness
etc.)

46087.
470 is measured Passive voice misuse Clarity
441
88. the theoretical Determiner use (a/an/the/this, Correctness
465
471 etc.)
451
468
89. Researchers have thus begun to Intricate text Clarity
442 study the different facets of social
media and their effect on the actions
456 of students.
446
461
91. been made Passive voice misuse Clarity
447
46992. the social Determiner use (a/an/the/this, Correctness

etc.)
457
93. people. Closing punctuation Correctness
44994.
452
462
having a strong motivation and to Faulty parallelism Correctness
devote
439
44395.
453
464 to devote → devoted Wordy sentences Clarity
466
445
448
97. The use of social → Wordy sentences Clarity

458
Social
454
44099.
467 The social Determiner use (a/an/the/this, Correctness
etc.)
100.
463
444
455
438 a commonplace Determiner use (a/an/the/this, Correctness
etc.)
450

etc.)
459
102. particularly → mainly Word choice Engagement
103. , particularly Punctuation in Correctness

460
441
104. Although the uses of the social media Intricate text Clarity
465
471 are bene cial, they have adverse
effects particularly if they cannot
451
468 cope with or use social networks
responsibly.
442
105.
456 your Inappropriate colloquialisms Delivery
446
106. your Inappropriate colloquialisms Delivery
461
107. to → with Wrong or missing prepositions Correctness
447
108.
469 et. al → et al. Comma misuse within clauses Correctness
457
109. major → signi cant Word choice Engagement

449
452
462
111.
439 Social media and social networks, Intricate text Clarity
including Facebook, Snapchat and
443
453
464 Twitter, are an increasingly
important component of how we
466
interact and connect every day.
445
448
458
113.
454 personal Wordy sentences Clarity
114. et al → et al. Comma misuse within clauses Correctness

440
467
115. that are being Wordy sentences Clarity
116.
463
444
455
438 , and Comma misuse within clauses Correctness
450
117. People use social media sites to Intricate text Clarity
maintain contact with friends, to
spend time sharing thoughts, and to
459 make life easier.
118. US; U.S.; HS Text inconsistencies Correctness

119.
460
470 ), Punctuation in Correctness
441
120.
465
471 the 20 2 Determiner use (a/an/the/this, Correctness
etc.)
451
468
121.
442 20 2, Punctuation in Correctness
456
122. time, Comma misuse within clauses Correctness

446
123.
461 particularly → mainly, signi cantly Word choice Engagement
447
124. a number of → several, some, many Wordy sentences Clarity
469
125. Similarly → ¶ Similarly Intricate text Clarity

457
126. Similarly, in this age group, 71 Intricate text Clarity

percent of Americans now use
449
452
462
Instagram, and almost half (45
percent) are Twitter users.
439
127.
443
453
464 to interfere Incorrect verb forms Correctness
466
128. interfere → interfering Incorrect verb forms Correctness
445
448
129. People spend so much time on Intricate text Clarity

458
various platforms and do not handle
454 the change of social media that it
starts interfere with their lives.
130. Wilson 's Improper formatting Correctness

440
467
131. in → on Wrong or missing prepositions Correctness

463
444
455
438
450
133. basis, Punctuation in Correctness

459
134. Pew Research asked users on every Intricate text Clarity
platform how often, on a regular,
weekly or less popular basis they
connect with the web.

460
470
135.
441
strongly → intensely, vigorously Word choice Engagement
136.
465
471 they're → they are Inappropriate colloquialisms Delivery
451
468
137. regularly, Punctuation in Correctness
456
138. they're → they are Inappropriate colloquialisms Delivery
446
139. ,9→;9 Punctuation in Correctness
461
447
140. of them Wordy sentences Clarity
469
141.
457 Finally, about 13% of the users of Intricate text Clarity
LinkedIn visit this site every day,
including 7% who say they visit
LinkedIn many times a day (Duggan,
449
452
462 M. & Ellison, N., 2013).
439
443
453
464
143.
466 The website allows registered users, Intricate text Clarity
rst of all, to create pro les, upload
445
448 images and videos, send messages,
and to establish contact between
458 friends, family and colleagues.
454
144. an important → Word choice Engagement
a signi cant, a substantial,
a meaningful
440
467
145. In addition → Also, Besides Wordy sentences Clarity
463
444
455
438
450
147. to Wordy sentences Clarity
148.
149. you Inappropriate colloquialisms Delivery

150.
460
470 videoclips → video clips Confused words Correctness
441
151. person-to-person Confused words Correctness
465
471
152. is normally → Word choice Engagement

451
468
is typically, is generally, is usually,
442 usually is
153.
456 is normally used Passive voice misuse Clarity
446
154. and/or → and, or Inappropriate colloquialisms Delivery
461
155.
447 And → Moreover,, Furthermore, Inappropriate colloquialisms Delivery
156.
469 Is any activity of an entity that can be Incomplete sentences Correctness
seen or heard.
457

449
452
462
158. the social, or a social Determiner use (a/an/the/this, Correctness
439 etc.)
443
453
464
159. It is clear that the Wordy sentences Clarity
466
445
448
etc.)
458
161. It is clear that the social media have Intricate text Clarity
454 a connection with the effect they
have on the evolving actions of young
people.
440
467
162. especially powerful → Word choice Engagement
potent, compelling
463
444
455
438
163. , 20 0 Punctuation in Correctness
164. The lure of these technologies is Intricate text Clarity

459 especially powerful for young people,
though it also affects adults Richtel
(2010).
165. This Intricate text Clarity

460
470
166.
441
, and Comma misuse within clauses Correctness
167.
465
471 But → However,, Nevertheless, Inappropriate colloquialisms Delivery
451
468
168. on-going; ongoing Text inconsistencies Correctness
442
169.
456
basic → fundamental Word choice Engagement
170.
446 , and according → . According Hard-to-read text Clarity
461
171. This Intricate text Clarity
447
172.
469
the speci c → a speci c Determiner use (a/an/the/this, Correctness
etc.)
457
173. own Wordy sentences Clarity
174.
449
452
439
175. don't → do not Inappropriate colloquialisms Delivery
443
453
464
176. The social Determiner use (a/an/the/this, Correctness
466
etc.)
445
448
177. is cited Passive voice misuse Clarity
458
178.
454 biggest → most signi cant Word choice Engagement
179. The social media is cited as the Intricate text Clarity

440
467
biggest source of repression in the
article of The Huntington News,
published by Morford (2014).
463
444
455
438
180. de nitely Wordy sentences Clarity
450
181. to Wordy sentences Clarity
182.
459 , as Punctuation in Correctness
183. Richtel (2010) describes the second Intricate text Clarity

460
470 sub variable, depression as a
condition in which the feeling of
441 someone is severe, which causes an
ongoing mood decrease.
465
471
184.
451
468 your Inappropriate colloquialisms Delivery
442
185. , and So → . So Hard-to-read text Clarity
456
186. , as well as → and Wordy sentences Clarity

446
187.
461 is often reported Passive voice misuse Clarity
447
188. Research into the use of social media Intricate text Clarity
469 and mental wellbeing is often
reported to have signi cant
457 consequences both for individual
users and for those who
communicate with other social
449
452
462
media users.
189.
439 '. → .' Misuse of semicolons, quotation Correctness
marks, etc.
443
453
464
190.
466 , and Punctuation in Correctness
445
448
191.
458 of cases Wordy sentences Clarity
454
192. the withdrawal Determiner use (a/an/the/this, Correctness
etc.)
193.
440
467 important → essential, crucial, vital Word choice Engagement
194. of a teenager Wordy sentences Clarity

463
444
455
438
195.
450
you Inappropriate colloquialisms Delivery
196. key → vital, crucial Word choice Engagement

459
198. A key part of the puzzle, which you Intricate text Clarity
cannot miss, is to be able to learn to

460
470 read body language and understand
vocal tonalities.
441
199.
465
471 connectivism Unknown words Correctness
451
468
200. is actuated Passive voice misuse Clarity
442
201. the process of Wordy sentences Clarity
456
202.
461
203. be saved Passive voice misuse Clarity
447
204. a number of → several, some, many Wordy sentences Clarity
469
205.
457 Web apps, emails, wikis, online Intricate text Clarity
discussion boards, social networks,
Twitter, and any other platform that
helps users to learn and exchange
449
452
462
knowledge with other people are part
of these technologies.
439
206.
443
453
466
207. take place → occur Wordy sentences Clarity
445
448
208. connectivism Unknown words Correctness

458
209.
454 key → critical Word choice Engagement
210. required, Punctuation in Correctness

440
211. , in order Wordy sentences Clarity

463
444
455
438
212. in order to → to Wordy sentences Clarity
450
213. be achieved Passive voice misuse Clarity
459
214. ". → ." Misuse of semicolons, quotation Correctness
marks, etc.
215. are ghting → ght Wordy sentences Clarity

460
470
216. current → recent Word choice Engagement
441
217.
465
471 ". → ." Misuse of semicolons, quotation Correctness
marks, etc.
451
468
218.
442 In the Wrong or missing prepositions Correctness
456
219. main → primary Word choice Engagement
446
220. In the conceptual paradigm in Figure Intricate text Clarity
461 1 is shown the main variable, the
moderator variable, and output.
447
221.
469 main → primary Word choice Engagement
457
222. , which Punctuation in Correctness
449
452
462
223. which is a → , a Wordy sentences Clarity
439
224. serious → severe Word choice Engagement
443
453
464
225.
466 20 7), Comma misuse within clauses Correctness
445
448
226. relationships, Punctuation in Correctness
458
227.
228. The positive effect of social media Intricate text Clarity

440
467 includes social interaction,
exchanging information and staying
connected with friends (Gaspar R.,
2016).
463
444
455
438
229.
450 , especially Punctuation in Correctness
230.
459 , about Punctuation in Correctness
231. negative → adverse Word choice Engagement

460
470
232. usage, Punctuation in Correctness
233.
465
471 , such Punctuation in Correctness
451
468
234.
442 The American Academy of Pediatrics Intricate text Clarity
cautioned the public especially the
456
students about the possible negative
effects of social media usage,
446
because some people use it in a
461 negative way such as excessive
usage of different social media
447 platforms.
469
235. such Wordy sentences Clarity
457
236. , that can → to Wordy sentences Clarity
237.
449
452
462 that can → which can Pronoun use Correctness
439
238. the people Determiner use (a/an/the/this, Correctness
443
453
464 etc.)
466
239. people, Punctuation in Correctness
445
448
240.
458 the students Determiner use (a/an/the/this, Correctness
etc.)
454
241. is believed Passive voice misuse Clarity

440
467
242. actually Wordy sentences Clarity
243. social, Comma misuse within clauses Correctness

463
444
455
438
244.
450 a face-to-face, or the face-to-face Determiner use (a/an/the/this, Correctness
etc.)
245.
459 relationship → relationships Incorrect noun number Correctness
246. be use → be used, be using Incorrect verb forms Correctness

247.
460
470 It will also mention the population Intricate text Clarity
frame and sampling technique that
441 will be use during the conduct of the
study.
465
471
248.
451
468 detail → detailed Confused words Correctness
442
249. to → of, for Wrong or missing prepositions Correctness
456
250. as it would → to Wordy sentences Clarity

446
251.
461 non-experimental Confused words Correctness
447
252. , speci cally Punctuation in Correctness
457
253. , in Punctuation in Correctness
449
452
462
254. to → on Wrong or missing prepositions Correctness
439
255. It will also utilize the non- Intricate text Clarity
443
453
464 experimental research design
speci cally the descriptive and
466
correlational design in order to know
445
448
the effects of social media addiction
to Senior High School Students of
458 Notre Dame of Kidapawan College.
454
256. the descriptive Determiner use (a/an/the/this, Correctness
etc.)
257.
440
467 with regard to → about, concerning Wordy sentences Clarity
258. According to Gay (1992), descriptive Intricate text Clarity

463
444
455
438 design includes gathering data in
order to test theories or to address
450 questions with regard to the current
status of the research subject.
259.
459 rather than how Wordy sentences Clarity

261.
460
470 within → with in Confused words Correctness
441
262. is meant Passive voice misuse Clarity
465
471
263. variables' correlation Wordy sentences Clarity

451
468
264.
442 is classi ed Passive voice misuse Clarity
456
265. the correlation, or a correlation Determiner use (a/an/the/this, Correctness
446 etc.)
461
266. statistical correlation Misplaced words or phrases Correctness
447
267. Creswell (2012) also supports the Intricate text Clarity
469 view that researchers use the
correlation statistical analysis in the
457
design of correlation research for the
design of two or more variables to
de ne and calculate the degree of
449
452
462 connectivity.
439
268. instead, Comma misuse within clauses Correctness
443
453
464
269. This view also suggests that the Intricate text Clarity
466
researcher will not try to alter or
445
448
regulate the variables as in
experimental studies; instead It
458 requires two or more variables using
correlation statistics.
454
270. an original Determiner use (a/an/the/this, Correctness

etc.)
440
467
271. questionnaire → questionnaires Incorrect noun number Correctness
272.
463
444
455
450
273. a series Determiner use (a/an/the/this, Correctness
etc.)
459
274. the questionnaire Determiner use (a/an/the/this, Correctness
etc.)

460
441
465
451
468
277. wide → broad, vast Word choice Engagement
442
278. the bias Determiner use (a/an/the/this, Correctness
456 etc.)
446
279. frequent → frequently Misuse of modi ers Correctness
461
280.
447 The questionnaire will bring out the Intricate text Clarity
following information; behaviors of
469 students and how frequent they use
social media platforms.
457
449
452
462
282. be gather → be gathered Incorrect verb forms Correctness
439
443
453
464 etc.)
466
284. the Likert Determiner use (a/an/the/this, Correctness
445
448 etc.)
458
285. are adopted Passive voice misuse Clarity
454
286. His study aims to determine the level Intricate text Clarity
of social media addiction and to
440
467
make suggestions on the prevention
of it.
287. is de ned Passive voice misuse Clarity

463
444
455
438
288.
450 be gather → be gathered Incorrect verb forms Correctness

459 etc.)
290. Moreover, the data about behavior Intricate text Clarity

will be gather through survey
questionnaire also, the same as

460
470 gathering the data of the rst
variable.
441
291.
465
471 is → are Faulty subject-verb agreement Correctness
451
468
292. is adopted Passive voice misuse Clarity
442
293. , which Punctuation in Correctness
446
294. In his study, it talks about the fear of Intricate text Clarity
461 missing out or the feeling of
uneasiness that others might be
447
having gratifying experiences which
someone is not a part of which can
469
affect the emotions and behavior of
457 the person.

449
452
462
296. on how Wrong or missing prepositions Correctness
439
297.
464
443
453 be rated Passive voice misuse Clarity
466
298. ", → ," Misuse of semicolons, quotation Correctness
445
448
marks, etc.
299.
458 ", → ," Misuse of semicolons, quotation Correctness
marks, etc.
454
300. ", → ," Misuse of semicolons, quotation Correctness

marks, etc.
440
467
301. ". → ." Misuse of semicolons, quotation Correctness

marks, etc.
463
444
455
438
302.
450
a research Determiner use (a/an/the/this, Correctness
etc.)
303. researching Wordy sentences Clarity

459
304. to → on Wrong or missing prepositions Correctness
305. grade → grades Incorrect noun number Correctness

460
470
306.
441
own Wordy sentences Clarity
307.
465
471 used → use Modal verbs Correctness
451
468
308. a desired → the desired Determiner use (a/an/the/this, Correctness
442 etc.)
456
309. To choose the nal 232 samples Misplaced words or phrases Correctness
446
310. a table, or the table Determiner use (a/an/the/this, Correctness
461
etc.)
447
311. The procedure Determiner use (a/an/the/this, Correctness
469 etc.)
457
312. a right → a good Word choice Engagement
313.
449
452
462
a right → the right Determiner use (a/an/the/this, Correctness
etc.)
439
314. are → is Faulty subject-verb agreement Correctness

443
453
464
315.
466 , speci cally Punctuation in Correctness
445
448
316.
458 are → is Faulty subject-verb agreement Correctness
454
317. will → would Faulty tense sequence Correctness
318. be transformed Passive voice misuse Clarity

440
467
319. a Likert Determiner use (a/an/the/this, Correctness

etc.)
463
444
455
438
320.
450 be nalized Passive voice misuse Clarity
321. study's conduct Wordy sentences Clarity

459
322. be given Passive voice misuse Clarity

460
441
324. is quali ed Passive voice misuse Clarity
465
471
325. a reliable Determiner use (a/an/the/this, Correctness

451
468
etc.)
442
326. be encoded Passive voice misuse Clarity
456
327.
446 , and Punctuation in Correctness
461
328.
447 be shown Passive voice misuse Clarity
329.
469 be utilized Passive voice misuse Clarity
457
330. be used Passive voice misuse Clarity
331.
449
452
462 The percentage will be used as a tool Intricate text Clarity
to determine the background and the
439 possible behaviors of the students
from the use of social media.
443
453
464
332.
466 be utilized Passive voice misuse Clarity
445
448
458
334. This tool will be utilized to identify Intricate text Clarity
454 what social media platform does
students usually used and how
frequent they used it.
440
467
335. product- moment → Misspelled words Correctness
product-moment
463
444
455
438
336. Pearson product- moment Incomplete sentences Correctness
450 coef cient of correlation.
337. be used Passive voice misuse Clarity

459
338. are → is Faulty subject-verb agreement Correctness
339. It will be used to identify if there are Intricate text Clarity

460
470 a signi cant relationship between
social media addiction and the
441 behavior of students.
465
471
340. Advance → Advanced Confused words Correctness
451
468
341.
442 PhD → Ph.D. Comma misuse within clauses Correctness
342.
456 Arabic version → Arabic version Improper formatting Correctness
446
343. Journal of → Journal of Improper formatting Correctness
461
344.
447 comprehensive review Improper formatting Correctness
345.
469 and internet → and internet Improper formatting Correctness
457
346. the mediation Determiner use (a/an/the/this, Correctness
etc.)
449
452
462
347. mediation effect study Wordy sentences Clarity
439
348. higher education Improper formatting Correctness

443
453
464
349.
466 approaches → approach Faulty subject-verb agreement Correctness
445
448
350. , 20 4 Punctuation in Correctness
454
351. My Inappropriate colloquialisms Delivery
352. of cognition → of cognition Improper formatting Correctness

440
467
353. positive or → positive or Improper formatting Correctness
463
444
455
438
354. to unexpected → to unexpected Improper formatting Correctness
450
355. of environmental Improper formatting Correctness
356.
459 media. → media? Closing punctuation Correctness
357. February, Comma misuse within clauses Correctness

358.
460
470 likert → Likert Misspelled words Correctness
441
359. is cited Incorrect verb forms Correctness
465
471
360. largest → Word choice Engagement

451
468
most extensive, most considerable
442
361. the largest Determiner use (a/an/the/this, Correctness
456 etc.)
446
362. northeastern → Northeastern Improper formatting Correctness
461
363.
447 edu → Edu Improper formatting Correctness
364.
469 social networking Improper formatting Correctness
457
365. human behavior → Improper formatting Correctness
human behavior
449
452
462
366. for educators → for educators Improper formatting Correctness
439
367. February, Comma misuse within clauses Correctness

443
453
464
368.
466 , 20 4 Punctuation in Correctness
445
448
369.
458 digital storytelling Improper formatting Correctness
454
370. of young → of young Improper formatting Correctness
371. behavior → Behavior Misspelled words Correctness

440
467
372. I Inappropriate colloquialisms Delivery
463
444
455
438
373. myself Inappropriate colloquialisms Delivery
450
374. , now → ; now, , and now, . Now Punctuation in Correctness
459
376. can study → can study Improper formatting Correctness

460
470
377. future procrastination Improper formatting Correctness
441
378. through social → through social Improper formatting Correctness
465
471
379.
451
468 in Wordy sentences Clarity
442
456
446
382.
461 my Inappropriate colloquialisms Delivery
447
469
384. the early Determiner use (a/an/the/this, Correctness
457
etc.)

449
452
462
386.
439 I Inappropriate colloquialisms Delivery
443
453
464
466
445
448
389.
454

440
467
463
444
455
393.
438 myself Inappropriate colloquialisms Delivery
450
394. me Inappropriate colloquialisms Delivery
395.

397.
460
441
398. signi cantly Misplaced words or phrases Correctness
465
471

451
468
400.
456
401. my Inappropriate colloquialisms Delivery
446

461
403.
447 in → on Wrong or missing prepositions Correctness
469
457
406.
449
452
462 personal Wordy sentences Clarity
439
443
453
464

466
409.
445
458
454
412.
440
467 me Inappropriate colloquialisms Delivery
413. I'm → I am Inappropriate colloquialisms Delivery

463
444
455
438
414. I'm Inappropriate colloquialisms Delivery
450

459

418.
460
470 time, Punctuation in Correctness
441
419.
465
451
468
442
421. myself Inappropriate colloquialisms Delivery

456
422.
446 I'm → I am Inappropriate colloquialisms Delivery
461
423. I'm Inappropriate colloquialisms Delivery
447

469
425.

449
452
462

439
428.
443
453
466
429. haven't → have not Inappropriate colloquialisms Delivery
445
448

458
431.

440
467
433. on social Wrong or missing prepositions Correctness
434.
463
444
455
450

459
437. Research → research Confused words Correctness
438. In Partial Ful lment of the Career and emotional self- Originality

460
470 Requirements for the awareness: Micro initiatives for
macro impact
441
439.
465
471 It is important to conduct this study EXPLORING BEGINNER EFL Originality
because TEACHER IN MAKING LESSON
451
468 PLAN FOR ...
https://ojs.unm.ac.id/ELT/article/d
442
ownload/9303/pdf
456
440. This research aims to investigate the PENGARUH KUALIFIKASI Originality
446 extent of AKADEMIK TERHADAP
KOMPETENSI ...
461
http://repository.upi.edu/4005/
447
441. The main objective of this research is Asphalt Binder Extraction Originality
469 to Protocol [Tender documents :
T24889295]
457
442. Speci cally, it seeks to answer the Speci cally it seeks to answer the Originality
following questions: 1. What following questions 1 ...
449
452
462 https://www.coursehero.com/ le/
p2u87an5/Speci cally-it-seeks-
439
to-answer-the-following-
443
453
464
questions-1-What-are-the-
reasons/
466
443. The use of social media has become The Validity of Social Media– Originality
445
448
increasingly Based Career Information
458
444. Hypothesis Ho: There is no The Impact Of Social Interactions Originality
454 signi cant relationship between On The Performance Of ...
social https://projectchampionz.com.ng/
2018/06/08/impact-social-
440
467 interactions-performance-adult-
learners/
445. This chapter will explain the method CHAPTER 3 RESEARCH Originality
463
444
455
438
adopted by this research METHODOLOGY 3.1
450 INTRODUCTION 3.2 ...
http://studentsrepo.um.edu.my/5
013/5/chapter_3_ nal.pdf
459
446. The degree of correlation between CHAPTER III RESEARCH Originality
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of correlation coef cient. http://repository.upi.edu/7096/7/
S_ING_0900713_Chapter3.pdf

460
470
447. His study aims to determine the level CORE Originality
441 of https://core.ac.uk/display/801205
61
465
471
448.
451
468 feeling of uneasiness that others The Fear of Missing out Scale: Originality
might be having gratifying Validation of the Arabic ...
442 experiences which someone is not a http://article.sapub.org/10.5923.j.
part of ijap.20160602.04.html
456
449.
446 The rst step that the researcher did CHAPTER I INTRODUCTION 1.1. Originality
is Background of the Study
461 http://repository.upi.edu/33785/3
/S_ING_1305553_Chapter1.pdf
447
450.
469 Incorporating Twitter, Instagram, and Incorporating Twitter, Instagram, Originality
Facebook in economics classrooms. and Facebook in ...
457 The Journal of Economic Education, https://www.tandfonline.com/doi/
abs/10.1080/00220485.2014.978
922
449
452
462
451. The fear of missing out scale: The Fear of Missing out Scale: Originality
439 Validation of the Arabic version and Validation of the Arabic ...
correlation with social media http://article.sapub.org/10.5923.j.
443
453
464
addiction. International Journal of ijap.20160602.04.html
466
Applied Psychology,
452.
445
448 Astin, A. (1999). Student Connectivism: A Learning Theory Originality
involvement: A developmental theory for Today’s Academic Advising
458
for higher education. Journal of https://nacada.ksu.edu/Resource
454
College Student Development s/Academic-Advising-Today/View-
Articles/Connectivism-A-
Learning-Theory-for-Todays-
Academic-Advising.aspx
440
467
453. Research design: Qualitative, Forming the Habit: A Case Study Originality
quantitative, and mixed methods of Effective Practice in Group
463
444
455
438 approaches. Sage publications. Piano I
450
454. Journal of Emerging Technologies in Using NLP to Generate MARC Originality
Web Intelligence, 2 Summary Fields for Notre Dame ...
https://journal.calaijol.org/index.
459 php/ijol/article/view/158
455. Elieson, B. (2013). A framework for Connectivism: A Learning Theory Originality

considering education: Three pillars for Today’s Academic Advising

460
470 of cognition and four types of https://nacada.ksu.edu/Resource
learning. University of North Texas s/Academic-Advising-Today/View-
441 College of Information 2013 Articles/Connectivism-A-
Research Exchange Conference Learning-Theory-for-Todays-
465
471
Proceedings. Academic-Advising.aspx
451
468
456. In International Conference on Social Technological and Implementation Originality
442
Computing and Social Media (pp. Issues in Moodle-Based Digital
Badge System
456
457.
446 International journal of OSH Profession Needs Holistic Originality
environmental research and public Approach, Article Contends
461
health,
447
458. Kim, J. J. (2017). Uses and Uses and grati cations of social Originality
469 grati cations of social networking networking sites for ...
sites for bridging and bonding social https://www.scholars.northwester
457
capital: A comparison of Facebook, n.edu/en/publications/uses-and-
Twitter, Instagram, and Snapchat. grati cations-of-social-
Computers in human behavior, 72, networking-sites-for-bridging-a
449
452
462 115-122.
439
459. Siemens, G. (2004). Connectivism: A Connectivism: A Learning Theory Originality
443
453
464
learning theory for the digital age. for Today’s Academic Advising
https://nacada.ksu.edu/Resource
466 s/Academic-Advising-Today/View-
Articles/Connectivism-A-
445
448 Learning-Theory-for-Todays-
Academic-Advising.aspx
458
460.
454 Siemens, G. (2005). Connectivism: A Connectivism in Elementary Originality
learning theory for the digital age. School Instruction
International Journal of Instructional
Technology and Distance Learning,
440
467
2(1
461. 2014). The effectiveness of digital The effectiveness of digital Originality

463
444
455
438 storytelling in the classrooms: a storytelling in the ...
comprehensive study. https://rd.springer.com/article/10.
450
1186/s40561-014-0006-3
462. questionnaire Instructions: Please The Munroe Multicultural Attitude Originality

459 rate how strongly you disagree or Scale Questionnaire ...
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460
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441
463.
465
471 1. I connect with my friends using A Quantitative Research on the Originality
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451
468 http://www.euacademic.org/Uplo
adArticle/4639.pdf
442
464.
456 I often nd myself using social media Table 1 | Psychometric Properties Originality
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446 https://www.hindawi.com/journal
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461
465.
447 I feel my social media usage has Table 1 | Psychometric Properties Originality
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469 using them. https://www.hindawi.com/journal
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457
466. I often neglect my schoolwork Table 1 | Psychometric Properties Originality

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449
452
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439
467.
443
453
464 I get irritated when someone Table 1 | Psychometric Properties Originality
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445
448
468.
458 I will be upset if I had to cut down the Table 1 | Psychometric Properties Originality
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454 media. https://www.hindawi.com/journal
s/jad/2015/291743/tab1/
469.
440
467 I nd myself thinking about what Table 1 | Psychometric Properties Originality
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463
444
455
438
470.
450 The Fear of Missing Out Scale: The Fear of Missing out Scale: Originality
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459
Addiction ijap.20160602.04.html
471. 2015). A quantitative Research on A Quantitative Research on the Originality

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460
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459

Tobias Et. Al: General Metrics

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8% of your text matches 34 sources on the web

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Ela Mae V. Tobias

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Statement of the Problem

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REVIEW OF RELATED LITERATURE AND THEORETICAL FRAMEWORK

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2003). It is also an inherently complex subject matter which pertains to the

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they discover. A connected community around this shared information often

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Data Gathering Instrument

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326 327 328

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460 383 384

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465 396 397 398 399

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460 402 403

456 404 405 406

466 408 409 410

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469 420 421 422,423

459 427 428 429 430

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447 432 433

454 435 436

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2. Internet; internet Text inconsistencies Correctness

469 7. online; on-line; Online Text inconsistencies Correctness

11. , and Comma misuse within clauses Correctness

12. is seen Passive voice misuse Clarity

14. in Wrong or missing prepositions Correctness