Background of The Study

1
Chapter I
INTRODUCTION
Background of the Study
As years goes by upon accessing the internet, we realize that scrolling on
social media has been very much like strolling around market stalls. People log in to
their social accounts to connect to society not realizing that an ad has already caught
their attention, checked it out moments ago and now pends to purchase it sooner or
later. Internet users come across these advertisements almost every day and whether it
is an accidental click or not, it forms as an engagement towards these ads. These all
began when Michael Aldrich 'invented' online shopping on 1979, creating an
influential breakthrough and revolutionized businesses (Kenny 2018).
What’s more from the blog of Zialcita (2019) is that more and more businesses
have slowly diverted their attention on seeing how this discovery has attracted
consumers. This has encouraged entrepreneurs to take their business online.
Popular websites such as Facebook, Twitter, Instagram and YouTube has then
made open for businesses of willing proposals regarding online advertisements.
Hence, it has been made easier for them to sell products to a wide range of customers
from adults to teenagers. In addition, according to Cooper (2018), an average
Facebook user clicks on 8 advertisements per month. Their level of exposer to the
internet has made them somehow inquire on products online.
According to Torres (2015) based on the study by Visa International,
consumers are shifting to mobile phones when shopping online, with 51 percent of
respondents browsing for items through their smartphones and 29 percent proceeding
to make their purchase through their phones. This portrays that these online buying
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platforms are effective of guaranteeing consumers the safety and authenticity of the
retailed products.
This study aims to identify the effects of social media advertisement on the
online buying engagement of senior high school students of Magallanes National
High School. It seeks to determine what and how students consider when engaging on
products online and to unfold what factors of a social advertisement there is that
draws students’ attention.
Theoretical Framework
The Shopping Continuum Theory explains that how online consumers
cognitively and affectively interact with online shopping environments and
information provided by online stores, depending on their shopping task orientations.
This theory has created concepts like Experiential-oriented, Goal-oriented and Search-
oriented Shopping task. Each explained that a customer purchases by instinct, by a
certain purpose and by having no intentions at all but with a cognitive environment,
they will. These are just the type of online consumers that engage on social media ads.
Thus, indicating that students are more likely to engage on an ad or purchase base on
their behaviors.
Conceptual Framework
Independent Variable Dependent Variable
Online Buying Engagement

Effects of Social Media
of Grade 12 Senior High
Advertisements
School Students
Figure 1. Schematic Diagram of Variables
The diagram above shows the conceptual framework of our study having an
independent variable of the effects of social media advertisements and the dependent
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variable is the online buying engagement of Senior High School in Magallanes
National High School.
The two variables are connected by a straight line to identify the relationship
of the two variables. It means to find if there is a certain point where the variables
might relate to each other which will be fully discovered as this study goes deeper.
Statement of the Problem
This study aims to answer the following questions:
1. What are the demographic profile of the students in terms of;
a. Age
b. Section
c. Sex
2. Usage of social media in terms of:
a. Type of Social Media platform.
b. Frequency of Use.
c. Reasons for Usage.
3. How or what are the effects of social media in the online buying
engagement of students?
4. Is there any significant relationship between the social media
advertisements to the online buying engagement of students?
5. What types of products advertised on Social media do the respondents
usually see?
6. What types of products do the respondents usually buy that is influenced

by social media ads?
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Hypothesis
Ho: There is no significant relationship between the social media ads and the online
buying engagement of Senior High School students in Magallanes National High
School.
Hi: There is a significant relationship between the social media ads and the online
buying engagement of Senior High School in Magallanes National High School.
Significance of the Study
The aim of this study is to know the Effects of social media ads on the online
buying engagement of Senior High School in Magallanes National High School. This
study means to contribute beneficiaries that may be helpful for the future researchers.
Parents. For them to have an awareness on the certain effects on social media
ads to the online buying engagement of their children.
Students. To give them knowledge about how and if social media ads can
have an effect on as to how they engage on online buying.
Future Researchers. This study can be of use to future students for research
references. This piece of paper work can also be helpful for students that are taking
the course of ABM to have an understanding regarding the consumer and business
industry.
Scope and Delimitation of the Study
This research is about the effects of social media ads on the online buying
engagement of students. This study only involves the Grade 11 and 12 Senior high
school students of Magallanes National High School, choosing 165 respondents to

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participate in answering our survey questions. This study has been conducted from
July
to September of the school year 2019-2020.
There has been a few difficulties that the researchers have encountered on
conducting this research, each on how we produced our paper works and how we
surveyed. In terms of paper works, on certain times, without any electronic equipment
to encode, there has been a series of delays on the making. It has also caused the
researchers to dig deeper into their pockets to fund the printing expense.
On the survey performed, a few respondents have been reluctant of answering
our survey question. Few of them don't pay attention on what our study is about.
Definition of Terms
Social Media- websites and applications that enable users to create and share content
or to participate in social networking.
Advertisement- A notice or announcement in a public medium promoting a product,
service, or event or publicizing a job vacancy.
Engagement- An engagement is an arrangement that you have made to do something
at a particular time. On this study, it refers to how students participate or become
involved in social media advertisements.

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Chapter II
Review of Related Literature
Introduction
This chapter holds the related studies and literature regarding the said study of
the effects of social media ads on the online buying engagement of the Senior High
School students in Magallanes National High School. Encoded here are additional
information that are made use to support and withstand the data gathered in
conducting this research.
Foreign literature
Advertisements are made as an attempt to influence how costumers buy with a
persuasive selling message about products and or services (Ward 2018). Another
definition as stated by Poole (2015), social media advertising is describe as an online
advertising that focus on social networking sites such as Facebook, Instagram,
YouTube and Twitter. It is said that a major benefit of advertising on these sites is
that advertisers can take advantage of the users demographic information and people
visit these several times per day and spend a lot of time on them.
With more than 2 billion monthly users, Facebook hosts over a quarter of the
world's population, providing advertisers with an unparalleled opportunity to reach
virtually anyone and everyone (Jolly 2019). In addition, as many as 51% of users in
Facebook admit to having clicked on an ad and they even influence consumers
purchasing decisions (Gitlin 2016).
However, according to an article by Suggett (2019), there are arguments
against advertising and one is unrealistic expectations which is concerned with how
the product is that is virtually viewed online versus how it is when delivered to
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customers. Sometimes, these disappoint many and could lead to a lot of complications
regarding the product authenticity.
Local Literature
There are currently 37.75 million users that shop online in the Philippines,
with an additional 18.02 million users expected to be shopping online by 2022 and it
has been estimated that four years from now, these 45.77 million users will spend an
average of 48.72 U.S. Dollars online (Jaiswal 2018).
However, on an article by Money Max (2015), most of the time, only 34
percent of these online searches convert to actual sales. That is smaller compared to
64 percent in our Asian neighbors and 49 percent globally.
According to Garcia (2015), a growing number of Filipino consumers are
using their mobile phones for shopping and they usually buy event or concert tickets,
cosmetics, and baby care products. It showed that 51% of respondents browsed for
items through their smartphones, but only 29% proceeded to make the purchase on
their phones.
On an article by Navarro (2018), Filipino shoppers’ total online spend for
2017 was P92.5 billion. This number is expected to rise to P122 billion in 2018, an
increase of 32% from the 2017 total, and grow further to more than P185 billion in
2020. This states that the Philippines is the third highest among seven Asia Pacific
countries surveyed in terms of making a cross border purchase via a smartphone. In
addition, the usual Filipino consumer makes an average of six to seven searches
online while considering two to three brands before making a
purchase, (Magazine 2018).
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Foreign Studies
A study of International Journal of Social Sciences and Humanity Studies
(2016) revealed that social media ads of the product which students would like to buy
are important, as well as the price and quality of the product. One study by Kats
(2017) states that it is millennials and women from ages 18 to 34 that are more likely
to click on advertisements that appear on their mobile phones.
It showed on a study of Business Studies Journal (2017) that there are four
independent variables which are Entertainment in Advertisement, Familiarity of
Advertisement, Social Imaging in Advertisement and Advertisement Spending that re
factors that affect how a consumer buys online. It is shown how their buying behavior
depends on these variables and based on the analysis it can be concluded that
advertisement has significant impact on consumer buying behavior. A study of Nazeer
(2017) showed that cultural pattern that most of the young students and female
students don’t go for online shopping and they don’t get much effected by ads on
social media. Their attitude might get influenced but they don’t behave accordingly
and go for a purchase because of economic, social and cultural limitations. Present
research makes its contribution in advertising research. It affirms that user’s attitudes
and behaviors get influenced due to social media ads.
Local Studies
The increase of consumer perception on online shopping can lead to an
increase of purchase behavior. To sustain their high perception on online
shopping, it is recommended that the web developers will incorporate features

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on their websites regarding convenience, security, benefits, and leisure (Mahinay
2016).
According to Castillo (2018), with such inventions, there are a lot of choices
in terms of products and services which will create healthy competition among same
product lines. The buying decisions of typical Filipino buyers are also dependent on
their budget to some extent. The recent global financial crisis has somehow
influenced them to think of buying more durable products which they hope can last
for a lifetime. In addition, according to adobo magazine (2018), the Filipino
consumers are the first to try what’s new and are relied upon by their circles for
recommendations and opinions. They are known to be influential in what the
mainstream will patronize within 18 to 24 months.

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Chapter III
Research Methodology
Introduction
This chapter holds the method of data collection used upon conducting the
study. This research is done in a quantitative method where it gathers information of
about the effects of social media ads on the online buying engagement of the grade 11
students of Magallanes National High School.
Research Design
This study was done in a quantitative research whereby it seeks to obtain a
numerical data as basis of interpreting and analyzing. This is a descriptive type in
research where it requires to further apprehend the gathered data that will answer the
problem of this study in a descriptive form. It involves a series of survey questions
applied to selected respondents of Senior High School students in Magallanes
National High School. Using questionnaires has made it easy to unfold factors and
effects of social media ads on the online buying engagement of students.
Research Locale
Figure 2: Magallanes National High School

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Figure 3: Magallanes Agusan Del Norte

The present study was held around the area of Magallanes National High
School. The said school is found in Northern Mindanao, part of Caraga Region and
also part of the province Agusan Del Norte. To be specific, the study was done in P-6
Barangay Santo Nino. Conducting surveys to Senior High School students on every
classroom and choosing of about 27 or 28 in each 6 classrooms for a total 165
respondents to participate on answering our survey questions.
Research Instrument
In formulating the survey questions, the researchers have used an internet
based or have acquired questionnaires from the studies found in the internet. The
questions prepared included the demographic profile of the respondents which are
their age, name - can be optional, sex, grade & economic status. Along with that are
questions of factors that able them to engage on ads. The survey held figured answers
that are kept confidential for the respondents’ privacy.

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Data Gathering Procedures
The researchers gathered data using questionnaires by the following procedures.
A. Permission from the principal and head teachers.
To secure our study be approved by the school, the researchers have firstly composed
an encoded letter to which allows them to conduct a survey and distribute
questionnaires on students on the Senior High School building.
B. Formulation of Questionnaires.
Right after permission granted by the school, the researchers have then be qualified to
create survey questions. These are all based from the aforementioned topic of the
study.
C. Permission of the Advisers & the Respondents
On entering each classroom, the researchers asked the permission of the advisers of
the respondents and after asked the permission of the respondents to answer the
questionnaires.
D. Distribution of Questionnaires
The formulated questions by the researchers which was reviewed by the Research II
adviser is then distributed but before that, the students are given a briefing as to why
the researchers are in the presence of requiring them to answer and explanation about
how & what to answer.
E. Retrieval of Answered Questionnaires
The researchers then confirmed if the respondents were finished answering. After
confirmation, the questionnaires were collected few minutes after distribution. The
researchers reviewed the questionnaires from the respondents to clarify if they
answered the following questions according to given instructions.

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Respondents
The respondents of this Study are the Grade 12 students of Magallanes
National High School. Using the slovens formula, the researchers have computed for
the number of respondents in accordance to the population of the Grade 12 students.
The results are a total of 165 students which is divided by the number of strands.
Using a stratified sampling the researchers have figured to choose 27 or 28 students
on each classroom and have given them the questionnaires for this research.
Ethical Consideration
Upon conducting the research, the researchers made sure that the ethics and
regulations in research are followed and strictly observed. As aforementioned
permissions towards students before conducting a survey is done. This gives the
researchers the initiative to hand out questionnaires with their approval.
Through this as well, students can be more informed about the study
conducted. In addition, to avoid total confusions on as to why our presence are before
them, the researchers has done a debriefing towards the where about of the study and
why has explained to them how and what to answer on the questionnaires distributed.
After the questionnaires are handed back, the researchers are to give gratitude
on their participation and therefore make sure their privacy is guaranteed.
Statistical Treatment
The gathered answers from respondents were tallied and categorized
respectively. The researchers used mean in determining the mean age and settled each
question by category of majority in answers.

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Chapter IV
RESULTS AND DISCUSSIONS
This chapter holds the tallied data from the survey held on the Grade 12 Senior
High School students. Each question has a table and a chart of which represents the
frequency along with brief explanations as interpretation of data.
A. Respondents Demographic Identification
Table 1. Distribution of the number of respondents according to their sex

Frequency Percent Valid Percent Cumulative
Percent
MALE 75 45.5 45.5 45.5
Valid FEMALE 90 54.5 54.5 100.0
Total 165 100.0 100.0
95
90
85
80
75
70
65
Male Female
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Figure 4. Distribution of the number of respondents according to their sex
The table 1 shows the number of respondents according to their sex. The total
number of respondents is 165, 75 which is 45.5% consist of males and 90 which is
54.5% consist of females resulting to 100 percent. This shows that majority of the
respondents are females.
This is supported by the survey conducted by United States International
University Africa (2017) that most of their respondents were females which went to
58% of their total respondents.
Table 2. Distribution of the number of respondents according to age

Percent
16 2 1.2 1.2 1.2
17 103 62.4 62.4 63.6
18 49 29.7 29.7 93.3
Valid
19 9 5.5 5.5 98.8
20 2 1.2 1.2 100.0
Total 165 100.0 100.0
120
100
80
60
40
20
0
16 17 18 19 20
Figure 5. Distribution of the number of respondents according to age

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Table 2 presents the number of respondents according to age. Its showing that
out of 165 respondents, 2 or 1.2% are 16 years old , 103 or 62.4% are aged 17, 49 or
29.7% are aged 18, 9 or 5.5% are aged 19 and 2 or 1.2% are aged 20. Hence, majority
of the respondents are 17 years old.
This is supported by the study conducted by United States International
University Africa (2017) that most of the students who have answered on their survey
were aged 18 and below.
Table 3. Distribution of the number of respondents according to their strand

Percent
ABM-A 28 17.0 17.0 17.0
ABM-B 27 16.4 16.4 33.3
HUMSS 28 17.0 17.0 50.3
FBS 27 16.4 16.4 66.7
Valid
STEM 28 17.0 17.0 83.6
ICT
27 16.4 16.4 100.0
ANIMATION
Total 165 100.0 100.0
28.2
28
27.8
27.6
27.4
27.2
27
26.8
26.6
26.4
ABM-A ABM-B HUMSS FBS STEM ICT ANIMATION
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Figure 6. Distribution of the number of respondents according to their strand
Table 3 indicates the number of respondents according to their strand. It shows
that 28 students are chosen to answer from ABM-A, HUMSS and STEM which is
equivalent to 17%. The rest are 27 students from each strand of ABM-B, FBS, and
ICT ANIMATION which is 16%.
B. Frequencies of Respondents’ Answers
Table 4. Responses of the respondents to the question of how much time they spend
in the internet on a daily basis
Percent
1-3 hours 91 55.2 55.2 55.2
4-6 hours 48 29.1 29.1 84.2
Valid
100
7-9 hours 18 10.9 10.9 95.2
10-11 hours 8 4.8 4.8 100.0
90
Total 165 100.0 100.0
80
70
60
50
40
30
20
10
0
1-3 hours 4-6 hours 7-9 hours 10-11 hours
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Figure 7. Distribution of respondents to the time they spend on the internet per day
Table 4 displays how most of the students of Grade 12 spend 1-3 hours on the
internet everyday which is 91 or 55.2%. While 48 of them or 29.1% spend 4-6 hours,
18 or 10.9% spend 7-9 hours and 8 or 4.8% of the respondents spend 10-11 hours on
the web.
This is supported by the study conducted by the Institute of Graduate Studies
(2015) that out of 300 students, 225 of the respondents spend 4 hours and below
online.
Table 5. Responses as to the reasons why they use social media

Percent
Valid Fill up spare time 12 7.3 7.3 7.3
Play Games 20 12.1 12.1 19.4
Chat with Friends 54 32.7 32.7 52.1
Share Photos and Videos 16 9.7 9.7 61.8
Watch Movies 14 8.5 8.5 70.3
Research/general
39 23.6 23.6 93.9
information
Check entertaining 3 1.8 1.8 95.8
content
19
Stay updated of News 7 4.2 4.2 100.0

Total 165 100.0 100.0
Fill up spare time

Play Games
Chat with Friends
Share photos and videos
Watch Movies
Research/general information
Check entertaining content
Stay updated of news
Figu
re 8. Distribution of respondents to the reasons why they use social media
Table 5 shows the majority of students are using social media to chat with
friends which is 54 or 32.7%. Respondents who research/general information are 39
or 23.6%, plays games are 20 or 12.1%, shares photos and videos are 16 or 9.7%,
watches movies are 14 or 8.5%, 12 or 7.3 fill up their spare time, 3 or 1.8% check
entertaining content and 7 or 4.2% stay updated of news. As conclusion, social media
ads are a big help to the connection of students towards their friends online.
According to what resulted to the study conducted by Uzozie (2015) most of
the respondents use social media ads to keep in touch with relatives and friends which
reached to a percent of 31.2 out of 300 students.
Table 6. Distribution of respondents to the social media sites used on a daily basis
Percent
Valid Facebook 52 31.5 31.5 31.5
Snapchat 26 15.8 15.8 47.3
Twitter 12 7.3 7.3 54.5
Youtube 28 17.0 17.0 71.5
Instagram 20 12.1 12.1 83.6
20
Wattpad 7 4.2 4.2 87.9

Tumblr 2 1.2 1.2 89.1
Others 18 10.9 10.9 100.0
Total 165 100.0 100.0
Facebook
Snapchat
Twitter
Youtube
Instagram
Wattpad
Tumblr
Others
Fig
ure 9. Distribution of respondents to the social media sites used on a daily basis
Table 6 shows how majority of the respondents use Facebook on a daily basis
which is 52 or 31.5%, next to that is 28 or 17% of students to check out YouTube,
then there is 26 or 15.8% that check snapchat. Following are 20 or 12.1% of those that
use Instagram, 18 or 10.9% that use other social media sites, 12 or 7. 3% that use
twitter 7 or 4.2% that use wattpad and 2 or 1.2% that use Tumblr on a daily basis.
This is supported by the study of Uzozie to university students that out of 300
respondents, 124 of them mostly use Facebook on a daily basis.
Table 7. Distribution of respondents to factors that encourage them to click on an ad

Percent
Valid Discount and Deals 25 15.2 15.2 15.2
Familiarity of the Brand 33 20.0 20.0 35.2
Advertised by favorite
60 36.4 36.4 71.5
Celebrity
Attractive Design and 47 28.5 28.5 100.0
21
Layout
Total 165 100.0 100.0
70
60
50
40
30
20
10
0
Discount and Deals Familiarity of the brand Advertised by favorite Attractive design and
celebrity layout
Figure 10. Distribution of respondents to factors that encourage them to click on an ad
Table 7 shows how majority of the respondents click on ad because it is
advertised their favorite celebrity which is 60 or 36.4% of the 165 respondents. While
47 or28.5% of them clicks on an ad because of its attractive design and layout, 33 or
20% for familiarity of the brand, 25 or 15.2% for the discount and deals. Thus it can
be inferred that popular celebrities on social media ads is a factor that most attract the
student’s interest to check on an ad.
This is supported by the study of Oludare to undergraduates in Nigerian

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Universities (2017) that most of the respondents are attracted to the content if
celebrities of their favorite are present.
Table 8. Distribution of respondents to types of products advertised on social media they

usually see
Percent
Books 10 6.1 6.1 6.1
Clothes 41 24.8 24.8 30.9
Gadgets 32 19.4 19.4 50.3
Bags 7 4.2 4.2 54.5
Valid Jewelries 4 2.4 2.4 57.0
Shoes 30 18.2 18.2 75.2
Beauty Products 19 11.5 11.5 86.7
Others 22 13.3 13.3 100.0
Total 165 100.0 100.0
Books
Clothes
Gadgets
Bags
Jewelries
Shoes
Beauty Products
Others
Figure 11. Distribution of respondents to types of products advertised on social media

they usually see
Table 8 displays how clothes are what mostly the respondents see with 41 or
24.8% while gadgets are 32 or 19.4%, shoes are 30 or 18.2%, for other products are
22 or 13.3%, Beauty products are 19 or 11.5%, books are 10 or 6.1%, bags are 7 or
4.2%, and jewelries are 4 or 2.4%.

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Table 9. Distribution of respondents to products they have bought influenced by social media ads
Percent
Books 13 7.9 7.9 7.9
Clothes 39 23.6 23.6 31.5
Gadgets 19 11.5 11.5 43.0
Bags 14 8.5 8.5 51.5
Jewelries 5 3.0 3.0 54.5
Valid
Shoes 24 14.5 14.5 69.1
Beauty Products 10 6.1 6.1 75.2
Others 16 9.7 9.7 84.8
None 25 15.2 15.2 100.0
Total 165 100.0 100.0
Books
Clothes
Gadgets
Bags
Jewelries
Shoes
Beauty Products
Others
None
Figure 12. Distribution of respondents to products they have bought influenced by
social media ads

Table 9 displays how majority of products bought are clothes with 39 or
23.6%, while those that didn't bought anything are 25 or 15.2%, shoes are 24 or
14.5%, gadgets are 19 or 11.5%, other products are16 or 9.7%, bags are 14 or 8.5%,
books are 13 or 7.9%, beauty products are 10 or 6.1% and jewelries are 5 or 3%.
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Table 10. Distribution of respondents to how many ads the respondents see on a daily basis
Percent
1-2 40 24.2 24.2 24.2
3-4 50 30.3 30.3 54.5
Valid 5-6 21 12.7 12.7 67.3
7 or more 54 32.7 32.7 100.0
Total 165 100.0 100.0
60
50
40
30
20
10
0
1 to 2 3 to 4 5 to 6 7 or more
Figure 13. Distribution of respondents to how many ads the respondents see on a daily
basis
Table 10 indicates how majority of the respondents as many as 7 or more ads

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on social media everyday which is 54 or 32.7. While 50 or 30.3% sees 3-4 ads, 40 or
24.2% sees 1-2 ads, and 21 or 12.7% are those that sees 5-6 ads per day. In
conclusion, social ads flood the sites that respondents usually visit on a daily basis.
Table 11. Distribution of respondents to how many products influenced by social media
they have bought
Percent
1-2 61 37.0 37.0 37.0
3-4 36 21.8 21.8 58.8
5-6 4 2.4 2.4 61.2
Valid
7 or more 9 5.5 5.5 66.7
None 55 33.3 33.3 100.0
Total 165 100.0 100.0
70
60
50
40
30
20
10
0
1 to 2 3 to 4 5 to 6 7 or more None
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Figure 14. Distribution of respondents to how many products influenced by social
media they have bought
Table 11 indicates that majority of the respondents have bought 1-2 products
influenced by social media which is 61 or 37%. While 55 or 33.3% have bought
nothing, 36 or 21.8% have bought 3-4 products, 9 or 5.5% have bought 7 or more, and
4 or 2.4% have bought 5-6 products. Concluding that social media ads influence the
students’ buying behavior.
This is supported from the survey conducted by researcher Somaiya
Vidyavihar (2019) resulting that out of their 233 respondents most have been
influenced to purchase from 1 to 5 products.
Table 12. Distribution of respondents to the statement 'I like or follow products online'
Percent
Strongly Agree 9 5.5 5.5 5.5
Agree 85 51.5 51.5 57.0
Valid Disagree 56 33.9 33.9 90.9
Strongly Disagree 15 9.1 9.1 100.0
Total 165 100.0 100.0
27
90
80
70
60
50
40
30
20
10
0
Strongly Agree Agree Disagree Strongly Disagree
Figure 15. Distribution of respondents to the statement 'I like or follow products
online'
Table 12 shows 9 or 5.5% strongly agreed, 85 or 51.5% agreed, 56 or 33. 9%
answered disagree, and 15 or 9.1% answered strongly disagree towards the statement
on number of students that likes or follow products online.
Table 13. Distribution of respondents to the statement 'I watch and let a video finish'
Percent
Agree 89 53.9 53.9 62.4
Total 165 100.0 100.0
28
100
90
80
70
60
50
40
30
20
10
0
Figure 16. Distribution of respondents to the statement 'I watch and let a video finish'
Table 13 displays the number of respondents who Strongly Agrees garnering
of 14 or 8.5%, next are those that Agreed having 89 or 53.9%, it also showed how 45
or 27. 3% of respondents Disagrees, while it reached to 17 or10.3% that strongly
Disagrees.
Table 14. Distribution of respondents to the statement 'I read posts about products'
Percent
Agree 81 49.1 49.1 58.8
Total 165 100.0 100.0
29
90
80
70
60
50
40
30
20
10
0
Figure 17. Distribution of respondents to the statement 'I read posts about products'
Table 14 shows how 16 or 9.7% of the students Strongly Agrees to the
statement of reading posts about products, 81 or 49.1% answered they agree, 59 or
35.8% answered they Diasgree and 9 or 5.5% answered they Strongly Agree.
Table 15. Distribution of respondents to the statement 'I prefer purchasing online'
Percent
Agree 54 32.7 32.7 37.6
Total 165 100.0 100.0
30
80
70
60
50
40
30
20
10
0
Figure 18. Distribution of respondents to the statement 'I prefer purchasing online'
Table 15 displays majority of students Disagrees towards the statement of
preferring to purchase online with 78 or 46.1%. While 54 or 32.7% Agrees and next
are the respondent that Strongly Disagrees having 27 or 16.4%. Lastly are the students
that answered they Strongly Agree having 8 or 4.8%.

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Table 16. Distribution of respondents to the statement 'Social media ads are truthful and ethical'
Percent
Agree 65 39.4 39.4 44.2
Total 165 100.0 100.0
80
70
60
50
40
30
20
10
0
32
Figure 19. Distribution of respondents to the statement 'Social media ads are truthful
and ethical'
Table 16 displays how majority of the students Disagreed towards social
media ads as truthful and ethical which had 72 or 43.6%. While 65 or 39.4% Agreed
to this statement, the others answered they Strongly Disagreed of 20 or 12.1% and the
least of them answered they Strongly Agree with 8 or 4.8%.
Table 17. Distribution of respondents to the statement 'Social media ads trigger me to purchase
online'
Percent
Agree 72 43.6 43.6 50.9
Total 165 100.0 100.0
33
80
70
60
50
40
30
20
10
0
Figure 20. Distribution of respondents to the statement 'Social media ads trigger me to
purchase online'
Table 17 portrayed majority agrees that social media triggers them to purchase
online with 72 or 43.6% Next to that are the respondents that Disagreed with 63 or
38.2%, those that have Strongly Disagreed with 18 or 10.9% and those that Strongly
Agreed were 12 or 7.3%.
Table 18. Distribution of respondents to the statement 'Social media ads are necessary'
Percent
Agree 93 56.4 56.4 63.0
Total 165 100.0 100.0
34
60
50
40
30
20
10
0
Strongly Agree Agree Disgaree Strongly Disagree
Figure 21. Distribution of respondents to the statement 'Social media ads are
necessary'
Table 18 had a majority of respondent Agrees that social media ads are
necessary with the percent of 56.4 or 93 of them. While 29.1% or 48 of them
Disagreed, some have also Strongly Disagreed whid a percent of 7.9 or 13 of them.
Lastly are thos that Strongly Agreed with a percent of 6.7 which is 11 of them.
Table 19. Distribution of respondents to the statement 'Social media ads are amusing and
entertaining'

Percent

Agree 98 59.4 59.4 70.3
Total 165 100.0 100.0
35
120
100
80
60
40
20
0
Figure 22. Distribution of respondents to the statement 'Social media ads are amusing
and entertaining'
Table 19 indicates that majority of the respondents Agrees that ads are
amusing and entertaining which garnered a total of 98 or 59.4%. While 36 or 21.8%
have Disagreed, 18 or 10.9% have strongly agreed and 13 or 7.9 have strongly
disagreed.
Table 20. Distribution of respondents to the statement ' Social media ads are exaggerating'
Percent
Agree 82 49.7 49.7 60.6
Total 165 100.0 100.0
36
90
80
70
60
50
40
30
20
10
0
Figure 23. Distribution of respondents to the statement ' Social media ads are
exaggerating'
Table 20 indicates that majority of the students Agrees that social media ads
are exaggerated with a total of 82 or 49.7%. While 56 or 33.9% of them Disagreed, 18
or 10.9% Strongly Agreed and only 9 or 5.5% Strongly Disagreed.
Table 21. Distribution of respondents to the statement 'Social media ads are a source of
information'
Percent
Agree 93 56.4 56.4 74.5
Total 165 100.0 100.0
37
100
90
80
70
60
50
40
30
20
10
0
Figure 24. Distribution of respondents to the statement 'Social media ads are a source
of information'
Table 21 shows how majority of the respondents Agrees that social media ads
are a source of information which totaled to 93 or 56.4%, next are the respondents
that strongly Agreed with a percent of 18.2 or 30 of them. While 15.2% or 25 of them
Disagreed and 10.3% or 17 of them Strongly Disagreed.

38
Table 22. ANOVAa

Model Sum of Squares df Mean Square F Sig.
Regression 67.734 1 67.734 330.622 .000b
1 Residual 33.393 163 .205
Total 101.127 164
a. Dependent Variable: C.6
b. Predictors: (Constant), Q_4
Table 22 shows the relationship between Social Media Ads and the online
buying engagement of the Grade 12 students S.Y 2019-2020. The result of the Sig.
which is for the two variables appeared less 0.05 which would mean that there is a
significant relationship in between the two variables. It also means that the null
hypothesis statement "There is no significant relationship between the social media
ads and the online buying engagement of the Senior High School students in
Magallanes National High School." is rejected.

39
Chapter V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
The gathered data is henceforth summarized and given conclusions along with
multiple recommendations. This chapter has been carefully made to make the data
comprehensible to any future reference and study whereabouts that regards this study.
Findings
1. Majority of students included of answering our survey questions are females. Which
are commonly aged 17 years old.
2. Most of the students visit Facebook every day, spending 1 to 3 hours and chat their
friends online.
3. Based on the results, ads on social media do not appear truthful and ethical to
students and that is why most of them do not prefer to purchase online. However it
still triggers them to purchase online because to the students, social ads are
exaggerated, a source of information, necessary and entertaining.
4. There is a significant relationship between social media advertisements and the online
buying engagement of senior high school students.
5. The students usually see ads about clothes on social media and seeing 7 or more ads
online.
6. The types of products that student’s buy online of which is influenced by social
media ads are mostly clothes as well and most of them have purchased 1 to 2
products online.
Conclusion
40
The questions from the problems made for this research were already answered, thus,
the researchers can conclude that there is a significant relationship between the effects of
social media and the online buying engagement of students. From the findings made,
social media ads don’t appear truthful to students. However, it would still trigger them
upon buying having in mind that social ads are entertaining and amusing. Students have
purchased at least 1 to 2 products online which means ads on social media ads are
effective.
Recommendation
From the results and conclusions, the following recommendations were formulated:
Students. The results of this study therefore inform the students of the behaviors they
have upon social media ads online and give them awareness.
Parents. For them to guide their children upon what they should purchase online.
Future researchers. They must give more information about the topic and improve the
study as well.

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1

Background of the Study

As years goes by upon accessing the internet, we realize that scrolling on

began when Michael Aldrich 'invented' online shopping on 1979, creating an

influential breakthrough and revolutionized businesses (Kenny 2018).

consumers. This has encouraged entrepreneurs to take their business online.

made open for businesses of willing proposals regarding online advertisements.

from adults to teenagers. In addition, according to Cooper (2018), an average

internet has made them somehow inquire on products online.

According to Torres (2015) based on the study by Visa International,

online buying engagement of senior high school students of Magallanes National

draws students’ attention.

The Shopping Continuum Theory explains that how online consumers

cognitively and affectively interact with online shopping environments and

information provided by online stores, depending on their shopping task orientations.

oriented Shopping task. Each explained that a customer purchases by instinct, by a

Online Buying Engagement

variable is the online buying engagement of Senior High School in Magallanes

National High School.

Statement of the Problem

This study aims to answer the following questions:

1. What are the demographic profile of the students in terms of;

2. Usage of social media in terms of:

a. Type of Social Media platform.

c. Reasons for Usage.

4. Is there any significant relationship between the social media

advertisements to the online buying engagement of students?

5. What types of products advertised on Social media do the respondents

6. What types of products do the respondents usually buy that is influenced

buying engagement of Senior High School students in Magallanes National High

buying engagement of Senior High School in Magallanes National High School.

Significance of the Study

ads to the online buying engagement of their children.

have an effect on as to how they engage on online buying.

Scope and Delimitation of the Study

school students of Magallanes National High School, choosing 165 respondents to

to September of the school year 2019-2020.

On the survey performed, a few respondents have been reluctant of answering

or to participate in social networking.

Advertisement- A notice or announcement in a public medium promoting a product,

service, or event or publicizing a job vacancy.

Engagement- An engagement is an arrangement that you have made to do something

at a particular time. On this study, it refers to how students participate or become

involved in social media advertisements.

conducting this research.

Advertisements are made as an attempt to influence how costumers buy with a

definition as stated by Poole (2015), social media advertising is describe as an online

advertising that focus on social networking sites such as Facebook, Instagram,

world's population, providing advertisers with an unparalleled opportunity to reach

Facebook admit to having clicked on an ad and they even influence consumers

purchasing decisions (Gitlin 2016).

However, according to an article by Suggett (2019), there are arguments

regarding the product authenticity.

average of 48.72 U.S. Dollars online (Jaiswal 2018).

However, on an article by Money Max (2015), most of the time, only 34

64 percent in our Asian neighbors and 49 percent globally.

According to Garcia (2015), a growing number of Filipino consumers are

On an article by Navarro (2018), Filipino shoppers’ total online spend for

countries surveyed in terms of making a cross border purchase via a smartphone. In

online while considering two to three brands before making a

A study of International Journal of Social Sciences and Humanity Studies

to click on advertisements that appear on their mobile phones.

independent variables which are Entertainment in Advertisement, Familiarity of