Lyceum of Aparri

Archdiocese of Tuguegarao PACUCOA LEVEL IV ACCREDITED PROGRAMS:
LYCEUM OF APARRI Liberal Arts, Business Administration, Secondary Education

3515 Aparri, Cagayan PACUCOA LEVEL II ACCREDITED PROGRAMS:
High School, Nursing, Criminology, Computer Science
Telephone: 078-888-2075Telefax: 078-888-2736 lyceumaparri@yahoo.com
SOCIAL MEDIA: ITS IMPACT TO THE ACADEMIC PERFORMANCE OF GRADE 11
STUDENTS IN PERSONALITY DEVELOPMENT
A Research Study Presented
To the Faculty of the Program
Senior High School
Lyceum of Aparri
In Partial Fulfillment
Of the Requirements in
Practical Research I
BY:
Ressie Mondejar
Danielle Kate Cartagena
Shanel Mae Oclos
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Jayda Siriban
Stephanie Labbao
Yvonne Yadao
APPROVAL SHEET
This RESEARCH entitled SOCIAL MEDIA:ITS IMPACT TO THE
ACADEMIC PERFORMANCE OF GRADE 11 STUDENTS IN PERSONALITY
DEVELOPMENT prepared and submitted by RESSIE MONDEJAR, DANIELLE
KATE CARTAGENA,SHANEL MAE OCLOS, JAYDA SIRIBAN, STEPHANIE
LABBAO,and YVONNE YADAO in partial fulfillment of the
requirements in PRACTICAL RESEARCH I has been examined and is
recommended and approved for oral examination.
JULIET K. MASCRABA
Adviser
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ABSTRACT
1. Title: SOCIAL MEDIA: ITS IMPACT TO THE ACADEMIC PERFORMANCE OF
GRADE 11 STUDENTS
2. Researcher: RESSIE MONDEJAR, DANIELLE KATE CARTAGENA,SHANEL
MAE OCLOS, JAYDA SIRIBAN, STEPHANIE LABBAO,and YVONNE YADAO
3. Type of Document: RESEARCH
4. Accrediting Institution: LYCEUM OF APARRI, APARRI, CAGAYAN
5. Abstract:
This study aims to determine the impact of social media to
the academic performance of grade 11 students in personality
development. The research sample is composed of 112 non-
randomly selected students. The data was analyzed using
questionnaires, simple frequency counts, percentage, and
weighted mean.
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Acknowledgement
We would like to acknowledge the following for making this
study possible.
First, to Almighty God for gifting us the knowledge and
strength that guided us for the success of this research. Without
Him, our research would not be possibly accomplished.
To our parents, who supported us with our financial problems
and for their encouragement.
To the faculty and staffs, for helping us improve our
research and giving us inspiration.
To our research adviser, Ms. Juliet K. Mascraba, who was
always there to lend a helping hand and patiently corrected our
errors.
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Dedication
We are dedicating this research to all those who supported us: to
our parents, teachers, friends, and others who made this research
possible.
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TABLE OF CONTENTS
Page
TITLE PAGE. . . . . . . . . . . . . . . . . . . . . . . . . . .01
APPROVAL SHEET. . . . . . . . . . . . . . . . . . . . . . . . .02
ABSTRACT. . . . . . . . . . . . . . . . . . . . . . . . . . . .04
ACKNOWLEDGEMENT. . . . . . . . . . . . . . . . . . . . . . . .05
DEDICATION. . . . . . . . . . . . . . . . . . . . . . . . . . .06
TABLE OF CONTENTS. . . . . . . . . . . . . . . . . . . . . . .07
LIST OF FIGURES/TABLES. . . . . . . . . . . . . . . . . . . .10
CHAPTER
1 INTRODUCTION
Background of Study and Its Problem. . . . . . . . .09
Statement of the Problem. . . . . . . . . . . . . .14
Hypothesis. . . . . . . . . . . . . . . . . . . . .15
Significance of the Study . . . . . . . . . . . . .15
Conceptual Framework. . . . . . . . . . . . . . . . .16
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Research Paradigm. . . . . . . . . . . . . . . . . . .
17
Scope and Delimitation. . . . . . . . . . . . . . . .18
Definition of Terms. . . . . . . . . . . . . . . . . .
18
Review of Related Literature. . . . . . . . . . . . .20
2 REVIEW OF RELATED LITERATURE
3 RESEARCH METHODOLOGY
Research Design. . . . . . . . . . . . . . . . . . . .
46
Locale of the Study. . . . . . . . . . . . . . . . . .
46
. . . . . . . . . . . . . . . . . . . . . . . . . .47
CHAPTER 1
INTRODUCTION
Background of the Study and Its Problem
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Social Media are computer-mediated technologies that is widely
use in sharing of information, ideas, career interests and other
forms of expression. It is not only use to communicate but it is
also used for business purposes such as Facebook, Twitter,
Instagram, Tumblr, Skype, and Youtube.
Users typically access social media services via web-based
technologies on desktop computers, and laptops, or download
services that offer social media functionality to their mobile
devices, or gadgets namely smartphones and tablet computers. When
engaging with these services, users can create highly interactive
platforms through which individuals, communities and organization
can share, co-create, and discuss.
There are positive and negative impacts of social media
use. Social media can help improve connectedness with real one or
online communities, and it can be an effective communication tool
for corporations, entrepreneur, including advocacy groups. At the
same time, concerns have been raised about possible links between
heavy social media use and depression, and even the issues of
cyberbullying, and online harassment and trolling that can affect
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the academic performance of the students in personality
development.
According to the Theories of Personality, teens who use
Facebook frequently and especially who are susceptible may become
more narcissistic, antisocial and aggressive. Teen become
strongly influenced by advertising, and it influences buying
habits. Since the creation of Facebook in 2004, it has become a
distraction and a way to waste time for many users. Social media
caused more stress to teenage children than examinations, with
constant interaction and monitoring by peers ending the past
practice where what pupils did in the evening or at weekends was
separate from the arguments and peer pressure at school.
There are several negative effects to social media which
receive criticism, for example regarding privacy issues,
information overload and Internet fraud. Social media can also
have negative social effects on users. Angry or emotional
conversations can lead to real-world interactions outside of the
Internet, which can get users into dangerous situations. Some
users have experienced threats of violence online and have feared
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these threats manifesting themselves offline. Studies also show
that social media have negative effects on people’s self-esteem
and self-worth. The authors of “ Who Compares and Despairs? The
Effects of Social Comparison Orientation on Social Media Use and
its Outcomes” found that people with higher social comparison
orientation appear to use social media more heavily than people
with low social comparison orientation. This finding was
consistent with other studies that found people with high social
comparison orientation make more social comparisons once on
social media. People compare their own lives to the lives of
their friends through their friends’ posts. People are motivated
to portray themselves in a way that is appropriate to the
situation and serves their best interest. Often the things posted
online are the positive aspects of people’s lives, making other
people question why their own lives are not as exciting or
fulfilling. This can lead to depression and other self-esteem
issues.
In the late 1990’s, as broadband Internet became more
popular, websites that allowed users to create and upload content
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began to appear. The first social network site (SixDegrees.com)
appeared in 1997. From 2002 onward, a large number of social
network sites were launched. Some – such as Friendster – enjoyed
a surge of popularity, only to fade. Others developed niche
communities: MySpace for example, appealed to teenaged music
aficionados.
By the late 2000s, social media had gained widespread
acceptance and some service gained huge number of users. For
example, in November 2012, Facebook announced it had 1 billion
user worldwide, of whom 18 million were in Canada. in July 2012,
Twitter had an estimated 517 million users, of whom 10 million
were in Canada.
A number of factors have contributed to this rapid growth in
social media participation. These include technology factors such
as increased broadband availability, the improvement of software
tool, and the development of more powerful computers and mobile
advices; social factors such as the rapid uptake of social media
by younger age groups; and economic factors such as the
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increasing affordability of computers and software, and growing
commercial interest in social media sites.
With attributes that can affect the way people interact
online, social media open up new ways for collaboration and
discussion. One of these is persistence, meaning that a great
deal of content posted on social media sites may remain there
permanently by default. Other characteristics are replicability
(content can be copied and shared) and searchability (content be
found easily using online search tools).
This study aspires to know the impacts of the social media
to the academic performance of the students. With the result of
this study, we can be able to orient the teachers on how to
approach and help their students in their Personality Development
class.
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Statement of the Problem
This study aims to determine the impacts of Social Media to
the Academic performance of Grade 11 Students in Personality
Development.
Specifically, it sought to answer the following:
1. What is the Profile of the respondents in terms of
a) Age
b) Sex
c) Strand
d) Grade in Personality Development
e) Parents income
2. What are the factors that affect the Academic Performance in
Personality Development of Grade 11 Students?
3. How do these factors affect the Academic Performance of
Grade 11 Students in Personality Development?
4. Is there a significant difference between the profile of the
respondents and academic performance in Personality
Development?
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5. Is there a significant difference between the social media
and academic performance in Personality Development?
Hypotheses
1. There is no significant difference between the profile of
the respondents and academic performance in personality
development.
2. There is no significant difference between social media and
academic performance in personality development.
Significance of the Study
This study shall serve worth especially the students, for
their development/or improvement of their academic performance in
Personality Development. It will also be beneficial specifically
to the following:
To The Teachers. This study would help them improve their
teaching techniques.
To The Parents. This would help in understanding their
children’s situation with social media and how to approach and
help their children in their academic performances.
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To The Classmates. This would help them give attention and
empowerment to classmates who experiences addiction in social
media.
To The Researchers. This would help the researchers as they
gain knowledge and improve their learning habits in Social Media
and Personality Development subject for they are also students.
To The Future Researchers. This would help the future
researchers for the findings of this study will be a resource
material
Conceptual Framework
An American author of Socialnomics Erik Qualman once said
“We don’t have a choice on whether we do social media; the
question is ‘how well we do it’”.
Social media expresses itself anywhere; from sharing
thoughts, communicating with people, knowing new people, and even
online businesses. Social media is not a hindrance as long as
people use it in a nice and appropriate way. The only thing that
makes it bad is the abuse of using it. Sometimes, people tend to
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forget the so called limitation that is why, somehow the effects
of social media to users are unfavorable.
This study aims to determine the impacts of social media to
the academic performance of students in personality development.
A survey will test this study.
Research Paradigm
Figure 1. PROCESS
Questionnaires are given to

respondents to gather
information
INDEPENDENT VARIABLE The data are collected and

tabulated for analysis.
1. The profile of students in terms of the
following:
a. Sex
b. Parent’s monthly income
c. Grade in Personal DEPENDENT VARIABLE
Development The results of the study:
2. Factors affecting the Academic
Performance of the students. 1. Impacts of social media to the
academic performance in
Personality Development.
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Scope and Delimitation
The Profile of the respondents were collated such as age,
sex, grade level, parent’s income, and grade in the subject
Personality Development. This study focuses on how social media
affects the academic performances of the students on their
subject Personality Development.
The respondents in this study are the Grade 11 students of
the Lyceum of Aparri. The strands that are included are under of
Accounting and Business Management, STEM Health, Technical
Vocational Livelihood of Lyceum of Aparri for the school year
2017-2018.
Definition of Terms
The following are the operational definition of
technological terms used in this study.
Academic Performance. The extent to which a student has achieved
their academic goals. This is commonly measured through
examinations and activities.
Impact. The strong effect on something.
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Lyceum of Aparri. An educational institution; where the study
takes place.
Personality Development. A subject that deals with the behaviors,
helps people to develop their potentials, and can contribute to
the realization of dreams and aspiration.
Social Media. Websites and applications that enable users to
create and share what’s on their mind, and what they feel like
facebook,twitter,and instagram, and sometimes used in social
networking.
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Chapter 2
Review of Related Literature
The following are researches and studies related to this
study entitled “SOCIAL MEDIA: Its impact to the Academic
Performance of Grade 11 students in Personality Development”:
Profile
Ulrike Pfeil, Raj Arjan, Panayiotis Zaphiris (2009) their study
aim to investigate age differences and similarities in the use of
the social networking website MySpace, to explore potential
differences in social capital among older people (users over 60
years of age) compared to teenagers (users between 13 and 19
years of age). They used locally developed web crawlers to
collect data from MySpace's user profile pages, and to quantify
any differences that exist in the networks of friends of older
people and teenagers. Content analysis was applied to investigate
differences in social activities between the two age groups on
MySpace, and the way they represent themselves on their profile
pages. Their findings show a social capital divide: teenagers
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have larger networks of friends compared to older users of
MySpace. On the other hand, they found that the majority of
teenage users' friends are in their own age range (age+/-2
years), whilst older people's networks of friends tend to have a
more diverse age distribution. In addition, their results show
that teenagers tend to make more use of different media (e.g.
video, music) within MySpace and use more self-references and
negative emotions when describing themselves on their profile
compared to older people.
MARY MADDEN, AMANDA LENHART, SANDRA CORTESI, URS GASSER, MAEVE
DUGGAN, AARON SMITH ANDMEREDITH BEATON (2013) Their findings are
based on a nationally representative phone survey run by the Pew
Research Center’s Internet & American Life Project of 802 parents
and their 802 teens ages 12-17. It was conducted between July 26
and September 30, 2012. Interviews were conducted in English and
Spanish and on landline and cell phones. The margin of error for
the full sample is ± 4.5 percentage points.
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This report marries that data with insights and quotes from in-
person focus groups conducted by the Youth and Media team at the
Berkman Center for Internet & Society at Harvard University
beginning in February 2013. The focus groups focused on privacy
and digital media, with special emphasis on social media sites.
The team conducted 24 focus group interviews with 156 students
across the greater Boston area, Los Angeles (California), Santa
Barbara (California), and Greensboro (North Carolina). Each focus
group lasted 90 minutes, including a 15-minute questionnaire
completed prior to starting the interview, consisting of 20
multiple-choice questions and 1 open-ended response. Although the
research sample was not designed to constitute representative
cross-sections of particular population(s), the sample includes
participants from diverse ethnic, racial, and economic
backgrounds. Participants ranged in age from 11 to 19. The mean
age of participants is 14.5.
In addition, two online focus groups of teenagers ages 12-17 were
conducted by the Pew Internet Project from June 20-27, 2012 to
help inform the survey design. The first focus group was with 11
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middle schoolers ages 12-14, and the second group was with nine
high schoolers ages 14-17. Each group was mixed gender, with some
racial, socio-economic, and regional diversity. The groups were
conducted as an asynchronous threaded discussion over three days
using an online platform and the participants were asked to log
in twice per day.
Throughout this report, this focus group material is highlighted
in several ways. Pew’s online focus group quotes are interspersed
with relevant statistics from the survey in order to illustrate
findings that were echoed in the focus groups or to provide
additional context to the data. In addition, at several points,
there are extensive excerpts boxed off as standalone text boxes
that elaborate on a number of important themes that emerged from
the in-person focus groups conducted by the Berkman Center.
Arnaud Chevalier, Colm Harmon, Vincent O’Sullivan and Ian
Waker(2013) in their paper has addressed the intergenerational
transmission of education and investigated the extent to which
early school leaving (at age 16) may be due to variations in
permanent income and parental education levels. Least squares
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revealed conventional results-stronger effects of maternal than
paternal education and stronger effects on sons than daughters.
We also found that the education effects remained significant
even when household income was included. Current income remains
significant even when some measures of permanent income are
included which indicates that some children could be financially
constrained in their decision to attend post-compulsory
education.
When using paternal union status and the interaction of paternal
union status and paternal occupation as instrumental variables,
the IV results strengthen the role of paternal education, but for
daughters-one year of paternal education increases the
probability of his daughter staying on by seven percentage
points. In contrast, maternal education has no statistically
significant impact on the probability of remaining in education
for either sons or daughters-a result which is robust to the
range of instrument sets used. In treating paternal income as
endogenous, the elasticity of income on schooling decisions
increases by a multiple of four for sons, but there is no effect
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on daughters. The result with respect to income are more
sensitive to the instrument set used, and are less robust than
the results relating to parental education.
The results reinforce the challenges faced by policymakers in
shaping policy options to encourage greater educational
participation. Policymakers often view the problem of low
participation as an issue of credit constraints at the at the
minimum school leaving age acting as a barrier to further
participation. For the United Kingdom, evaluations of the pilot
implementation of a means tested conditional cash transfer
(Educational Maintenance Allowances (EMAs)) paid to the student
show relatively large changes in participation in post-compulsory
education in the ‘treated’ group, particularly for those with the
lowest prior achievement (Dearden et al. (2009)). This may
indicate credit constraint issues, but also is consistent with a
price effect from the lowering of the ‘opportunity cost’ of
staying on. In this latter case, we cannot be sure about the
extent to which this extra educational is valuable to these
participants. A conditional cash transfer policy may therefore
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carry sizeable deadweight potential despite the success of the
evaluations of initiatives like EMA. Indeed, recent UK evidence
(Chowdy et al. (2010)) that linked administrative data for a
cohort from age 11 to age 19 finds that poor attainment in
secondary school is more important in explaining lower
participation rates (in higher education) amongst students from
disadvantaged backgrounds than income/credit constraints.
In their paper they show that a policy of increasing family
permanent income through increasing parental education would also
have some positive effects, especially for daughters. More
importantly, a focus on increasing participation can have
‘multiplier’ effects through the intergenerational impact-the
recently proposed increase of the de facto school leaving age in
the UK to 18 would also benefit future generations through direct
intergenerational transmission of educational choice, especially
through the father.
In conclusion of Denise Ante-Contreras (2016) research, the
complex relationship between social media usage and parenting
styles or attachment was examined throughout the research study.
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Through the use of parental surveys, the data conducted there to
be small but significant relationship between the numbers of
hours a parent uses social media and the likelihood said parent
is to adhere to certain parenting techniques, namely
characterized by an authoritarian style. However, within 41 the
study there is room for further research focused on these
parenting variables. Specifically other research can be conducted
using different methods of data collection in order to insure a
smaller margin of bias and less likelihood of receiving socially
desirable answers. Overall, social media, like all technology,
can be used in both positive and negative ways. It’s important
that social workers, parents, teachers, and individuals in
general are being introspective as to how we and those around us,
children in particular, may be affected by the use of social
media.
Josan D. Tamayo, Giselle Sacha G. dela Cruz (2014) Based on the
findings of their study, the following conclusions were drawn:
That seventy one (71) or 51.4% of the respondents have reached
below satisfactory grade average and only sixty seven (67) or
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48.6% students have successfully reached the satisfactory
academic performance that more than 50% of the respondents
performed below satisfactorily at school. Students diversion from
school activities to Social Media usage largely affect their
academic performance.(2) Based on the results of the study, using
Social Media has effect on Student’s Academic Performance.
Students who participated in the study rarely participate on
class activities, perform well on class and attend class
regularly.(3) A moderate correlation or relationship of +0.690 is
higher than the tabular value of +1.000 at 0.5 level of
significance, therefore the null hypothesis is rejected and that
there is no significant relationship between Social Media and
Academic Performance of the BSIT students of CEU-Malolos that
scatter diagram depicts the frequency of Social Media usage
affects the academic performance of the students. Students with
lower grades are frequent user of Social Media while the
Occasional User tends to concentrate on school works.
Social Media
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Keol Lim and Ellen B Meier (2012) in their study clearly
highlighted how and why Korean students use Social Networking
Sites and what are the advantages they find by using Social
Media. Their research was conducted in the United States with
Asian International students, all from Korea, who were not raised
in western culture. Findings of the study clearly showed that the
respondents benefitted from their use of social networking sites
and that the interactions helped to decrease their anxiety in the
new culture by providing them with the means of connecting to
their parents and friends in Korea. At the end it also stressed
on the need of more research to identify the potential of Social
Networking Sites in contributing to the affective and cognitive
adaptation for international students including the connection
between Internet use and academic achievement.
Bicen and Cavus (2010) their study revealed that using and
sharing of knowledge on Internet is made an integral part of
college students lives. The Results of their study show that Live
Spaces and Facebook are the commonly used sites by the students.
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Academic Performance
Sara Selvaraj (2013) of Vels University has found in her
study that students are very fond of using Facebook, Twitter,
YouTube, and Instagram. Paying attention to their academic
progress and addressing any issues will go a long way towards
keeping the negative aspects of social media from influencing
their studies. However, faculties and students are now pushing
learning beyond the borders of the classroom through social
networking. Most of the information put on the social media is
fake, or half-truth. The students are getting addicted to the
sites day by day the number of users is on the rise. This proves
that e- world is taking its toll over the real world. Students
are becoming individualistic. Social values are vanishing. By the
appropriate, balanced and socially approved use of social
networking sites one should be cautious when using new
technologies.
Factors Affecting the Academic Performance
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Shoukat Ali, Zubair Haider , Fahad Munir, Hamid Khan, Awais
Ahmed (2013)The correlation analysis shows the age, income and
hour have significant role in improving the student performance
of graduate student. We compute the strength of association
between dependent and independent variables (age, income and
hour). The results show that (see, section 4.3) the test score
and age have negative correlation. This is due to most of the
student studying in Islamia University of Bahawalpur Rahim Yar
Khan Campus started graduation late, because they already busy in
carrying their job. The next one is income level of parent
supporting their children. We observe that there is positive
relationship between income and student performance (test score).
This implies that the parents having high income cause of high
test score. Study time is one of the most important factors
affecting the student scores. The correlation strength among test
score and study hour is positive and greater than the age and
income factor. In short we rank the association level of
different independent variable with academic performance as
follow: age on 1st position, income on 2nd position and hour on
3rd position respectively.
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Sunshine B. Alos, Lawrence C. Caranto, Juan Jose T. David (2015)
factors Affecting Academic Performance of Student Nurses shows
the set of five factors with their indicators. The indicators for
each category were arranged from highest to lowest mean.
1. Personal Condition
In the subset personal condition, the indicator with the highest
mean was ‘feeling sleepy in class’ with high impact. Meanwhile,
the indicator with the lowest mean was ‘difficulty in breathing’
which was found to have the lowest influence on the academic
performance of the student nurses.
2. Study Habits
For the items included in the study habits section, all are found
to be highly impactful with the indicator ‘I study only when
there is a quiz’ having the highest mean. One indicator though
was determined to belong to the lower range, the item ‘I copy the
assignments of friends’.
3. Home-Related Aspect
All home-related factors were discovered to have a low influence
on student nurses’ academic performance. The indicator with the
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highest mean in this subset was ‘I live far from school’ and the
indicator with the lowest mean was ‘I have many brothers and
sisters’.
4. School-related Aspect
Among the school-related factors, all indicators fell in the
range of high impact with the indicator ‘the time schedule is
followed’ posing as the most impactful. One indicator, ‘location
of classrooms’, was found to belong to the low impact range.
5. Teacher-Related Aspect
In the teacher-related aspects, the item ‘teacher has mastery
of the subject matter’ had the greatest mean with a very high
impact. The rest of the indicators were deemed to be of high
impact with the indicator ‘teacher is always late’ having the
lowest mean.
Fredriksen, Rhodes, Reddy, and Way (2004) conducted a
longitudinal study on the effects of adolescent sleep loss
during middle school. The participants’ sleep loss had a
relationship with more depressive symptoms, lower self-esteem,
and lower grades. Wolfson and Carskadon (1998, p. 1) agreed and
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said, “The way adolescents sleep critically influences their
ability to think, behave, and feel during daytime hours.” These
findings are in alignment with the present study’s findings
whereby feeling sleepy in class deemed to be the most impactful
on academic performance among the personal conditions category.
Being hungry in class came in second in the same subset. This
is supported by previous research conducted by Deloitte and
released by Share Our Strength which shows that, on average,
students who eat school breakfast achieve 17.5% higher scores
on standardized math tests, attend 1.5 more days of school per
year. Students who attend class more regularly are 20% more
likely to graduate from high school.
Robert Bjork and fellow PT blogger Nate Kornell have explored
some of the study habits of college students in a 2007 paper in
Psychonomic Bulletin & Review. Research on memory provides a
number of important suggestions about the most effective ways
to study. One of the most important tips is that students
should study by testing themselves rather than just reading
over the material. It is also important to study over a period
of days rather waiting until the last minute to study. Kornell
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and Bjork's studies suggest that only about 2/3 of college
students routinely quiz themselves, and a majority of students
study only one time for upcoming exams (Markman 2012). These
findings are consistent with this study’s findings wherein it
was discovered that among factors related to study habits; the
indicator ‘I only study when there is a quiz’ came out as the
most impactful.
Another study was conducted in a context similar to the study in
Iran by Zarei (2008). This study intended to examine the effect
of frequent testing on Iranian English student’s performance and
classroom attendance. The results revealed that the more
frequently students were exposed to quizzes; the better their
performance appeared to be. Moreover, the results showed that the
administration of frequent quizzes had a positive correlation
with classroom attendance.
23rd March, 2015 factors affecting student's academic performance
is an important issue in higher education especially in the
medical programme. There has been extensive research on the
influences of key factors on students' academic performance. It
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is interesting to note that all of the research reviews support
the hypothesis that students' performance in their academic
depend on different socio-economic, psychological and
environmental factors. A review of the literature indicated that
students' learning style, family background, students'
characteristic, and school or college experience factors are
related to students' academic
Effect of Social Media to the Academic Performance
Tarek A. El-Badawy1 & Yasmin Hashem1 (2015) their study
shows that social media does not affect the academic performance
of students in any way because although they spend hours on
social media, they still manage to find time to study, and
achieve good grades.
Zahid Amin, Ahmad Mansoor, Syed Rabeet Hussain And Faisal
Hashmat (2016) the basic purpose behind their study was to see
the academic outcome of student who spend most of the on such
interacting sites. The findings from conducted studies has find
out to be mostly positive because students spend time of their
day activities on these social media sites have able to share and
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generate new ideas and concepts related to their studies they
also use these sites for having fun as these social websites are
helpful in their academic work and it has become their routine
habit. . Through these social websites they are more eager and
enjoyed doing their academic work.
Sandra Okyeadie Mensah and Dr. Ismail Nizam (2016) had
concluded to their study that a social media platform has a
significant impact on students’ academic performance in Malaysia
tertiary institution. Time appropriateness and health addiction
has a stronger significant influence on students’ academic
performance. This is because time management plays an essential
role in determining the success or failure of an individual. Thus
students who lack time management can easily fall prey to the
negative impact which social media platforms present to its uses.
Likewise, health addiction, students who are engrossed with
social media platforms ends up skipping their meals which has a
health impact on them. Such students become malnourished and
could possibly fall ill which is will directly have an impact on
students. Also, the nature of usage and friend-people connection
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has an impact also on the performance of students but not ISSN:
2289-6694 Page 20 as impactful as the aforementioned variable.
But time duration and security/privacy problems have minimal or
no significant influence on students’ academic performance.
M. Owusu-Acheaw and Agatha Gifty Larson (2015) their study
revealed that the use of social media had affected academic
performance of the respondents negatively and further confirmed
that there was a strong positive relationship between the use of
social media and academic performance. And the study further
revealed that most respondents use the social media sites to chat
than for academic purpose.
Nayzabekov (2012), in his study entitled, "Negative Impacts
of Social Networking Sites on the Academic Excellence of the
Students", identifies the idea of multitasking, which students
could perform different types of actions while visiting SNS to
include texting, instant messaging, playing games and searching
information online. The author pointed out that multitasking
skills or actions could affect the concentration of students.
Performing different types of action could affect one’s
38 | P a g e

performance not only in academic but also in the everyday task of
students. For example, a student who has a lot of assignments and
works on different subjects instead of doing it on time and
early, visits SNS Facebook which seemed to be popular among
teenagers nowadays. It also identifies the procrastination-
related problems that might evolve as a possible outcome of SNS
usage of the students. In this paper, he cited the idea of Ellis
and Knaus(2013), which defines the term as “a failure to initiate
or complete a task or activity by predetermined time.” In other
words, it can be described as a specific behavioral pattern that
is dedicated for doing any non-academic tasks.
In the group study of Kimberly Banquilet.al(2009), entitled,
" Social Networking Sites Affect One’s Academic Adversely", it
stated the disadvantages of SNS. It pointed out that, there’s a
lot of cyber -bullying in social sites like Facebook, Twitter,
Friendster and Myspace. Sharing and posting of any kind of media
- a form of work where it is free to show different media such as
photos, music, videos and even text especially sharing of their
status online. This activity may lead in cyber bullying or any
39 | P a g e

type of disrespectful doings to other people. Thus, it appears
that SNS can give disadvantages in the users especially to the
young ages and can affect their academic performance.
Power (2012) on her research paper entitled “The effects of
social networking sites in the study of students”, caution that a
“coin has two sides” and negative side of SNS usage, such as
distraction to the users has been cited on her study. She means
that SNS (as a coin) has dual effects on the people who used it.
She stated that, the potential for using SNS to further the goal
of education is immense, and teachers are making the faraway into
the world of online social networking for educational purposes.
This paper also reviews the available literature on the
relationship and impacts of online SNS have on student engagement
and achievement. Online SNS are plentiful, varied and easily
accessible to students and teachers alike. This paper reviewed
literature which has reported positive impacts of SNS on student
engagement and achievement. Generally, participation in online
social networking sites has a positive connection to student
engagement. Specifically, a favorable aspect of SNS is their
40 | P a g e

ability to connect people of seemingly different culture,
background and living location despite the glaring distance in
between, promoting intercultural relations and stronger ties. It
also increases the chance of single individuals to find their
potential partners and with such a vast array to choose from,
nonetheless. Internet users post different forms of media
(pictures, videos, music, etc.) In this form of work, it shows
the freedom of the users to post different media like posting
his/her status, following their favorite artists or idols adding
friends, people and etc., sharing information, chatting and
everything. The use of SNS could improve the self-esteem and
development of the whole person, which can ultimately lead to
performance proficiency and future success. It also pointed out
the neutral effects of the SNS to the students. It was reported
on her study on the relationship between SNS usage and
educational performance of the student user, that the internet or
SNS usage is not significant enough to affect the academic
performance adversely. As well, no association was found between
grade point averages of student Facebook users and non-users
cited by this study.
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Jomari Cuisia and Edward Yaca (2013) conducted this study to
find out more about the effect of Social Networking Sites.
SNS have become popular in the modern days. Most of the
people especially teenagers and students have been attached to
SNS. SNS has become the source of a way to kill boredom where
people could spend their spare time in use for entertainment and
educational purposes. Thus the researchers conducted this study
to find out more about the effect of SNS. The researchers found
out that, social networking sites can affect the academic
excellence of the high school students when the alternative
hypothesis of the researchers was accepted and the null
hypothesis was rejected. According to the data gathered by the
researchers, the effects of SNS to the students were neutral.
There are advantages of SNS were they could use it for
educational purposes. There are games in the SNS that are
educational such as quiz game, trivia game and etc. These games
could improve the knowledge of students while playing. There are
also some groups that are related to education or pages that is
about furthering the education. Since SNS are popular almost for
42 | P a g e

all people even the teachers have one. Students could communicate
with their teachers regarding their lessons that are hard to
understand even after the school hours. However, there are also
disadvantages of SNS where students prioritize SNS before their
studies .Based on the data gathered by the researchers, students
often use SNS and after school hours most of them use SNS before
studying their lessons. This kind of act would lead to dropping
of their academic performance. Moreover, there are lots of
entertainment that could attract the students like Tetris,
Farmville, Triviador and Are you smarter than a fifth grader?
These games could make the students lose focus on what they are
supposed to do and would unintentionally or unconsciously forget
their assignments or things that must be done on time. These
could result in postponement of things that must be passed and
would also lead to dropping of their academic performance which
was pointed out by Nayzabekov (2012).SNS has dual effects to the
academic performance of the students. Student’s action would
guarantee one of the results since it will be up to them to
decide what they will do. If the students see SNSas a mere site
43 | P a g e

that should not be put lot of attention on, it would not be bad
since it will not become addiction.
CHAPTER 3
RESEARCH METHODOLOGY
Research Design
The researchers made use of descriptive design. This method
enumerated the profile of students and described the impacts of
social media related to the academic performance the respondents
have experienced in personality development subject.
44 | P a g e

Locale of the Study
The study was conducted at Lyceum of Aparri. Lyceum of
Aparri is a private Catholic Institution supervised by the
Archdiocese of Tuguegarao. It is located at Macanaya, Aparri,
Cagayan. The courses offered are the following: graduate school;
college of education, liberal arts, commerce and accountancy,
technology, paramedical course; elementary level; secondary
level; the Thomas Aquinas Major Seminary; and now the senior high
school.
Respondents and Sampling Procedures
The respondents of this research were the Grade 11 students,
S.Y. 2017-2018. To determine the number of respondents, the
Slovin’s formula was used. The respondents were selected using
the convenience non-random sampling, wherein respondents are
chosen depending on their accessibility.
Slovin’s Formula:
N
1+ N (0.05)2
45 | P a g e

Wherein:
N = total number of enrollees
Table 1. Distribution of Respondents according to strand Based
on Slovin’s Formula
Strand No. of Population Total percentage of the

total no. of the
N n
respondents
ABM 31 29 41%
TVL CAREGIVING 28 26 37%
TVL ICT 16 15 21%
Research Instrument
To provide and gather as much informative and relative
evaluation, descriptive method was used. A questionnaire was used
as the main data gathering instrument for this study. It
46 | P a g e

was divided into three sections: the profile, the checklist, and
the scale. The profile contains the following: the sex, the
strand, and their grade in personality development.
Collection of Data
After securing permission from the officer-in-charge, the
researchers personally floated the questionnaires to the senior
high school students. Right after answering, the researchers
collated the questionnaires for data analysis.
Statistical Analysis
The data was collected and tabulated for the purpose of
interpretation and analysis of the study. The data was
categorized and described using descriptive statistics such as
frequency counts, percentage, and weighted mean.
Mean Formula:
μ=
∑x
n
Where in:
∑x = summation of all values
47 | P a g e

n = number of data points
Weighted Mean Formula:
x́=
∑ w.x
n
Where in:
w = weight
x = value
n=number of respondents
Adjectival description of the scale:
Overall Weighted Mean:
5 Strongly Agree Very High
4 Agree High
3 Neutral Moderate
2 Disagree Low
1 Strongly Disagree Very Low
48 | P a g e

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Archdiocese of Tuguegarao PACUCOA LEVEL IV ACCREDITED PROGRAMS:

LYCEUM OF APARRI Liberal Arts, Business Administration, Secondary Education

Telephone: 078-888-2075Telefax: 078-888-2736 lyceumaparri@yahoo.com

SOCIAL MEDIA: ITS IMPACT TO THE ACADEMIC PERFORMANCE OF GRADE 11

STUDENTS IN PERSONALITY DEVELOPMENT

A Research Study Presented

To the Faculty of the Program

Senior High School

Danielle Kate Cartagena

Shanel Mae Oclos

LYCEUM OF APARRI Liberal Arts, Business Administration, Secondary Education

Telephone: 078-888-2075Telefax: 078-888-2736 lyceumaparri@yahoo.com

This RESEARCH entitled SOCIAL MEDIA:ITS IMPACT TO THE

ACADEMIC PERFORMANCE OF GRADE 11 STUDENTS IN PERSONALITY

DEVELOPMENT prepared and submitted by RESSIE MONDEJAR, DANIELLE

KATE CARTAGENA,SHANEL MAE OCLOS, JAYDA SIRIBAN, STEPHANIE

LABBAO,and YVONNE YADAO in partial fulfillment of the

requirements in PRACTICAL RESEARCH I has been examined and is

recommended and approved for oral examination.

LYCEUM OF APARRI Liberal Arts, Business Administration, Secondary Education

Telephone: 078-888-2075Telefax: 078-888-2736 lyceumaparri@yahoo.com

LYCEUM OF APARRI Liberal Arts, Business Administration, Secondary Education

Telephone: 078-888-2075Telefax: 078-888-2736 lyceumaparri@yahoo.com

1. Title: SOCIAL MEDIA: ITS IMPACT TO THE ACADEMIC PERFORMANCE OF

2. Researcher: RESSIE MONDEJAR, DANIELLE KATE CARTAGENA,SHANEL

MAE OCLOS, JAYDA SIRIBAN, STEPHANIE LABBAO,and YVONNE YADAO

3. Type of Document: RESEARCH

4. Accrediting Institution: LYCEUM OF APARRI, APARRI, CAGAYAN

This study aims to determine the impact of social media to

the academic performance of grade 11 students in personality

development. The research sample is composed of 112 non-

randomly selected students. The data was analyzed using

questionnaires, simple frequency counts, percentage, and

LYCEUM OF APARRI Liberal Arts, Business Administration, Secondary Education

Telephone: 078-888-2075Telefax: 078-888-2736 lyceumaparri@yahoo.com

We would like to acknowledge the following for making this

First, to Almighty God for gifting us the knowledge and

strength that guided us for the success of this research. Without

Him, our research would not be possibly accomplished.

To our parents, who supported us with our financial problems

and for their encouragement.

To the faculty and staffs, for helping us improve our

research and giving us inspiration.

To our research adviser, Ms. Juliet K. Mascraba, who was

always there to lend a helping hand and patiently corrected our

LYCEUM OF APARRI Liberal Arts, Business Administration, Secondary Education

Telephone: 078-888-2075Telefax: 078-888-2736 lyceumaparri@yahoo.com

We are dedicating this research to all those who supported us: to

LYCEUM OF APARRI Liberal Arts, Business Administration, Secondary Education

Telephone: 078-888-2075Telefax: 078-888-2736 lyceumaparri@yahoo.com

TITLE PAGE. . . . . . . . . . . . . . . . . . . . . . . . . . .01

APPROVAL SHEET. . . . . . . . . . . . . . . . . . . . . . . . .02

TABLE OF CONTENTS. . . . . . . . . . . . . . . . . . . . . . .07

LIST OF FIGURES/TABLES. . . . . . . . . . . . . . . . . . . .10

Background of Study and Its Problem. . . . . . . . .09

Statement of the Problem. . . . . . . . . . . . . .14

Significance of the Study . . . . . . . . . . . . .15

Conceptual Framework. . . . . . . . . . . . . . . . .16

LYCEUM OF APARRI Liberal Arts, Business Administration, Secondary Education

Telephone: 078-888-2075Telefax: 078-888-2736 lyceumaparri@yahoo.com

Scope and Delimitation. . . . . . . . . . . . . . . .18

Review of Related Literature. . . . . . . . . . . . .20

2 REVIEW OF RELATED LITERATURE