Theoretical Framework

The researchers employ Bandura's Social Learning Theory to create a relationship between

media exposure and the academic performance of the Grade 11 students of MSU – Buug Campus.

The acquisition of abilities that are predominantly acquired inside a social group is described by

the Social Learning Theory (Bandura, 1997). According to Bandura's Social Learning Theory,

individual learners, peers, and contexts may have an impact on individual learning outcomes. The

Social Learning Theory (SLT) developed by Bandura will aid in the comprehension of two

components of the work: educational use of media and academic performance. Ain et al. (2015)

state that the Social Learning Theory fundamentally outlines how an individual's behavior and

learning pattern change as a result of a combination of contextual and cognitive factors. Individuals

will self-initiate, govern learning, and make a purposeful attempt to gain knowledge by producing

and linking information via their efforts, according to the notion of social learning (Yu, 2010).

Moreover, according to the theory, tertiary students' social media abilities are gained only

inside their environment and among their peers, as evidenced by their frequent usage of social

media for educational reasons. Students learn from one another through observation, imitation, and

modeling, resulting in good learning outcomes, according to the notion. Based on Bandura's Social

Learning Theory, students who use social media for educational reasons will gain skills and

information that will help them improve their academic performance.

Additionally, one of the few ideas of academic performance that was scientifically

evaluated was Walberg's (1981) theory of educational productivity. Individual students'

psychological qualities and their immediate psychological circumstances, according to Walberg's

theory of academic accomplishment, impact educational results (cognitive, behavioral, and

attitudinal) (Reynolds & Walberg, 1992). According to Walberg's research, student ability/prior

achievement, motivation, age/developmental level, the quantity of instruction, quality of

instruction, classroom climate, home environment, peer group, and exposure to mass media outside
of school are among the nine key variables that influence educational outcomes, including media

exposure (Walberg, Fraser, & Welch, 1986).

Conceptual Framework

Figure 1. Conceptual Schematic Diagram of the Conceptual Framework showing

the relationships between variables present in this study

The figure above showed the conceptual framework of this study in detail. As the study

conducted at Mindanao State University - Buug, this study was based on the theories as presented

in the theoretical framework section, applied along with the study where the researchers create a

relationship between the amount of media usage and the level of parental controls imposed on their

media exposure to the academic performance of the Grade 11 students.

The research was an explanatory study with a quantitative methodology that is designed to

understand the dimensions that parental controls on children’s media exposure will affect the

academic performance of a student. It also aimed at examining (1) if there would be a significant

difference between the imposed parental controls of media exposure to the academic performance

of the student, and (2) how the level of media usage or the amount of time a student spent in media
exposure relates to their level of academic performance. These examined relationships will be

hypothesized and are depicted in the conceptual framework (figure 1).

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Conceptual Framework

Figure 1. Conceptual Schematic Diagram of the Conceptual Framework showing

the relationships between variables present in this study

The figure above showed the conceptual framework of this study in detail. As the study

conducted at Mindanao State University - Buug, this study was based on the theories as presented

in the theoretical framework section, applied along with the study where the researchers create a

relationship between the level of parental controls imposed on their media exposure to the academic

performance of the Grade 11 students.

The research was an explanatory study with a quantitative methodology that is designed to

understand the dimensions that parental controls on children’s media exposure will affect the

academic performance of a student. It also aimed at examining (1) if there would be a significant

relationship between the imposed parental controls of media exposure to the academic performance

of the student, and (2) how the level of media usage or the amount of time a student spent in media

exposure relates to their level of academic performance. These examined relationships will be

hypothesized and are depicted in the conceptual framework (figure 1).