Saint Francis of Assisi College

Bacoor Campus
Chapter I

THE PROBLEM AND ITS SETTING

Introduction

As COVID-19 came to the scene in our country everything has changed, all the freedom we have

before the pandemic has been limited. People are not allowed to go outside of their residence if the reason

is not important and because of this, all private and public schools have to postpone their classes to avoid

harming the health of the students and faculty caused by the deadly virus. Since individuals are strictly

forbidden to go outside most of us spend our time on social media to keep ourselves distracted and to keep

in touch with others. Social media helps us divert our attention from the terrifying reality and also keep us

informed and updated about the situation. Even though we are in the middle of a pandemic this does not stop

the government to resume the classes. For us to avoid face-to-face interaction the Department of Education

(DepEd) concluded that everything must be done online, and this is how virtual online learning became the

only choice for the students to continue their study.

Social media exploded as a category of online discourse that enables people to create content, share

them, bookmark them, and network at a prodigious rate (Kolan and Dzandza, 2018). This is what makes

communication easy unlike when people rely only upon traditional methods that use letters and telephone as

a mode of getting in touch with friends and families. Since it is an online discourse, of course, it can only be

utilized with the presence of the internet. The same can be said to online classes, according to Paul and

Jefferson (2019) as opposed to traditional classroom teaching, web-based instruction has made it possible

to offer classes worldwide through a single Internet connection. Online education can access everywhere

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and anytime as long as you have internet. Because of these demands, online education has become a viable,

alluring option to business professionals, stay-at-home-parents, and other similar populations (Paul &

Jefferson, 2019). This became the only last resort to our situation to continue our education while we are in

the middle point of the pandemic.

Though social media helps immensely improved the communication and can be a source of

entertainment, it also has its both positive and negative effects specifically in student’s academic performance

from both online and traditional class. According to Mowafy (2018), Social media usage is one of the most

common activities among children, adolescents, and emerging adults nowadays. It offers today’s youth a

portal for entertainment and communication and it is becoming one of the main platforms for accessing

information and news. These include enhancing relationships, improving learning motivation, offering

personalized course material, and developing collaborative abilities (Wheeler, Yeomans, and Wheeler, 2008;

Rifkin, Longnecker, Leach and Ortia, 2009; Kolan and Dzandza, 2019). Social media indeed has its positive

effects but according to Talaue, et, al. (2018), students who spend more time on social media are likely to

perform poorly in their academics this is because instead of reading books, they spend time chatting and

making friends via social media and this will definitely have negative effect on their academic performance.

In other words, social media can be a distraction to students, especially in their academic performances.

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Background of the Study

Social media use is extremely widespread among adolescents because it provides them the freedom

to do whatever they want to do using social media. They can create and share the content, comment on

anything they want to, get along and send messages to their friends also to make new-found friends. Social

media can also be used as a tool for academic learning among students. Students can connect with their

lecturers, tutors, and classmates online if they face any issue related with their studies. This can help them

to connect with their teachers and classmates in a new way of providing flexibility in education.

However, there is also a darker side related to social media use amongst students. Many students

start abandoning their focus in studies because of their addiction to social media, and this can lead to a failure

in their general academic performance. Academics is indeed a very essential part of a student’s life. A decent

school performance helps to establish a successful and secure future. However, social media has affected

students’ attention towards learning in such a way that it became a hindrance to their educational

performance and thus indirectly their future.

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Conceptual Framework

The conceptual paradigm of the study was formulated as shown in Figure 1. The paradigm used an

INPUT, PROCESS, and OUTPUT model which guided the researcher in this study.

INPUT
Participants
• Selected Senior
High School PROCESS
Students of
Different Private
Institutions in City
of Bacoor • Data Gathering
OUTPUT
Knowledge • Analysis of
Requirement
gathered data
The different positive
• Effects of Social
Media • Tabulation of and negative effects
results of using social media
of selected Senior
• Interpretation
of results High School
Students in Various
Private Institutions in
Bacoor City, Cavite.

Figure 1.
Research Paradigm of the Study

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Statement of the Problem

This study aims to examine the different effects of using social media while having online classes

and the change in the academic performances, especially the senior high students.

The following questions are being identified to use in this study:

1.) What are the specific social media that is commonly used by the students while in a

class?

2.) What are the subjects that intentionally ditched by the students to spend their time on

social media?

3.) Is there any relationship between using social media as a tool for learning and as a

distraction in learning?

Hypothesis

In line with the statement of the problem, the following hypothesis is to be verified:

There is a significant relationship in using social media as a tool for learning and as

distraction in learning in the academic performance of the participants.

Scope and Delimitation of the Study

This study concentrates solely on identifying the various effects of social media on the academic

performances of the students. This study will only restrict to the selected Grade 11 and Grade 12 students of

different private institutions around Bacoor City, Cavite.

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This study will not involve other students from the higher levels than senior high school students and

the same can be said for the lower levels as participants. It will also not include the effect of social media

outside the City of Bacoor, Cavite.

Significance of the Study

This study will be undertaken to determine the effects of social media in the academic performances

of the senior high students in their online classes by private schools in Bacoor City, Cavite.

The generalization of this study would be a great contribution and beneficial specifically to the

following:

The Students.

This refers to the Senior High School students from Private School in Bacoor City, Cavite.

They are the main target of this study. It will help them to become responsible and aware through

their actions when it comes to academic performances.

The Teachers.

This study serves as a guide to the teachers to have a better understanding of how their

students being affected by social media.

The Future Researchers.

The content and idea of this research can be a guide for future researchers. This study can

be a source of reliable information about the effects of social media on the academic performance

of students.

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The Parents.

Like the teachers, it will also help parents to have a deeper understanding of this study. This

will be beneficial to the parents because they will be aware and knowledgeable about how they will

handle their child while they are in their online classes.

The School.

The study will be also a great contribution to the school because it will help them to have a

better and effective virtual learning system.

Definition of Terms

Online Classes/Education A form of education where students use their home

computers or gadgets with the use of the internet.

Social Media It serves as a tool that is used for sharing ideas, thoughts,

and information. A source of entertainment.

Traditional/Face-to-face This is an instructional method where learning material is

taught in – person to a group of students.

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Chapter II

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies after the thorough and in-depth search done

by the researchers. This will present the Related Readings, Related Local and Foreign Literature, Related

Local and Foreign Studies, and Justification of the Study to fully understand the research to be done.

Related Literature

According to Best and MacGregor (2017), technology-mediated teaching and learning enables

access to educational opportunities, irrespective of locality, rurality or remoteness. The Internet has made

online learning possible, and many researchers and educators are interested in online learning to enhance

and improve student learning outcomes while combating the reduction in resources, particularly in higher

education (Nguyen, 2015; Bolliger & Halupa, 2018). A growing amount of learners are now choosing for

online classes. As stated by Paul and Jefferson (2019), they find the traditional classroom modality restrictive,

inflexible, and impractical. In this age of technological advancement, schools can now provide effective

classroom teaching via the Web.

Virtual and Traditional Education share many qualities, students and teachers still function the same

from lessons to school works. Though the differences between the two is too noticeable, based on the study

by Paul and Jefferson (2019), traditionally, classroom instruction is known to be teacher-centered and

requires passive learning by the student, while online instruction is often student-centered and requires active

learning. Knowing what among the modalities are better depends in every student.

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Online classes were already considered as a method of learning even before the pandemic, though

it contributed as to why suddenly virtual learning became a strategy. The COVID-19 pandemic has impacted

education at all levels in various ways. Institutions and teachers had to quickly respond to an unexpected

and ‘forced’ transition from face-to-face to remote teaching (Flores, 2020). Online classes also have different

effects and accordance to the study Zia (2020), that three variables (attitude, motivation and training) have a

positive impact on online classes, whereas two variables (curriculum and technology) have a negative impact

on the online classes.

To be able to attend a virtual education, a learner should have technology, internet and social media

ready to be used. Social networks provide platforms to make friends by utilizing inconsequential interactions,

communications, or participation in social groups, and enable people to socially support one another (Abbas,

et al., 2019). Social media is not only limited for communication it also helps you in learning in virtual or

traditional education. The adoption of social media in the university setting represents a valuable resource

for learning, enabling students to find new channels of communication, a valuable source of information and

participation (Ajjan & Hartshorne, 2008; Manca & Raniere, 2016). A recent study of Mushtaq (2018) saw the

potential of social media in improving learning. It revealed that social media appeared to be a handy tool for

students in their lessons as they use them to enhance their learning process, i.e., to communicate effectively

with each other, receive university-related issues and get the additional necessary information. Researchers

(PRC, 2015; Alhabash & Ma, 2017), also found that the employment of some kinds of social media has

beneficial effects to students, not only on their academic needs but also to assist them establish a way of

identity and build and enhance networking skills.

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Related Study

According to the study done by Lavuri, et al., (2019), online media networks have positive and

negative effect on understudies towards their scholarly execution. The internet is today the foremost

important source of information and therefore the growing dimensions of the use of social media by students

cannot be underestimated. According to Amadi and Ewa (2018), it is confirmed that the social media

platforms had distracted the attention of the students from their studies resulting in negative performances.

It's been observed that students devote more attention and time to social media than they do for their studies

and that they cannot pass their examinations well if they do not learn (Osharive, 2015; Kolan and Dzandza,

2018). Social media use harming sleep quality, self-esteem, and mental health and affect academic

performances in medical students (Al Suwayri, 2016).

Social Media is about collaborating, networking, sharing and generating knowledge and content, all

of those features are of great value in the context of higher education but still, social media was considered

to be a deteriorating agent in academics by some people (Branzuela, 2019). The study conducted by Gordon

(2016), revealed that media use contributes to lower academic performance, low self-perceptions, and fewer

interest in college-oriented carriers. Also, the study done by Halboub et al., (2016), found out that the majority

of students are using their smartphones or computers for social networks on a daily basis, during lectures,

laboratories, and clinics as well, resulting in negative performance and the only suggested remedy is to stop

or reduce using social media.

According to Al-Rahmi & Zeki (2017), Social media has been always described as the channel

through which knowledge is transmitted between communities and learners. This social media has been

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utilized by colleges in a way to encourage collaborative learning and social interaction. This ease of

accessibility promotes student communication with friends and family. Also, the use of social media helps

students rapidly share ideas, increase their knowledge, enrich their insights through real-time discussions

about various matters, and enhances their skills of learning and working with others (Sutherland, et al., 2018).

Makes it easy to get instant access to reliable information and helps to become an expert in the use of

innovative technologies. This is due to the fact that online technology can provide both students and teachers

with so much benefits (Blaylock, 2018).

Synthesis

With the cited literature and studies, this literature that the researchers collected were directly

associated with this study. This will more describe that the hypothesis of the study will be significant and valid

according to the given related literature. The related literatures work above shows the difference between

face–to–face and online class and also how social media can be used as a tool for learning. While the related

studies show the different attributes of social media in every person and what distraction it does to the

students learning. This study is conducted to obtain more information about the students who are

experiencing distraction in social media in their online classes and to give awareness about the possible

effects of social media on the students’ academic performance.

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Chapter III

METHODOLOGY

This chapter presents the process that was used in this study. This will present the research design,

research locale, population and sampling, validity and reliability, data gathering, and statistical treatment to

fully understand the research to be done.

Research Design

For the researchers to discuss the research brief, the researchers used quantitative design or more

specifically a correlational quantitative research design to further explain the effects of using social media as

a tool for harming and as distraction in learning in the academic performances of the senior high students in

online classes in different selected private schools around Bacoor City, Cavite.

Research Locale

This study was conducted in Saint Francis of Assisi College – Bacoor Campus, wherein the chosen

participants are from the private schools around the area of Bacoor City, Cavite. The participants were given

a questionnaire to gather the information. This research was conducted during the first semester of the

academic year 2020-2021.

Population and Sampling

The participants in this study were 30 Senior High School students in various private schools within

Bacoor City, Cavite who have positive or negative sentiments regarding the impact of social media on the

academic performances of the students. The researchers used a simple random sampling, in which case

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each individual is chosen entirely by chance and each member of the population has an equal chance or

probability of being selected. In this study, the researchers chose the students randomly to determine the 30

participants.

Research Instruments

The instrument that was used to collect data is the survey questionnaire. The researchers prepared

a set of questions that will help to get information from the participants. This is the material that researchers

used:

Questionnaire - The researchers used this material to get the answers from participants. The

researchers made used to document the answers from the participants and as the validity that

researchers follow the instructions of the professor.

Google Form - Due to the pandemic that the country is facing at the moment, the researchers used

google form as a method of surveying to avoid any form of physical interaction and to make sure that

both participants and researchers are safe.

Validity and Reliability

The questions that the researchers prepared are checked by the experts to ensure the validity and

reliability of the instruments. This is approved to guarantee that the instruments will be valid in answering the

problem stated in this research which is the responses of the senior high school students from selected

private schools strictly around Bacoor City, Cavite through the effects of social media in their academic

performances.

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Data Gathering

The researchers asked for permission to conduct a study outside the premises of the school. Next,

researchers will determine who will be the respondents of the study. Further, the researchers will perform a

survey questionnaire to the participants. Lastly, researchers will gather information to the answer of the

participants and conduct a study by illuminating the data.

Statistical Treatment

The statistical treatment of data in this methodology is used to explain the computation analysis that

will occur in the study. To compute this, the researchers used frequency distribution data before computing

the percentage.

1. Percentage. The percentage will be used to determine the different effects of using social media in

the middle of the online class, also to find out how it affects the academic performances of the

students.

Formula:
𝑓
𝑃 = 𝑛 × 100%
Where:
P- percentage
f- frequency
n- total number of respondents

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2. The statistical mean refers to the mean or average that is used to derive the central tendency of

the data in question. It is determined by adding all the data points in a population and then dividing

the total by the number of points. The resulting number is known as the mean or the average.

3. Pearson’s Correlation Coefficient is the test statistics that measures the statistical relationship,

or association, between two continuous variables. It is known as the best method of measuring the

association between variables of interest because it is based on the method of covariance. It gives

information about the magnitude of the association, or correlation, as well as the direction of the

relationship. The researchers used this to test whether there is a significant difference of using

social media as a tool for learning and as distraction in the academic performances of the

participants. Using the table below the researchers will know the level of relationship between their

scores and their assessment.

Sign of Correlation Always Sometimes Never

Coefficient

+ values (positive 0.5 to 1.0 0.3 to 0.49 0.1 to 0.29

relationship)

- values (negative -1.0 to -0.5 -0.49 t0 -0.3 -0.29 to -0.1

relationship)

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Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter represents the analysis and interpretation of the data that the researchers gathered

through conducting a survey. It consisted of 10 parts; Part 1: School and Grade Level of the Students, Part

2: Present the Social Media That Students Frequently Use, Part 3: Students That Intentionally Ditched

Subjects in Class, Part 4: Data Collected in Question-Agreement from the Respondent, and Part 5. Pearson

Correlational Coefficient.

Part 1: School and Grade Level of the Students

Private Schools Where The Researchers Conducted

a Survey

UPHSD-Molino [University of Perpetual

Help System Dalta - Molino]
6 7 SFAC-Bacoor [Saint Francis of Assisi
College - Bacoor]

SMI of Bacoor [St. Michael's Institute of

Bacoor]
6
6
SMAC [Saint Matthew Academy of
Cavite]
5
SDCA [St. Dominic College of Asia]

Figure 2.1.
Private Schools

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Grade Level of the Participants

8, 26.7%

22, 73.3%

Grade 11 Grade 12

Figure 2.2.
Grade Level

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Part 2: Present the Social Media That Students Frequently Use

What are the social media you frequently

used?
Viber 1 (3.30%)
Messenger 24 (80%)
TikTok 17 (56.70%)
YouTube 15 (50%)
Snapchat 5 (16.70%)
Tumblr 1 (3.30%)
Pinterest 3 (10%)
Instagram 24 (80%)
Facebook 25 (83.30%)
Twitter 23 (76.70%)

0 5 10 15 20 25 30
Figure 3.
Social Media That Students Frequently Use

Figure 3. indicates that 25 out of 30 participants which have the highest response than most, always use

Facebook with a percentage of 83.30%. Students that always use Messenger and Instagram are likely to

communicate and share their aesthetic pictures shows a percentage of 80% with 24 responses. There are 23

students frequently use Twitter is equivalent to 76.70%. The 17 participants who are likely to watch videos with

amazing transitions and dance moves regularly use TikTok with a percentage of 56.70%. Out of 30 participants,

15 students are likely to use YouTube which is equivalent to 50%. With a percentage of 16.70% that equivalents

to 5 students are likely to use Snapchat regularly. There are 3 students with a percentage of 10% who love to get

a high quality of any different pictures used the application called Pinterest. Lastly, with the same percentage of

3.30% which is equivalent to 1 student used Tumblr and Viber. The following results confirm that most Senior

High school students use one or more social media every day.

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Part 3: Students That Intentionally Ditched Subjects in Class

Subjects that the students intenionally ditched

I don't ditch

1, (3.33%) Physical Education

1, (3.33%)
27, (90%)
Entrepreneurship
1, (3.33%)

Inquiries, Investigation and

Immersions

Figure 4.
Subjects That Students Ditched

Figure 4. shows that 27 students which are equivalent to a percentage of 90% say that they don’t

ditch any subjects at all. While a percentage of 3.30% of 3 different students answered that they ditch some

subjects and that includes of Entrepreneurship, Physical Education and III (Inquiries, Investigation and

Immersions). The result above proves that there are least students who ditch their subjects just for social

media.

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Part 4: Data Gathered from the Participants

Table 1. Data Collected in Question-Agreement from the Respondent

ALWAYS SOMETIMES NEVER

No. of Questions

F % F % F %

1 7 23.30% 21 70% 2 6.70%

2 9 30% 20 66.70% 1 3.30%

3 24 80% 6 20% 0 0

4 29 96.70% 0 0 1 3.30%

5 26 86.70% 0 0 4 13.30%

6 15 50% 15 50% 0 0

7 7 23.30% 21 70% 2 6.70%

8 9 30% 20 66.70% 1 3.30%

9 25 83.30% 0 0 5 16.70%

10 29 96.7% 1 3.30% 0 0

11 25 83.30% 0 0 5 16.70%

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12 15 50% 14 46.70% 1 3.30%

13 7 23.30% 21 70% 2 6.70%

14 9 30% 20 66.70% 1 3.30%

15 24 80% 0 0 6 20%

16 29 96.70% 0 0 1 3.30%

Table 1. shows data gathered in the survey with the following choices of ALWAYS, SOMETIMES

and NEVER. The table illustrates a total of 16 questions about using social media as a tool for learning and

as a distraction to learning in the academic performances of the participants.

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Part 5. Pearson Correlational Coefficient Results

Table 2. The Relationships of Social Media as Tool for Learning and as a

Distraction to Learning
Correlations
Social media as tool Social media as
for learning distraction
Social media as tool for Pearson
1 .714**
learning Correlation
Sig. (2 tailed) .000
N 30 30
Social media as Pearson
.714** 1
distraction Correlation
Sig. (2 tailed) .000
N 30 30

Table 2. Indicates the results of the hypothesis of the study. The table shows that there is a strong

correlation between the two variables. Using social media as a tool for learning and as a distraction in terms

of the academic performances of the respondents.

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Chapter V

SUMMARY, CONCLUSION AND RECOMMENDATION

This study aims to find out the Effects of Social Media in the Academic Performance of Senior High

Students in Online Classes. This chapter presents the summary, findings and conclusion drawn from the

gathered data and the corresponding recommendations for the improvement and actualization of the results

of the study.

Summary

This study aims to examine the different effects of using social media while having online classes

and the change in the academic performances, especially the senior high students.

The following questions are being identified to use in this study:

1.) What are the specific social media that is commonly used by the students while in a class?

2.) What are the subjects that intentionally ditched by the students to spend their time on social

media?

3.) Is there significant difference of using social media as a tool for learning and as a distraction

in learning?

Concurrently, in line with the statement of the problem, the following hypothesis will be tested:

There is a significant relationship in using social media as a tool for learning and as distraction in

learning in the academic performance of the participants.

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Findings

I. PRIVATE SCHOOL AND GRADE LEVEL OF THE STUDENTS

I.I. School

The researchers surveyed a total of 30 participants in different private schools

around the Bacoor City area. There were 7 students who participated from the

University of Perpetual Help System DALTA – Molino (UPHSD – Molino) and 6

participants in Saint Francis of Assisi College – Bacoor (SFAC – Bacoor) same

number of participants from Saint Matthew Academy of Cavite (SMAC). Also, 6

students participated from Saint Dominic College of Asia, and lastly there is 5

participants from St. Michael's Institute of Bacoor (SMI of Bacoor).

I.II. Grade Level

These are the grade levels of the respondents. The result show that there are 22

out of 30 participants that belong in Grade 12 level with the highest percentage with

73.30% and 8 participants in Grade 11 with 26.70%.

II. Social Media That Students Commonly Used

In this part discusses the different social media that the participants used every day. The results

show that there are 25 out of 30 participants that always use Facebook with the highest

percentage of 83.30%. 17 participants that always use TikTok with a percentage of 56.70%. 15

students frequently use YouTube which is equivalent to 50%. 5 participants who regularly use

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Snapchat with a percentage of 16.70%. 1 student likely use both Tumblr and Viber which is

equivalent to 3.30%. 3 students who likely use Pinterest regularly with a percentage of 10%.

24 students who likely use Instagram and Facebook with a percentage of 80%. Lastly there

are 23 students that always use Twitter with a percentage of 76.70%.

III. Subjects That Students Intentionally Ditched in Online Classes

This part discusses the different subjects that students intentionally ditch for Social Media.

The results show, with the highest percentage of 90% that out of 30 participants, there are

27 responses from students that they do not ditch any subject while there are 3 participants

with each corresponding percentage of 3.33% response that they intentionally ditched a

subject like Entrepreneurship, Physical Education, and III (Inquiries, Investigation and

Immersions) for social media.

IV. I Used Social Media During My Online Classes

In this part, there are different responses that we got about students using social media

during classes. There are 21 students which is the highest response that equivalent to a

percentage of 70% who SOMETIMES use social media in class while there are 7 participants

with a percentage of 23.30% who ALWAYS use social media in the middle of classes. Also,

2 students correspond to a percentage of 6.70% answered that they NEVER use social

media during classes.

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V. Social Media Affects the Productiveness of the Students

These are the different responses of the participants about social media consumes their time;

concentration and conscientiousness for being a productive student. The results show that 20

out of 30 participants which is equivalent to a percentage of 66.70% answered that SOMETIMES

social media causes their unproductiveness. While there is a percentage of 30% which

corresponds to a total of 9 of participants answered that social media is ALWAYS the reason for

them being unproductive and 1 participant which is equal to a percentage of 3.30% answered

that social media is NEVER a hindrance for being a productive student.

VI. I Check My Social Media First Thing in the Morning

This part discusses the use of social media first thing in the morning. The outcome shows

that the percentage of 80% which corresponds to the 24 respondents who answered that

they ALWAYS do check their social media accounts first when they wake up in the morning.

While a percentage of 20% which is equivalent to 6 students who answered SOMETIMES

that they check their social media in the morning. On the other hand, NEVER got 0 response.

VII. Social Media Helps the Instructor and Students to Communicate

This part discusses that social media helps the participants interact with their instructors and

classmates which helps them to build social relationships. The results show that more than 29

out of 30 participants which is equal to a percentage of 96.70% who answered ALWAYS , they

agree that social media helps them interact with their instructor and classmates, a participant

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of 1 student which corresponds to a percentage of 3.30% answered NEVER. While

SOMETIMES got 0 response.

VIII. Social Media Helps on Gathering Legit Information

In this part, the different responses about using social media helps to gather information to

the school works of the student. There are 26 participants which corresponds to a

percentage of 86.70% who agreed that social media ALWAYS helps them to get reliable

information while there are 4 participants that is equivalent to the percentage of 13.30% who

answered NEVER, it does not help them get any credible information at all. Whereas none

of the participants answered SOMETIMES.

IX. Social Media Helps to Finish School Works Before Deadline

These are the results of the response from the students about using social media helps them to

finish the given school works before deadline. The 50% of the responses which is equal to 15

participants answered that social media ALWAYS helps them to finish the given task while the

other 50% of the participants which is also equal to 15 responses answered that it SOMETIMES

helps them finish their school works. While none of the students answered NEVER.

X. Social Media as Tool for Learning

X.I. Social Media as a Good Access of Information

These are the different response of the participants about social media as a tool for

social interaction and as a tool to access news and information. Out of 30 students,

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21 of them answered that they SOMETIMES use social media to interact and use it

to access news and information which corresponds to a percentage of 70% while a

percentage of 23.30% which equivalent to a response of 7 answered that they

ALWAYS use social as tool to access information. Whereas 2 participant which

equals to a percentage of 6.70% NEVER use social media for the same reason.

X.II. Social Media as Tool to Keep Learning Materials

This part discusses the students use of social media tools like GDrive, GDocs, etc.

helps them keep information organized and accessible. The outcome of the results

shows a percentage of 66.70% which is equal to a total response of 20 students

answered that they SOMETIMES use social media to keep any necessary

information about their courses while 9 participants which corresponds to a

percentage of 30% answered that they ALWAYS use social media tools to keep any

information organized and accessible. A total of 1 response answered that they

NEVER use social media to keep information which is equal to a percentage of

3.30%.

X.III. Social Media as Tool for Researching

In this part, the different responses about using social media as a tool for

researching their assignments will be discussed. There are 25 participants which

corresponds to a percentage of 83.30% who ALWAYS use social media for

researching the assignments given and a total 16.70% which is equals to 5 students

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who answered that they NEVER use social media for the same reason. There is 0

response for SOMETIMES.

X.IV. Social Media Helps Students to be Confident on Studies

These are the results of the responses from the students about social media making

it possible for them to be confident in their studies. A 50% of responses which is

equivalent to a total of 15 participants who answered that social media ALWAYS

helps them to be confident in their studies while there are 14 students which

corresponds to a percentage of 46.70% answered SOMETIMES that social media

helps them for the same reason. Whereas a total 1 response answered that social

media NEVER helps them to be confident in their studies which is equivalent to a

percentage of 3.30%.

X.V. Everything to Learn is on Social Media

In this part, the results of the responses about everything that you need to learn in

school can be accessed in the social media. There are 24 participants which

corresponds to a percentage of 80% answered that social media ALWAYS have

every information that can be learned in school whereas a total percentage of 20%

which is equivalent to a total response of 6 answered NEVER, not everything that

you learn from school can be found in social media. While there is no response for

SOMETIMES.

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XI. Social Media as Distraction to Learning

XI.I. Spending More Time on Social Media

These are the results gathered from the survey about students spending more time

on social media accounts than doing school works. There are 25 out of 30

participants answered that they ALWAYS spend more time in social media than

doing their school works with a total percentage of 83.30%. While 5 participants

answered NEVER which corresponds to a percentage of 16.70%. No participants

answered SOMETIMES.

XI.II. Cutting Class for Social Media

In this part will be the results about students who skip classes just to use social media.

A percentage of 96.70% which equals to 29 participants answered that they ALWAYS

skip their class just to use social media and whereas 1 participant answered

SOMETIMES with a total percentage of 3.30% answered for a same reason. While

NEVER got no response.

XI.III. Social Media Distracts Students in Class

These are the results of the response about students get distracts in classes

because of social media. The outcome shows that 21 participants which is

equivalent to a percentage of 70% answered SOMETIMES that social media causes

them to get distracted in class and also 7 participants answered ALWAYS to the

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same reason with a total percentage of 23.30%. A total of 2 participants which

corresponds to 6.70% answered that social media was NEVER a distraction to

them.

XI.IV. Social Media Causes Students to be Forgetful and Unproductive

In this part are the different responses of the students about social media causes

them to be forgetful and unproductive. A percentage of 66.70% which is equal to a

total participants of 20 answered that SOMETIMES social media causes them to

become forgetful and unproductive whereas 9 participants answered ALWAYS that

social media causes them to be like this too with a percentage of 30%. While only 1

participant answered NEVER with a total percentage of 3.30%.

XI.V. Trends is the Reason for Students to Used Social Media

In this part will be the results about the responses of students about the trends as a

reason for them to use social media. A percentage of 96.70% which is equal to a

total participants of 29 answered that ALWAYS they are using social medial to follow

the trends instead of doing school works whereas 1 participant answered NEVER

that they use social media for the same purpose with a percentage of 3.30%. While

there is no response for SOMETIMES.

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XII. Pearson Correlational Coefficient Results

The results shows that the Pearson Correlation for social media as a tool for learning is

equal to a value of 1 while social media as distraction to learning is equal to a value of 714**.

The values of the two variables shows that there is a strong significant relationship between

social as a tool for learning and distraction to learning in terms of academic performance of

the students.

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EFFECTS OF SOCIAL MEDIA IN THE ACADEMIC PERFORMANCE OF SENIOR HIGH STUDENTS IN

ONLINE CLASSES BY PRIVATE SCHOOLS IN BACOOR CAVITE.

The following results that will be discussed are the effects of social media in the online classes of the

participants. Online class is the current form of education because of the pandemic and this actually only means

that student is more exposed in the social media and is confirmed by the results of 21 participants with a

percentage of 70% who used social media during online classes. Also, social media consumes time, concentration

and conscientiousness for being a productive student which is proven by the results of 66.70% that corresponds

to a total response of 20. Another negative effect of social media, they always use social media first in the morning;

this only means that this affects how they spend their time like the results above and also confirm their addiction

to social media with the outcome of 80% that equal to a total of 24 responses. Though social media can affect the

academic in a negative way, it also helps the students to communicate with their instructors and also a possible

building social relationship with their classmates through online because of the pandemic, this is confirmed

through the 29 students which correspond to a percentage of 96.70% who participated on the survey. Aside social

media as a form of communication, it also helps the student to look and gather legitimate information from different

sources to aid with the school works and this is proven with a response of 26 which is equivalent to a percentage

of 86.70%. Social media is still a tool for everyday use especially in helping to complete schoolwork before the

deadline in which is proven by the results that show a 50% half of the population which is equivalent to 15 students

answered that social media is a great tool in helping them accomplish their academic tasks and the other 15

students which also correspond to 50% answered that sometimes it helps them with their school works . The

evidences listed above shows how social media affects the academic performance of the students.

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Based on the results of the investigation done by the researchers, the effects of social media as a

tool for learning helps every student who attend online classes as they interact and access the news and

information, this is confirmed through the 21 students with a percentage of 70% who participated on the

survey. Also, social media is used by the participants as a tool for collecting and keeping any courses

information that is needed in classes which is proven in the results with 66.70% that corresponds to a total

20 students. Since social media helps the students with the information, this is an advantage for the student

to access ideas and new knowledge to help them with their assignments or any given school works and this

is verified with the response from the 25 participants which is equivalent to a percentage of 83.30%. With the

support from the social media, the student gain confidence to their studies. The assistance of credible and

verified information helps student to not doubt their work which is confirmed from the response of total 15

with a corresponding percentage of 50% a half of the population. Lastly, social media is a computerized world

of unlimited knowledge from different experts, professionals and well-known author from old to new

information, most of the materials used in classes can be accessed in social media which is to be proven

from the response of the students with a total percentage of 80% which is equal to 24 participants. The

following written results above shows an evidence that students agreed that social media is an effective tool

for learning.

Even though social media is a great tool it can also affect the students as distraction to learning with the

following results from the data gathered in the survey done by the researchers. It not only provides information

but also entertainment which is the reason why students spend more time in their social media than doing any

school work and this is proven with a result of 83.30% which is equal to a total response of 25. Aside from providing

entertainment, it can also cause the students to abandon classes and which is confirmed from the result of 96.70%

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that equals to 29 responses, generally of the population admitted that they skip class just to use social media.

Another evidence of social media as a disturbance to learning is that it can distract students from classes and this

is verified with a total 21 response which is equivalent to a percentage of 70%. It is also similar on how social

media affects the time management of a student wherein a student become forgetful and unproductive, to prove

this with the evidence of the results that a percentage of 66.70% of the population with a total response of 20.

Last, social media is a place where memes, new clothes, and any different aesthetic things are displayed that it

can be shortened in a term as trends to the students which is also the reason as to why most of them uses social

media accounts instead of doing school works, and this can be verified by the evidence of the results that shows

a total percentage 96.70% with a corresponding 29 response form the participants. Listed above are the evidences

from the investigation done by the researchers which confirmed that social media affects the students as a form

of distraction.

To test the hypothesis of this study the researchers used the Pearson Correlational Coefficient to

know if it is rejected or not. The result shows that the value of the x and y variables is above +0.5 which

indicates that there is a strong significant relationship between using social media as a tool for learning and

distraction to learning in the academic performance of the students.

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Conclusion

1. The researchers concluded that the most frequently used in social media apps are Facebook,

Instagram, and Twitter.

2. The researchers also concluded that most of the students from the private schools in Bacoor

City, Cavite listen attentively to the lesson and not consciously chose to skip a subject just only

to use social media.

3. The researchers determined that social media was a big help to communicate with their

professors and classmates of the senior high school students from the private schools in Bacoor

City, Cavite.

4. The researchers also determined that social media greatly affects the productiveness of the

students in a disadvantageous way specifically to the academic performances.

5. The researchers concluded that social media was the best way to help the students accomplish

their tasks given to the participants from the private schools in Bacoor City, Cavite.

6. The researchers concluded that the student’s confidence was built with the help of social media

in their studies; however, the social media was also the reason for the students to be distracted

and be an unproductive learner.

7. The researchers determined that there are multiple effects of social media in the academic

performances of a student and it can be good and bad.

8. The researchers conclude that social media as a tool for learning and social media as distraction

to learning have strong correlations to the academic performance of the students.

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Recommendation

1. The instructor must give students a short quiz after class that will help them focus more on what

they have learned so that they will pay more attention in class rather than on social media.

2. The students must be knowledgeable about their actions. They should be aware on how social

media consume their time and be more wary on what they do.

3. The school could create an event or intervention that aims to help students be more focused in

their studies.

4. The researcher recommends to the future researchers that they should create an investigation

that focuses on what is happening in current time and must put limitations to their study.

5. Students should do more productive things that can contribute to their physical, mental and

emotional well-being instead of being exposed in social media.

6. Parents should monitor their child's behavior during class hours so that they can help the child

to focus.

7. The students must turn off their notification on social media so it won't be a distraction and will

help them be more focused on the lesson.

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APPENDIX A – Letter of Request to the Principal

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APPENDIX B – Letter to the Respondents

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APPENDIX C – Survey Questionnaire

Survey Instrument
Name (Optional): ___________________________________________________ Grade Level: _______
Social Media You Used: ________________________________________________________________
Subjects you ditched (If not, write “I don’t ditch”): __________________________________________
ALWAYS SOMETIMES NEVER
I used social media during my online classes.
Social media consumes my time; concentration
and conscientiousness for being a productive
student.
I check my social media first thing in the morning.
Social media helps me to communicate with my
instructor and classmates.
Social media helps me to gather legit information to
my school works.
Social media helps me to finish the school work
given before the deadline.
I used social media for social interaction and
access to news and information.
Social media tools (Gdrive, Gdocs, etc.) can help
me keep course information organized and
accessible.
I spend more time in my social media accounts
than doing my schoolwork.
I cut class to use social media.
I used social media for researching my
assignments.
Social media has made it possible for me to be
confident in my studies.
I got distracted every time I'm in my class because
of social media.
Social media causes me to become forgetful and
unproductive.
Everything I need to know in school is what I see
on social media.
To be able to follow the trends I'm always in my
social media accounts instead of doing school
works.

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APPENDIX D – Background Information of the Editors

Ms. Marla Manlangit a Licensed Professional Teacher, who is our

statistician, is currently serving as Junior High and Senior High School Teacher at

Cavite Christian School, Inc. She took up Bachelor of Secondary Education Major in

Mathematics at Rizal Technology University – Boni and also currently taking Masters of Education –

Mathematics at De La Salle University – Taft.

The person who checked the sentence structures, Ms. Jessell Calvadores is

currently teaching as Elementary Teacher at Logic Gestalt Integrated Learning

School. She took up Bachelor of Secondary Education at Cavite State University - Bacoor Campus.

The research will never be completed without Ms. Claudine R. Adraque a

Licensed Professional Teacher, our proofreader. She is currently teaching at Saint

Francis of Assisi College – Bacoor Campus as English Teacher in SHS Department.

She was also assigned for the Elementary and JHS for at least 3 years. She took up as Major in English

College at St. Dominic College of Asia.

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APPENDIX E – Final Oral Defense Score Sheet

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APPENDIX F – Curriculum Vitae of the Researchers

christinemaeamparo2@gmail.com
09126145240

A. PERSONAL DATA

Name: Christine Mae C. Amparo

Birthday: September 02, 2002
Address: 261 kaunlaran 1 subdivision Molino 2 Bacoor City, Cavite
Father’s Name: Brian Anthony Amparo
Mother’s Name: Chona Amparo

B. EDUCATIONAL BACKGROUND
LEVEL SCHOOL YEAR

Intermediate Level Bayanan Elementary School 2015

Junior Level Bacoor National High School – Molino Main 2019

Senior Level Saint Francis of Assisi College-Bacoor 2020-2021

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tscrm21@gmail.com
09750994007

A. PERSONAL DATA

Name: Jonathan A. Bataluna

Birthday: November 12, 2002
Address: 83 Daisy st. Progressive 3 Bayanan Bacoor City, Cavite
Father’s Name: Wilfredo R. Bataluna
Mother’s Name: Marissa A. Bataluna

B. EDUCATIONAL BACKGROUND
LEVEL SCHOOL YEAR

Intermediate Level Bacoor Elementary School 2015

Junior Level Bacoor National High School - Molino Main 2019

Senior Level Saint Francis of Assisi College-Bacoor 2020-2021

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camposdaniella02@gmail.com
09972603498

A. PERSONAL DATA

Name: Daniella Marie T. Campos

Birthday: November 24, 2002
Address: 83 Bagong Kampi Assn. Green Valley San Nicolas 3 Bacoor Cavite
Father’s Name: Crestino U. Campos
Mother’s Name: Gina T. Campos

B. EDUCATIONAL BACKGROUND
LEVEL SCHOOL YEAR

Intermediate Level Moonwalk Elementary School 2015

Junior Level City of Bacoor National High School – Green Valley 2019

Senior Level Saint Francis of Assisi College-Bacoor 2020-2021

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haleyrie6@gmail.com
09156586529

A. PERSONAL DATA

Name: Jannah Marie R. Flores

Birthday: February 16, 2002
Address: Blk9 Lt1 ph4 Soldiers Hills IV Bacoor City, Cavite
Father’s Name: Eddie Langote Flores
Mother’s Name: Imelda Regidor Flores

B. EDUCATIONAL BACKGROUND
LEVEL SCHOOL YEAR

Intermediate Level Soldiers Hills IV Elementary School 2015

Junior Level Bacoor National High School - Molino Main 2019

Senior Level Saint Francis of Assisi College-Bacoor 2020-2021

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eziekelj12@yahoo.com
09567041976

A. PERSONAL DATA

Name: Eziekel B. Jarabe

Birthday: November 19, 2002
Address: Blk 7 Lot 33 Cadena De Amor St. SLR Brgy. Gawaran Molino IV
Father’s Name: Victor Jarabe
Mother’s Name: Beverly Jarabe

B. EDUCATIONAL BACKGROUND
LEVEL SCHOOL YEAR

Intermediate Level Love Christian Academy 2015

Junior Level Bacoor National High School 2019

Senior Level Saint Francis of Assisi College-Bacoor 2020-2021

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cjoycereambonanza@gmail.com
09650624080

A. PERSONAL DATA

Name: Ma. Cristina Joyce B. Reambonanza

Birthday: November 27, 2002
Address: Bagong Kampi Assn. Green Valley San Nicolas 3 Bacoor Cavite
Father’s Name: Josie L. Reambonanza
Mother’s Name: Anecita B. Reambonanza

B. EDUCATIONAL BACKGROUND
LEVEL SCHOOL YEAR

Intermediate Level Queens Row Elementary School 2015

Junior Level City of Bacoor National High School – Green Valley 2019

Senior Level Saint Francis of Assisi College-Bacoor 2020-2021

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graceaileen358@gmail.com
09495901198

A. PERSONAL DATA

Name: Aileen Grace G. Tiangco

Birthday: January 07, 2003
Address: Casa Jessica Condominium Molino 3, Bacoor City, Cavite
Father’s Name: Eduardo Tiangco
Mother’s Name: Aurea Garing

B. EDUCATIONAL BACKGROUND
LEVEL SCHOOL YEAR

Intermediate Level Bayanan Elementary School 2015

Junior Level Bacoor National High School - Molino Main 2019

Senior Level Saint Francis of Assisi College-Bacoor 2020-2021

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