Presented to the Senior High School Department

Future Generation Philippine International School

Second Semester, A.Y. 2021-2022

study proposal in partial fulfillment of the learning area

Quantitative Research

A STUDY ON THE EFFECTS OF SOCIAL MEDIA ADDICTION TO THE

ACADEMIC PERFORMANCE AMONG THE SENIOR HIGH SCHOOL

STUDENTS OF FUTURE GENERATION PHILIPPINE INTERNATIONAL

SCHOOL

Submitted by:

Juan Carlos R. Benito

Dan Ashley M. Nacorda

Grade 12 - Nebres

November 2021
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ACKNOWLEDGEMENT

First and foremost, we would like to greatly thank and give our sincere

gratitude to our research teacher, Jon Pablo B. Homez, for guiding us throughout the

time, providing us motivation to continue to move forward, and providing us all the

required knowledge for this subject.

The completion of this research wouldn’t be possible without the assistance

and support of everyone who participated in this study. We would like to give our

warmest thanks and gratitude to our beloved teachers and panelists for their

supportive comments and suggestions, which has greatly helped in improving our

study.

We are greatly pleased to say that we are very thankful to our fellow

members who are involved through our research journey. We are thankful for your

patience, hard work, participation and determination for reaching until the final day of

our study.
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Defense Sheet

Research Title: “A study on the effects of social media addiction to the academic

performance among the senior high school students of Future Generation Philippine

International School”

Prepared by:

Benito Juan Carlos R.

Nacorda, Dan Ashley M.

Approved by:

Mr. Mark Anthony B. Leander

SHS Coordinator

November 29, 2021

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Approval Sheet

This is to recommend the approval of the Research Study of Benito, Juan

Carlos R. and Nacorda, Dan Ashley M. titled “A study on the effects of social media

addiction to the academic performance among the senior high school students of

Future Generation Philippine International School” which is being submitted in

partial fulfillment of the requirements for graduation.

Mr. Jon Paolo B. Homez

Research Instructors

Noted: Approved:

Mrs. Zenaida C. Meren Mrs. Marie Con C. Caro

Assistant Principal Principal

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TABLE OF CONTENTS

PAGE

INTRODUCTION 8- 10

Background of the Study 8

Statement of the objectives 9

Research Hypotheses 9

Significance of the study 10

Scope and Delimitation 10

Definition of Terms 10

REVIEW OF RELATED LITERATURE 11 - 19

Introduction of Literature Review 11

Conceptual Literature 11

Related Studies 14

Synthesis 17

Conceptual Framework 18

METHODOLOGY 20 - 23

Research Design 20

Context and Participants 20

Sample 20

Sample procedure 21

Instruments 22
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Data-gathering Procedure 23

Data Analysis 23

RESULTS AND DISCUSSION 24 - 29

SUMMARY, CONCLUSION, AND RECOMMENDATION 30 - 31

Summary 30

Conclusion 31

Recommendation 31

LITERATURE CITED 32 - 33

APPENDICES 34 - 48

Appendix A: Instruments 34 - 36

Appendix B: Raw Data 37 - 45

Appendix C: Figures 46

Appendix D: CV 47 - 48
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ABSTRACT

Juan Carlos R, Benito, Dan Ashley M. Nacorda Future Generation

Philippine International School, November 2021, A STUDY ON THE EFFECTS

OF SOCIAL MEDIA ADDICTION TO THE ACADEMIC PERFORMANCE

AMONG THE SENIOR HIGH SCHOOL STUDENTS OF FUTURE

GENERATION PHILIPPINE INTERNATIONAL SCHOOL

Advisers: Jon Paolo B. Homez + Violeta Buduan

During these times on the pandemic social media has grown in popularity

and importance among individuals of all ages. It has a variety of features, including

audio/video calling, blogging, chatting, messaging, and sharing material with people

all over the world. For many young people today, social media is becoming an

important aspect of their lives. These allow people to communicate with one another

over long distances. People at various stages of their lives benefit from social media.

Students from schools, colleges, and universities, in particular, are interested in

connecting to various social media platforms via smartphones, computers, and other

technologically advanced electronic devices. quantitative research design. Under

this, statistics was used in certain questions, and frequency tables were used to

determine the distribution of data. This study presented that social media addiction

has no significant effects on the academic performance of senior high school students

of Future Generation Philippine International School.

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INTRODUCTION

Background of the Study

Individuals use social media to share information, ideas, and personal

messages. Social media is described as a means of electronic communication (such as

websites) via which people build online communication to share information, ideas,

and personal messages. Social media has grown in popularity and importance among

individuals of all ages. It has a variety of features, including audio/video calling,

blogging, chatting, messaging, and sharing material with people all over the world.

For many young people today, social media is becoming an important aspect of their

lives. People are now exposed to a variety of social media platforms such as

Facebook, Twitter, Whatsapp, Linked In, and others. These allow people to

communicate with one another over long distances. People at various stages of their

lives benefit from social media. Students from schools, colleges, and universities, in

particular, are interested in connecting to various social media platforms via

smartphones, computers, and other technologically advanced electronic devices. The

Senior High school students of FGPIS will be the participants of the study. The

students are gonna be relevant to the research topic because the topic is about the

effects of social media on the students' academic performance.

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Statement of the Objectives

This study aims to investigate the Future Generation Philippine International

School senior high school students on social media addiction. Specifically, this study

aims to answer the following questions:

● To determine the daily time spent by senior high school students on social

media.

● To determine the addictiveness of senior high school students to social media.

● To determine the impact of social media addiction to the students academic

performance.

Research Hypothesis

Null Hypothesis:

- There are no significant effects of social media addiction to the academic

performance among the senior high school students of FGPIS.

Alternative Hypothesis:

- There are significant effects of social media addiction to the academic

performance among the senior high school students of FGPIS.
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Significance of the Study

This study will provide information and data regarding the effects of social

media addiction to the students academic performance. Schools teachers and staff can

use the data gathered to be more conscious of the students academic performance.

Doctors and health professionals may also use this data as a reference to know the

effects of the social media addiction to the students' lives.

Scope and Delimitation

This study will mainly focus on the effects of social media addiction to the

academic performance of the senior high school students. The main participants of

this study are the senior high school students from FGPIS. The researchers will be

conducting an online survey to collect all the data needed. This research will only

focus on the students effects of academic performance regarding the usage of social

media.

Definition of Terms

Social Media Addiction - is a behavioral addiction that is characterized as being

overly concerned about social media, driven by an uncontrollable urge to log on to or

use social media, and devoting so much time and effort to social media that it impairs

other important life areas.

Effectiveness - the degree to which something is successful in producing a desired

result; success.
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REVIEW OF RELATED LITERATURE

Introduction of Literature Review

In today's environment, technology is more accessible to students who have

become major users of social media and have developed a favorable attitude toward it

(Pimmer et al. 2016; Farwell and Wates 2010). Despite the fact that they primarily use

social media platforms to keep connected with pals all over the world, this mindset is

claimed to enable students to use this technology for their own benefit in classes and

when conducting research (Gonzalez et al. 2016; Li 2012). Social media has piqued

the curiosity of academics and researchers all around the world. The many aspects of

social media as a topic were addressed, such as definitions, impacts, and various

applications. In addition to these areas of interest, many studies recently highlighted

cooperative learning by examining the teaching of social media at the level of tertiary

education, which leads to this kind of learning (Pozzi et al. 2016; Helvie 2011). The

problem we address in this study is the effects of social media on the academic

performance of the senior high school students, as well as the impacts of it.

Conceptual Literature

As a result, it is difficult to assign a fixed definition to social media, according

to (Jacka and Scott 2011), who argue that "there is no single recognized definition for

social media." However, over the years, some scholars have defined it from various

perspectives. Basically, the purpose of this research is to see how social media

networks affect students' performance and how their grade points are affected as a

result of using them. Facebook, Skype, Twitter, YouTube, and Google are some of the
 12

most widely used social media platforms. A large number of researchers have been

working on this issue in various countries to assess this growing trend among

students. The majority of the studies presented their findings in opposition to social

media, claiming that it has negative consequences for students and the younger

generation. According to this study, social media has a positive impact on students

and is a factor in their high grades. These studies also claimed that students spent the

majority of their time on such activities and had little difficulty completing their

homework and projects at home.

Kaplan and Haenlein (2010), defined social media as a group of internet- based

applications that build on the ideological and technological foundations of Web 2.0

and allow the creation and exchange of user-generated content. The Oxford dictionary

(2011), also defined social media as “websites and applications used for social

networking”. Another definition of social media is that it is a ‘’communication

channel which is very popular, extremely fast and broad, has proven to be highly

effective, as well as trusted by billions of people , to share and discover content

concerning individuals, brands, information, entertainment and knowhow’’

(Dearborn, 2014). One theme that all these definitions underpin is that social media

involves some form of communication between individuals over the internet.

Social media began in the late 1990s with the first recognized social media

network called “SixDegrees “ in 1997 and this technology enabled people to upload a

profile and make friends. From 1997 to 2001 a number of community tools; Asian

Avenue, blackplanet and MiGente began supporting various combinations of profile

and publicly articulated friends (Boyd, Danah, Ellison and Nicole, 2007). There has
 13

been tremendous improvement since this era and today 6 there exist uncountable

social networking sites either developed for local use, specific purpose or

international use. Kaplan and Haenlein (2010), classified social media into six (6)

different categories as follows; Collaborative project (wikipedia), Blogs and

microblogs (twitter), Content communities (youtube), Social networking sites (FB,

2go, BB chat), Virtual game World (world of warcraft), Virtual second world (second

life).

This classification of social media into classes has been useful to scholars and

individuals for easy identification and study of a particular social media type but

today a difficulty may arise due the high proliferation of social media and one may

wonder which group a new developed social media type fits into. Social media is

considered to be the fastest growing web application in the 21 century and this rapid

development is being backed by technological advancement (Heyam, 2014). Mankind

has enormously benefited and continues to benefit from it and as such cannot

underestimate its importance as far as communication is concerned.

Today, social media has taken a new dimension and has encouraged more

participation through the introduction of mobile phones that support social networks

applications. The use of mobile phones that are powered by Android applications to

social networks is termed as Mobile social networking. According to Humphreys

(2007), in his study titled “Mobile Social Networks and Social Practices” social

network applications have now been migrated from the computer to the 7 mobile

phone, network information and communication can be integrated into the public
 14

space; and these new services that are developed for mobile phones allow users to

create, develop, and strengthen their social ties.

Related Studies

Social Media Addiction and Its Features

It would be appropriate first to mention Internet addiction before elaborating on

social media addiction. Internet addiction is a psychological disorder Ivan Goldberg

developed in 1995. This diagnosis of the disorder is inspired by the first pathological

gambling diagnosis given by the American Psychiatric Association. The association

defines sub-categories of this addiction. Pornography, enthusiastic and unreasonable

passion for games, excessive consumption of time on social networking sites or web

sites, and online shopping craze are among these sub-categories. The Internet is not an

addiction source by itself. Addiction is defined as the excessive use of the Internet

that begins to ruin daily, social and working life. Addiction lies in an idea or an action

that is previously tried, has led to a certain satisfaction, and anticipated to provide new

fulfillment. (Hazar, 2011: 161-163).

Many of the social activities are performed in virtual spaces that are created

through social media. This virtuality caused a move-away from the face-to-face social

interaction in real-life and real places. All kinds of content presented in a virtual

environment, that has appeal for people's imagination, attracts them over time, and

people begin to spend more time on the content, making them get addicted to the

Internet (Sucu, 2012: 82-83). One of the reasons for the tendency of young people

towards social media is the effort to express their personality in order to make sense
 15

of their existence, to exude self-confidence and to earn approval of their social circle.

Thus, young people generally behave so as to create a positive impact on people

around them. They can announce their personalities through social media in order to

leave a good impression (Karaduman, 2010: 2886-2899). The young who have to

explain their existence want to raise awareness via the feeling of loneliness. They feel

the need to tell their close circle and friends their emotions, thoughts and every

experience they have. Young people are seeking to interact with groups of people who

share their feelings in order to talk and share whatever they want (Atabek, 1993: 67).

Positive effects of social media on students’ academic life

Students’ academic life has moved to a different dimension since the

introduction of these social media networks and several studies have affirmed that

social media plays an important role on students in higher education including the

study conducted by Wheeler, Yeomans and Wheeler,(2008); Rifkin, Longnecker,

Leach and Ortia,(2009). In their study, they recognized four (4) major advantages of

social media usage by students in higher education which included; enhancing

relationships, improving learning motivation, offering personalized course material,

and developing collaborative abilities. Indeed, social media has contributed greatly to

facilitating learning in the 21st century. It is shown that a greater percentage of

students including those at the PhD level commonly use social media to ameliorate

their studies (Khan, 2010).

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The answers to the causes of flexible studies today across the globe might not

be far-fetched from the great contribution that social media platforms are providing

when used judiciously. Even though, there have been other school of thought that

states that social media is a nuisance to students’ academic life such as Kuppuswamy

and Shankar (2010), who argued in their study that social networks distracts the

attention and concentration of the students toward learning and converts it towards

non educational activities such as useless and unnecessary chatting, there have been

several studies conducted afterwards whose findings are contrary to this claim. For

instance, the study conducted by Jain, Verma, Verma and Tiwari (2012), titled “the

impact of social networking in promoting education’’ revealed that students benefit

from chatting with other students, teachers and external sources to acquire knowledge.

Also, Yunus and Salehi 8 (2012), argued in the same direction that students gained

more vocabulary, improved their writing skills and reduced their spelling mistakes

through social media usage.

Negative effects of social media on students’ academic life

Davies and Cranston (2008), enumerated some of the risks associated with

social media which included criminal activities such as identity theft and fake contacts

which is prevalent today, sexual abuse or harassment and unsuitable advertising. On

the same subject O’keeffe and Clarke Pearson (2011), also mentioned cyberbullying,

online harassment, sexting, facebook depression, and privacy concerns as some of the

challenges associated with social networking.

Cyberbullying: cyberbullying is a category of bullying that occurs in the digital

realm or medium of electronic text. ‘‘It is any behavior performed through electronic
 17

or digital media by 9 individuals or groups that repeatedly communicates hostile or

aggressive messages intended to inflict harm or discomfort on others’’ (Tokunaga,

2010). Cyberbullying is one the serious threats in the social media environment and

has called for a number of studies to determine its causes. The causes of

cyberbullying according to Calvete, Orue, Estevez, Villardon and Padilla (2010), was

significantly related with the use of proactive aggression, justification of violence,

exposure to violence and less perceived social support of friends.

Synthesis

The researchers found common differences in how the studies assess the effects of

social media to the academic performance of students among the various studies

presented. The ANOVA model is used in some studies, while others do not have a

specific model cited. The findings of various studies are quite similar and in

agreement with one another, indicating that social media has a significant effect on the

academic performance of students. Although, in some cases, more time, effort, and

spirit on the part of teachers, as well as additional consciousness for the students and

teachers to be aware of the academic performance of their students. Because our study

is similar to these other studies, it fits or is related to them. The problem we address in

this study is the effects of social media addiction to the academic performance of

students, as well as the positive and negative effects of this.

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Theoretical and Conceptual Framework

Social Cognitive Theory

Social cognitive theory provides a system in which the psycho-social

components, through which emblematic communication affects the idea, the
influence, and human activity, are analyzed and determined. The frameworks of
communication work in two respects: the instant way and the social way. They
encourage change immediately by teaching, empowering, persuading and managing
members (Bandura (2006). In the socially interfered route, the media have an impact
on connecting employees with social systems and network settings which provide
distinctive driving forces and continue the required change in a person. Because
wide communications have a compelling position in the public interest, it is of
important significance to understand the psychosocial elements by which
representative communication influences idea, impact and human activity. A
theoretical structural agent for inspecting determinants and structures of such effects
is the social cognitive theory. Human behavior, in which conduct is created and
regulated by environmental effects or inner dispositions, was frequently categorized
according to the unidirectional causality. Social cognitive theory clarifies
psychosocial activity regarding the supplementary triadic causality (Bandura 1986). In
this view, Fonagy (2018) based on the value of oneself and society, individual
variables like mental, social and natural occasions, norms of private behavior and
environmental events are determining variables mutually influencing one another.

Figure 1: Social Cognitive Theory

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Fig 2. Conceptual Framework

As figure 2.1 presented that it is mainly focused on the internet uses purposes

(Purposes for Browsing), Davis' questionnaire instrument was put to the test to see if

it was reliable and valid. To show the validity and reliability of his instrument and

measurement scales, Adamset al. (1992) duplicated the work of Davis (1989). They

then applied it to different conditions and proved the internal consistency and

replication reliability of the two scales using two distinct samples. Davis' instrument

was confirmed to be trustworthy and valid by Hendricksonet al. (1993) using

test-retest analysis. Davis' measure had good predictive validity for intention to use,

self-reported usage, and attitude toward use, according to Szajna (1994). (Yih and

Nah, 2009).
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METHODOLOGY

Research Design

This study is a descriptive research design, which aims to determine the

cause-effect relationship between the effects of social media addiction of students to

their academic performance.. This design is considered apt because it enables the

researcher to generate data through the standardized collection procedures based on

highly structured research instrument(s) and well defined study concepts and related

variables.

Context and Participants

The Senior High school students of Future Generation Philippine International

School will be the participants of the study. The researchers chose this participant

because the researchers noticed from other sources the age bracket was within 16 to

19 years old which is focused on the senior high school level. This study mostly aims

on the effects of social media addiction to academic performance. Senior High School

Students will most likely be the most appropriate for this research.

Sample and Sampling Procedure

The sample size will be determined by the researchers' formula, which is the

slovin’s formula. This will determine how many students will be a part of the

respondents for the data gathering for this process.

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Sample

Topic: A Study on the Effects of the Social Media Addiction to the Academic

Performance Among the Senior High School Students of Future Generation

Philippine International School

Sample size: n=

Population: Grade 11 and 12 Male and Female Students of Future Generation

Philippines International School A. Y. 2021-2022

Element of Sampling: Levels Grade 11 and 12 Male and Female Students of

Future Generation Philippines International School A. Y. 2021-2022

Sampling Frame: List of students part of levels Grade 11 and 12 Male and

Female Students of Future Generation Philippines International School A. Y.

2021-2022

Grade 11 - Grade 12 - Grade 12 - Total

Alcaraz Olivera Nebres

40 37 36 113

The margin error that will be used for the 113 students of the grade 11 and 12

levels of FGPIS is 5%. The calculated sample size is 88.11 or 88. The researchers
 22

decided to round it off to 90 respondents to gather more information and have an

equal number of respondents for all sections.

Instruments

The material that will be used is Google Forms where the questions will be

placed into, which will help the researchers to gather the data. Google forms and

consent forms will be distributed via group chats in messenger.

Data-gathering Procedure
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Fig. 2 Data Gathering Procedure of Survey Questionnaire

The data was gathered by the researchers using online platforms. The

researchers used Messenger to create group chats with the respondents. The

researchers gave the respondents instructions and explained how the data would be

collected from them. Following that, a link to the Google Forms survey questionnaire

was sent to the group chats. The consent form and survey questionnaire for each level

of Senior High School are the primary data to be collected. Following the collection

of primary data, the researchers will immediately begin collecting data and analyzing

the information using statistical evidence and methods. Respondents had the option of

filling out the survey questionnaire whenever it was convenient for them. And the

researchers made a point of reminding everyone in the group chats until all of the

respondents had responded.

Data Analysis

In this study, the addiction factor of “Social Networking Status Scale”,

developed by Arslan and Kırık (2013: 223-231), is used as the data collection tool to

measure social media addiction of the students. The reliability and validity tests of the

scale had been conducted. Besides the addiction factor, it also has ethics and

convergence factors. Addiction factor of the scale consists of 25 items which are used

as the data collection tool in this study. A scale of 1 to 5 (1 - Strongly Disagree; 2 -

Disagree; 3 - Neutral; 4 - Agree; 5 - Strongly Agree) was used to represent the

perception of the respondents on the effects of social media on the academic

performance of the students.

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RESULTS AND DISCUSSION

Table 1. Presentation of Demographic Data.

Sex Frequency Percent (%)

Male 54 51.9%

Female 45 43.3%

Prefer not to say 5 4.8%

Age Frequency Percent (%)

16 21 20.2%

17 44 42.3%

18 36 34.6%

19 3 2.9%

Table 1 shows the demographic data of the participants: 54 representing (51.9%) of

the respondents were Male, 45 representing (43.3%) were Female and 5 remaining
representing (4.8%) were the people who prefer not to say ; 21 which represents
(20.2%) of the respondents were at the age of 16 years, 44 which represents
(42.3%) were at the age 17 years, 36 which represents (34.6%) were at the age of 18
years and 3 which represents (2.9%) of the respondents were at the age 19 years.

Analysis of Research Objectives

Research Objective 1: To determine the daily time spent by senior high school

students on social media.

Table 2. Senior High School Students Daily Time Usage on Social Media

Statement Yes No Total

Do you use social media? 101 3 104

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(97.1%) (2.9%) (100%)

Statement 2-4 hours, 5-6 hours, 7-8 hours Total

How long do you use social 55 31 18 104

media daily? (52.9%) (29.8%) (17.3%) (100%)

Table 2 shows that on the first question 101 (97.1%) of the participants’ responded

yes that they use social media, while the 3 (2.9%) responded that they don’t use social

media. On the second question 55 (52.9%) of the participants’ uses social media for 2

- 4 hours a day, 31 (29.8%) responded that they use social media for 5 - 6 hours a day,

while the remaining 18 (17.3%) responded that they used social media for 7 - 8 hours

a day.

Research Objective 2: To determine the addictiveness of senior high school students

to social media.

Table 3. Senior High School Students Addictiveness to Social Network

Statement SA A N D SD Total

I connect with my friends using 40 48 9 4 3 104

Facebook and Twitter. (38.5%) (46.2%)(8.7%) (3.8%) (2.9%) (100%)

I look at the photos shared on 25 52 22 3 2 104

social network profiles. (24%) (50%) (21.2%)(2.9%)(1.9%) (100%)

 26

I search for my friends using 20 65 15 3 1 104

social networking sites. (19.2%)(62.5%)(14.4%)(2.9%) (1%) (100%)

I enjoy spending time on social 22 49 29 2 2 104

networking sites. (21.2%) (47.1%)(27.9%)(1.9%) (1.9%) (100%)

I want to view social networking 9 32 33 20 10 104

sites starting at early hours of the (8.7%) (30.8%) (31.7%)(19.2%) (9.6%) (100%)

day.

I wonder whether my friends 8 36 33 18 9 104

read my posts. (7.7%) (34.6%) (31.7%)(17.3%) (8.7%) (100%)

I wonder who visits my personal 10 42 26 17 9 104

profiles. (9.6%) (40.4%) (25%) (16.3%)(8.7%) (100%)

I don't be aware of the time I 4 25 41 26 8 104

spend navigating Facebook. (3.8%) (24%) (39.4%) (25%) (7.7%) (100%)

I follow the content I am 33 56 12 2 1 104

interested in from social media. (31.7%)(53.8%)(11.5%)(1.9%) (1%) (100%)

Social networking sites cement 9 33 40 17 5 104

my friendships. (8.7%)(31.7%) (38.5%)(16.3%) (4.8%) (100%)

 27

I comment on the photos my 7 27 35 26 9 104

friends share. (6.7%) (26%) (33.7%)(25%) (8.7%) (100%)

I prefer social media over 22 35 33 11 3 104

television.
(21.2%)(33.7%)(31.7%)(10.6%)(2.9%) (100%)

Total 209 500 328 149 62 1248

Percentage % (16.75%)(40.06%)(26.28%)(11.94%)(4.97%) (100%)

____________________________________________________________________

Table 3 shows that 209 (16.75%) of the participants’ response Strongly Agree that

Students’ really use social media for different reasons, 500 (40.06%) Agree, 328

(26.28%) Neutral, 149 (11.94%) Disagree, while 62 (4.97%) Strongly Disagree.

Research Objective 3: To determine the effects of social media addiction to the

students academic performance.

Table 4. Impacts of Social Media to the Academic Performance of Senior High

School Students.

Statement SA A N D SD Total

Addiction to online social 10 30 27 30 7 104

networking is a (9.6%) (28.8%) (26%) (28.8%) (6.7%) (100%)

problematic issue that

affects my academic life.

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Online social networking 9 51 27 15 2 104

distracts me from my (8.7%) (49%) (26%) (14.4%) (1.9%) (100%)

studies.

Hours spent online can 11 46 26 11 10 104

never be compared to the (10.6%) (44.2%)(25%)(10.6%) (9.6%) (100%)

number of hours I spend

reading.

There has been no 2 9 41 38 14 104

improvement in my grades (1.9%) (8.7%) (39.4%)(36.5%) (13.5%) (100%)

since I became engaged in

these social networking

sites.

I usually have unlimited 1 13 27 46 17 104

access to Facebook and (1%) (12.5%)(26%)(44.2%) (16.3%) (100%)

this has affected my

academic performance

negatively.

I engage in academic 1 15 36 31 21 104

discussion on twitter and (1%) (14.4%) (34.6%) (29.8%) (20.2%) (100%)

this has improved my

academic performance.
 29

I make use of WhatsApp 0 2 17 30 55 104

to disseminate knowledge (0%) (1.9%) (16.3%) (28.8%) (52.9%) (100%)

to my classmates.

Engaging in academic 1 6 24 41 32 104

forums on yahoo reduces (1%) (5.8%) (23.1%) (39.4%) (30.8%) (100%)

my rate of understanding.

I use materials obtained 7 36 38 14 9 104

from blogging sites to (6.7%) (34.6%) (36.5%) (13.5%) (8.7%) (100%)

complement what I have

been taught in class.

I will not perform well in

my academics even if I 0 11 30 36 27 104

stop using social media. (0%) (10.6%) (28.8%) (34.6%) (26%) (100%)

Total 42 219 293 292 194 1040

Percentage % (4.04%)(21.06%)(28.17%)(28.08%)(18.65%) (100%)

____________________________________________________________________

Table 4 shows that 293 (28.17%) most of the participants’ response Neutral that

Students’ use of social media has significantly no influence on their academic

performance, 42 (4.04%) Strongly Agree, 219 (21.06%) Agree, 292 (28.08%)

Disagree, while 194 (18.65%) Strongly Disagree.

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SUMMARY, CONCLUSION, AND RECOMMENDATIONS

Summary

This study investigated the effects of social media addiction to the academic

performance of senior high school students. This study also includes these certain

objectives: To determine the daily time spent by senior high school students on social

media, To determine the addictiveness of senior high school students to social media,

To determine the impact of social media addiction to the students academic

performance. Presenting questionnaires and other research instruments to selected

students, identifying the students reactions and perceptions about this study,

gathering the data and discovering the most frequent perceptions of the students

regarding this topic, and comparing all the gathered data.

In the process of this study, it applied the quantitative research design. Under

this, statistics was used in certain questions, and frequency tables were used to

determine the distribution of data. The grades 11 – 12 male and female senior high

school students served as the respondent and 111 students were chosen as the

sample size. After using stratified sampling, specific students were chosen to answer

the questionnaires. During the distribution of the questionnaires, there were 7

students who weren’t able to answer due to the unavailability of the students' time.
 31

Conclusion

The conclusion of this study presented that social media addiction has no

significant effects on the academic performance of senior high school students of

Future Generation Philippine International School. Most of the students answered

neutral in the questionnaire we distributed about if social media has negative effects

on their academic performance, which means that social media addictions doesn’t

affect their academic performance negatively.

Recommendations

For our recommendation, the first big key factor is to consider avoiding a

number of unanswered items for every answer that is significant to the results of the

study. For the case of the questionnaires, the researcher must build more trust in the

respondent so they would be able to answer directly and avoid neutral answers. Less

sensitive questions are probably needed in order to avoid this in future studies. For

more accurate results, one can extend their respondents in not just male and female

senior high school students but also the junior high school male and female students

as well, but take note of the previous recommendations regarding sensitive

questions and unanswered items for more credible results. More sources will also be

a helpful recommendation for it will provide the study more access to new

information as long as these resources are cited accordingly. Overall, future studies

will require precision in information and accuracy in data gathering and presentation

in the whole research paper.

 32

LITERATURE CITED

Amin, Z., Mansoor, A., Hussain, S. R., & Hashma, F. (2016, April). Impact of

Social Media of Student’s Academic Performance. International Journal of Business

and Management Invention.

https://www.ijbmi.org/papers/Vol(5)4/version-2/D050402022029.pdf

Azizi, S. M. (2019, May 3). The relationship between social networking

addiction and academic performance in Iranian students of medical sciences: a

cross-sectional study. BMC Psychology.

https://bmcpsychology.biomedcentral.com/articles/10.1186/s40359-019-0305-0?fbclid

=IwAR1Oc_s5VfN5mMSYvUJN2cMsCAUFWQv0XRZAzJTuNFvl7zAv_vXp7vQi9f8

Bernard, J. K., & Patience, E. D. (2018). Effect of Social Media on Academic

Performance of Students in Ghanaian Universities: A Case Study of University of

Ghana, Legon. University of Nebraska - Lincoln.

https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=4687&context=libphilpra

Hilliard, J., & Parisi, T. (2021, September 29). Social Media Addiction.

Addiction Center. https://www.addictioncenter.com/drugs/social-media-addiction/

Hinson, R. (2011, August). Internet browsing behavior: A case study of executive

postgraduate students in Ghana. Research Gate.

https://www.researchgate.net/publication/241649397_Internet_browsing_behavior_A

_case_study_of_executive_postgraduate_students_in_Ghana#pf4

Kirik, A. M., Arslan, A., Centinkaya, A., & Gul, M. (2015, August 29). A

Quantitative Research on the Level of Social Media Addiction among Young People in
 33

Turkey. International Journal of Science Culture and Sport (IntJSCS).

https://dergipark.org.tr/en/download/article-file/91951

Mim, F. N., Islam, A., & Kumar, G. (2018, January). Impact of the use of

social media on students’ academic performance and behavior change. Research

Gate.

https://www.researchgate.net/publication/329465967_Impact_of_the_use_of_social_

media_on_students%27_academic_performance_and_behavior_change
 34

APPENDICES

APPENDICES A: Instruments

Google Forms Questionnaire

Link: https://forms.gle/HwDMdSFNLBGExUjK6

Greetings!

We are a pair of researchers from Grade 12 - Nebres and we are conducting a study

about " A Study on the Effects of the Social Media Addiction to the Academic

Performance Among the Senior High School Students of Future Generation

Philippine International School ". This study aims to determine the effects of social

media addiction to the academic performance of senior high school students. We

would like to ask for your time and cooperation to be part of our experiment. We

would appreciate your full participation.

Rest assured that all the given information will be kept confidential and will be

used for research purposes only, We appreciate your participation for our study. Please

be honest and take your time answering the questions. Thank you for your time and

your participation.

Respectfully yours,

Benito, Juan Carlos R.

Nacorda, Dan Ashley M.

 35

Research adviser:

Jon Paolo B. Homez

Email:

Name:

Age

Grade and Section:

Strand:

Gender:

1. Do you use social media?

2. What social media platform do you use?

3. What is your most used social media?

4. How long do you use social media daily?

5. I connect with my friends using Facebook and Twitter.

6. I look at the photos shared on social network profiles.

7. I search for my friends using social networking sites.

8. I enjoy spending time on social networking sites.

9. I want to view social networking sites starting at early hours of the day.

10. I wonder whether my friends read my posts.

11. I wonder who visits my personal profiles.

 36

12. I don't be aware of the time I spend navigating Facebook.

13. I follow the content I am interested in from social media.

14. Social networking sites cement my friendships.

15. I comment on the photos my friends share.

16. I prefer social media over television.

17. Addiction to online social networking is a problematic issue that affects my

academic life.

18. Online social networking distracts me from my studies.

19. Hours spent online can never be compared to the number of hours I spend reading.

20. There has been no improvement in my grades since I became engaged in these

social networking sites.

21. I usually have unlimited access to Facebook and this has affected my academic

performance negatively.

22. I engage in academic discussion on twitter and this has improved my academic

performance.

23. I make use of WhatsApp to disseminate knowledge to my classmates.

24. Engaging in academic forums on yahoo reduces my rate of understanding.

25. I use materials obtained from blogging sites to complement what I have been

taught in class.

26. I will not perform well in my academics even if I stop using social media.
 37

Appendix B: Raw Data

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42
43
44
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Appendix C: Figures

Figure 1: Conceptual Framework

Figure 2: Data Gathering Procedure

 47

APPENDICES D: Curriculum Vitae

A.

Personal information:

Name: Nacorda, Dan Ashley M.

Date of birth: January 8, 2004

Address: Nabighah Ash Shibani, Umm Al

Hamam Al Sharqi, Riyadh

Cellphone Number: 050 277 3214

Email: danashleynacorda2169@gmail.com

Educational background:

● Kindergarten - Fawaq International School

● Elementary - Elite International School

● Junior Highschool - Elite International School

● Senior High school - Future Generation Philippine International School

Past researches:

● Project proposal: “Almont music” (2019 - 2020)

● Qualitative research: “FuGen's Activities and Contribution to Grade 6 and 7

FuGen Students and the Relationship with their Culture of Language” (2020 -

2021)
 48

B.

Curriculum Vitae

Personal Information:

Full Name: Juan Carlos Rito Benito

Grade and Section: 11 - Fabella

Location in Philippines: Greenwoods Village

Dasmarinas, Cavite

Cellphone number (Riyadh): 056 274 7650

E-mail: jcarlos.benito15@gmail.com

Educational Experiences:

● Kinder - Al Hekma International School - March, 2008

● Elementary - Durat Al Sharq International School - March 2014

● High School - Durat Al Sharq International School - March 2015 to

March 2019

● Future Generation Philippine International School - April 2020

Thesis Paper Written

● Practical Research 1 ( Research Proposal) - The Effects of OPM on the

Cultural Valuation at Grade 9 to 10 Filipino Students in Future Generation of

Philippine International School

● Practical Research 2 (Research Proposal) - The Effects of Social Media

Addiction to the Academic Performance of Senior High School Students of

Future Generation Philippine International School

● Social Studies 10 - Anti - Drug Trafficking Law in the Philippines

 49

● Thesis Writing 10 - The‌‌Effects‌‌of‌‌Online‌‌Text‌‌Messaging‌‌to‌‌the‌‌Social‌

‌Intelligence‌‌of‌‌FGPIS‌‌Junior‌‌High‌‌School‌‌Students‌‌for‌‌A.Y.‌‌2019-2020

● Physics Investigatory Project - Faraday’s Law of Magnetic Induction