CHAPTER 1

INTRODUCTION

Chapter one covers five parts: (1) Background of the

Study and Theoretical Framework of the Study, (2) Statement

of the Problem, Objectives of the Study, Hypothesis, (3)

Definitions of Terms, (4) Significance of the Study, and (5)

Scope and Delimitation of the Study.

Part one, the Background of the study, gives an

overview of the study and justifies the reasons for

conducting the study.

Part two, Objectives of the Study, states the purpose

of the study and specific problems to be answered.

Part three, Scope and Limitation of the study, states

the conceptual and meaning of the term used in the study

Part four, the Locale of the study, presents the area

where the study will be conducted.

Part five, the Definition of Terms, states the

conceptual and operational meaning of the terms in the

study.

1
 Background of the Study

“Welders make a difference in the world. Almost

everything we see and touch is a result of welding

technology” Most industries that are continuously expanding

such as construction, infrastructure, and development mining

find the welding process as a vital part of their operation.

Moreover, the welding process is also one of the widely used

procedures in manufacturing with promising production

demands from the automotive, shipbuilding, aerospace,

furniture, and agriculture industries, to name a few.

Welding requires skills from learners. It is important

that learners know how to operate equipment related to

Shielded Metal Arc Welding (SMAW). Before or at the start of

the practice, one has to know all of the equipment and how

to handle the welding machine efficiently and effectively.

According to Zalkind (2007), the future need for

competent welders should prompt educational programs to

adequately train individuals for industrial assignments as

punctually as possible for various levels of skill

requirement. The challenge arises in high schools,

universities, and technical institutions to adequately

recruit and prepare younger talent. As stated by Meyers et

2
al (2012) he found experienced agriculture teachers

perceived pre-service teacher training should focus on

“managing the laboratory setting, for effective student

learning” to help new and beginning teachers successfully

teach a 4-welding course. Hoffman et al (2012) mention that

Anecdotal evidence has shown that SMAW is the most difficult

weld process to master by secondary students. GMAW requires

fewer operator-controlled variables than SMAW Having fewer

operator-controlled variables during welding practice

sessions should improve secondary students’ ability to meet

weld quality standards for an ASW 1F test. This could be

accomplished by sequencing laboratory experiences so that

students practice welding with GMAW first followed by SMAW.

This may translate to an improved student performance of

SMAW. As indicated by Simon & Chase (1973), accumulating

10,000 hours of practice is nonexistent in an entry-level

class; therefore, reducing the amount of time it takes to

become proficient in welding will aid in replacing skilled

workers faster for industrial assignment.

Ericsson and others (1993) suggested that the

instructor organize the sequence of appropriate training

tasks and monitor improvement to decide when transitions to

more complex and challenging tasks are appropriate such as

3
the case when transitioning students from GMAW to SMAW

laboratory practicums.

Additionally, Wulf et al (1998) studied how to improve

the effectiveness of deliberately structured practices it is

suggested that students concentrate on the resulting effects

of movements rather than on the movements themselves.

The purpose of this study was to identify the entry

skills of Grade 11 learners with the hopes to provide inputs

on their current skills in welding. This study also hopes to

give ample information on how well the SMAW learners of

Roxas Farm School had grasped the necessary skills in their

field of specialization to further improve their skills and

also help the school administration to make curricular

actions on the rendering of the course to the learners.

Objectives of the Study

1. To determine the demographic profile of the

respondents.

2. To determine the entry skills of Grade 11 Shielded

Metal Arc Welding students of Roxas Farm School.

3. To determine the implications of the study to the

Shielded Metal Arc Welding (SMAW)strand.

4
 Scope and Limitation of the Study

This study is limited to the entry skills of grade 11

shielded metal arc welding students of Roxas Farm School.

Any idea or concepts not related to this study is excluded.

Locale of the Study

This study will be conducted among grade 11 shielded

metal arc welding students of senior high school department

of Roxas Farm School in the school year 2022-2023 at Roxas,

Tapaz, Capiz.

Definition of Terms

Shielded Metal Arc Welding (SMAW)- is a welding process

in which the coalescence of metals is produced by heat from

an electric arc maintained between the tip of a consumable

electrode and the surface of the base material in the joint

being welded. Stainless steel, carbon steel, alloy steel,

and cast steel are generally welded using SMAW (Datta et

al., 1998; Tabatabaeipour and Honarvar, 2010.)

5
 Theoretical Framework

Theories in Relation

USES AND GRATIFICATION THEORY

6
 The uses and gratification (U&G) approach is recognized to be the sub

tradition of media effect (McQuail, 1994). Some mass communications scholars

have contended that uses and gratifications is not a rigorous social science

theory. Use and gratification has always provided a cutting edge theoretical

approach in the initial stages of each new mass communication medium. An

approach was developed to study the uses and gratifications that attract and

hold audiences to the kinds of media and the types of content that satisfy their

social and psychological needs (Cantril, 1942). In the early stage research

adopted the experimental or quasi-experimental approach were in

communication manipulated in search of general lessons about how to

communicate better. The theory is designed to determine the causes why

receivers are hooked to information of broadcast communication.

SOCIAL MEDIA ENGAGEMENT THEORY

The researcher builds upon Prahalad and Ramaswamy’s (2004) model of

co-creation in the service sector and adapts this model to create a parsimonious

theoretical framework to explain SME. Originally built as a model of interaction

between a user and organization, we extend this model to focus on the social

media interaction among users that are supported by the social media platform

7
provided by an organization. We build upon Prahalad and Ramaswamy’s (2004)

work influences engagement and subsequently usage.

Central to this model is the concept of user’s engagement. Within the

context of IS research, the term engagement is applied inconsistency and result

in many different conceptual models that lack clear definition and measurement

(Hwang and thorn, 1999; O Brien and toms, 2008; ray, Kim and Morris 2014).

Although researchers implicitly agree that user engagement matters, exactly how

to define engagement and clearly delineate engagement from similar concepts

such as the user experience and actual usage is needed to advance research in

this area. To accomplish this, the SME theoretical model outlines distinctions

separating the factors that form the users experience, user engagement and

usage.

First, SME theory accounts for the role of technology as the underlying

platform needed to facilitate social media comes in large part of from the

evolution of technology to provide a unique, under experience that enables user

to connect in new ways that was never before possible. The user experience

referred to in this research applies the definition of experience as the content of

direct observation or participation in an event. When experience is defined as a

noun, referring to the content stemming from direct participation, there are two

critical factors that the form the user experience in social media: the experience

derived from the social interactions and the experience derived from the technical

features. Social interactions and the communication among users through social

media (Prahalad and Ramaswamys (2004) social interaction from the experience

by fostering a personal relationship among users, by serving as transparent

means of communication, by providing access to social resources. Including

friends, acquaintances, and family members, and by defining the potential

8
benefits and costs to engaging within social media (Jensen and Aanestad, 2007:

Kettinger and Lee, 1994; Prahalad and Ramaswamys, 2004: Wixom and Todd

2005). Social interactions among the user are what provide meaning and guide

the user in evaluating how intensely involved they wish to be (barley, 1998:

Jensen and Aanestad, 2007). Technical features are defined as the perceived

capabilities of the technology. Technical features provide user with the tools to

enable interactions and to impact the direction, magnitude and scope of benefits

for individuals’ users and the organizations (Brown and Magill, 1998: Simon,

1991). Technical features includes; the extent to which user can retrieve

information and interact, the flexibility to use; the extent to which user can

retrieve information and interact, the flexibility to use features for multiple

purpose the ability to integrate content and the evolvability of the features to

meet users specific need as they became more proficient with the platform. Vilen

organizations support the creation of the user experience to meet users’ needs

higher user engagement occurs. To date there has been much discussion about

how to define user engagement (Hwang and Thorn, 1999; O’Brien and Toms

2008; ray et el. 2014). O’Brien and Toms (2008) define users’ engagement as a

category of user experience while several other scholars define user

engagement using a more traditional approach of involvement.

Conceptual Framework

9
 Based on the significance of the social media engagement and study

habit of grade 11 students in Roxas National High School, the conceptual

framework was made to guide the researchers in conducting the study. The

independent variable is the grade 11 students, Age, gender, and time

management. The dependent variables are study habit and social media

engagement.

Independent variable Dependent

variables

SHEILDED METAL
ARC WELDING

Grade 11 Students AGE

SEX

SKILLS

Figure 1. The conceptual framework shows the relationship between the

independent and dependent variables

10
 Statement of the Problem

Generally, this study aims to identify the entry

skill of grade 11 Shielded Metal Arc Welding Students

of Roxas Farm School. This study will answer the

following questions:

1. What is the demographic profile of the responders?

2. What are the entry skills of Grade 11 students?

3. What are the implications of the study to Shielded

Metal Arc Welding (SMAW)

Objectives of the Study

4. To determine the demographic profile of the

respondents?

5. To determine the entry skills of Grade 11 students?

6. To determine the implications of the study to

Shielded Metal Arc Welding (SMAW)

Hypotheses

1. There is no significant relationship between the social media engagement and

study habits of grade 11 SHS students categorized as to gender.

11
2. There is no significant relationship between the social media engagement and

study habits of grade 11 SHS students categorized as to age.

3. There is no significant relationship between the social media engagement and

study habits of grade 11 SHS students

Definition of Terms

Shielded metal arc welding (SMAW)- is a welding

process in which coalescence of metals is produced by

heat from an electric arc maintained between the tip of

a consumable electrode and the surface of the base

material in the joint being welded. Stainless

steel, carbon steel, alloy steel and cast steels are

generally welded using SMAW (Datta et al., 1998;

Tabatabaeipour and Honarvar, 2010.)

Significance of the Study

The study is expected to draw about the significant relationship between

the social media engagement and study habit of respondent. On one hand, this

study aims to benefit the following in general.

12
Students - this study can help students become aware of their social media

usage. They will become more conscious of their needs for such usage, become

more prudent and vigilant about the negative effects this activity could bring

them. It will help them identify and address their difficulties in time management

between their social media usage, study time, and other personal dealings

important to them. Furthermore, it can help students track the duration of their

social media usage so that they will regulate their use themselves.

Teachers - the findings of this study can help teachers assess and evaluate the

possible effects of social media engagement to student’s study habit which

definitely translates to their academic performance. Findings could be used as

guide or basis for interventions to make social media a platform for class lessons

and other academic-related activities, to draw students’ attention toward their

study.

Parents – The findings of this study can help the parents of these students

identify the effects of social media usage to their attitude, behavior or character.

These translate to their dealings especially with other people they are with at

home. Parents have full control to regulate their students’ use of social media,

and to balance their time with other matters at home or in school.

School - the school can use effectively social media as avenue to disseminate

information regarding school activities, programs and performance. In

cooperation with parents and stakeholders, the school administrators and

teachers can create guidelines to regulate the use of mobile and smartphones

during class hours so that students can devote their time and focus to their

studies.

13
 Scope and Delimitation of the Study

This study was conducted to determine the social media engagement and

study habits of grade 11 senior high school students of Roxas National High

School in the school year 2019-2020. The respondents were the grade 11 senior

high school students of Roxas national High School, Roxas, Tapaz, Capiz. The

instrument used was survey questionnaire to determine the social media

engagement and study habits of the respondents as categorized according to

gender and age. The statistical tools were frequency counts, percentage,

equivalent score and Pearson’s Product- Moment Correlation Coefficient to

determine the significant relationship between two variables.

CHAPTER II

REVIEW OF RELATED LITERATURE

1. SOCIAL MEDIA ENGAGEMENT

Social Media Engagement Theory: Exploring the Influence of User

Engagement on Social Media Usage

14
 According to Di Gangi, P. M., & Wasko, M. M. (2016) this research builds

a model that hypothesizes that the user experiences from social interactions

among users, operationalized as personalization, transparency, access to social

resources, critical mass of social acquaintances, and risk, as well as with the

technical features of the social media platform, operationalized as the

completeness, flexibility, integration, and evolvability, influence user engagement

and subsequent usage behavior. Using survey responses from 408 social media

users, findings suggest that both social and technical factors impact user

engagement and ultimately usage with additional direct impacts on usage by

perceptions of the critical mass of social acquaintances and risk.

The results of this study also highlight the strong influence of critical mass

on both user engagement and usage behavior. Given the social nature of

Facebook, it is not surprising that social relationships among users strongly

influenced user engagement and usage. The literature suggests that users seek

emotional support and tangible benefits from family and friends (boyd, 2007;

Dickinger et al., 2008; Hsu & Lin, 2008). This research has found that users

increase their usage when a critical mass of social acquaintances is known to the

user (Hsu & Lin, 2008). Motivations behind usage focus around the personal

meaning obtained when involving themselves within these social structures.

However, the results of this study suggest that the personal meaning derived

from the platform is gender specific while the perception that a user wishes to

become involved has an impact regardless of gender.

Assessment of Social Media Utilization and Study Habit of

Students of Tertiary Institutions in Katsina State

15
 Olutula et al. (2016) investigated the assessment of social media

utilization and study habits of tertiary institutions in Katsina state (Olutula et al., p.

178). Here, the researchers adopted the tables 1and 2 for level of utilization of

social media and pattern in study habit (see page 180 and 185). For table 1, the

researchers identify different social media sites that students use, and each site

has corresponding number of users and duration of their use, how frequent and

rare students interact through social media. Meanwhile, table 2 describes the

scores of study pattern that can possible be exhibited by tertiary students

(Olutula et al., p. 185). Accordingly, the result reveals that “there is significant

influence of students’ level of social media utilization on their study habit (R

square= 0.078,P<0.05)” (Olutula et al., p. 180). It also found out that “There is

significant positive relationship between students’ level of use of social media

and study habit (r=+0.280, P<0.05)” (Olutula et al., p. 180). However, the

researchers also revealed that “there is no significant difference in the study habit

of male and female students of tertiary institutions in Katsina State (t= -2.206,

P>0.05) (Olutula et al., p. 180). In addition, “there is no significant difference in

the use of social media by students of tertiary institutions in Katsina State on the

basis of gender (t=1.042, P>0.05)” (Olutula et al., p. 180). It recommended that

regular orientation be given to students regarding the appropriate use of social

media to geared their focus toward study habit.

Social Media Addiction and Study Habits of Senior High Students

According to Alejandrino et al. (2018) the more they utilized the social

media the more study habit increases. The social media addictions of the

students do not significantly influence their study habits of senior high school

16
students. Social can say that social media grab the attention of the students and

then diverts it towards non-educational and inappropriate actions including

useless chatting and extreme web surfing. Based on the above statement we

media may badly affect the study habits, academic life and learning experiences

of the student (Kappuswamy and Shankar, 2010). Moreover, Sheldon (2008)

said that such enormous increase of the youths using social media in the world, a

lot of concerns in fact cut across from parents, church leaders, politicians and

educationists on the unknown effect of social media on various aspects of human

life. It is therefore very important to check on the influence of social media and

their academic study habit which is a very important activity for them particularly

in the life of a student. Since the learning factor that extremely influences

students’ academic achievement is the study habits, establishing its foundation

regardless on his level of education is very important because it helps him to

increase its ability to be self-directed and self-disciplined Ebele and Olofu (2017).

When students have established good study habits, they would likely to be less

stressed and not anxious during exam day, thus students who also organize and

adhere to their established study schedules are more confident and calmed at

test-taking time and yield better grades. Ashish (2013).

In the study conducted by students of Davao Doctors College they found

out that study habits of senior high students of Davao Doctors College are

affected by their time management, study environment, and use of social media,

and that these factors impact their academic performance Arieta et al (2017).

However, student that spends too much time in social media and makes less

time for studying their lessons which causes the decrease of point grade point

averages. Only few students are aware of the academic and professional

networking opportunities the sites offered (Kimberly, Jeong and Lee, 2009). On

17
the other hand, social media has impacted on communication, learning, research

and education in general. Liccardi, Ounnas, Massey, Kinnunen, Midy & Sakar

(2007).

According to (Osharive, 2015), social media have positive and negative

effects on teenagers primarily in high school level in the study conducted in

University of Lagos in Nigeria. Negative effects contain lack of privacy, distracting

students from their academic work, taking most of their productive time and

sometimes they tend to develop an aggressive or violent behavior towards

family, peers, and their social circle. On the other hand, positive effects such as

forming online communities in order to plan for a project, have group discussions

about class material or use of social networking sites as a way to keep in contact

when a student who has been absent needs to be updated on current academic

information have benefits if used appropriately. This only shows that technology

is evolving at a very fast rate and its effect is very apparent in the current

generation. But as it is, technology like two sides of a coin, bring with it both

negative and positive sides. In a study conducted in a state university in Iloilo, the

results showed that the respondents study habits and academic performance

were to a high extent influenced by social networking. Most likely that this high

influence may have been result of easy access to and brought about by

accessibility of gadgets like Smartphone’s and other electronic devices with

mobile data and Wi-Fi connection. The affordability and availability of these

gadgets in the market may have been another reason (Judilla & Gemora, 2015).

The above-mentioned scenario spurred interest of the researchers to determine if

there is a significant relationship between the level social media addiction to the

level study habits of the selected senior high school students in Agusan Del Sur.

18
 Use of Social Media and its Impact on Academic Performance of

Tertiary Institution Students: A Study of Students of Koforidua

Polytechnic, Ghana

M. Owusu-Acheaw et al., (2015) the study sought to assess students’ use

of social media and its effect on academic performance of tertiary institutions

students in Ghana with a focus on Koforidua Polytechnic students. Questionnaire

was used for collecting data. Out of one thousand five hundred and seventy-eight

copies of the questionnaire distributed, one thousand five hundred and eight

were retrieved which represented a response rate of 95.5 %. The study revealed

that majority of the respondents had mobile phones which also had Internet

facility on them and had knowledge of the existence of many media sites. The

study further confirmed that most of the respondents visit their social media sites

using their phones and spend between thirty minutes to three hours per day. In

addition, the study revealed that the use of social media sites had affected

academic performance of the respondents negatively and that there was direct

relationship between the use of social media sites and academic performance.

The study recommends among others that, students with mobile phones

having internet facility should be encouraged to use it to supplement their

research in the library rather than the usual charting with friends all the time.

Students should be encouraged to limit the time they spend on their social media

sites per day and advise them to rather substitute those hours to read novels to

improve their knowledge. Since the use of social media sites had affected the

academic work of students negatively there is the urgent need for the

introduction of students to the availability of novels and other information

resources or materials that can help them academically.

19
 Social Media and Study Habits of Secondary School Students in Anambra

State, Nigeria

In the study conducted by Maureen, Chibueze (2018) in the secondary

schools in Anambra State, Nigeria, it revealed that secondary school students

visit social media sites to get their assignments done, communicate with their

peers and get information that supports their education. The findings of

Chinthakayala et al. (2013) and Eke, Omekwu and Odoh (2014) gave credence

to the findings of the present study. Chinthakayala et al. (2013) pointed out that

facebook is a general social networking site and is more popular among college

students.Eke, Omekwu and Odoh (2014) however, pointed out various social

media sites used by the students. In their studies of use of social media, they

reported that mostly all the student were using the social media sites especially

facebook and whatsapp in interacting with friends, connecting to their class

mates for online study and for discussing serious national issues which is also

among the sites that are commonly accessed by the student as revealed in the

present study.

The result showed that there is no significant relationship between social

media use and study habit of students. Therefore, the null hypotheses were

accepted. Therefore, whether the students access social media or not, it does

not have a significant relationship on their study habit.

Influence of Social Media on Study Habits of Undergraduate Students in

Kenyan Universities

20
 Dr. Langat Andrew Chris (2015) examined the influence of social media

on study habits of undergraduate students in one of the Kenya universities.

Social media is a very important communication development in the current world

however it has posed a threat in the cultural morals of many students. The

negative influence is on the rise and this investigation is focused to the study

habits of undergraduate students the negative influence is on the rise and this

investigation is focused to the study habits of undergraduate students. Ten

lecturers from the same school were also interviewed and responses were

recorded for further analysis. Uses and gratification theory was used to guide this

study. This theory posits that users of any media are not passive audience but

rather active and always make choices for particular media consumption based

on their motivations. The results revealed that many students’ use social media

especially Facebook, WhatsApp and Twitter that they spend increasing amount

of quality time on these networks even during lecture hours. Findings of this

study suggest that social media could negatively impact on the students’ study

behavior, academic progress and that timed-off software should be installed to

control its use by students. This study will be of immense benefit to the university

administration as it has shown the potent dangers of uncontrolled use of these

social media by students and therefore the need to put in place measures to

forestall its alluded negative effects.

Based on the investigation of the type of social media popularly used by

undergraduates in the universities in Kenya, the results of this study show that

Whatsapp is the most popular followed by the face book the rest are rarely used

and some are completely not in use. The respondents who preferred WhatsApp

to other social media networking technologies attributed the same to its user-

21
friendly interface, its real time transmission abilities, and its versatility and

multimedia capabilities.

The respondents who preferred Facebook to other social networking

technologies owed the same to its wide spread popularity the world over, its ease

of access and its user-friendly interface. Some respondents pointed out that its

wide reach makes it suitable for cross-cultural social interactions with users

across the globe. Respondents who preferred twitter expressed their interest in

twitter owing to a tag of class associated with the social media network.

Respondents who preferred Instagram attributed it to its multimedia processing

capabilities.

The second objective investigated effects of utilization of social network

on the study habits of undergraduate students in the university. Responses here

are interesting in that the students stated that social media does not affect their

studies negatively during the day. In fact, Respondents acknowledged that social

media in deed contributes positively to their study habits. They indicated that

social media enables them to receive timely class updates and facilitate their

group discussions. They indicated that social media helps with sharing study

materials like notes and also play a great role in team building through social

media groups. Respondents acknowledged that social media plays a pivotal role

in enhancing collaborative learning among students; this means that it has

arguably more positive effects on learning than otherwise. While on the other

hand social media addiction at night affects their revision time. They also

asserted that they are completely unable at this point to exercise self-control.

This finding agreed with Michele and Shonna (2007) who stated that

approximately 51% of 21 Million of youths/students that engage in social media

sites on daily bases have been socially affected more so negatively. Social

22
behavior can be either positive or negative in the sense that users are often

times susceptible to the negative aspect of it especially when users (students)

come in contact with deviant behaviors.

The findings of this study also show that all the students are highly

involved in social media whereby the majority are using WhatsApp followed by

the Facebook. Gender variations in the use of social media is not prominent it is

closely similar. Male respondent’s seemingly embraced 'class' better than their

female peers in as far as social media usage is concerned. This is evident in the

number of males who preferred twitter to other social media. The survey further

established that the most preferable time for social media engagements by all

respondents was nighttime, gender notwithstanding.

Effect of Social Media on the Study Habits of Students of Alvan Ikoku

Federal College of Education, Owerri

Perpetua O. Ezeji, Kelechi E. Ezeji (2018) sought to examine the impact

of social media on the study habits of students of Alvan Ikoku Federal College of

Education, Owerri. The research design involved survey technique where

questionnaires were used to collect data from a sample of the student population.

Statistical package for social sciences (SPSS) was used to analyse the data.

Spearman’s Rho was the specific tool used for analysis. It was presented in

frequency tables and bar charts. Findings from variables investigated showed

that at p<0.5, social media usage had a significant impact on the study habits of

students of Alvan Ikoku Federal College of Education, Owerri. This indicated the

need for stakeholders in the community to employ counselling and other

23
 proactive measures to ensure that students maintained proper focus on their

primary assignment for schooling.

The study revealed that social media usage was prevalent among

students of Alvan Ikoku Federal College of Education. Results also indicated that

social media usage negatively affected students’ revision of their lecture notes

daily, as well as submission and carrying out of study assignments. This is not

surprising as half of the students indicated they spent two hours on social media

usage daily. This categorizes them as heavy users of social media. Light users

(students who spent less than one hour on social media daily) were less than

one tenth. Also, the majority of the students indicated that social media usage

affected their ability to get sufficient sleep at night. This agreed with [16] which

revealed that students most preferred time for social media engagement was at

night. This affected their ability to revise their lecture notes during the night

period. It can therefore be concluded that social media usage negatively affected

students study habits.

2. STUDY HABITS OF STUDENTS

Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate

Academic Performance

Crede and Kuncel (2008) highlights that “study habit and skill measures

improve prediction of academic performance more than any other non-cognitive

individual difference variable examined to date and should be regarded as the

third pillar of academic success” (p. 425). Crede and Kuncel furthered that

24
traditional study habit the “most predictive of performance” (p. 425). As revealed

by their study, study habit, motivation and skills stand as the predictors of

performance as opposed to past studies that were conducted in relation to their

study. Study skill (includes habit and motivation) “is highly independent of both

students’ high school grades and scores on standardized admissions tests but

moderately related to various personality constructs. . . .) Crede & Kuncel, p.

425). These researchers argue that personality constructs could be the key

indicator in students’ study habits. This supports the assumption that regardless

of students’ grades and scores on various admissions tests, it goes down to the

layer of personality construct, something to do personal capacity or ability.

CHAPTER III

METHODOLOGY

This chapter is composed of five parts: (1) purpose of the study, (2)

research’ respondents, (3) instrumentation, (4) data gathering procedure, and (5)

data analysis procedure.

Part one, purpose of the study, gives the main objective of the study and the

place where the study was conducted.

Part two, research respondents, reveals the respondent’s study.

Part three, instrumentation, presents the instruments that were used in the study.

25
Purpose of the Study

This study seeks to determine the relationship between the social media

engagement and the study habit of grade 11 SHS students of Roxas National

High School.

Research Respondents

The respondents of this study are the 34 grade 11 SHS students of

Roxas National High School for the school year 2019-2020.

Instrumentation

The study will use survey and questionnaire to determine the relationship

between the social media engagement and study habit of grade 11 SHS students

of Roxas National High School.

Research Design

The descriptive research was used in this study. Descriptive research

involves collecting data to test hypothesis or to answer questions concerning the

social media engagement and study habits of grade 11 senior high school

students of Roxas National High School for the school year 2019-2020.

Data Gathering Instruments

Table1. Research Respondents Profile

Category f %
________________________________________________________________
______
Entire Group

26
Age

Minor 23 80.0
Adult 11 20.0
Total 34 100

Gender
Male 17 50
Female 17 50
Total 34 100
________________________________________________________________
______

The retrieved instruments were then numbered on the upper right corner

to ensure that the data will not be entered twice in the record sheet. A tally sheet

or columnar note was in tabular form with corresponding textual discussions.

To describe their social media engagement, the following scale of means

and their corresponding interpretation were employed:

Mean Score Interpretation

1.00 – 1.74 Very Frequently (Daily)

1.75 – 2.49 Frequently (3 times a week)

2.50 – 3.24 Sometimes (once a week)

3.25 – 4.00 Never (Not at all)

The following scale was employed in describing the respondents study habits:

Mean Score Interpretation

1.00 – 1.74 Outstanding

27
 1.75 – 2.49 Very Satisfactory

2.50 – 3.24 Satisfactory

3.25 – 4.00 Fairly Satisfactory

Data Gathering Procedure

The researchers requested the endorsement of the adviser and

department chairman to conduct the study. The researchers then made a letter

addressed to the teacher in-charge requesting for her approval to conduct the

study among grade 11 senior high school students. When the permission was

granted, administration of the questionnaires followed. The researchers informed

the respondents of the allotted time in answering the questionnaire before it will

be retrieved from them. The respondents further instructed not to leave an item

unanswered.

Data Analysis Procedure

Mean and standard deviation were utilized for the analysis of descriptive

data. For inferential statistics, t-test, ANOVA and Pearson’s Product-Moment

Correlation Coefficient were employed. Significance level was set at 0.05.

Mean was used to determine the respondents’ Social Media engagement

and study habit.

T-test was used to determine the significant differences in the

respondents’ social media engagement and study habit grouped according to

gender.

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 Pearson’s Product- Moment Correlation Coefficient was used to

determine the correlation between students’ Social Media engagement and study

habit.

CHAPTER IV

RESULTS AND DISCUSSIONS

In this chapter, the results of the study are described in two parts: 1)

Descriptive Data Analysis, 2) Inferential Data Analysis.

29
 Part one, Descriptive Data Analysis, discusses the profile of the

participants using the mean and the standard deviation.

Part two, Inferential Data Analysis, discusses the significance of the

difference of the means subjected to T-test.

Descriptive Data Analysis

Frequency of Social Media Usage

The table 2 shows the social media usage of the respondents.

Based on the results it was noted that the respondents when taken as an entire

group in gender (M= 3.24, SD=.59708) had collectively respond “sometimes

(once a week)” in their social media usage. When categorized to gender, the

male had (M=3.2353, SD=.66421) and female (M=3.2353, SD=.66421) both had

respond “sometimes (once a week)” in their social media usage.

The age of the respondents when taken as an entire group had an

average of social media usage (M= 3.24, SD= 59708).Those who were minors

had M=3.20 and SD=.522223 and collectively respond “sometimes (once a

week)” in their social media usage.

Table 2. Social Media Engagement of the Respondents

________________________________________________________________
______
Variable Mean SD Interpretation
________________________________________________________________________________________
_________
As a whole 3.24 .59708 Sometimes (once
a week)
Gender

30
 Male 3.2353 .66421 Sometimes (once
a week)
Female 3.2353 .66421 Sometimes (once
a week)
________________________________________________________________
______
As a whole 3.24 .59708

Age
Minor 3.20 .52223 Sometimes (once
a week)
Adult 2.90 .50000 Sometimes (once
a week)
________________________________________________________________
______

Scale
Mean Description
1.0 to 1.74 Very Frequently (Daily)
1.75 to 2.49 Frequently (3 times a week)
2.50 to 3.24 Sometimes (once a week)
3.25 to 5.0 Never (Not at all)

Study Habits of the Respondents

The table 3 shows the study habits of the respondents.

Based on the results it was noted that the respondents when taken as an entire

group in gender (M= 3.24, SD=.59708) had “satisfactory” results in their study

habits. When categorized to gender, the male had (M=3.2353, SD=.66421) and

female (M=3.2353, SD=.66421) both had “satisfactory” results in their study

habits.

The age of the respondents when taken as an entire group had an

average of social media usage (M= 3.24, SD= 59708).Those who were minors

had M=3.20 and SD=.522223 and had “satisfactory” in their study habits. On one

hand, adults had M=2.90 and SD=.50000 also had “satisfactory” results.

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Table 3. Study Habits of the Respondents
________________________________________________________________
______
Variable Mean SD Interpretation
________________________________________________________________
______
As a whole 3.24 .59708 Satisfactory

Gender

Male 3.2353 .66421 Satisfactory

Female 3.2353 .66421 Satisfactory

Age

Minor 3.20 .52223 Satisfactory

Adult 2.90 .50000 Satisfactory
________________________________________________________________
______

Scale
Mean Description
1.00 – 1.74 Outstanding
1.75 – 2.49 Very Satisfactory
2.50 – 3.24 Satisfactory
3.25 – 4.00 Fairly Satisfactory

Inferential Data Analysis

Difference in Social Media Engagement and Study Habits of the Students

Table 4 shows that the social media engagement (t=.-195, p=.270) of the

students and their study habits (t=.-195, p=.270) do not have significant

difference. The hypothesis that there is no significant difference in the

respondent’s social media engagement and their study habits is accepted.

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Table 4. Pearson’s Product- Moment Correlation Coefficient result of

significant difference of Social Media Engagement and Study Habits

________________________________________________________________
______
Variable Test-type T/F-Value
Significant Value
________________________________________________________________
______
Social Media Engagement Pearson Correlation 1
.270

Study Habits Pearson Correlation 1

.270
________________________________________________________________
______

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 CHAPTER V

SUMMARY, CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS

Chapter five contains four parts: (1) Summary of the Problems, Methods,

and Findings (2) Conclusions (3) Implications (4) Recommendations.

Part one, Summary presents a synopsis of the study and some important

findings.

Part two, Conclusions, presents the conclusion drawn from the result of

the study.

Part three, Implication, clarifies the relationship between the findings of

the present study and existing related theories and practices.

Part four, Recommendations, discusses some suggestion in terms of

findings, conclusion and implications.

Summary of the Problem, Method and Findings

Generally, this study aims to determine the relationship between social

media engagement and study habit of grade 11 students in Roxas National High

School. This study will answer the following questions:

1. What is the demographic profile of the responders?

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2. What is the frequency of social media engagement of grade 11 students?

3. What is the pattern in study habit of grade 11 students?

4. What is the relationship between social media engagement and study habit of

grade 11 students?

This study made us of questionnaire to collect data from the respondents.

The data obtained through the use of questionnaire checklist divided into three

parts:

Part 1) demographic profile of the respondents; part 2) social media engagement

and part 3) study habits. All statistical computation was processed through the

statistical package for social science (SPSS).

The respondents of this study were thirty four students of Roxas National

High School in the academic year of 2019 – 2020.

To describe data gathered, the researchers employed frequency count;

mean, percentage and standard deviation were used. Pearson Correlation was

used as the inferential statistics.

The data obtained through the use of questionnaire checklist divided into

two parts:

Part 1) demographic profile of the respondents; part 2) social media engagement

and part 3) study habits. All statistical computation was processed through the

statistical package for social science (SPSS).

The findings of the study were:

35
1. The majority of the respondents had collectively respond sometimes (once a

week)” in their social media usage regardless of their age and gender.

2. The majority of the respondents is satisfactory in their study habits regardless of

their age and gender.

3. There is no significant relationship between the respondents’ social media

engagement and their study habits when grouped according to gender and age.

Conclusion

In the view of the findings of the study, the followings conclusion was

drawn:

1. The social media engagement of the students when taken as a group classified

according to gender and age shows that they use their social media accounts

sometimes as based on the statistics used. This data is expected considering

that majority of the students does not have an easy access to Internet

considering the difficulty of signal in the barangay where majority of the

respondents live. In addition, only students who have smartphones can make

access in the social media while some does not have personal smartphone of

their own. Further, the cost of internet data makes it difficult for some to access

to the Internet. Some does not have extra allowance to sustain their needs for

social media usage. Others consider it as luxury.

2. As presented by the findings in chapter four, the statistics shows that there is no

significant relationship between the social media engagement of the students

and their study habits. Social media usage cannot be attributed as the primary or

even major cause that affects students study habit. It can be attributed to other

36
factors such as personal character, behaviour, health condition, mental capacity,

or even family issues. To validate that social media usage cause or affect one’s

study habits requires a rigorous research to prove that there is significant

relationship between variables.

In Influence of Social Networking on the Study Habits and Performance of

Students in a State University (2015) Judilla & Gemora aimed to ascertain the

influence of social networking on the study habits and academic performance of

tertiary students of the West Visayas State University (WVSU) System (Judilla &

Gemora, 2015;p.1). In relation to the present study, the authors seek to

determine the influence of social networking on the study habits and performance

of students.

The study habit component skills upon which the researchers based the

respondents’ status of study habits included homework and assignment, time

allocation, reading and note-taking, study period procedure, concentration,

written work, examination, and teacher consultation (Judilla & Gemora, 2015).

The result shows that respondents when they were classified as to age,

the respondents yielded high status for both the young (M=3.73, SD=.63) and the

old (M=3.96, SD=.62). Likewise, as to sex, they showed high status for both male

(M=3.81, SD=.65) and female (M=3.83, SD=.62) (Judilla & Gemora, 2015). This

explains that social networking has high influence on study habits and academic

performance of college students.

In contrast to the research set out by researchers the social media usage

was low and the study habits were satisfactory. This was so because the

significant difference between two variables was non-significant. Judilla and

37
 Gemora’s (2015) study have found social networking to have high influence over

college students’ study habits and academic performance.

Implication

In consideration of the non-significant difference between social media

engagement and students, study habits it is but appropriate to make or put

another variable that will serve as bridge between these two variables. In such

manner, significant difference can be possibly drawn. There are many other

statistical tools that can be used to extract data. Further, a validity test is

necessary to validate the reliability of the study. In addition, though students are

prohibited from using their phones during class it is still necessary for students to

regulate its own use of social media in their free time. Setting up time

management is necessary to ensure a disciplined use of social media.

Recommendations

With respect to the findings of this study and in consideration of present

or existing studies related to this inquiry, the following recommendations are

presented:

1. It is necessary that other variables be made that would serve as bridge between

social media engagement and study habits of students. Future researchers could

explore dimensions like time management, access to internet or other-related

variables.

38
2. Others could also on behaviour study which draws students to engage in social

media. This might help shed light as to what extent the effect of social media

engagement on study habits or it has bearing on the latter.

3. Social media studies is a new venture that allows complex technicalities which

students are draw in. To further validate the effect or possible influence of social

media on study habits it is suggested that future researchers should take into

consideration the grades of students as result of their study habits and academic

performance.

4. Provisions on compulsory academic counselling for underachievers must be

imposed and may consider giving more remedial actions to improve student’s

learning (Judilla & Gemora, 2015).

39