IMPACT OF FACEBOOK TO THE SELF-ESTEEM OF GRADE

12 STUDENTS IN MABINI FARM SCHOOL

Research Paper
Presented To
Ms. Jafer Gay Teleb

In partial fulfilment of
The requirement for the Subject
Practical Research II

By

Flores, Aprilyn C.
Cordova, Rosemarie C.
Desuyo, Johnny Jr. P.
Gepiala, Leo Jr. B.
Gregas, Nicole C.
Gonzales, May B.
 ABSTRACT

Social media especially Facebook has gained immense popularity in the last decade
and its power has left certain long-lasting effects on people. This study was all about
the impact of Facebook to the self- esteem of grade 12 students in Mabini Farm
School. This study aims at finding whether the impact of facebook will increase or
decrease the self-esteem of the users’. In order to test the hypothesis 106 grade 12
students selected from three specialization in Mabini Farm School were surveyed
through questionnaires and they participated in the study with their age ranges from
17-21 years old and above. The statistical tool used was checklist which consists of
three parts. The first part includes their personal data, while the second part was the
time they’ve spend in using facebook and the third part was the survey questionnaire
itself, so that it will be easy to answer. The result of the study reveals that all of the
respondents which is the grade 12 students in Mabini Farm School has a lower self-
esteem towards using facebook. The researchers recommend some programs and
suggestions to school administrators about this study to further discuss what Facebook
or any social networking sites may cause to the people’s self-esteem and most
importantly to the students in order to help them reshaping their self-esteem.

i
 ACKNOWLEDGEMENT

The researchers would like to extend their deepest gratitude to those people
who contribute their time and effort and became part of the success of this research.

To Almighty God, who is always there in their side in every ups and downs,
and who always guides them all throughout in achieving their goals in making this
study a successful one.

To their research adviser Ms. Jafer Gay C. Teleb, who helped and guided them
throughout their journey in this subject.

To their statistician Ms. Liberly V. Laudato, who helped them in interpreting

their gathered data and also helping them in solving their study and making it easy for
them to finish it.

To Grade 12 students who helped and gave their full cooperation in answering
the survey questions.

Finally, to their beloved parents who served as their inspiration and strength in
doing their work

Thank you so much. GOD Bless.

Researchers

ii
 TABLE OF CONTENTS

ABSTRACT -------------------------------------------------------------------------------- i

ACKNOWLEDGEMENTS -------------------------------------------------------------- ii

CHAPTER 1

Introduction --------------------------------------------------------------------------------
1

Statement of the problem ----------------------------------------------------------------- 2

Statement of the hypothesis -------------------------------------------------------------- 3

Conceptual Framework of the study ---------------------------------------------------- 3

Significant of the study ------------------------------------------------------------------- 4

Scope and delimitation ------------------------------------------------------------------- 4

Definition of terms ------------------------------------------------------------------------ 5

CHAPTER 2

Review of Related Literature and Studies --------------------------------------------- 7

Synthesis ----------------------------------------------------------------------------------- 8

CHAPTER 3

Research methods ----------------------------------------------------------------------- 10

Respondents of the study --------------------------------------------------------------- 10

Locale of the study -----------------------------------------------------------------------

10

Data gathering instrument ---------------------------------------------------------------

11

Validity and reliability of the study -----------------------------------------------------

12
 Data gathering procedure ----------------------------------------------------------------
12

Statistical analysis of the data -----------------------------------------------------------

13

CHAPTER 4

Presentation, Analysis, and Interpretation of Data ----------------------------------- 14

CHAPTER 5

Summary of findings --------------------------------------------------------------------

22

Conclusion --------------------------------------------------------------------------------
23

Recommendation ------------------------------------------------------------------------ 24

References -------------------------------------------------------------------------------- 25

APPENDICES

Appendix A ------------------------------------------------------------------------------- 26

Appendix B ------------------------------------------------------------------------------- 27

Appendix C-------------------------------------------------------------------------------- 29

Appendix D ------------------------------------------------------------------------------- 34

Appendix E --------------------------------------------------------------------------------
43
 CHAPTER 1

INTRODUCTION

Today, communication is crucial to meeting the demands of the world in various

spheres of life, such as job, health, education, and face-to-face engagement. Young
adults need to socialize in order to function in their daily lives (Krischner &
Karpinski,2010). Facebook and other social networking sites (SNS) had developed
into more widely known around the world. Since that time, Facebook became a
significant aspect of people's life, particularly those of young people. It is popular
among youngsters for establishing connections, dialogue, information acquisition, and
sharing and knowledge. People grow and may see for themselves by the individuals
who post on these websites. Users of networking sites can utilize them to contact
friends and household members (Omolayo, Balugon, and Omole, 2013).

Jan, Soomro, and Ahmad (2017) claim that the self-esteem of such individuals is
adversely impacted. Self –esteem is a very certain and specific topic in psychology
which is referred to every other psychology concept or domain including personalities
(e.g. shyness or self-consciousness), behavioral (functioning), cognitive (orientation)
and clinical domains (e.g. stress and depression). With use of Facebook, the social
development of the students quite affected in terms of self-esteem, it sometimes
referred to as self-worth or self-respect and it is of the key to life success. In
psychology, the term self-esteem is used to describe a person's overall sense of self-
worth or personal value. It is often seen as a personality trait, which means that it has
a tendency to be balance and persevering. It can involve a variety of beliefs about
yourself, such as the appraisal of your own appearance, beliefs, emotions, and
behaviors (Cherry, 2017).

In other words, how much you appreciate and like yourself. Given that Facebook
practically every nation in the globe is expanding. It's not possible to stop the children
from accessing Facebook in class nearly every time. Children ought to be brought to
an awareness programs where self-esteem guidance is provided. Parents should
monitor their children's use of social media and raised their children's awareness of
the harmful Facebook's negative side effects. The greater the usage the more people
use Facebook as a tool for social engagement. The amount of time they spend
interacting with friends will vary and will have a favorable effect on their confidence
1
and their happiness with life. It clarifies that the majority of young people Facebook
usage is becoming more common. Students may transport, they feel content and at
ease because they can rely on their pals, to express their emotions.

The lives of people, especially students, are largely influenced by what is posted by
other people on their profiles. The habits that students learn are decided more by what
their friends do and less by the teachings of parents or teachers. Students have become
prone to frequent instability in mood and self-control. Actions that attract more public
attention hold more value, even despite some of them being immoral or illegal. We
even see that many students are worried about their looks, and so they always try to
upload nicer pictures than their friends. A recent survey has stated that whenever
someone uploads a profile picture, it immediately affects the moods of friends. It
often produces stress, anxiety or fear about their identities as people. Consistently
thinking in this way can sometimes lead to depression. In connection to this, the
researchers are encouraged to do a study entitled Impact of Facebook to the self-
esteem of grade 12 students in Mabini Farm School.

STATEMENT OF THE PROBLEM

This study aimed to determine the impact of Facebook on the self-esteem of the Grade
12 students in Mabini Farm School. Specifically, it sought answers to the following
questions:

1. Profile of the grade 12 students of Mabini Farm School when taken as a whole and
when group according to:

a. Age

b. Sex

c. Specialization

2. What is the Facebook usage of the grade 12 students of Mabini Farm School when
taken as a whole and when group according to:
2
a. Age

b. Sex

c. Specialization

3. What is the level of self-esteem of grade 12 students of Mabini Farm School when
taken as a whole and group according to:

a. Age

b. Sex

c. Specialization

4. Is there a significant relationship between the Facebook usage and level of Self-
esteem of the grade 12 students of Mabini Farm School.

STATEMENT OF HYPOTHESIS

There is no significant relationship between the Facebook usage and Self-esteem of

the grade 12 students of Mabini Farm School.

CONCEPTUAL FRAMEWORK OF THE STUDY

This Conceptual Framework is a result of the research gathered or the effect of
Facebook on the Grade 12 student’s self-esteem.

Figure 1. Conceptual Framework Diagram

INPUT PROCESS OUTPUT

Sex

Facebook Age Self-esteem

Specialization

The left part represented the "Input" which compose of the student’s profile
specifically using Facebook according 3to their personal preferences. Also, the “input”
gives the background information or situation for the student’s personal experiences.

The central part which is the “Process” pertained to the age, sex, and specialization of
the students in regard to their time that they spend in using Facebook. As students
have different personalities, they also have a different time to spend in using
Facebook.

The output which presented the outcome of both the input and the process. This also
pertained to the goal of researchers towards determining the relationship and effects
brought by Facebook towards the self-esteem of the students, and coming up with
recommendations that serve as a guide that could help the students improve their self
– esteem in using Facebook.

SIGNIFICANCE OF THE STUDY

The verdict on the study about the impact of Facebook to the of self-esteem of the
grade 12 students in Mabini Farm School is notable to the following:
Students - will be informed to the effects they might encounter in their use of
Facebook and the recommendations of this study can be used as a guide for them to
be able to improve their self-esteem.

Parents - will be able to learn likewise, the positive and negative effects that
Facebook usage can cause to their children. Thus, they can help their children to use
social media especially facebook more effectively and that they will feel responsible
in monitoring their children to avoid the occurrence of the negative effects.

Teachers - will also be familiarized to a certain extent when they face the same
dilemma in relation to the study conducted by the researchers.

School Administrators - to conduct activities and programs that will develop the
self-esteem of the students aside from using Facebook.

Facebook Netizens - will be well-informed to the same experiences the millennial

could face in the near future.

Future Researchers - to serve as a guide in seeking the same purpose in conducting

4
related studies, and will be an instrument and reference for further research.

SCOPE AND DELIMITATION

This study covered the selected Grade 12 enrollees only in the present Academic Year
2022-2023, for their age, sex, and specialization. The researchers delimited their study
on the grounds of the Senior High School Building of Mabini Farm School. The
researchers limit their study by giving structured questionnaire to the 106 Grade 12
students in Mabini Farm School wherein the respondents were not observed, they
were given questionnaires to fill. So the results of the research depend upon the
integrity and truthfulness of the subjects. This study exhibited how often the
respondents use Facebook and activities they are doing such as spending time on
someone’s profile and their own, posting statuses and uploading pictures. The
researchers used correlational research design and the result of this study served as
basis in formulating a guide regarding the relationship of Facebook usage and the
level of students’ self-esteem.

DEFINITION OF TERMS
The following terms are operationally and conceptually defined to strengthen the
understandings of this study.

Behavior

- is the way in which one acts or conducts oneself, especially toward others.
According to Ossorio,2006, p.49, behavior is describable as an attempt on the part of
an individual to bring about some state of affairs to another, or to maintain a currently
existing one.

- In this study, the conceptual definition is adopted.

Facebook

- pertains to the most widely use and popular social networking site among millennial
that allows users to create profiles, post status, upload photos and videos, send
messages and communicate with family and peers.

- In this study, the conceptual definition is adopted.

Millennial

- imply to the individuals who reached5adulthood around the turn of the 21st century,
also known as the students or teenagers today. Merriam-Webster Dictionary defines
millennial as "a person born in the 1980s or 1990s."

- In this study, it refers to grade 12 students in Mabini Farm School

Personality

- According to Kendra Cherry, personality describes the unique patterns of thoughts,

feelings, and behaviors that distinguish a person from others.

- In this study, the conceptual definition is adopted.

Self - esteem

- reflects the students’ overall subjective emotional evaluation of his or her own
worth. Self-esteem is only one component of the self-concept, which Rosenberg
defines as "totality of the individual's thoughts and feelings with reference to himself
as an object."
- In this study, the conceptual definition is adopted.

Student

- According to Merriam-Webster dictionary, student is a person who is studying at

school.

- In this study, it refers to the Grade 12 students.

6
CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

The widespread Facebook addiction in the country can be explained by various

factors which constantly influence Filipinos. Elvin (2010) and Radwan (2011) cited in
their internet articles that unfulfilled social needs and social approval are some of the
reasons of social networking addiction. In an economically depressed country like the
Philippines, there are many social issues that have not been resolved through the years
and one of which is prostitution. However, through Facebook and other social
networking sites, victims of these social odds which are sometimes unaccepted in
their community can easily socialize and they contribute to the increasing number of
Facebook users. Facebook has been defined by Zuckerberg (2005) as an online
directory that connects people through social networks at colleges and universities.
Facebook was originally created by Zuckerberg to help students identify other
students.

Once a profile is created, the new user can start looking for friends and send friend
requests. When accepted, Facebook connects the two individuals by allowing them to
see each other’s profile page and by adding their activities to one another’s news feed.
Facebook thus functions as an online application to see and to be seen (Stroud, 2008).
Alexander (2001) views self-esteem as a syndrome and a set of indicators for mental
well-being. The core of self-esteem is an unconditional appreciation of oneself, that
is, an appreciation of both positive and negative potential in its fullest sense. An
acceptance of this enables us to take responsibility for ourselves and become
accountable for our actions. It also means that we can be more realistic about our
achievements and shortcomings. Self-esteem can be increased by achieving great
successes and maintained by avoiding failures.

Rosenberg (1965) also made an important contribution to defining self-esteem by

introducing the concept of worthiness. Worthiness is whether a person judge
himself/herself as good or bad. It is an evaluative attitude towards oneself and the
extent to which the individual believes himself/herself to be capable, significant,
successful and worthy. He added that self-esteem was important to a person’s identity
and awareness, and that high and low self-esteem would influence behavior in
positive and negative ways respectively. Self-esteem has a strong relation to
7
happiness (Baumeister et al., 2003). The researchers are persuaded that high self-
esteem does lead to greater happiness. Low self-esteem is more likely than high to
lead to depression under some circumstances, while high self-esteem still leads to
happier outcomes regardless of stress or other circumstance. They also stated that
people high in self-esteem claim to be more likeable and attractive, to have better
relationships, and to make better impressions on others than people with low self-
esteem. In addition, Baumeister et al. (2003) found that sadness decreases the self-
esteem, positive thinking is very important for building resilience to have or maintain
high self-esteem.

Ellison et al. (2007) found that students with low self-esteem benefit from using
Facebook because they expand their social capital and total adjustment in college.
When students get the exposure of communicating and getting to know more people
and professionals via Facebook, they could break the barrier and accelerate their
confidence and self-esteem. According to Campbell et al. (2003) high self-esteem
makes people more willing to speak up in groups and to criticize the group's
approach. Relative to people with low self-esteem, those with high self-esteem show
stronger in group favoritism. On the other hand, neither high nor low self-esteem is a
direct cause of violence, narcissism leads to increased aggression in retaliation for
wounded pride, the highest and lowest rates of cheating and bullying are found in
different subcategories of high self-esteem. (Campbell et al., 2003.) Ciarrochi et al.
(2007) reported that the modest correlations between self-esteem and school
performance do not indicate that high self-esteem leads to good performance. Instead,
high self-esteem is partly the result of good school performance. Furthermore,
Laboratory studies have generally failed to find that self-esteem causes good task
performance, with the important exception that high self-esteem facilitates persistence
after failure (Ciarrochi et al., 2007.)

SYNTHESIS

Students nowadays are more willing to share their thoughts online. They are more
comfortable of letting other people know who they are through social media
especially Facebook. It has both positive and negative effects on self-esteem of a
student. It is established that individuals with low self-esteem feel like it is safer to
8
share or express something about themselves on Facebook than in real life encounters.
It appears that people with high levels of self-esteem use Facebook for different
purposes than people with low self-esteem. In a study by Cheung, Chiu, and Lee,
online social networks, such as Facebook, can help facilitate collaborative learning.
Facebook can be used as a tool to encourage students to collaborate and work together
(Cheung, Chiu, & Lee, 2010). However, some studies have indicated that students do
not feel that Facebook is used as an academic tool but rather a socializing tool
regardless of content and strategies including in informal learning processes (Madge,
Meek, Wellens, & Hooley, 2009)
 CHAPTER 3
9
METHODS OF RESEARCH

This chapter presents the discussion of the research methodology used in this study,
research design, the respondents of the study, researcher’s instrument construction,
validation of instruments, administration and retrieval of instruments, and statistical
treatment needed in attaining the results.

RESPONDENTS OF THE STUDY

The subjects of this study were selected from the population of grade 12 students of
Mabini Farm School. 105 students were chosen from the total population or enrollees
of the grade 12 students were taken and used as respondents of the study.
Table 1. Respondents of the study

Section Male Female Total

HUMSS 8 16 24

Agriculture 17 15 32

ICT 24 26 50

Total 49 57 106

LOCALE OF THE STUDY

This research will be conducted at Mabini Farm School that was located at Barangay
Mabini Cadiz City Negros Occidental. Barangay Mabini is a large Barangay here in
the city of Cadiz that has an estimated elevation above sea level of 67.1 meters or
220.1 feet and approximately 10.9048, 123.2782 in the island of Negros. Mabini is a
barangay in the city of Cadiz. It's population as determined by the 2020 census was
9,315. This represented 5.99% of the total population of Cadiz. The household
population of Mabini in the 2015 census was 9,415 broken down into 2,173
households or an average of 4.33 members per household. According to the 2015
census, the age group with the highest population in Mabini is 5 to 9 with 1,111
individuals. Conversely the age gap with the lowest population is 80 and over with 78
10
individuals. The population of Mabini grew from 8619 in 1990 to 9,315 in 2020, an
increase of 696 people over the course of 30 years. The latest census figures in 2020
denote a negative growth rate of 0.23%, or a decrease of 104 people, from the
previous population of 9419 in 2015. https://www.philatlas.com/visayas/r06/negros-
occidental/cadiz/mabini.html
Figure 2. Vicinity of Barangay Mabini

DATA GATHERING INSTRUMENT

The data in this research entitled the Impact of Facebook on the self-esteem of Grade
Students in Mabini Farm School was taken from a research instrument consisting of 2
parts. The part I consist of 3 items to gather data-related to the background of the
subject. It includes sex, gender, and specialization.
11 The part II of the research covers
to the impact of Facebook to the self-esteem of Grade 12 students namely, (a)
Formally-covers questionnaire.

VALIDITY AND RELIABILITY OF THE STUDY

The questionnaire we’re adopted from the research entitled "EFFECTS OF
FACEBOOK TO THE FORMATION OF SELF-ESTEEM OF SELECTED GRADE
12 STUDENTS" January 2019 of Grade 12 Students of MYSTICAL ROSE SCHOOL
OF CALOOCAN, INC. But still was undertaken by presenting the research
instrument to the three (3) validators considered expert in their field specialization.
These experts went over the research instrument item-by-item and judge the
suitability and appropriateness of the questions. Recommendation and suggestions
for improvement were taken into consideration and was given due consideration by
the researchers.

Teacher 1 is a graduate from Philippine Normal University a Bachelor of Secondary

Education, Major in Mathematics 2012, with a master’s degree University of St.
Lasalle and a Master of Education Major in Mathematics 2019.

Teacher 2 is a graduate from Philippine Normal University major in mathematics

2016 with a master’s degree University of St. Lasalle and a Master of Education
Major in Mathematics

Teacher 3 is a graduate from Northern Negros State College of Science and

Technology (NONESCOST) a Bachelor of Secondary Education, Major in Physical
Science 2015-2016 and with a master’s degree University of St. Lasallle and a Master
of Education Major in Natural Science 2019-2020.

DATA GATHERING PROCEDURE

After the instrument was established, the researchers requested the list of the
respondents from the classroom president of every specialization in grade 12. They
then sought approval of the principal to conduct the study among the identified
respondents. As soon as the list and approval was obtained, the researchers designed a
questionnaire for the respondents in collecting the data and those questionnaires were
validated by the expert validators. The survey is conducted by using guide
questionnaire. The participants had been given clear instructions on how to fill out the
required information. Adequate time to complete the questionnaire are given. After
12
the instrument was gathered, the data was tallied, tabulated, analyzed and interpreted
according to the specific problems and hypothesis set forth.

STATISTICAL ANALYSIS OF THE DATA

1. Percentage

- In problem number one (1) we used percentage. According to Gloria Lotha (2021),
percentage is defined as a relative value indicating hundredth parts of any quantity.
One percent (symbolized 1 %) is a hundredth part; thus, 100 percent represents the
entirety and 200 percent specifies twice the given quantity.

2. Mean

- In problem number two (2) we used mean. According to CFI Team, mean is an
essential concept in mathematics and statistics. It is the average or the most common
value in a collection of numbers.

3. Pearson R

- In problem number three (3) we used Pearson r. According to Wikipedia, Pearson r

is a measure of linear correlation between two sets of data. It is the ratio between the
covariance of two variables and the product of their standard deviations; thus, it is
essentially a normalized measurement of the covariance, such that the result always
has a value between -1 and 1.

13
CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis of data gathered from the selected respondents,
followed by a tabulation of the research findings. The gathered data are presented in
tabular and textual form with support by statistical treatment given for analysis and
interpretation.

1. Profile of respondents in terms of age, sex, and specialization.

Table 1: Profile of respondents as to age.

Indicators Frequency ( f ) Percentage ( % ) Ranking

17-18 83 78.30 1

19-20 18 16.98 2

21 above 5 4.72 3

Total 106 100

Table 1 exhibits the personal profile of the respondents. It presents the frequency,
rank and the percentage distribution of the respondents as to age.

As revealed in the table, 83 or 78.30 percent of the respondents belong to 17-18

years old, while 18 or 16.98 percent of the respondents belong to the 19-20 years old,
and 5 or 4.72 percent of the respondents belong to 21years old above.

In fact, according to the latest data from SocialBreakers (2017) shows that almost
one out of every 4 Filipinos has a Facebook account. As of this writing, there are
27,720,300 Facebook users in the Philippines. That’s about 27.75% of the population
and 93.33% of the online population.

14
Table 2: Profie of respondents as to sex.

Indicators Frequency ( f ) Percentage ( % ) Ranking

 Male 49 46.23 2

Female 57 53.77 1

Total 106 100

Table 2 presents the demographic profile of the respondents as to sex with tabulated
frequency, rank and percentage distribution of the respondents’ preference.

Exceeding from half of the percentage, 49 or 46. 23 percent of the respondents are
male while 57 or 53.77 percent of the respondents are female

Generally, females use social networking sites to make connections and stay in
touch with family or friends. Men, by contrast, use social media to gather the
information they need to build influence. Social media helps them perform research,
gather relevant contacts and ultimately increase their status. (Vermeren, 2015).

Table 3: Profile of respondents as to specialization.

Indicators Frequency ( f ) Percentage ( % ) Ranking

HUMSS 24 22.64 3

Agriculture 32 30.19 2

ICT 50 47.17 1

Total 106 100

Table 3 show the profile of respondents as to specialization with tabulated

frequency, rank and percentage distribution of the respondents’ preference.

As revealed in the table, 24 or 22.64 percent of the respondents belong to HUMSS,

15 belong to Agriculture, and 50 or 47.17
while 32 or 30.19 percent of the respondents
percent of the respondents belong to ICT.

2. Facebook usage of the respondents in terms of age, sex, and specialization.

 Table 4 : Facebook usage of the respondents as to age.

Hours Age Frequenc Percentage Ranking

17-18 19-20 21 above y(f) (%)
1-5 57 24 2 83 78.30 1
hours
6-10 9 9 0 18 16.98 2
hours
11-15 3 1 1 5 4.71 3
hours
Total 69 34 3 106 100

Table 4 shows the Facebook usage of the respondents as to age beyond simple
measures of frequency, percentage, and rank. It was shown in the table, 1-5 hours that
the respondents are spending in using facebook in the age of 17-18 years old are 57,
while in the age of 19-20 years old are 24 and in the age of 21 years old above are just
2 repondents only with the overall frequency of 83 or 78.30 percent. While, 6-10
hours that the respondents are spending in using facebook in the of age of 17-18 and
19-20 years old are 9 and none in the age of 21 years old and above with the
frequency of 18 or 16.98 percent. However, 11-15 hours that the respondents are
spending in using facebook in the age of 17-18 years old are 3, while in the age of 19-
20 and 21 years old and above are just 1 only with the frequency of 5 or 4.71 percent.

According to Ressa (2016), age was a major variable to be considered when it comes
to Facebook usage today. People will differ in economic status and not everyone has
the capacity to access Facebook. Young adults have the highest percentage usage of
Facebook because they were able to afford and buy mobile phones. “The millennial
16 ‘googling’ and ‘liking”, says Ernest Cu,
generation grew up with terms like
CEO/President of Globe Telecom. “They are digital natives who can’t live without
the internet. They consider their lives to be always online”

Table 5: Facebook usage of the respondents as to sex.

 Hours Sex Frequency Percentage Ranking
Male Female (f) (%)
1-5 hours 28 41 69 65.09 1
6-10 hours 19 15 34 32.08 2
11-15 hours 2 1 3 2.83 3
Total 49 57 106 100

Table 5 presents the Facebook usage of the respondents as to sex with tabulated
frequency, percentage and rank. As revealed in the table, there are 28 male and 41
female that are spending 1-5 hours in using facebook with the frequency of 69 or
65.09 percent. While, there are 19 male and 15 female respondents that are spending
6-10 hours in using facebook with the frequency of 34 or 32.08 percent. However,
there are 2 male and 1 female repondents that are spending 11-15 hours in using
facebook with the frequency of 3 or 2.83 percent.

Generally, females use social networking sites to make connections and stay in touch
with family or friends. Men, by contrast, use social media to gather the information
they need to build influence. Social media helps them perform research, gather
relevant contacts and ultimately increase their status. (Vermeren, 2015).

Table 6: Facebook usage of the respondents as to specialization.

Hours Specialization Frequency ( f )

HUMSS AGRICULTURE ICT
1-5 hours 21 19 29 69

6-10 hours 2 12 20 34

11-15 1 1 1 3
hours 17
Total 24 32 50 106
Mean 1.16 1.43 1.44 1.34
 Table 6 shows the Facebook usage of the respondents as to specialization beyond the
simple measures of frequency and mean. It was shown in the table, that there are 21
respondents in HUMSS, 19 respondents in Agricultur and 29 respondents in ICT that
are spending 1-5 hours in using facebook with the total mean of 1.16. While there are
2 respondents in HUMSS, 12 respondents in Agriculture and 20 respondents in ICT
that are spending 6-10 hours in using facebook with the total mean of 1.43. However,
there are 1 respondents in HUMSS, Agriculture and ICT that are spending 11-15
hours in using facebook with the total mean of 1.44.

3. Level of Self-esteem of the respondents in terms of age, sex, and specialization.

LEGEND RATING : 4.51-5.0 (VERY HIGH SELF-ESTEEM)

3.51-4.50 (HIGH SELF-ESTEEM)
2.51-3.50 (LOW SEL-ESTEEM)
1.51-2.50 (VERY LOW SELF-ESTEEM)

Table 7: Level of Self-esteem of the respondents as to age.

AGE MEAN INTERPRETATION

Lo

17-18 2.81 w Self-esteem

2.
19-20 88 Low Self-esteem

2.
21 Above 78 Low Self-esteem

OVERAL 2.8
L 2 Low Self-esteem

18of the respondents as to age with tabulated

Table 7 shows the level of self-esteem
mean and interpretation. It was shown in the table that the age 17-18 years old has a
weighted mean of 2.81, while 19-20 years old has a weighted mean of 2.88, and in the
age of 21 years old above has a weighted mean of 2.78 with the overall 2.82 mean and
all of the respondents has a interpretation of low self-esteem.
Ellison et al. (2007) found that students especially the age that ranging form 17-
21years old with low self-esteem benefit from using Facebook because they expand
their social capital and total adjustment in school. When students get the exposure of
communicating and getting to know more people and professionals via Facebook,
they could break the barrier and accelerate their confidence and self-esteem.

SE M INTERPRETAT
X EAN ION

M 2.8
ALE 5 Low Self-esteem

FEMA 2
LE .79 Low Self-esteem

OVERAL
L 2.82 Low Self-esteem

Table 8 : Level of Self-esteem of the respondents as to sex.

Table 8 shows the level of self-esteem of the respondents as to sex with tabulated
mean and interpretation. It was shown in the table that male respondents has a
weighted mean of 2.85 and female has a weighted mean of 2.79 with the same
interpretation of low self-esteem and the overall mean is 2.82.

According to the study, the relationship between the response of students to their
19
Facebook and self-esteem has yielded mixed results. Grade 12 students completed a
series of questionnaires assessing self-esteem and Facrbook use. Results showed a
significant negative results. Both male and female had a low results. Since majorityof
the respondents had a low number, we, the researchers, conclude that the more the
user is involved on Facebook usage and social interaction can lead to negtaive impact
to one’s self-esteem.
 Table 9: Level of Self-esteem of the respondents as to specialization.
SPECIALIZAT MEA INTERPRETA
ION N TION

AGRICULTU
RE 2.86 Low Self-esteem

HU 2.7
MSS 5 Low Self-esteem

L
ICT 2.83 ow Self-esteem

OVER 2. L
ALL 81 ow Self-esteem

Table 9 shows the level of self-esteem of the respondents as to specialization with

tabulated mean and interpretation. It was shown in the table that grade 12 Agriculture
students has a weighted mean of 2.86, while grade 12 HUMSS students has a
weighted mean of 2.75, and grade 12 ICT students has a weighted mean of 2.83 with
the overall mean of 2.81 and has a interpretation of low self-esteem.

4. Corellations of Facebook usage and level of Self-esteem of the grade 12

students of Mabini Farm School.

Table 10: Corellations of Facebook usage and level of Self-esteem

Mean 20 r Interpretation

Self-esteem
2.82
 0.024
Facebook usage 1.41

Significant
(Negative & weak
correlation)

Table 10 shows the correlation of self-esteem and facebook usage of the respondents
with the weighted mean of two point eighty-two (2.82) and one point forty-one (1.41).
Data shows that the r value is 0.024 with the interpretation of significant but the
relationship between the self-esteem and facebook usage are negative and weak which
means that there is no strong bond or connection. The more time the respondents
spent in using facebook the more they’ll get a low self-esteem. As the table revealed,
there is a significant relationship in the level of the self-esteem and facebook usage of
the grade 12 respondents in Mabini Farm School.

CHAPTER 5
21
SUMMARY OF FINDINGS , CONCLUSION, AND
RECOMMENDATION
 This chapter deals with the summary of findings,conclusion and
recommendation in answer to the statement of the problem speculated in chapter 1.

SUMMARY OF FINDINGS
Based on the gathered data, the researchers came up with the following
findings:

1. The profile of respondents can be described in terms of age,sex and

specialization.
Seventy-eight point thirty (78.30) percent are 17-18 years old while sixteen point
ninety-eight (16.98) percent are 19-20 years old and four point seventy-two are 21
years old and above. Forty-six point twenty-three (46.23) percent of the respondents
are male, and fifty-seven point seventy-seven (57.77) percent are female. Twenty-two
point sixty-four (22.64) percent of the respondents are grade 12 HUMSS
students,while thirty point nineteen (30.19) percent of the respondents are grade 12
Agriculture students and forty-seven point fifteen (47.15) percent of the respondents
are grade 12 ICT students.

2. Measures of Facebook usage of the respondents can be described in terms of

age,sex and ty specialization.
The respondents that are 17-18, 19-20, and 21 years old above are spending 1-5
hours in using facebook with the seventy-eight point thirty (78.30) percent , while
sixteen point ninety-eight (16.98)
percent are spending 1-6 hours in using facebook and four point seventy-one (4.71)
percent are spending 11-15 hours. Male and female respondents are spending 1-5
hours in using facebook with the sixty-five point nine (65.09) percent while thirty-two
point eight (32.08) percent are spending 6-10 hours, and two point eighty-three (2.83)
percent are spending 11-15 hours. HUMSS are using facebook with the overall mean

of one point sixteen (1.16) while Agriculture has an overall mean of one point forty-
three (1.43) and ICT has a mean of one point forty-four(1.44).

3. Level of self-esteem of the respondents in terms of age, sex and specialization.

22
 17-18 years old respondents has a weighted mean of two point eighty-one (2.81),
while 19-20 years old has a weighted mean of two point eighty-eight (2.88) and 21
years old and above has a weighted mean of two point seventy-eight (2.78) with the
interpretation of low self-esteem. Male and female respondents has a weighted mean
of two point eighty five (2.85) and two point seventy-nine (2.79) with the
interpretation of low self-esteem. Two point eighty-six (2.86) are weighted mean of
grade 12 Agriculture, while two point seventy-five (2.75) are weighted mean of grade
12 HUMSS and two point eighty-three (2.83) are weighted mean of grade 12 ICT
with the interpretation of low self-esteem.

4. Corellations of Facebook usage and level of Self-esteem of the grade 12

students of Mabini Farm School.
There is a significant relationship between the level of self-esteem and facebook
usage of the grade 12 students in Mabini Farm School. The data shows that the r value
is 0.024 with the interpretation of significant but the relationship is weak and
negative. Therefore, the more time the respondents spent in using facebook the more
they’ll get a low self-esteem.

CONCLUSION
Facebook has widely propagated almost all over the world. As a matter of fact,
students nowadays used Facebook as a tool to communicate with their family and
friends. However, the correlation of the level of self-esteem between the usage of
Facebook does affect the self-esteem of the students while they were using Facebook.
According to Camilia, Ibrahim and Dalhatu (2013), stated that students should have a
balance in their time in using Facebook but some of the students over-use the
utilization of Facebook. They have encountered difficulties in controlling usage of
Facebook and turned into Facebook addiction. This study focused on the impact of
facebook to the self-esteem to the grade12 students in Mabini Farm School. Based on
the findings of the study,all of the grade 12 students has a low self-esteem and they
have problems in quitting Facebook because they are not independent enough to
utilized Facebook. In addition, there is a significant relationship towards facebook
usage and level of self-esteem but the correlation is negative and weak which means
that the more time the respondents spent in using facebook the more they’ll get a low
self-esteem.
23
 RECOMMENDATION
Based on the findings and conclusions, the researchers came up with the following
recommendations:
To the Students:
1. Abstain from the over-use of Facebook as this may have an adverse influence on
their self-esteem.
2. Be a student who uses Facebook more effectively.
3. Starts to have a face-to-face interaction with your friends more often.

To the Parents:
4. Help your children to use Facebook more effectively.
5. Be responsible in monitoring your children’s use of Facebook to avoid the
occurrence of the negative effects.

To the School Administrators:

6. Recognize the effects of Facebook to the self-esteem of the students as it is
being
used for school purposes.
7. Provide a seminar or symposium to further discuss what Facebook or any social
networking sites may cause to the people’s self-esteem and most importantly to
the students.
8. School Psychologist and Counselors should also use the Facebook platform as
part of their helping mechanism to their students in order to help them reshaping
their self-esteem.
REFERENCES 24
https://www.academia.edu/41250297/
EFFECTS_OF_FACEBOOK_TO_THE_FORMATION_OF_SELF_ESTEEM_OF_SELECTED_G
RADE_12_STUDENTS#:~:text=Students%20who%20have%20a%20strong,stress%2C
%20anxiety%20or%20worst%20depression.

https://www.studocu.com/en-us/document/university-of-the-people/
organizational-theory-and-behavior/discussion-forum-ass/30453829

https://www.kantar.com/en-cn/inspiration/society/does-millennials-concept-work-
in-china

https://www.verywellmind.com/personality-psychology-4157179

https://dictionary.cambridge.org/us/dictionary/english/student

https://www.philatlas.com/visayas/r06/negros-occidental/cadiz/mabini.html

https://socy.umd.edu/about-us/self-esteem-what-it

https://www.britannica.com/topic/percentage

https://corporatefinanceinstitute.com/resources/data-science/mean

https://en.m.wikipedia.org/wiki/Pearson_correlation_coefficient
 APPENDIX A: LETTER OF APPROVAL
25
January 9,2023

MARJUNE C. VITO,
Principal III
Mabini Farm School

Dear Sir,

Greetings!
The undersigned is currently conducting a study entitled “ IMPACT OF
FACEBOOK TO THE SELF-ESTEEM OF GRADE 12 STUDENTS IN
MABINI FARM SCHOOL”, as partial fulfillment of the requirements for Practical
Research 2.

In this regard, the undersigned would like to ask permission from your good office to
allow us to conduct the study to Grade 12 students of Mabini Farm School. Rest
assured that their classes will not be hampered and that their responses will be utilized
for the purpose of this research and will be treated with outmost confidentiality.

Your favorable response regarding this matter is highly appreciated. Thank you and
God bless you.

Respectfully yours, Noted by:

APRILYN C. FLORES (SIGNED)
Researcher JAFER GAY C. TELEB

Research Adviser

Approved by

(SIGNED)
 MARJUNE C. VITO

Principal III

APPENDIX B: SURVEY LETTER

26

January 10, 2023

ELIZALDE DEODOCO
Grade 12 ICT Subject Teacher
Mabini Farm School

Good day!

We would like to ask for your permission to allow us to conduct a survey among the
grade 12 students in your school. We are the grade 12-HUMSS students of Mabini
Farm School and are presently conducting research entitled “ IMPACT OF
FACEBOOK TO THE SELF-ESTEEM OF GRADE 12 STUDENTS IN
MABINI FARM SCHOOL” as part of our Practical Research 2 requirement.

The survey would only last about 10-20 minutes and would be arrange at a time
convenient to the teachers schedule. Participation in the survey is entirely voluntary
and there are no known or anticipated risk to participation in this study. In this study,
we are seeking your consent to request your students’ participation by answering our
questionnaire.

Your approval to conduct this study will be greatly appreciated. Thank you so much.

Sincerely yours, Noted by:

FLORES, APRILYN C. JAFER GAY C.
TELEB
Researcher Research Adviser
 27
January 10, 2023

LIZA RODAS
Grade 12 Agriculture Subject Teacher
Mabini Farm School

Good day!

We would like to ask for your permission to allow us to conduct a survey among the
grade 12 students in your school. We are the grade 12-HUMSS students of Mabini
Farm School and are presently conducting research entitled “ IMPACT OF
FACEBOOK TO THE SELF-ESTEEM OF GRADE 12 STUDENTS IN
MABINI FARM SCHOOL” as part of our Practical Research 2 requirement.

The survey would only last about 10-20 minutes and would be arrange at a time
convenient to the teachers schedule. Participation in the survey is entirely voluntary
and there are no known or anticipated risk to participation in this study. In this study,
we are seeking your consent to request your students’ participation by answering our
questionnaire.

Your approval to conduct this study will be greatly appreciated. Thank you so much.

Sincerely yours, Noted by:

FLORES, APRILYN C. JAFER GAY C. TELEB
Researcher Research Adviser
 APPENDIX C: QUESTIONNAIRES

DIRECTIONS: Please read and answer the following questions honestly. All
information provided will be kept in utmost confidentiality and will be used only for
academic purpose.

PART 1
Name (Optional):
_______________________________________________________________
Date: _________
SPECIALIZATION (Check):
AGRICULTURE
HUMANITIES AND SOCIAL SCIENCE
INFORMATION COMPUTER TECHNOLOGY
Age: _________
Sex(check): MALE: FEMALE:

Part 2

DIRECTIONS: Please check the following hours you've spend in using Facebook.

1-5 hours 6-10 hours. 11-15 hours.

Part 3

DIRECTIONS: Please indicate the degree of your self-esteem that you have
experienced using Facebook by putting a check on the number which corresponds to
your judgement.

29
 LEGEND:
INDICATORS 4 3 2 1

1. I feel more confident to express my feelings.

2. I feel happy when I receive compliments from random people.

3. It boosts my confidence when someone sends me a friend request on social media.

4. I don’t feel anxious or afraid when I post my photos or videos on social media.

5. I feel more confident to share/post my talent related skills (eg. Singing, dancing or
painting) when someone motivates me.

6. It boost my confident when I reach the number of likes I want.

7. I feel happy when someone talk/message me.

8. I feel happy when the person I want to talk to also want to talk to me.

STRONGLY AGREE 4 SA
AGREE 3 A
DISAGREE 2 D
STRONGLY DISAGREE 1 SD

Facebook usage of the respondents as to age, sex, and specialization.

Hours Age Frequency Percentage ( %

17-18 19-20 21 above (f) )
1-5 hours 57 24 2 83 78.30
6-10 hours 9 9 0 18 16.98
11-15 hours 3 1 1 5 4.71
Total 69 34 3 106 100

Hours Sex Frequency ( f ) Percentage ( % )

Male Female
1-5 hours 28 41 69 65.09
6-10 hours 19 15 34 32.08
11-15 hours 2 1 3 2.83
30
 Total 49 57 106 100

Hours Specialization Frequency

HUMSS AGRICULTURE ICT (f)
1-5 hours 21 19 29 69

6-10 hours 2 12 20 34

11-15 hours 1 1 1 3

Total 24 32 50 106
Mean 1.16 1.43 1.44 1.34

Level of self-esteem of the respondents as to age, sex, and

specialization.

Indicators AGE MEAN

17-18 19-20 21 above

4 3 2 1 4 3 2 1 4 3 2 1

1. I feel more confident to express my feelings. 10 46 21 6 2 13 3 0 0 4 1 0 2.68

2. I feel happy when I receive compliments from 2 3 1 1 3.06

random people. 5 8 7 3 3 5 0 0 0 5 0 0

3. It boost my confidence when someone sends 3 1 2.13

me a friend request on social media. 5 26 6 6 1 9 8 0 0 0 5 0

4. I don’t feel anxious or afraid when I post my 3 2.61

photos or videos on social media. 12 3 32 6 2 5 10 1 1 2 2 0

5. I feel more confident to share/post my talent 2.94

reacted skills (e.g., singing, dancing, or painting) 20 36 19 8 2 12 3 1 2 2 1 0
when someone motivates me.

6. It boost my confidence when I reach the 2.94

number of likes I want. 5 50 18 10 2 12 3 1 2 3 0 0

7. I fell happy when someone talk/message me. 17 49 13 4 7 10 1 0 0 5 0 0 3.21

8. I feel happy when the person I want to talk to 3.48

also wants to talk to me. 47 26 7 3 10 7 1 0 1 3 1 0

Indicators 31 SEX MEAN

 MALE FEMALE

4 3 2 1 4 3 2 1

1. I feel more confident to express my feelings. 7 26 13 3 5 37 12 3 2.76

2. I feel happy when I receive compliments from random 1 2 3.0

people. 5 4 8 2 13 34 9 1 4

3. It boost my confidence when someone sends me a friend 2 1 1 3 1 2.3

request on social media. 4 0 9 6 2 5 0 0 6

4. I don’t feel anxious or afraid when I post my photos or 2 1 2 2.5

videos on social media. 7 2 18 2 8 8 6 5 9

5. I feel more confident to share/post my talent reacted 2.5

skills (e.g., singing, dancing, or painting) when someone 9 28 9 3 14 22 15 6 7
motivates me.

6. It boost my confidence when I reach the number of likes 2.6

I want. 4 29 11 5 5 29 17 6 1

7. I fell happy when someone talk/message me. 12 29 4 4 12 35 10 0 3.01

8. I feel happy when the person I want to talk to also wants 3.3
to talk to me. 24 18 4 3 34 18 5 0 9

Indicators SPECIALIZATION MEAN

AGRICULTURE HUMSS ICT

4 3 2 1 4 3 2 1 4 3 2 1

1. I feel more confident to express my feelings. 2 21 8 1 0 17 4 3 10 25 13 2 2.37

2. I feel happy when I receive compliments from 2 3.0

random people. 5 19 8 0 8 12 3 1 15 7 6 2 4

3. It boost my confidence when someone sends 1 2 2.

me a friend request on social media. 2 10 5 5 0 5 13 6 4 20 1 5 23

4. I don’t feel anxious or afraid when I post my 1 2.6

photos or videos on social media. 6 5 10 1 2 11 9 2 7 14 25 4 1

5. I feel more confident to share/post my talent 2.

reacted skills (e.g., singing, dancing, or painting) 10 14 6 2 5 10 6 3 8 26 12 4 71
when someone motivates me.

6. It boost my confidence when I reach the 2.6

number of likes I want. 2 21 7 2 1 14 5 4 6 23 16 5 0

7. I fell happy when someone talk/message me. 2 27 2 1 5 15 3 1 17 22 9 2 3.00

8. I feel happy when the person I want to talk to
also wants to talk to me. 17 13 1 1 16 6 2 0 25 17 6 2 3.43

33

APPENDIX D: VALIDATION LETTER

MALOU M. CARUSCAY Jan. 17,2023

Mabini Farm School

Cadiz City, Negros Occidental

Dear Miss Malou,

Greetings!

The undersigned researcher is presently conducting a study entitled “IMPACT OF

FACEBOOK TO THE SELF-ESTEEM OF GRADE 12 STUDENTS” which we
are presently undertaking for our practical research in Mabini Farm School.

As highly recommended expert in the field of research, I would like to ask for your
expertise in the validation of my research instrument. Enclosed herewith is a copy of
the data gathering instrument for validity Assessment.

Using the following criteria by Carter V. Good and Douglas F. Scates on the validity
of the instrument, please rate the content features of the attached instrument describe
herein, using the rating scale provided below by placing a check (√) on the space
corresponding to your rating.

For your reference, here are the statement of the problem:

1. Profile of the grade 12 students of Mabini Farm School.

2. What is the Facebook usage of the grade 12 students?

3. What is the level of self-esteem of grade 12 students?

4. Is there a significant correlation between the Facebook usage and Self-esteem of

grade 12 students?

34
 Good and Scates Criteria for Validity

Direction: Kindly rate or value the rating scale attached herewith according to the following criteria set
forth by Carter V. Goo d and Douglas F. Scates.
5 = Excellent
4 = Very Good
3 = Good
2 = Fair
1 = Poor

Criteria for Evaluation Rating

1 2 3 4 5
1. The questionnaire is short enough such that the respondent will not reject /
it because it will not use much of his precious time.

2. The questionnaire has face appeal much that the respondent will be /
inclined to accomplish it fully.

3. The questionnaire can obtain some depth to the responses and avoid /
superficial answer or information.

4. The items and their alternative responses are not too suggested nor too /
unstimulating.

5. The questionnaire can elicit responses, which are definite but not /
mechanically forced.

6. The items were stated in such a way that the responses will not be /
embarrassing to the person concerned.

7. Items are frames in such a manner as to allay suspicion on the part of the /
respondent concerning hidden purposes in the questionnaire.

8. The questionnaire is not so narrow, not restrictive or limited in its scope or /

35
 philosophy.

9. The responses to the questionnaire, when taken as a whole could answer

the basic purpose for which the questionnaire is designed and, therefore /
are considered valid.

Rating 45

Overall Rating = 45

Thank you for help and cooperation!

(SIGNED)

MALOU M. CARUSCAY JAN. 17, 2023

Name & Signature of Validator Date

36
LIBERLY V. LAUDATO January 17, 2023

Mabini Farm School

Cadiz City, Negros Occidental

Dear Miss Malou,

Greetings!

The undersigned researcher is presently conducting a study entitled “IMPACT OF FACEBOOK TO

THE SELF-ESTEEM OF GRADE 12 STUDENTS” which we are presently undertaking for our
practical research in Mabini Farm School.

As highly recommended expert in the field of research, I would like to ask for your expertise in the
validation of my research instrument. Enclosed herewith is a copy of the data gathering instrument for
validity Assessment.

Using the following criteria by Carter V. Good and Douglas F. Scates on the validity of the
instrument, please rate the content features of the attached instrument describe herein, using the rating
scale provided below by placing a check (√) on the space corresponding to your rating.

For your reference, here are the statement of the problem:

1. Profile of the grade 12 students of Mabini Farm School.

2. What is the Facebook usage of the grade 12 students?

3. What is the level of self-esteem of grade 12 students?

4. Is there a significant correlation between the Facebook usage and Self-esteem of grade 12 students?

Respecfully yours, Noted:

APRILYN C. FLORES (SIGNED)

Researcher JAFER GAY C. TELEB

Research Adviser

37
 Good and Scates Criteria for Validity

Direction: Kindly rate or value the rating scale attached herewith according to the following criteria set forth by Carter V.
Goo d and Douglas F. Scates.
5 = Excellent
4 = Very Good
3 = Good
2 = Fair
1 = Poor
Criteria for Evaluation Rating
1 2 3 4 5
1. The questionnaire is short enough such that the respondent will not reject /
it because it will not use much of his precious time.

2. The questionnaire has face appeal much that the respondent will be /
inclined to accomplish it fully.

3. The questionnaire can obtain some depth to the responses and avoid /
superficial answer or information.

4. The items and their alternative responses are not too suggested nor too /
unstimulating.

5. The questionnaire can elicit responses, which are definite but not /
mechanically forced.

6. The items were stated in such a way that the responses will not be /
embarrassing to the person concerned.

7. Items are frames in such a manner as to allay suspicion on the part of the /
respondent concerning hidden purposes in the questionnaire.

8. The questionnaire is not so narrow, not restrictive or limited in its scope or /

philosophy.

9. The responses to the questionnaire, when taken as a whole could answer

38
 the basic purpose for which the questionnaire is designed and, therefore /
are considered valid.

Rating 8 35

Overall Rating = 43

Thank you for help and cooperation!

(SIGNED)

LIBERLY V. LAUDATO JAN. 17, 2023

Name & Signature of Validator Date

39
JENNIE M. SUACO January 17, 2023

Mabini Farm School

Cadiz City, Negros Occidental

Dear Miss Malou

Greetings!

The undersigned researcher is presently conducting a study entitled “IMPACT OF FACEBOOK TO

THE SELF-ESTEEM OF GRADE 12 STUDENTS” which we are presently undertaking for our
practical research in Mabini Farm School.

As highly recommended expert in the field of research, I would like to ask for your expertise in the
validation of my research instrument. Enclosed herewith is a copy of the data gathering instrument for
validity Assessment.

Using the following criteria by Carter V. Good and Douglas F. Scates on the validity of the
instrument, please rate the content features of the attached instrument describe herein, using the rating
scale provided below by placing a check (√) on the space corresponding to your rating.

For your reference, here are the statement of the problem:

1. Profile of the grade 12 students of Mabini Farm School.

2. What is the Facebook usage of the grade 12 students?

3. What is the level of self-esteem of grade 12 students?

4. Is there a significant correlation between the Facebook usage and Self-esteem of grade 12 students?

Respecfully yours, Noted:

APRILYN C. FLORES (SIGNED)

Researcher JAFER GAY C. TELEB

Research Adviser

40
 Good and Scates Criteria for Validity

Direction: Kindly rate or value the rating scale attached herewith according to the following criteria set forth by Carter V.
Goo d and Douglas F. Scates.
5 = Excellent
4 = Very Good
3 = Good
2 = Fair
1 = Poor
Criteria for Evaluation Rating
1 2 3 4 5
1. The questionnaire is short enough such that the respondent will not reject /
it because it will not use much of his precious time.

2. The questionnaire has face appeal much that the respondent will be /
inclined to accomplish it fully.

3. The questionnaire can obtain some depth to the responses and avoid /
superficial answer or information.

4. The items and their alternative responses are not too suggested nor too /
unstimulating.

5. The questionnaire can elicit responses, which are definite but not /
mechanically forced.

6. The items were stated in such a way that the responses will not be /
embarrassing to the person concerned.

7. Items are frames in such a manner as to allay suspicion on the part of the /
respondent concerning hidden purposes in the questionnaire.

8. The questionnaire is not so narrow, not restrictive or limited in its scope or /

philosophy.

41
9. The responses to the questionnaire, when taken as a whole could answer
 the basic purpose for which the questionnaire is designed and, therefore /
are considered valid.

Rating 45

Overall Rating = 45

Thank you for help and cooperation!

(SIGNED)

JENNIE M. SUACO JAN. 17, 2023

Name & Signature of Validator Date

42
 CURRICULUM VITAE

PERSONAL BACKGROUND

Name : Aprilyn C. Flores

Address : Hda. San Jose, Brgy. Mabini Cadiz City, Negros Occ.

Date of Birth : April 28, 2005

Place of Birth : Cadiz City

Age : 17 Years Old

Gender : Female

Nationality : Filipino

Civil Status : Single

Religion : Roman Catholic

Father’s Name : Ariel D. Flores

Mother’s Name : Hanebe C. Flores

EDUCATIONAL BACKGROUND

Level School Year

Primary Mabini Elementary School 2011-2017

Secondary Mabini National High School 2017-2021

Vocational Mabini Farm School – Senior High 2021-2023 (Expected)

Humanities and Social Science (HUMSS)

43
 CURRICULUM VITA

PERSONAL BACKGROUND

Name : May B. Gonzales

Address : Prk. Makawiwili, Brgy. Mabini Cadiz City, Negros Occ.

Date of Birth : May 21, 2005

Place of Birth : Chinese Hospital, Manila

Age : 17 Years Old

Gender : Female

Nationality : Filipino

Civil Status : Single

Religion : Roman Catholic

Father’s Name : Agripino D. Gonzales

Mother’s Name : Emilyn B. Gonzales

EDUCATIONAL BACKGROUND

Level School Year

Primary Mabini Elementary School 2011-2017

Secondary Mabini National High School 2017-2021

Vocational Mabini Farm School – Senior High 2021-2023 (Expected)

Humanities and Social Science (HUMSS)

44
 CURRICULUM VITAE

PERSONAL BACKGROUND

Name : Rosemarie C. Cordova

Address : So. Macasayang, Brgy.Mabini Cadiz City, Negros Occ.

Date of Birth : January 03, 2005

Place of Birth : Cadiz City

Age : 18 Years Old

Gender : Female

Nationality : Filipino

Civil Status : Single

Religion : Roman Catholic

Father’s Name : Bias J. Cordova

Mother’s Name : Melodia C. Cordova

EDUCATIONAL BACKGROUND

Level School Year

Primary F.M Cabras Elementary School 2011-2017

Secondary Mabini National High School 2017-2021

Vocational Mabini Farm School – Senior High 2021-2023 (Expected)

Humanities and Social Science (HUMSS)

45
 CURRICULUM VITAE

PERSONAL BACKGROUND

Name : Nicole G. Bingcang

Address : Prk. Makawiwili, Brgy.Mabini Cadiz City, Negros Occ.

Date of Birth June 5, 2005

Place of Birth : Cadiz City

Age : 17 Years Old

Gender : Female

Nationality : Filipino

Civil Status : Single

Religion : Roman Catholic

Father’s Name : Roderick Bingcang

Mother’s Name : Maritess Gregas

EDUCATIONAL BACKGROUND

Level School Year

Primary Mabini Elementary School 2011-2017

Secondary Mabini National High School 2017-2021

Vocational Mabini Farm School – Senior High 2021-2023 (Expected)

Humanities and Social Science (HUMSS)

46
 CURRICULUM VITAE

PERSONAL BACKGROUND

Name : Leo B. Gepiala Jr.

Address : Prk. Paho, Brgy.Mabini Cadiz City, Negros Occ.

Date of Birth : December 13, 2004

Place of Birth : Cadiz City

Age : 18 Years Old

Gender : Male

Nationality : Filipino

Civil Status : Single

Religion : Roman Catholic

Father’s Name : Leo V. Gepiala Sr.

Mother’s Name : Juliet B. Gepiala

EDUCATIONAL BACKGROUND

Level School Year

Primary Mabini Elementary School 2011-2017

Secondary Mabini National High School 2017-2021

Vocational Mabini Farm School – Senior High 2021-2023 (Expected)

Humanities and Social Science (HUMSS)

47
 CURRICULUM VITAE

PERSONAL BACKGROUND

Name : Johnny P. Desuyo Jr.

Address : Hda. San Jose, Brgy.Mabini Cadiz City, Negros Occ.

Date of Birth : April 23, 2005

Place of Birth : Cadiz City

Age : 17 Years Old

Gender : Male

Nationality : Filipino

Civil Status : Single

Religion : Roman Catholic

Father’s Name : Johnny D. Desuyo Sr.

Mother’s Name : Mardy P. Desuyo

EDUCATIONAL BACKGROUND

Level School Year

Primary Mabini Elementary School 2011-2017

Secondary Mabini National High School 2017-2021

Vocational Mabini Farm School – Senior High 2021-2023 (Expected)

Humanities and Social Science (HUMSS)

48