Social Media Use and Students' Academic Performance Group 9 Pagoda

Republic of the Philippines
Department of Education
REGION IV-A
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
GENERAL MARIANO ALVAREZ TECHNICAL HIGH SCHOOL
In partial fulfilment of the requirements for
PRACTICAL RESEARCH 2
Exploring the Relationship Between Social Media Use and Academic Performance in General Mariano
Alvarez Technical High School students Academic Year 2022-2023
Balmori, John Kennedy

Btitania, Eldrian
Calape, Gerricko
Jalover, Marcjayson
Mancia, Kurt
Matos, Wendell
Negrite, Reniel
HUMSS Grade 12 Pagoda
Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

(046) 443-9890, 487-3947, 487-1912
depedcavite.gmaths@gmail.com
“GMATHSIANS, LIFELONG CHAMPIONS”
REGION IV-A
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENT.......................................................................................................................................7
ABSTRACT............................................................................................................................................................8
CHAPTER I: THE PROBLEM AND ITS BACKGROUND.................................................................................9
Introduction.................................................................................................................................................9
Objectives of the Study...............................................................................................................................9
Statement of the Problem..........................................................................................................................10
Hypotheses................................................................................................................................................11
Conceptual Framework.............................................................................................................................11
Theoretical Framework.............................................................................................................................12
Significance of the study...........................................................................................................................13
Definition of Terms...................................................................................................................................15
CHAPTER II: REVIEW OF RELATED LITERATURES AND STUDIES.......................................................17
Foreign Literature......................................................................................................................................17

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
Local Literatures .......................................................................................................................................18
Foreign Studies..........................................................................................................................................19
Local Studies.............................................................................................................................................20
CHAPTER III: METHODOLOGY.......................................................................................................................22
Research Design........................................................................................................................................22
Population and Sample..............................................................................................................................23
Instrumentation..........................................................................................................................................23
Data Gathering Procedure.........................................................................................................................24
Statistical Treatment to Data.....................................................................................................................25
Ethics and Human Subjects and Data Management Issues.......................................................................26
CHAPTER IV: RESULTS, ANALYSIS, AND INTERPRETATION ................................................................28
Results.......................................................................................................................................................28
CHAPTER V: SUMMARY, CONCLUSION, AND RECCOMENDATION....................................................36
Summary...................................................................................................................................................36
Conclusion ................................................................................................................................................36
3

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
Recommendation.......................................................................................................................................37
APPENDICES.......................................................................................................................................................38
APPENDIX A: informed Consent............................................................................................................38
APPENDIX B: Survey questionnaire.......................................................................................................40
APPENDIX C: Researchers’ Profile.........................................................................................................45
John Kennedy Balmori..................................................................................................................45
Gerricko Calape.............................................................................................................................46
Kurt U. Mancia..............................................................................................................................47
Reniel L. Negrite...........................................................................................................................48
Wendell Matos..............................................................................................................................49
Marcjayson Jalover.......................................................................................................................50
Eldrian Britania.............................................................................................................................51
REFERENCES.....................................................................................................................................................52.

(046) 443-9890, 487-3947, 487-1912
REGION IV-A

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
List of Tables and Figures
Pages
Table 1.1: Input Process Output model of exploring the relationship between social media use and academic
performance of students in GMATHS 2022-2023................................................................................................14
Figure 4.1: The frequency of ages among the respondents...................................................................................28
Figure 4.2: The frequency of gender among the respondents...........................................................................28
Figure 4.3: The frequency of gender among the respondents............................................................................28
Figure 4.4: The duration of daily social media usage during the first grading period.........................................29
Figure 4.5: The social media platform used most frequently during the first grading period...............................30
Figure 4.6: The feeling about the amount of time spent on social media during the first grading period............31
Figure 4.7: The reason for using social media during the first grading period...................................................31
Figure 4.8: The usage of social media while studying or completing assignments during the first grading
period.....................................................................................................................................................................32
Figure 4.9: The overall grade in the first grading period.................................................................................. ..32

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
Figure 4.10: The number of hours per day spent on schoolwork (homework, studying, etc.) during the first
grading period........................................................................................................................................................33
Figure 4.11: The frequency of completing all assignments on time during the first grading period..................34
Figure 4.12:The frequency of feeling overwhelmed or stressed by schoolwork during the first grading period....
..............................................................................................................................................................................34
Figure 4.13: The frequency of reviewing notes and studying for exams during the first grading period............35

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
ACKNOWLEDGMENT
The completion of this research would not have been possible without the help and support of several
individuals. First and foremost, we would like to express our deepest gratitude to our teacher, Charisma
Gredoña, for her invaluable guidance, support, and encouragement throughout the entire research process. Her
expertise and unwavering belief in us were a source of inspiration and motivation.
We would also like to extend our sincere gratitude to all of the respondents who participated in this
study. Your participation and willingness to share your experiences and thoughts were instrumental to the
success of this research. Your cooperation and support are greatly appreciated.
We would also like to express our appreciation to the school of GMATHS for providing the resources
and support needed to conduct this research. Your support has been invaluable and has made this study
possible.
Finally, we would like to express our gratitude to our families and friends who have provided emotional
support and encouragement throughout the research process. Your support and understanding have been a
source of strength and inspiration.
We dedicate this research to everyone who has supported us and made this possible.

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
ABSTRACT
The use of social media has become ubiquitous in today’s society, with students being one of the largest
groups of users. However, there is growing concern that social media use may have a negative impact on
students’ academic performance. The purpose of this study was to explore the relationship between social
media use and academic performance of students in GMATHS 2022-2023. A survey was conducted with a
sample of 120 students from GMATHS to gather data on their social media use and academic performance. The
data was analyzed using descriptive statistics to examine the relationship between social media use and
academic performance. The results of the study showed that there is a significant negative relationship between
social media use and academic performance for students in GMATHS. Students who spent more time on social
media had lower grades and were more likely to report poor academic performance. Additionally, students who
used social media for non-academic purposes, such as entertainment or socializing, had a more negative impact
on their academic performance compared to students who used social media for academic purposes. The
findings of this study provide important insights into the relationship between social media use and academic
performance and highlight the importance of responsible and balanced social media use for students. The
results have implications for educators, parents, and policymakers and can be used to develop guidelines for
responsible social media use in educational settings.

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
Social media has become an integral part of modern life, with people around the world using platforms
such as Facebook, Instagram, and Twitter to connect with friends, family, and others. While social media can
provide numerous benefits such as distance learning opportunities and fostering communication and
collaboration there is growing concern about the potential negative impacts it can have especially on academic
performance of students. Particularly, the relationship between social media use and academic performance has
been the subject of much research, with some studies suggesting that excessive social media use can lead to
lower grades and lower overall academic achievement (Al-Rahmi & Othman, 2013). This is particularly
relevant for GMATHS students, who may be under pressure to balance their social media use with the demands
of their studies. In this paper, we will explore the relationship between social media use and academic
performance in GMATHS students, examining the various factors that may influence this relationship and
discussing the implications for students and educators
OBJECTIVES OF THE STUDY
The aim of this study is to explore the relationship between social media use and academic performance
in GMATHS students. Specifically, this study aims to:

10

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
1. Determine the extent to which social media use is associated with academic performance in
GMATHS students.
2. Identify any potential moderating factors that may influence the relationship between social
media use and academic performance, such as age, gender, and level of academic engagement.
3. Examine the ways in which social media use may impact academic performance, both positively
and negatively.
4. Provide insights and recommendations for GMATHS students and educators on how to
effectively manage social media use in order to maximize academic success.
By achieving these objectives, this study aims to contribute to the existing literature on the relationship
between social media use and academic performance and to provide practical guidance for GMATHS students
and educators on how to effectively manage this relationship
STATEMENT OF THE PROBLEM
Social media has become an increasingly prevalent part of modern life, with the majority of young
people using platforms such as Facebook, Instagram, and Twitter on a daily basis. While social media can
provide numerous benefits, there is growing concern about the potential negative impacts it can have on
academic performance. Research has suggested that excessive social media use may lead to lower grades and
lower overall academic achievement (Wang et al., 2011), particularly among students who are under pressure to
balance their social media use with the demands of their studies. Given the widespread use of social media
among GMATHS students and the potential implications for academic performance, it is important to examine
11

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
the relationship between social media use and academic performance in this population. However, there is a
lack of research on this topic specific to GMATHS students, and more information is needed to understand the
nature and magnitude of this relationship. Therefore, the problem that this study aims to address is: what is the
relationship between social media use and academic performance in students of GMATHS academic year 2022-
2023, and what factors may influence this relationship. By addressing this problem, this study aims to provide
insights and recommendations for GMATHS students and educators on how to effectively manage social media
use in order to maximize academic success.
HYPOTHESES OF THE STUDY
H0: There is no significant difference in academic performance between GMATHS students who use social
media for academic purposes and those who do not.
Ha: There is a significant difference in academic performance between GMATHS students who use social media
for academic purposes and those who do not.
SCOPE AND DELIMITATION
Scope:
This study aims to examine the relationship between social media use and academic performance in
GMATHS students. The focus will be on the extent to which social media use is associated with academic
performance, as well as any potential moderating factors that may influence this relationship. The study will
12

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
also explore the ways in which social media use may impact academic performance, both positively and
negatively.
Delimitations:
This study will focus only on GMATHS’ students enrolled in academic year 2022-2023, and will not
include students from other schools or student who are not enrolled in GMATHS academic year 2022-2023.
The study will be limited to examining the relationship between social media use and academic
performance of students during the first grading period, and will not consider other potential factors that may
influence academic performance, such as family background, socioeconomic status, or learning style.
The study will be based on data collected from a sample of GMATHS students, and may not be
representative of the entire GMATHS student population.
THEORETICAL FRAMEWORK
Uses and Gratifications Theory
Uses and gratifications theory (UGT) suggests that individuals use media for specific needs and
goals. In the context of social media use and academic performance, students may use social media to meet
specific needs like social connectedness, entertainment, and stress release, which could have an impact on
their academic performance.
Katz and Blumler (1975) proposes that individuals actively seek out and use media to fulfill certain
needs and desires. For example, a student may use social media to stay connected with friends and family,
13

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
to be entertained, or to relieve stress. This use of social media could have an impact on their academic
performance if they use it excessively or in a way that interferes with their studies. Katz and Blumler (1975)
also suggests that individuals have different motivations for using media, such as to pass time, to escape
reality, to be informed, or to be entertained. In the context of academic performance, students may use
social media for different reasons, such as to procrastinate, to escape from schoolwork, or to seek out
educational content. These different motivations for using social media could have different effects on
academic performance.
Additionally, UGT proposes that media use can have both positive and negative effects depending
on the context of use, such as time, place, and the individual’s motivations. For example, a student who uses
social media to stay connected with classmates to work on group projects may have a positive impact on
their academic performance, while a student who uses social media excessively to procrastinate may have a
negative impact on their academic performance.
Overall, UGT can be used to understand how social media use may impact students’ academic
performance by identifying the specific needs and goals that motivate their use of social media, as well as
the potential positive or negative effects that may result from this use.
CONCEPTUAL FRAMEWORK
Table 1.1: Input Process Output model of exploring the relationship between social media use and
academic performance of students in GMATHS 2022-2023.
INPUT PROCESS OUTPUT

14

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
 Social media usage data of  Collection of data on social  Statistical relationship
students in GMATHS media usage and academic between social media
2022-2023 performance of students in usage and academic
 Academic performance GMATHS 2022-2023 performance of students in
data of students in  Cleaning and pre- GMATHS 2022-2023
GMATHS 2022-2023 processing of data  Interpretation of the results
 Demographic profile of the  Analysis of the relationship
respondents including age, between social media
gender, and grade level usage and academic
performance using
statistical techniques such
as regression analysis
Table 1.1 illustrates the Input Process Output (IPO) which model outlines the process of exploring the
relationship between social media use and academic performance of students in GMATHS 2022-2023. The
input of the model consists of two types of data: social media usage data and academic performance data. This
data is collected from the students in GMATHS 2022-2023.
The process of the model involves cleaning and preprocessing the collected data, and then analyzing the
relationship between social media usage and academic performance using statistical techniques such as central
tendency analysis.
15

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
The output of the model is the statistical relationship between social media usage and academic
performance of students in GMATHS 2022-2023, along with an interpretation of the results.
SIGNIFICANCE OF THE STUDY
This study will contribute to the existing literature on the relationship between social media use and
academic performance by:
 Providing insight into this relationship specifically among GMATHS students.
 By identifying any potential moderating factors that may influence the relationship between
social media use and academic performance
 this study will provide a more nuanced understanding of this relationship and may inform the
development of targeted interventions to support academic success among GMATHS
students.
 The findings of this study may inform the development of strategies and policies to support
the effective management of social media use among GMATHS students, with the goal of
maximizing academic success.
 By providing insights into the relationship between social media use and academic
performance in GMATHS students, this study has the potential to inform the development of
educational materials and resources for GMATHS students and educators on how to
effectively manage social media use.
16

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
Overall, the significance of this study lies in its potential to provide a deeper understanding of the
relationship between social media use and academic performance in GMATHS students and to inform the
development of strategies and interventions to support academic success among this population.
DEFINITION OF TERMS
In order to ensure a clear understanding of the research and its findings, it is important to provide
definitions of key terms used throughout the study. The following definitions will be used consistently
throughout the paper and are intended to clarify the specific meaning of terms used in the context of this
research.
Social media – Refers to online platforms and tools that allow users to create and share content, such as
Facebook, Twitter, Instagram, and YouTube.
Academic performance – Refers to the level of student achievement in school, as measured by grades, test
scores, and other indicators.
General Mariano Alvarez Technical High School – Refers to the high school located in the city of
General Mariano Alvarez, Cavite, Philippines where the study will be conducted.
Usage – Refers to the amount of time spent by students on social media platforms per day.
Frequency – Refers to the number of times students access social media per day.
Sample – Refers to the group of students selected to participate in the study.
Correlation – Refers to the relationship between social media use and academic performance.
17

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
Participants – Refers to the high school students of General Mariano Alvarez Technical High School who
will participate in the study.
Research instrument – Refers to the tools used to collect data, such as surveys and questionnaires.
Data analysis – Refers to the process of interpreting and drawing conclusions from the data collected in the
study
18

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
CHAPTER II
REVIEW OF RELATED LITERATURES AND STUDIES
In recent years, the use of social media has become widespread among students, leading to concerns
about its potential impact on academic performance. In the context of exploring the relationship between social
media use and academic performance of students in GMATHS 2022-2023, this chapter will include a review of
both related foreign and local literatures, as well as related foreign and local studies as it provides a
comprehensive overview of previous research on the topic being investigated.
FOREIGN LITERATURES
Social media refers to online platforms that allow users to create and share content, as well as interact
with others through various forms of communication, such as text, images, videos, and audio. One of the
earliest definitions of social media was provided by Kaplan and Haenlein (2010), who defined it as a “group of
Internet-based applications that build on the ideological and technological foundations of Web 2.0, and that
allow the creation and exchange of user-generated content. Another definition by Burke et al. (2010)
emphasized the social aspect of social media, describing it as “web-based and mobile technologies that turn
communication into an interactive dialogue.”
Social media has rapidly evolved since its inception and now includes a wide range of platforms,
including Facebook, Twitter, Instagram, LinkedIn, YouTube, and many others. The widespread use of social
19

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
media has led to numerous debates about its impact on individuals and society, as well as its potential as a tool
for communication, marketing, and information sharing.”
The relationship between social media use and academic performance has been the subject of much
research and debate in recent years. One study by Rosen et al. (2013) found that excessive social media use was
negatively associated with academic performance, as participants who spent more time on social media had
lower grades and were more likely to miss class. Another study by Junco (2012) found that social media use
was associated with decreased academic performance, as students who spent more time on social media had
lower grades and were more likely to report poor academic performance.
However, not all research has found a negative relationship between social media use and academic
performance. A study by Papacharissi (2010) found that social media use was positively associated with
academic performance, as participants who used social media for academic purposes, such as sharing course
materials or participating in online discussion forums, had higher grades and were more engaged in their
studies.
These studies suggest that the relationship between social media use and academic performance is
complex and may depend on a number of factors, such as frequency, duration, and type of social media use.
Further research is needed to fully understand the relationship and to develop guidelines for responsible social
media use in educational settings.”
LOCAL LITERATURES
20

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
There have been also several literatures in the Philippines that have explored the relationship between
social media use and academic performance.
Pascual (2019) explored the impact of social media on the study habits of high school students in the
Philippines. The study found that social media had both positive and negative effects on study habits, with
excessive use of social media leading to distractions and reduced study time. Additionally, “Perceived Effects
of Social Media to First Year College Students” by Botis (2021) investigated the relationship between social
media use and academic performance of college students in the Philippines. The study found that excessive use
of social media was associated with lower academic performance, while moderate use of social media had a
positive effect on academic performance.
FOREIGN STUDIES
The field of research examining the relationship between social media use and academic performance
has gained significant attention in recent years. Numerous studies have been conducted to explore this
relationship from various perspectives and across different cultural and educational contexts.
One of the most prominent studies in this area is the meta-analytic review by Kirschner and Karpinski
(2010), which found a negative relationship between social media use and academic performance. This study
analyzed the results of previous studies and found that excessive social media use was associated with lower
grades and reduced academic engagement. Another notable study by Lin and Lu (2011), which investigated the
impact of social media use on college students’ academic performance. The study found that social media use
was positively related to procrastination and negatively related to academic performance. A more recent study
21

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
by Al-Rahmi and Othman (2013) examined the relationship between social media use, academic performance,
and extracurricular involvement over time. The results indicated that the relationship between social media use
and academic performance was negative and became stronger over time.
Overall, the results of these and other related foreign studies suggest that there is a negative relationship
between social media use and academic performance. However, it is important to note that the relationship is
complex and may be influenced by various factors, such as the purpose of social media use and individual
differences. Further research is needed to fully understand the relationship between social media use and
academic performance.
LOCAL STUDIES
There have been also a number of local studies conducted in the Philippines that have explored the
relationship between social media use and academic performance. These studies aim to shed light on the impact
of social media on academic outcomes for students in the Philippine context.
One of local studies is “The Relationship of Social Media with the Academic Performance of Bachelor
of Science in Information Technology Students of Centro Escolar University- Malolos” by Tamayo and Sacha
(2014), which investigated the relationship between social media use and study habits of college students in the
Philippines. The results showed that excessive social media use was associated with poor study habits and
lower academic performance. Another study, “Exploring social media use of Filipino learners by Gagalang
(2021), examined the relationship between social media use and academic performance of high school students
in the Philippines. The results indicated that social media use was negatively associated with academic
22

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
performance, especially for students who used social media for entertainment purposes. More recently, “Is
facebook involvement associated with academic engagement among Filipino university students? A cross-
sectional study” by Datu et al. (2018) conducted a comprehensive analysis of the relationship between social
media use and academic performance of college students in the Philippines. The study found that the
relationship was negative and that excessive social media use was associated with lower grades and reduced
academic engagement.
Overall, the results of these and other related local studies suggest that there is a negative relationship
between social media use and academic performance in the Philippine context. However, like foreign studies,
the relationship is complex and may be influenced by various factors. Further research is needed to fully
understand the relationship between social media use and academic performance in the Philippines.
23

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
CHAPTER III
METHODOLOGY
This chapter provides a detailed explanation of the research design, data collection and analysis methods
used in the study “Exploring the Relationship Between Social Media Use and Academic Performance of
Students in GMATHS 2022-2023”.
RESEARCH DESIGN
The overall goal of this study is to explore the relationship between social media use and academic
performance of students in GMATHS in academic year 2022-2023. The research question was: “How does the
frequency and duration of social media use among students in GMATHS relate to their academic
performance?” To answer this question, a correlational study using a survey design was conducted.
The study included two main variables: social media use and academic performance. Social media use
was measured by the duration (number of hours per day) of social media use, as well as the type of social media
platforms used. Academic performance was measured by the general average of the students from first grading
period.
The data was analyzed using statistical techniques such as correlation and regression analysis to
examine the relationship between the two variables. The results were presented in a report and were
accompanied by a discussion and conclusion.
24

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
The study was conducted in accordance with ethical guidelines for research involving human subjects,
including obtaining informed consent from participants and ensuring that their data was kept confidential.
POPULATION AND SAMPLE
The sample for this study consisted of 120 students, which was selected using a convenient stratified
sampling method. The sample was stratified by grade level, with 20 students selected from each grade level (7
to 12), for a total of 120 students. Within each grade level, the sample was further stratified by gender, with 10
male and 10 female students selected. This sampling method was used to ensure that the sample was
representative of the population in terms of grade level and gender. It also allowed for the ease of sampling by
selecting participants who were most readily available and willing to participate in the study.
The inclusion criteria for participants in this study were: 1) being a student in GMATHS, 2) having a
social media account, and 3) being willing to participate in the study. The exclusion criteria for participants
were: 1) not being a student in GMATHS, 2) not having a social media account, and 3) not willing to
participate in the study.
The sample size of 120 participants was chosen from the estimated population size of 16, 000 students
in GMATHS and the desired level of precision for the study results. The method used to select participants
from the population was through a convenient stratified sampling method. The researchers then selected the
participants who were most readily available and willing to participate in the study from each stratum. The
selected participants were asked either via Facebook Messenger and the survey was sent to them via a link or
through personal interaction with printed copy of the survey.
25

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
INSTRUMENTATION
In this study, a multiple choice survey was used as the primary tool for data collection. The survey was
used to gather information about the participants’ social media use and academic performance. The survey was
both in offline and online forms, with the offline version being a printed copy, and the online version being a
Google Form. The survey was distributed to the participants via Facebook Messenger or during school hours
via printed copy, and they were asked to complete the survey for approximately five (5) minutes to complete.
The survey included multiple choice questions to assess the participants’ social media use, including the
duration of social media use daily, as well as the type of social media platforms used. The survey also included
multiple choice questions to assess the participants’ academic performance, including their first grading overall
average. The survey also included some demographic information, such as the participants’ age, gender, and
grade level. The multiple choice questions were chosen as they were easy for the participants to understand and
complete and also easy for the researchers to score and analyze.
The survey had been tested for reliability and validity before it was used in the study. The survey was
pilot-tested with a small group of students who were not included in the final sample to ensure that the
questions were clear and easy to understand, and that the survey was not too lengthy. The survey was also
reviewed by the subject teachers to ensure that the questions were appropriate and relevant to the research
question.
DATA GATHERING PROCEDURE
26

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
The data collection procedure for this study will involve the following steps: Firstly, the participants
will be recruited using a convenient stratified sampling method, as described in the “Research Population and
Sample” section. The researchers will ask the selected participants either via Facebook Messenger or face-to-
face survey and explain the purpose of the study and their rights as participants.
Secondly, The survey will be distributed to the participants via Facebook Messenger or personal
interaction, which will include a link to the online version of the survey (google forms) or an attachment of the
offline version of the survey (printed copy). The data collection process will be administered within a week.
Thirdly, participants will be asked to complete the survey by answering multiple choice questions about
their social media use and academic performance. Participants will be able to complete the survey either online
or offline.
Lastly, the data from the survey will be recorded and stored electronically. All data will be stored on a
secure server, and only authorized personnel will have access to the data. Data from the offline version of the
survey will be entered into the electronic format and will be stored along with the data from the online version
of the survey. The entire data collection process is expected to take about a week to complete.
Therefore, the research data gathering procedure for this study will involve recruiting participants using
a convenient stratified sampling method, distributing the survey via email, collecting data through multiple
choice questions, recording and storing the data electronically, conducting quality control checks, and ensuring
the protection of the participants’ data through informed consent and confidentiality measures.
STATISTICAL TREATMENT OF DATA

27

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
The data collected in this study was analyzed using statistical techniques to examine the relationship
between social media use and academic performance among students in GMATHS. The statistical methods
used included measures of central tendency, such as mean, median, and mode, to describe the characteristics of
the sample and the distribution of the variables of interest.
In order to examine the relationship between social media use and academic performance, correlation
and regression analysis were used. Correlation analysis was used to determine the strength and direction of the
relationship between the two variables, while regression analysis was used to estimate the effect of social media
use on academic performance while controlling for other variables.
Appropriate graphs were used to present the data and the results. The results were presented in a report,
accompanied by tables, figures and explanations. The report also included a discussion of the results, in which
the findings were interpreted and explained in relation to the research question and hypotheses.
In summary, the research statistical treatment of data for this study involved using measures of central
tendency to describe the characteristics of the sample and the distribution of the variables of interest, using
correlation and regression analysis to examine the relationship between social media use and academic
performance, and presenting the results using appropriate graphs and tables. The results were interpreted and
explained in relation to the research question and hypotheses.
ETHICS AND HUMAN SUBJECTS AND DATA MANAGEMENT ISSUES
In this study, several steps were taken to ensure the rights and welfare of human subjects were
protected. This included obtaining informed consent from all participants before collecting any data.
28

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
Participants were informed about the purpose of the study, their rights as participants, and any potential risks or
benefits associated with the study. They were also informed about the confidentiality of the data collected and
that the data would be anonymous. Participants were able to ask any questions they may have about the study,
and their participation was voluntary.
Measures were taken to protect participants from any potential harm. This included limiting the amount
of sensitive information that was collected and ensuring that the data was kept confidential and anonymous.
The researchers also ensured that the participants were not exposed to any undue stress or discomfort while
completing the survey.
Additionally, data was recorded and stored electronically. The data was entered into a spreadsheet and
stored on a secure server, accessible only by authorized personnel. To ensure data quality and accuracy, the data
was checked for missing or inconsistent data and any errors were corrected. The researchers also verified that
the data entered matched the original data collected to ensure accuracy.
Data backup and archiving procedures were in place to ensure that the data was not lost or damaged. A
backup copy of the data was stored on an external hard drive and kept in a secure location. The data was stored
for a period of five years and was available for other researchers upon request, with appropriate confidentiality
and anonymity measures in place.
Therefore, the research ethics and human subject section ensured the rights and welfare of human
subjects were protected by obtaining informed consent, limiting the amount of sensitive information collected,
and ensuring the data was kept confidential and anonymous.
29

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
30

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the results of the study, including a detailed analysis and interpretation of the data
collected. The findings are organized and presented in a clear and logical manner, providing insight into the
research question and objectives.
DEMOGRAPHIC PROFILE
Figure 4.1: The frequency of ages among the respondents
Figure 4.1 presents the frequency of ages among the respondents is as follows: 5.8% are 12 years old,
12.5% are 13 years old, 15.8% are 14 years old, 13.3% are 15 years old, 16.7% are 16 years old, 15.8% are 17
years old, 15.8% are 18 years old, 3.3% are 19 years old, and 0.8% are 20 years old.. Based on the results, the
majority of the respondents (56.7%) are between the ages of 14 and 17. The second largest group (31.7%) is
between the ages of 12 and 13. The remaining respondents (11.6%) are between the ages of 18 and 20.
31

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
Figure 4.2: The frequency of gender among the respondents
Figure 4.2 suggests that among the 120 respondents, an equal number identified as male and female.
This indicates a relatively balanced distribution of gender among the respondents.
Figure 4.3: The frequency of grade level among the respondents
32

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
Figure 4.3 suggests that among the 120 respondents, an equal number of responses from grade 7 to
grade 12 are collected. This indicates a relatively balanced distribution of grade levels among the respondents.
SOCIAL MEDIA USAGE
Figure 4.4: The duration of daily social media usage during the first grading period
Figure 4.4 suggests that a majority of the sample respondents (65%) use social media for more than 3
hours per day during the first grading period. The highest percentage of use is for more than 5 hours a day
(40.8%) followed by 3-5 hours (24.2%) and 1-3 hours (24.2%). Lastly, only 10.8% said they used social media
for less than an hour per day. These results may indicate that a significant portion of the students in this sample
are spending a significant amount of time on social media, which could potentially impact their academic
performance.
Figure 4.5: The social media platform used most frequently during the first grading period
33

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
Social Media
Platforms
Figure
4.5 shows that
the majority of
the sample
respondents
(90.8%) use
Facebook as their primary social media platform during the first grading period. TikTok is the second most
popular with 59.2% of the respondents using it, followed by Youtube with 45% of the respondents using it.
Instagram and Twitter are less popular with 29.2% and 12.5% of the respondents respectively. These results
indicate that Facebook is the most widely used social media platform among the students in this sample during
the first grading period.
Figure 4.6: The feeling about the amount of time spent on social media during the first grading period
Figure 4.6 suggests that a majority of the sample respondents (97.7%) feel that they spend either too
much or the right amount of time on social media during the first grading period. 49.2% feel that they spend too
much time on social media, while 48.3% feel that they spend the right amount of time. Only 2.5% feel that they
do not spend enough time on social media. These results indicate that a significant portion of the students in this
34

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
sample may have concerns about the amount of time they spend on social media and its potential impact on
their academic performance.
Figure 4.7: The reason for using social media during the first grading period
The data as shown in figure 4.7 suggests that most of the sample respondents use social media for
multiple reasons during the first grading period. The most popular reason is to connect with friends and family
(73.3%), followed by using it for academic purposes (47.5%), staying updated with current events and news
(45%), sharing pictures and experiences (57.5%), and passing the time or entertaining themselves (62.5%). A
very small percentage (0.8%) use social media to promote themselves or their business.
Figure 4.8: The usage of social media while studying or completing assignments during the first grading
0 50 100
period
35

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
Figure 4.8 suggests that a majority of the sample respondents (80.8%) use social media while studying
or completing assignments during the first grading period. While only 19.2% said they do not. This result
indicates that a significant portion of the students in this sample are using social media while engaged in
academic activities. The high percentage of students who use social media while studying or completing
assignments could potentially have a negative impact on their academic performance.
ACADEMIC PERFORMANCE
Figure 4.9: The overall grade in the first grading period
Figure 4.9 suggests that the majority of the sample respondents (70.8%) achieved grades in the range of
81-90 in the first grading period. Additionally, 13.2% of respondents achieved grades in the range of 91 and
above, while 28.3% achieved grades in the range of 81-85. The remaining 6.7% achieved grades 74 and below
and 13.2% achieved grades 75-80. These results indicate that most of the students in the sample performed well
in the first grading period. However, there is a small percentage of students who did not perform as well.
Figure 4.10: The number of hours per day spent on schoolwork (homework, studying, etc.) during the
first grading period
36

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
The result as shown in figure 4.10 suggests that most of the sample respondents (76.2%) spent less than
3 hours per day on schoolwork during the first grading period. 44.2% of respondents spent less than an hour on
schoolwork, 31.7% spent 1-3 hours and 12.5% spent 3-5 hours. Only 11.7% of respondents spent more than 5
hours per day on schoolwork. These results indicate that a significant portion of the students in this sample may
not be dedicating enough time to their schoolwork during the first grading period.
Figure 4.11: The frequency of completing all assignments on time during the first grading period
This data from figure 4.11 suggests that a majority of the sample respondents (59.7%) complete their
assignments on time either “sometimes”, “most of the time” or “always” during the first grading period.
However, 18.3% of respondents said they “rarely” complete their assignments on time, 23.3% said
“sometimes”, 20.8% said “most of the time” and 20.8% said “always.” A small percentage (16.7%) of
37

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
respondents said they “never” complete their assignments on time. These results indicate that a significant
portion of the students in this sample may have difficulty completing their assignments on time.
Figure 4.12: The frequency of feeling overwhelmed or stressed by schoolwork during the first grading
period
Figure 4.12 suggests that a majority of the sample respondents (70% ) feel overwhelmed or stressed by
their schoolwork during the first grading period, either “sometimes”, “most of the time” or “always.” 40% of
respondents said they feel “sometimes” overwhelmed or stressed, 17.5% said “rarely”, 17.5% said “most of the
time” and 13.5% said “always.” A small percentage (11.7%) of respondents said they “never” feel
overwhelmed or stressed by their schoolwork. These results indicate that a significant portion of the students in
this sample may experience stress and overwhelming feelings in relation to their schoolwork during the first
grading period.
Figure 4.13: The frequency of reviewing notes and studying for exams during the first grading period
38

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
As shown in figure 4.13, a significant portion of the respondents (24.2%) reported never reviewing their
notes or studying for exams during the first academic period. Additionally, 18.3% said they rarely did so, while
28.3% said they sometimes did. A relatively small percentage (13.3%) reported reviewing their notes and
studying for exams most of the time, and 15.8% said they always did so. Overall, this suggests that many of the
respondents did not regularly review their notes or study for exams during the first academic period.
39

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
SUMMARY
The research study aimed to explore the relationship between social media use and academic
performance of students in GMATHS academic year 2022-2023. A survey design was used to collect data from
120 students selected using a convenient stratified sampling method. The study found that a majority of the
sample respondents (65%) use social media for more than 3 hours per day during the first grading period, with
Facebook being the most widely used social media platform (90.8%). A majority of the sample respondents
(97.7%) felt that they spent either too much or the right amount of time on social media, and most of them used
it for multiple reasons including connecting with friends and family (73.3%) and for academic purposes
(47.5%). Furthermore, majority of the sample respondents (80.8%) used social media while studying or
completing assignments and most of the sample respondents (70.8%) achieved grades in the range of 81-90 in
the first grading period.
CONCLUSION
The study found that a significant portion of the students in GMATHS academic year 2022-2023 are
spending a significant amount of time on social media, which could potentially impact their academic
performance. The results also indicate that most of the students use social media for both academic and social
reasons, and it suggests that social media is an important tool for communication and connection among them.
40

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
Additionally, the results suggest that a majority of the students use social media while studying or completing
assignments and this could have a negative impact on their academic performance.
RECOMMENDATION
Based on the findings of this study, it is recommended that future research should explore the
relationship between social media use and academic performance among students in GMATHS further by using
a longitudinal study design. This could provide more information on how social media use may change over
time, and how it might impact academic performance over a longer period. Additionally, it would be beneficial
to include a larger and more diverse sample of students in future research studies to increase the generalizability
of the findings.
Another approach for future research to consider would be to examine the specific ways in which social
media use may impact academic performance, such as by looking at the effects of multitasking while using
social media and studying, or by examining the effects of different types of social media use (e.g. passive vs
active use) on academic performance. Furthermore, it would be useful to investigate the moderating effect of
individual difference such as personality traits, emotional intelligence, and learning styles on the relationship
between social media use and academic performance.
41

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
APPENDICES
APPENDIX A: INFORMED CONSENT
Research title: Exploring the Relationship between Social Media Use and Academic Performance of
Student in GMATHS A.Y. 2022-2023
Dear Expected Participant,
We, a group of student-researchers from Grade 12 Pagoda, are conducting a research study on
Exploring the Relationship Between Social Media Use and Academic Performance of students in
GMATHS Academic Year 2022-2023. As part of this study, we would like to invite you to participate in a
survey questionnaire.
Participation in this study is completely voluntary and you are free to decline any time. If you choose to
participate, you will be asked to complete a survey that will ask questions about your social media use and
academic performance. The survey should take approximately five (5) minutes to complete.
Your responses to the survey will be kept confidential and will only be used for the purposes of this
research study. Your participation in this study will have no negative consequences on your academic standing
or any other aspect of your life.
If you have any questions or concerns about this survey, please contact the researchers at 0955-3818-
344 or message the research leader, Kennedy Balmori, at www.facebook.com/kennedy2004.

42

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
By proceeding to the survey, you indicate that you have read and understand this consent form and that
you agree to participate in this study.
Sincerely yours,
Balmori, John Kennedy
Britania, Eldrian
Calape, Gerricko
Jalover, Marcjayson
Mancia, Kurt
Matos, Wendell
Negrite, Reniel
43

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
APPENDIX B:
A Survey for Exploring the Relationship Between Social Media Use and Academic Performance of
Students in GMATHS A.Y. 2022-2023
The purpose of collecting information about the age, gender, and grade level of respondents in the study to
determine whether any patterns or trends emerge in the data based on these demographic variables. It is
important for us to gather accurate and truthful data in order to gain a better understanding of the potential
impact of social media on academic performance. Your honesty and truthfulness are greatly appreciated and
will help us to accurately interpret and utilize the results of this survey. Thank you for your cooperation.
DEMOGRAPHIC PROFILE
1. What is your name? (Optional) _________________________
2. What is your age? ____
3. What is your gender? (Male/Female) __________
4. What is your grade level? __________________
Directions: Please select the most appropriate response for each question and make sure to answer all
questions. Your responses will be kept confidential and will only be used for research purposes.
SOCIAL MEDIA USE
1. During the first grading period, how often do you use social media on a daily basis?
44

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
a) Less than 1 hour
b) 1-3 hours
c) 3-5 hours
d) More than 5 hours
2. Which of the following social media platforms do you use most frequently during the first grading
period?
a) Facebook
b) Instagram
c) Twitter
d) Other (please specify) __________________
3. How do you feel about the amount of time you spend on social media?
a) I feel like I spend too much time on social media
b) I feel like I spend the right amount of time on social media
c) I feel like I don’t spend enough time on social media
4. Why are you using social media during the first grading period? Please check all that apply.
a) For academic purposes (e.g. to connect with classmates or teachers, to find and share academic
resources)
b) To connect with friends and family
c) To stay updated with current events and news
d) To share pictures and experiences with others
45

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
e) To pass the time or entertain myself
f) To promote myself or my business
Other (please specify)_____________________________
5. Do you use social media while studying or completing assignments?
a) Yes
b) No
ACADEMIC PERFORMANCE
6. What was your overall grade during the first grading period?
a) (74 and below)
b) (75-80)
c) (81-85)
d) (86-90)
e) (91 and above)
7. During first last grading period, how many hours per day did you spend on schoolwork (homework,
studying, etc.)?
a) Less than 1 hour
b) 1-3 hours
c) 3-5 hours
d) More than 5 hours
46

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
Directions: Please indicate how often you engage in the following activities by checking the appropriate box
using frequency scale.
Questions Never Rarely Sometimes Often Always
8. How often did you
complete all of your
assignments on time in
the first grading period?
9. How often did you feel
overwhelmed or
stressed by your
schoolwork in the first
grading period?
10. How often did you
review your notes and
study for exams during
47

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
the first grading period?
Thank you for participating in this survey and helping us with our research. Your responses will be
invaluable in informing our study and shaping our understanding of the topic.
48

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
APPENDIX C: RESEARCHERS’ PROFILE
JOHN KENNEDY BALMORI

Brgy. Ramon Cruz, General Mariano Alvarez, Cavite
Kennedybalmori20@gmail.com | 0955-3818-344
PERSONAL DETAILS
Age : 18
Date of Birth : February 20, 2004
Sex : Male
Citizenship : Filipino
EDUCATION
SENIOR HIGH : General Mariano Alvarez Technical High School

2023 General Mariano Alvarez Technical, Cavite
JUNIOR HIGH : General Mariano Alvarez Technical High School

2020 General Mariano Alvarez, Cavite
ELEMENTARY : Area J. Elementary School

49

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
50

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
GERRICKO CALAPE
Brgy. Ramon Cruz, General Mariano Alvarez, Cavite
Calapegerricko77@gmail.com
PERSONAL DETAILS
Age : 17
Date of Birth : August 06, 2005
Sex : Male
EDUCATION
SENIOR HIGH General Mariano Alvarez Technical High School

JUNIOR HIGH General Mariano Alvarez Technical High School

ELEMENTARY Area J. Elementary School

51

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
KURT U. MANCIA
Brgy. Pulido, General Mariano Alvarez, Cavite
Kurtmancia@gmail.com
PERSONAL DETAILS
Age : 18
Sex : Male
EDUCATION
SENIOR HIGH General Mariano Alvarez Technical High School

JUNIOR HIGH General Mariano Alvarez Technical High School

ELEMENTARY San Gabriel II Elementary School

52

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
RENIEL L. NEGRITE
Brgy. Poblacion I, General Mariano Alvarez, Cavite
Renielnegrite@gmail.com | 0955-3818-344
PERSONAL DETAILS
Age : 17
Sex : Male
EDUCATION


ELEMENTARY : Area J. Elementary School

53

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
WENDELL MATOS
Brgy. Macario Dacon, General Mariano Alvarez, Cavite
Wendelllmatos8@gmail.com
PERSONAL DETAILS
Age : 18
Date of Birth : December 14, 2004
Sex : Male
EDUCATION


ELEMENTARY : San Gabriel I Elementary School

54

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
55

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
MARCJAYSON JALOVER
Brgy. Poblacion II, General Mariano Alvarez, Cavite
Marcjaysonjalover@gmail.com
PERSONAL DETAILS
Age : 18
Date of Birth : July 29, 2004
Sex : Male
EDUCATION


ELEMENTARY : San Gabriel II Elementary School

56

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
ELDRIAN L. BRITANIA
Brgy. Pulido, General Mariano Alvarez, Cavite
Eldrianbritania@gmail.com
PERSONAL DETAILS
Age : 18
Date of Birth : December 24, 2004
Sex : Male
EDUCATION


ELEMENTARY : San Gabriel I Elementary School

57

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
REFERENCES
Al-Rahmi, W. M., & Othman, M. H. D. (2013). The impact of social media use on academic performance
among university students: a pilot study. Journal of Information Systems Research and Innovation.
Botis, M. (2021). Perceived Effects of Social Media to First Year College Students. Araneta Research Journal,
Volume 43.
Burke, M., Marlow, C., & Lento, T. (2010). Social network activity and social well-being. Proceedings of the
SIGCHI Conference on Human Factors in Computing Systems.
https://doi.org/10.1145/1753326.1753613
Datu, J. a. D., Yang, W., Valdez, J. P. M., & Chu, S. K. W. (2018). Is facebook involvement associated with
academic engagement among Filipino university students? A cross-sectional study. Computers &Amp;
Education, 125, 246–253. https://doi.org/10.1016/j.compedu.2018.06.010
Gagalang, J. L. (2021). Exploring social media use of Filipino learners. Linguistics and Culture Review, 6, 275–
290. https://doi.org/10.21744/lingcure.v6ns2.2034
Junco, R. (2012). The relationship between frequency of Facebook use, participation in Facebook activities, and
student engagement. Computers &Amp; Education, 58(1), 162–171.
https://doi.org/10.1016/j.compedu.2011.08.004
Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of Social
Media. Business Horizons, 53(1), 59–68. https://doi.org/10.1016/j.bushor.2009.09.003

58

(046) 443-9890, 487-3947, 487-1912
REGION IV-A
Katz, E., & Blumler, J. G. (1975). The uses of mass communications: Current perspectives on gratifications
research. Sage Annual Reviews of Communication Research.
Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic performance. Computers in Human
Behavior, 26(6), 1237–1245. https://doi.org/10.1016/j.chb.2010.03.024
Lin, K. Y., & Lu, H. P. (2011). Why people use social networking sites: An empirical study integrating network
externalities and motivation theory. Computers in Human Behavior, 27(3), 1152–1161.
https://doi.org/10.1016/j.chb.2010.12.009
Papacharissi, Z. (2010). A Networked Self: Identity, Community, and Culture on Social Network Sites (1st ed.).
Routledge.
Pascual, B. G. (2019, September). The Implications Of Social Media In The Philippines. Sagisag.
https://sagisag.com/article/642/technology/the-implications-of-social-media-in-thephilippines
Rosen, L., Whaling, K., Carrier, L., Cheever, N., & Rokkum, J. (2013). The Media and Technology Usage and
Attitudes Scale: An empirical investigation. Computers in Human Behavior, 29(6), 2501–2511.
https://doi.org/10.1016/j.chb.2013.06.006
Tamayo, J. D., & Sacha, G. (2014). The Relationship of Social Media with the Academic Performance of
Bachelor of Science in Information Technology Students of Centro Escolar University- Malolos.
International Journal of Scientific and Research Publications.
Wang, Q., Chen, W., & Liang, Y. C. (2011). The Effects of Social Media on College Students. MBA Student
Scholarship.
59

(046) 443-9890, 487-3947, 487-1912

Social Media Use and Students' Academic Performance Group 9 Pagoda

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Social Media Use and Students' Academic Performance Group 9 Pagoda

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

In partial fulfilment of the requirements for

Balmori, John Kennedy

HUMSS Grade 12 Pagoda

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

CHAPTER I: THE PROBLEM AND ITS BACKGROUND.................................................................................9

Objectives of the Study...............................................................................................................................9

Statement of the Problem..........................................................................................................................10

Significance of the study...........................................................................................................................13

CHAPTER II: REVIEW OF RELATED LITERATURES AND STUDIES.......................................................17

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

CHAPTER III: METHODOLOGY.......................................................................................................................22

Population and Sample..............................................................................................................................23

Data Gathering Procedure.........................................................................................................................24

Statistical Treatment to Data.....................................................................................................................25

Ethics and Human Subjects and Data Management Issues.......................................................................26

CHAPTER IV: RESULTS, ANALYSIS, AND INTERPRETATION ................................................................28

CHAPTER V: SUMMARY, CONCLUSION, AND RECCOMENDATION....................................................36

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

APPENDIX A: informed Consent............................................................................................................38

APPENDIX B: Survey questionnaire.......................................................................................................40

APPENDIX C: Researchers’ Profile.........................................................................................................45

John Kennedy Balmori..................................................................................................................45

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

List of Tables and Figures

performance of students in GMATHS 2022-2023................................................................................................14

Figure 4.1: The frequency of ages among the respondents...................................................................................28

Figure 4.2: The frequency of gender among the respondents...........................................................................28

Figure 4.3: The frequency of gender among the respondents............................................................................28

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

expertise and unwavering belief in us were a source of inspiration and motivation.

source of strength and inspiration.

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

responsible social media use in educational settings.

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

THE PROBLEM AND ITS BACKGROUND

discussing the implications for students and educators

OBJECTIVES OF THE STUDY

in GMATHS students. Specifically, this study aims to:

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

effectively manage social media use in order to maximize academic success.

and educators on how to effectively manage this relationship

STATEMENT OF THE PROBLEM

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

use in order to maximize academic success.

HYPOTHESES OF THE STUDY

media for academic purposes and those who do not.

for academic purposes and those who do not.

SCOPE AND DELIMITATION

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

representative of the entire GMATHS student population.

Uses and Gratifications Theory

their academic performance.

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

negative impact on their academic performance.

academic performance of students in GMATHS 2022-2023.

INPUT PROCESS OUTPUT

Congressional Road, Brgy. Poblacion I, General Mariano Alvarez, Cavite

students in GMATHS media usage and academic between social media

2022-2023 performance of students in usage and academic

 Academic performance GMATHS 2022-2023 performance of students in