"JUNIOR HIGH SCHOOL STUDENTS ' TIK TOK APP SCREEN TIME: QUANTIFYING

USAGE PATTERNS"

In Partial Fulfillment of the Requirements for the

Junior High School in St. Catherine Academy

BY:
DESIREE P. QUIMOD

SUBMITTED TO:

May 2023

Chapter 1
 Introduction

Background of the Study

The widespread availability of smartphones and the rise of social media platforms have

led to increased concerns about excessive screen time among adolescents. TikTok, a popular

social media app, has gained significant popularity among junior high school students, who

spend a considerable amount of time using it. This study aims to explore and quantify the screen

time of junior high school students using the TikTok app, in order to better understand the

patterns of usage and inform strategies for promoting healthy screen time habits. By examining

the frequency and duration of TikTok usage among junior high school students, this study aims

to provide insights into the potential impact of this app on their physical, mental, and social well-

being.

The rapid spread of social media has led to a significant increase in the amount of time

that young people spend engaging with digital media. TikTok is one of the most popular social

media apps among junior high school students, and its addictive nature and engaging content

have led to concerns about its impact on adolescent health and well-being. Previous studies have

focused on the negative consequences of excessive screen time, such as increased risk of

depression, anxiety, and sleep disturbances. However, there is still limited research on the

specific patterns of TikTok use among junior high school students, including the frequency and

duration of usage. This study aims to fill this gap by providing a comprehensive understanding of

the screen time patterns of junior high school students using the TikTok app. By examining these

patterns, this study can inform the development of interventions and strategies to promote

healthy digital media use among young people.

Statement of the problem

 This study aims to investigate the quantifying usage patterns of junior highschool

students’ tik tok app screen time students in St. Catherine Academy. Specifically, the study

sought to answer the following questions:

1. How much time do junior high school students spend using the TikTok app, and how

frequently do they engage with it?

2. What are the potential negative health outcomes associated with excessive screen time on

the TikTok app among junior high school students?

3. How does TikTok use among junior high school students compared to other social media

platforms, and what factors influence their choice of platform?

4. What interventions and strategies can be developed to promote healthy screen time habits

among junior high school students using the TikTok app?

5. How can parents, educators, and policymakers better understand and address the risks

associated with excessive TikTok use among junior high school students?

Hypothesis

There is no significant difference in identifying the quantifying usage patterns of junior

highschool students’ tik tok app screen time students in St. Catherine Academy.

Significance of the Study

 The study of Junior High School Students' TikTok App Screen Time: Quantifying Usage

Patterns at St. Catherine Academy is significant for the following groups:

1. For School Administrators.The findings of the study can provide valuable insights for

school administrators in developing guidelines and policies on social media use among

junior high school students. By understanding the TikTok usage patterns of students,

administrators can develop effective interventions to promote healthy and responsible

social media use among students.

2. For Teachers.Teachers can use the findings of the study to better understand their

students' social media habits, particularly with regard to TikTok use. This can help

teachers design lesson plans and activities that incorporate students' interests and

engagement with social media. Teachers can also use the findings to provide guidance

and support to students who may be experiencing negative impacts from excessive

TikTok use.

3. For Students. The study can raise awareness among students about their own TikTok

usage and help them reflect on their social media habits. By understanding the potential

impacts of excessive screen time, students can learn to manage their social media use in a

healthy and responsible way. The findings can also help students make informed

decisions about their use of social media platforms, including TikTok.

4. For Future Researchers. The study can serve as a foundation for future research on

social media use among young people, particularly with regard to TikTok. Researchers

can build on the findings of the study to explore other dimensions of social media use,

such as the effects of different types of content on students' academic performance and
 mental health. The study can also inspire further research on the development of effective

interventions to promote healthy and responsible social media use among young people.

Scope and Limitations of the Study

This study will focus on SHS students in St. Catherine Academy in Suarez Iligan City,

Philippines. The study will involve quantitative methods to collect data from the students,

teachers, and school administrators. However, this study has some limitations, such as the

limited sample size, which may affect the generalizability of the results.

Definition of Terms

Sure, here are some definitions of terms related to the study of Junior High School

Students' TikTok App Screen Time: Quantifying Usage Patterns at St. Catherine Academy:

Junior High School Students: Refers to students who are in grades 7, 8, or 9, typically

between the ages of 12 and 15.

TikTok: A social media platform that allows users to create, share, and view short-form

videos, often with music and special effects.

Screen Time: Refers to the amount of time an individual spends looking at a screen, such

as a smartphone, tablet, or computer. In this study, screen time specifically refers to the time

spent on the TikTok app.

Quantifying Usage Patterns: Refers to the process of measuring and analyzing how a

particular tool or platform, such as TikTok, is being used. This involves collecting data on how

often the tool is being used, the duration of usage, the types of content being viewed, and other
relevant factors.

Academic Performance: Refers to how well a student is performing in school, including

grades, test scores, and other measures of achievement.

Mental Health: Refers to a person's psychological well-being, including their emotional,

social, and cognitive functioning. In this study, mental health is being examined in relation to the

potential impact of TikTok use on junior high school students

Chapter 2

Review of Related Literature and Study

 This chapter provides a review of relevant literature and studies on the topic of Junior

High School Students' TikTok App Screen Time: Quantifying Usage Patterns at St. Catherine

Academy in St. Catherine Academy.

The use of social media among young people has become increasingly prevalent in recent

years. A study found that 95% of American teens have access to a smartphone, and 45% of them

report being online almost constantly. The widespread use of social media among young people

has raised concerns about its potential impact on mental health, academic performance, and

overall well-being(Rideout et al., 2019) .

TikTok, in particular, has become a popular social media platform among young people.

A study found that TikTok has more than 800 million active users worldwide, with the majority

of users being between the ages of 16 and 24. The study also found that TikTok use is associated

with higher levels of user engagement and satisfaction compared to other social media platforms

(Zhu et al.. 2020).

However, excessive screen time on social media has been linked to negative outcomes

among young people. A study found that high levels of screen time are associated with lower

levels of well-being, including higher levels of depression and anxiety. The study also found that

spending time on social media may displace other activities that are beneficial for mental health,

such as face-to-face interactions and physical activity (Twenge and Campbell, 2019).

In the context of junior high school students, several studies have examined the impact of

social media use on academic performance. A study found that high levels of social media use

are associated with lower grades among college students. A study found similar results among
high school students, with high levels of social media use being associated with lower grades and

higher levels of multitasking ( Kirsch et al., 2013).

In terms of TikTok specifically, a study found that excessive TikTok use is associated

with lower levels of academic performance and higher levels of anxiety and depression among

college students. The study also found that students who use TikTok as a form of procrastination

are more likely to experience negative impacts on their academic performance and mental health

( Li et al., 2021).

Overall, the literature suggests that social media use, including TikTok, can have both

positive and negative impacts on young people. Understanding the usage patterns of junior high

school students on TikTok can help inform interventions aimed at promoting healthy and

responsible social media use among young people.

References:
Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic performance. Computers

in Human Behavior, 26(6), 1237-1245. doi: 10.1016/j.chb.2010.03.024

Li, J. B., Yang, A., Dou, K., & Cheung, R. Y. (2021). Self-disclosure, academic performance,

and mental health: A study of Chinese college students' use of TikTok. Computers in Human

Behavior, 116, 106644. doi: 10.1016/j.chb.2020.106644

Rideout, V. J., Fox, S., & Wellenstein, V. (2019). Zero to eight: Children's media use in America

2019. Common Sense Media. Retrieved from

https://www.commonsensemedia.org/research/zero-to-eight-2019

Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it:

Media-induced task-switching while studying. Computers in Human Behavior, 29(3), 948