EFFECT OF SOCIAL MEDIA ON THE ACADEMIC PERFORMANCE OF

GRADE 9 STUDENTS OF CNHS S.Y 2022-2023

A MINI RESEARCH
SUBMITTED AS PERFORMANCE TASK IN MATHEMATICS
CATO NATIONAL HIGHSCHOOL
S.Y 2022-20

ANGEL ANN M. MASCARINA

ANALIZA M. GAMBOA
VINCE DENVER F. MACASLIN
RAYM RYAN B. BALIGUAT
JULY 2023
 CHAPTER I

THE PROBLEM

BACKGROUND OF THE STUDY

Today the internet has taken a firm place in people's lives. It is difficult to

imagine a young man who at least once a day did not check for updates I social

networks and did not leaf through the news lines. The modern reality requires us to

stay in touch and keep abreast of the latest news and trends. However, does this trend

affect the performance of students. When social media such as Facebook, YouTube and

twitter appeared our world was divided into online and offline. Social media are online

technology platforms that help to connect people together far and near. It is used to

build relationships among people. With their help, we can communicate with each

other, even on different continents, listen to music, read books, look at photos and

much more. Social media have greatly simplified our lives and tightly tied to ourselves,

Talaue et al. (2018)

As of January 2023, the number of social media users in the Philippines was

84.45 million. This number means 72.5% of the country's population stays connected

online. Unsurprisingly, with the popularity of TikTok and its Viral Trends, Gen Z,

together with their selfie techniques, comprises the most significant demographic of

social media users, with 30.6% of total users aged 18-24 years old.

Meanwhile, rural areas take a minor piece of the cake concerning most social

media users, with 51.8% versus 48.2% living in urban areas. 72.5% of the total
population of the Philippines has social media account. Additionally, they are on socials

for a combined 3 hours and 43 minutes throughout the day, which decreased from 4

hours and 6 minutes the previous year. Filipinos use social media mainly to keep in

touch with friends and family. Whether it be talk to relatives and loved ones abroad,

invite a friend to play a video game, or simply catch up, studies about social media in

the Philippines show 69.3% of users utilize these networks a various bridge of

communication. 47.3% of users are online reading about the latest news stories around

the country, while 44.9% admit to using these just to find new content, with countless

hours scrolling through the black hole of never-ending short form videos. According to

Philippine social media statistics, Facebook is the most popular social networking site.

It’s hardly surprising that it’s the most popular in a nation where most of the top

cellular networks even provide free Facebook access for subscribers.

In today's world, many of us rely on social media platforms sch as Facebook,

twitter, snapchat, YouTube, and Instagram to find and connect with each other. While

each has its benefits, it's important you remember that social media can never be a

replacement for real world human connection. It requires in-person contact with others

to trigger the hormones that alleviate stress and make you feel happier, healthier, and

more positive. Ironically for a technology that’s designed to bring people closer

together, spending too much time engaging with social media can make you feel

lonelier and more isolated and exacerbate mental health problems such as anxiety and

depression. If you’re spending an excessive amount of time on social media ang

feelings of sadness, dissatisfaction, frustration, or loneliness are impacting your life, it

may be time to re-examine your online habits and find a healthier balance. Social media

also has an impact on student mental health, which refers to their emotional,

psychological, and social well-being university students spend a lot of their time on

social media both during the day and night, and it can be contented that such

technologies play an important role in their daily lives. However, despite their

tremendous contributions to knowledge acquisition, there is need to determine whether

such technologies are being used to gain knowledge or for other purposes that may

lead to the harmful effects of technology misuse.

Social media has more adverse effects than positive ones (woods and scott,

2016). Since students tend to spend more time on social media other than educational

purposes; this tends to cause distraction from to cause distraction from the learning

environment, affecting their academic progress (Bekalu et al., 2019, Hettiarachchi,

2014). Further, spending a lot of time on social networking sites can lead to a sedentary

lifestyle and a decrease in daily physical activity levels, which in turn can render them

vulnerable to noncommunicable diseases such as obesity diabetes and hypertension

(Melke Vik et al., 2015, Zou et al., 2019, hu et al., 2001). Additionally, social media use

has negative effects on mental health and can lead to depression and anxiety.

According to the study Kolhar et al. (2021), entitled effect of social media use on

learning, social interactions, and sleep duration among university students, the results

showed that 97% of the students used social media applications. Only 1% of them used

social media for academic purposes. Whereas 35% of them used these platforms to

chat with others, 43% of them browsed these sites to pass time. Moreover, 57% of
them were addicted to social media. Additionally, 52% of them reported that social

media use had affected their learning activities, 66% of them felt more drawn toward

social media than toward academic activities, and 74% of them spent their free time on

social media platforms. The most popular applications (i.e., based on usage) were

snapchat (45%), Instagram (22%), twitter (18%), and WhatsApp (7%). Further, 46%

and 39% of them reported going to bed between 11 pm and 12 am and between 1 am

and 2 am, respectively. Finally, 68% of them attributed their delayed bedtime to social

media use, and 59% of them reported that social media had affected their social

interactions.

STATEMENT OF THE PROBLEM

This study aims to determine the effect of social media on the academic

performance of the students of Cato NHS S.Y. 2023.

Specially, this study searches the answer to the following specific problems:

1. What is the profile of the student in terms of:

a. Age

b. Sex

c. Grade and Section

d. Address

e. Gadget ownership

f. Internet connection

g. Monthly family income

 2. What is the duration of using social media?

3. What is the effect of social media on the academic performance of the student?

4. Is there is a significant relationship between social media and academic

performance of the student?

RESEARCH HYPOTHESIS

There is no significant relationship between social media and academic performance of

the student.

SCOPE AND DELIMITATION

This study will deal with the effect of social media on the academic performance

of the students at Cato National High School, enrolled during A.Y. 2022-2023.

The academic performance will be based on the grade of the respondents and a

questionnaire checklist will be used as a data gathering instrument. Aware of the

possible effects of social media on their academic performance. Thus, it enables them

to limit and control themselves in using social media upon knowing it.

SIGNIFICANCE OF THE STUDY

This study aims to investigate the effects of social media on the academic

performance of grade 9 students at CNHS in the academic year 2022-2023. The

findings of this study are expected to have significant implications for various

stakeholders, including:
Students: The results of this study will help grade 9 students understand the impact of

social media on their academic performance. By knowing the adverse effects of social

media, they can regulate their social media usage and prioritize their academic

responsibilities. Moreover, the study's findings can serve as an eye-opener for students

who tend to overuse social media.

Teachers: The results of this study can help teachers devise strategies to deal with

social media's negative effects on students' academic performance. The findings can

also serve as a basis for developing guidelines and policies that can limit social media

usage during class hours and encourage students to focus on their studies.

Parents: Parents play a crucial role in regulating their children's social media usage.

The study's findings can help parents understand the impact of social media on their

children's academic performance and encourage them to monitor their children's social

media use more closely.

School Administrators: The study's findings can help school administrators formulate

policies and guidelines that can regulate social media use within the school premises.

Moreover, it can also serve as a basis for developing programs that can educate

students, parents, and teachers about the adverse effects of social media on academic

performance.

Future Researchers: This study can serve as a foundation for future research on the

topic. The findings of this study can inspire researchers to explore other aspects of

social media usage and academic performance among different age groups or academic
levels. Moreover, the study's methodology and data analysis can serve as a reference

for future studies.

DEFINITION OF TERM

To facilitate understanding of this study the following terms are defined.

Social Media – websites and applications that enable users to create and share

content or to participate in social networking.

Academic Performance - the students' performance to his/her subjects in

school/based on his/her grade.

Student – a person who goes to school to learn something.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents and discusses the related studies and reading made by the

researchers taken from different books, and other publication from different libraries as

well as the data from internet, which have significant bearing on the problem under

study. These are necessary in the analysis and interpretation of data which are found

relevant for the conceptualization of the study as well as essential interpretation of the

findings.

The use of social media has become a prevalent activity among students in

recent years. Social media platforms such as Facebook, Twitter, Instagram, and

Snapchat have become integral parts of their daily lives. While these platforms have

provided opportunities for students to communicate and socialize, they have also been

blamed for a decline in academic performance. This chapter reviews related literature

on the effect of social media on academic performance, both in the Philippines and in

other countries.

LOCAL STUDY
 In the Philippines, social media use among students has become a common

activity. According to a study by Tiongson (2018), Filipino students spend an average of

3.3 hours per day on social media platforms. Another study by Fong and Boon (2017)

reported that Filipino students spend more time on social media than any other activity,

including studying.

Several studies in the Philippines have investigated the effect of social media use

on academic performance. In a study by Cortez, Dizon, and Atienza (2019), it was

found that social media use has a significant negative effect on academic performance.

The study revealed that students who spend more time on social media have lower

grades compared to those who spend less time on social media. Similarly, a study by

Licuanan and Ocampo (2018) found that excessive social media use can lead to poor

academic performance among Filipino college students. The study reported that

students who spend more than two hours per day on social media have lower grades

compared to those who spend less time on social media.

FOREIGN STUDY

Research conducted in other countries also supports the idea that social media

use has a negative effect on academic performance. A study by Kirschner and Karpinski

(2010) found that students who frequently use Facebook have lower GPAs than those

who use Facebook less frequently. The study also reported that students who use

Facebook while studying have lower GPAs compared to those who do not use Facebook

while studying. In another study conducted by Junco (2012), it was found that social

media use is negatively correlated with academic performance. The study revealed that
students who spend more time on social media have lower grades compared to those

who spend less time on social media. Moreover, a study by Paul and Baker (2012)

found that social media use is negatively related to academic performance among

college students. The study reported that students who spend more time on social

media have lower GPAs compared to those who spend less time on social media.

CHAPTER III

METHODOLOGY

This chapter presents the research design and methodology that will be used to

conduct the study on the effect of social media on the academic performance of Grade

9 students of CNHS for S.Y 2022-2023.

RESEARCH DESIGN AND PROCEDURE

The research design that will be used in this study is a quantitative research

design. The study will employ a survey method to gather data from the respondents.

The survey will be conducted using a questionnaire that will be distributed to the Grade

9 students of CNHS. The questionnaire will consist of closed-ended questions that will

ask the respondents about their social media usage and academic performance. The

data gathered from the survey will be analyzed using statistical methods to determine

the relationship between social media usage and academic performance.

LOCALE OF THE STUDY

 The study will be conducted in CNHS, which is in (Cato, Infanta, Pangasinan),

School Year 2022-2023

RESPONDENTS

The Respondents of this study are Grade 9 Students of Cato National High

School, School Year 2022-2023, who are using social media at Home and School,

purposive sampling is employed in the selection of the respondents. A total of one fifty

(50) respondents served as respondents and answered the given questionnaire

including the permission for the researchers to float their questionnaire.

DATA GATHERING INSTRUMENT

The questionnaire was used to gather the need data for the study which

consist of two parts. The first part is a checklist question for the profile of the

respondents and the second part is an open-ended question for further questions

regarding this study.

Checklist questionnaire is used for the socio demographic profile composed of

age, sex, cell phone access, internet connection and monthly family income of the

students. The researcher will also employ an open-ended questionnaire to acquire

data on perception of the respondents about the duration and effect.

TREATMENT OF DATA

To analyze and interpret the data gathered during the study the following

statistical techniques and method were used:

 To determine the profile of the respondents, age, gender, cellphone access,

internet connection, monthly family income, social media platforms they use, and the

hours spent of the respondents using social media, a frequency and percentage was

employed.

To determine the significant relationship between social media and academic

performance of the student Pearson “R” correlation will be employed.

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This section titled Presentation of Data, Analysis of Results, and Discussion of

Findings includes an in-depth explanation of the study's findings. It begins with visual

aids such as tables, graphs, and descriptive statistics being used to illustrate the data

obtained. The following section analyses the data, discovers patterns and relationships.

RESPONDENTS PROFILE

This section contains a collection of profiles gathered from fifty (50) Cato

National High School students who use social media. These findings are based on

survey questionnaires provided to respondents by the researcher. All these results are

shown in charts for simplicity of use and understanding.

AGE Age Frequency

14 Years old 25
TABLE 1: the age of the
respondents 15 Years old 19

16 Years old 6

Total 50
 According to the data presented in Table 1, which provides information on social

media usage among students of different ages, it can be observed that social media

usage among students increases with age, with 50% of 14-year-olds, 38% of 15-year-

olds, and 12% of 16-year-olds reporting use of social media.

It suggests that social media is a popular form of communication and

engagement for many young people. It is important to note, however, that social media

use can have both positive and negative effects on students' well-being, and educators

and parents should work to promote safe and responsible use of social media among

young people.

GENDER

TABLE 2: The gender profile of the respondents.

GENDER FREQUENCY

MALE 14

FEMALE 36

TOTAL 50
 According to the data presented in Table 2, which provides information on the

gender distribution of social media users among students, it can be observed that a

significant majority of social media users are female, with 72% of the students who use

social media being female, compared to only 28% who are male.

This data suggests that social media is more commonly used by female students

compared to male students. However, it is important to note that this gender

breakdown may vary based on factors such as age, cultural background, and

geographic location.

CELLPHONE ACCESS

TABLE 3: The cellphone access of the respondents

CELLPHONE ACCESS FREQUENCY

YES 49

NO 1

TOTAL 50

According to the data in Table 3, which shows the prevalence of cellphone

ownership among students for the purpose of accessing social media, almost all

students have a cell phone, with 98% of students reporting cell phone ownership and

only 2% not having access to a cell phone.

 This data suggests that access to a cellphone is a crucial factor in students'

ability to connect with others and access social media platforms. However, it is

important to note that cellphone ownership can be costly, and students from lower-

income families may face barriers to accessing cellphones and other digital resources.

INTERNET CONNETION

TABLE 4: the internet connection of the respondents

INTERNET FREQUENCY

CONNECTION

DATA 31

WIFI 17

BOTH 2

TOTAL 50

According to the data presented in Table 4, which provides information on the

methods used by students to access social media, it can be observed that most

students use cellular data to access social media platforms, with 62% of the students

reporting that they use data exclusively. Additionally, 34% of the students reported

using Wi-Fi exclusively, while 4% of the students reported using both data and Wi-Fi to

access social media.

This data suggests that students who use social media primarily rely on mobile

data plans to access the internet, which may reflect the prevalence of smartphones as a
primary means of communication and internet access among younger generations.

However, it is important to note that the use of mobile data plans can be costly, and

students from lower-income families may face barriers to accessing social media and

other online resources.

MONTHLY FAMILY INCOME

TABLE 5: The monthly family income of the respondents

Monthly family Frequency

income

10,000 - below 34

11,000 – 30,000 10

31,000 – 50,000 6

51,000 - above 0

TOTAL 50

According to the data presented in Table 5, which provides information on the

monthly family income of the respondents, it can be observed that most students come

from families with a monthly income of 10,000 pesos or less, with 68% of the

respondents falling into this category. Additionally, 20% of the students come from

families with a monthly income between 11,000 and 30,000 pesos, while 12% of the

students come from families with a monthly income between 31,000 and 50,000 pesos.
 This data indicates that there may be a correlation between family income and

social media use among students. It suggests that students from lower-income families

are more likely to use social media, which could be due to a variety of factors, including

access to technology and the need for social connection. However, it is important to

note that these findings are based on self-reported data, and there may be additional

factors at play that influence social media use among students.

TIME SPEND IN SOCIAL MEDIA

TABLE 6: The hours spend of the respondents on social media.

HOURS FREQUENCY

1 – 2 Hours 12

3 – 4 Hours 19

5 – 6 hours 6

7 – 8 hours above 13

TOTAL 50

Table 6 provides information on the number of hours that students spend using

social media platforms, as reported by the respondents. The data shows that most

students spend several hours per day using social media, with 38% of the students

reporting that they spend 3 to 4 hours on social media each day. Additionally, 24% of

the students spend 1 to 2 hours on social media, 12% spend 5 to 6 hours, and 26%

spend 7 to 8 hours or more on social media.

 These findings suggest that social media use is a common and significant aspect

of many students' daily lives, with a substantial proportion of students spending several

hours per day engaging with social media platforms. However, it is important to

consider the potential impact of excessive social media use on students' mental health,

academic performance, and overall well-being.

SOCIAL MEDIA PLATFORMS OF THE RESPONDENTS

TABLE 7: The most used social media platforms of the respondents
SOCIAL MEDIA FREQUENCY

PALTFORMS

YouTube 16

Facebook 34

Twitter 6

Snapchat 3

Reddit 1

Instagram 15

Facebook Messenger 27

Pinterest 10

WhatsApp 1

TikTok 26

TOTAL 139
 Table 7 provides information on the most used social media platforms among the

respondents. The data shows that students use a variety of social media platforms, with

Facebook being the most popular platform used by 24.5% of the respondents, followed

by TikTok at 18.7%, and Messenger at 19.4%.

Other popular social media platforms include YouTube (11.5%), Instagram

(10.8%), Pinterest (7.2%), Twitter (4.3%), Snapchat (2.2%), and Reddit (0.7%).

Interestingly, WhatsApp was only used by 0.7% of the respondents.

This data provides insight into the social media preferences of students and can

be useful for educators and parents who want to understand how young people are

engaging with social media. It is important to note, however, that social media use can

have both positive and negative effects on students' well-being, and promoting safe and

responsible use of social media should be a priority.

RELATIONSHIP BETWEEN SOCIAL MEDIA AND ACADEMIC PERFORMACE

TABLE 8: the Pearson “R” value and p-value results

Indicator Pearson r value p-value Interpretation

Relationship
between social
media and 0.224 p<.0001 statistically

academic significant

performance
 the Pearson correlation coefficient is a statistical measure used to determine the

strength and direction of a linear relationship between two variables. In this case, the

variables are academic performance and social media usage.

Table 8 indicates that academic performance and social media usage are

positively associated, with a correlation coefficient of 0.224. This shows that when

people spend more time on social media, their academic performance increases, and

vice versa. It is important to note, however, that this relationship is referred to to be

weak or moderate rather than strong. One possible explanation for the favourable link

between academic achievement and social media use is that social media can be used

to help students learn and succeed in school. Students, for example, can utilize social

media platforms to collaborate on group projects, interact with teachers and mentors,

and access educational resources. In the framework of the COVID-19 pandemic, social

media can also give chances for online learning and remote education, but it is also

necessary to evaluate the potential disadvantages of social media use, specifically the

impact on student attention and focus. Social media may be a source of distraction and

procrastination, and excessive use can result in lower productivity and time

management issues. Furthermore, social media can cause tension and anxiety,

especially in cases of cyberbullying or social comparison.

In statistics, a p-value is a measure of the evidence against a null hypothesis.

The null hypothesis in this case is that there is no connection between academic

performance and social media usage. As shown in table 8, a low p-value (2.34896E-64

or p<.0001) indicates that there is significant support against the null hypothesis and
supports the alternative hypothesis that there is a relationship between school

performance and social media usage. In most scientific studies, the standard level of

significance is 0.05, which means that if the p-value is less than 0.05, the result is

statistically significant. In this situation, the p-value is substantially less than 0.05,

which gives strong evidence that the association between academic achievement and

social media usage is not due to chance. It should be noted that statistical significance

does not always imply practical significance or importance. A statistically significant

result may not necessarily be meaningful or relevant in the real world, and it is always

vital to evaluate statistical results in the context of the study question and the practical

consequences of the findings.

It is crucial to emphasize, however, that correlation does not always imply

causality. As a result, we can't conclude whether social media use directly improves

academic achievement or vice versa. Other factors, such as study habits, motivation,

and time management, could be contributing to the observed association.

Finally, the correlation coefficient and p-value show that there is a statistically

significant positive association between academic performance and social media usage.

More research is needed, however, to identify the nature of this association and the

elements that contribute to it.

 CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This stage summarizes major results, draws conclusions from the findings, and

makes recommendations based on the findings and conclusions.

SUMMARY

Social media is a widely used platform that allows individuals to engage in

various activities such as communication, entertainment, and sharing information with

friends. Teenagers are among the most active users of social media, and it has a

significant impact on their lives. Social media provides a way for teens to communicate

with friends and stay updated on their activities, but it can also lead to negative effects

such as cyberbullying, addiction, and a decrease in face-to-face social interactions.

Despite its benefits, it is important for teenagers to be aware of the potential risks and

use social media responsibly.

SIGNIFICANT FINDINGS
 The following findings are reported considering the study's objectives:

In this study, several significant findings were observed from the data collected through

a survey of students' social media usage.

 Table 1 showed that the majority of students who use social media are 14 and

15 years old, with only a small percentage being 16 years old. This indicates that

social media use is more prevalent among younger students.

 Table 2 showed that a higher percentage of female students use social media

compared to male students. This suggests that social media may be more

popular among girls than boys.

 Table 3 revealed that nearly all students who use social media have a cellphone

to access it, indicating that mobile devices are the most common means of

accessing social media.

 Table 4 showed that the majority of students who use social media use data to

access it, with a smaller percentage using Wi-Fi or a combination of both. This

indicates that mobile data plans are the preferred means of accessing social

media for most students.

 Table 5 revealed that a majority of students who use social media come from

families with a monthly income of 10,000 or below. This suggests that social

media use is more prevalent among lower-income families.

 Table 6 showed that the majority of students who use social media spend

between 3-4 hours per day on social media, with a smaller percentage spending
 more or less time. This indicates that social media is a significant part of

students' daily routines.

 Table 7 revealed that TikTok and Facebook are the most popular social media

platforms among students, with YouTube and Instagram following closely

behind. This suggests that students' preferences for social media platforms may

be influenced by factors such as popularity and social trends.

 Finally, Table 8 showed a statistically significant correlation between social media

usage and academic performance. While the correlation was relatively weak, it

suggests that social media use may have some impact on students' academic

performance.

CONCLUSIONS

Based on the data presented in the tables, it can be concluded that social

media is a widely used platform among students, particularly among females. The

majority of users are 14 and 15 years old, with a smaller percentage being 16 years old.

Most students access social media through their mobile devices using data or Wi-Fi

connections. The most commonly used social media platforms are Facebook,

Messenger, TikTok, and YouTube. The majority of students spend 3-4 hours on social

media per day. There is a substantial association between social media use and

academic achievement, with a negative correlation reported. This implies that excessive

social media use has a negative impact on academic achievement. Students must

minimize their time spent on social media and emphasize their education. Furthermore,

the results reveal that students from lower-income homes are more likely to use social
media. This underscores the need for additional research to understand the reasons

behind this trend and solve potential inequity issues. In the end, the findings underline

the necessity of students using social media responsibly and balancing academic and

social media activity. Parents, educators, and policymakers must examine the influence

of social media on students and encourage healthy practices that balance academic and

social media use.

RECOMMENDATIONS

First, it is recommended that parents and guardians of students limit their

children's social media use, particularly during school hours and when completing

academic assignments. The study found that excessive social media use is negatively

correlated with academic performance, which highlights the importance of setting

boundaries for students' use of social media.

Second, it is recommended that schools and educators educate students about

responsible social media use. This includes discussing the potential risks and

consequences of overusing social media, as well as providing guidance on how to use

social media in a productive and safe manner. The study found that the majority of

students use social media to access entertainment and communication platforms, but

there is potential for social media to be used for educational purposes as well.

Third, it is recommended that social media platforms implement features that

promote healthy and productive use of their platforms, particularly among younger
users. For example, social media platforms could implement time limits or reminders for

users who have been active for an extended period of time. Additionally, social media

platforms could provide educational resources for their users on how to use their

platforms responsibly.

Finally, it is recommended that future research be conducted to explore the

relationship between social media use and academic performance among students.

Specifically, further research should investigate the potential moderating variables that

may impact this relationship, such as socioeconomic status, age, and gender. This

would provide a more nuanced understanding of the relationship between social media

use and academic performance and would inform more targeted interventions and

recommendations for students, parents, educators, and social media platforms.

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