The Effect of Social Media on the Academic Performance of HUMSS

Students of West Palale National High School

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter provides a thorough assessment of the research and
associated material that is important and pertinent to the current investigation. It
offers the theoretical nature of the subject under consideration on the effect of
social media on the academic performance of HUMSS students of West Palale
National High School.
Demographic profile of SHS Filipino students in terms of using social media
Review of Related Literature

Social media, according to Junco al et al. (2010), are a group of internet

websites, services, and behaviors that encourage involvement, sharing, and
community building. The expanding scope of use of social media to today's kids
cannot be overstated. Social networking has grown in popularity among students
in the second cycle over time. It is a means to connect with friends outside of
school as well as those on campus. Many people use social networking to feel
like they are a part of a community. Due to its rising popularity, academics and
economics are debating whether or not students' grades are impacted by how
much time they spend on these websites (Choney, 2010).
Caratiquit (2023) stated that social media addiction significantly influences
academic procrastination. This means that when learners spend too much time
on social media are likely to have academic procrastination. Due to distance
learning and homeschooling, learners are addicted and distracted by social
media. The higher the social media addiction, the higher the tendency of learners
to procrastinate their academic responsibilities in this new normal education.

Additionally, a study on college students' grade point averages (GPAs) by

Karpinski and Duberstein (2009) of Ohio Dominican University found that
individuals who utilize social networks have significantly worse GPAs than those
who do not. They also noted that Facebook continues to be a significant
distraction for the current generation amid the different special diversionary
activities of every single generation. Khan (2009) claims that Facebook users
frequently have poor academic achievement. Similar to this, Englander et al.
(2010) assert that social media has a much bigger impact on students' academic
performance than its benefits do. Internet usage has therefore increased over the
last few of decades as a result of internet addiction. Anand and Nalwa (2008)
stated that internet addicts prioritize utilizing the internet over their personal and
professional obligations. which eventually results in poor performance of the
students.

Khan (2009) claims that Facebook users frequently have poor academic
achievement. Similar to this, Englander et al. (2010) claim that social media has
a negative impact on students' academic performance and may be much more
significant than its benefits. By using synchronous communication programs like
websites and forums, Kubey et al. (2010) found a correlation between poor
educational achievement and internet dependence. According to Jocabsen and
Forste (2011), first-year university students in the US who self-report their GPA
have a negative association with the use of various media, including mobile
phones. Yen at el in Taiwan. According to a 2009 study, there is a link between
respondents' use of mobile devices and their ability to focus on their academic
work. Similar to this, Hong et al. (2012) found a correlation between daily mobile
phone use and a self-reported indicator of educational difficulties among a
sample of university students from Taiwan. Sanchez-Martinz and Otero (2009)
discovered a link between "intensive" cellphone use and instructor failure in a
study of Spanish high school pupils. Nevertheless, additional research such
studies by Ahmed and Qazi (2011), Hanqittai and Hsich (2010), and Pasek and
Hanqittai (2009) on a related issue found no link between social media use and
academic achievement. a research project at that there is no connection between
how much time is spent on social networking sites and grades, according to
research by the Whittemore School of Business and Economics on 1,000 127
students (Martin, 2009). Once more, a 2010 study from the University of
Hampshire found no connection between student use of social media and
academic performance. Ninety percent of teenagers in the US have access to
the Internet, and 75 percent of those teenagers use it frequently, according to a
recent survey (Kist, 2008). Additionally, according to this study's findings, around
half of all teenagers with Internet access are also members of social networking
sites and utilize the Internet to make plans and interact with peers (Kist, 2008).
Social networking sites were used by 16% of all adult internet users (18–29 years
old) in September 2005, but by May 2010 this number had risen to 86%.

Related Studies

An increasing problem, social media addiction is notably prevalent among

students (Yakut & Kuru, 2020; Marengo et al., 2022). Social media offers a
number of benefits, including making it simple for college students to transmit
knowledge and fostering collaborative learning (Adjin-Tettey et al., 2022). Similar
to this, earlier study shows that social media enables quicker sharing of
educational resources by learners. This can help students learn more effectively
when used properly (Okeke & Anierobi, 2020; Adjin-Tettey et al., 2022). An
earlier study found that social media and the internet have a good impact on
students' learning outcomes and social well-being.
 However, several research revealed that students' excessive usage of
social media has a negative effect on a number of different areas of their lives
(Brailovskaia et al., 2021). According to earlier research (Alaika et al., 2020;
Whelan et al., 2020), social media addiction negatively affected students'
academic performance, health, interpersonal relationships, and overall well-
being.

According to Haand and Shuwang (2020), social media addiction can also
lead to poor eating habits, sleep problems, brain drain, depression, and poor
academic performance. Additionally, students felt that they could not control how
much time they spent on social media sites and how much time they spent on
sites for schoolwork.

Internet addiction has also been linked to students' procrastinating on their

academic work (Karatas, 2015; Azizi et al., 2019; Nwosu et al., 2020). A
substantial correlation between internet addiction and academic procrastination
was also found by Hayat et al. (2020) among Shiraz University medical students.
Male students are more likely than female pupils to utilize the internet. According
to Uztermur's (2020) research, social media addiction is positively correlated with
academic procrastination but adversely correlated with academic
accomplishment.

Link

https://files.eric.ed.gov/fulltext/EJ1083595.pdf

https://dergipark.org.tr/en/download/article-file/2202907

https://tojdel.net/journals/tojdel/articles/v08i02/v08i02-03.pdf

https://downloads.hindawi.com/journals/edri/2020/8877712.pdf

https://dergipark.org.tr/en/download/article-file/2202907

References

Caratiquit, L.G. & Caratiquit K. D. (2023) “ Influence of Social Media Addiction on

Academic Achievement in Distance Learning: Intervening Role of Academic
Procrastination”