CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Introduction

The researcher used a quantitative, descriptive research approach to assess Facebook's possible

direct impact on Grade 11 students' academic performance and study habits. Structured data

collection with the goal of determining:

• The average amount of time Grade 11 students spend per day on Facebook

• The impact of Facebook (positive or negative) on academic performances of Grade 11

students

In chapter three, we discussed the data collecting and analysis methods. The research findings

are discussed in this chapter. The findings were used to develop recommendations for students,

parents, educators, and policymakers on how to deal with Facebook's impact on academic

achievement and study habits.

Research results

Table 1. the average amount of time Grade 11 students spend on Facebook per day

Less than 30 minutes 1-2 hours 2-3 hours More than

30 minutes to 1 hour 3 hours
Total

The average
amount of time
Grade 11 students 15 30 26 42 63 176
spend per day on
Facebook
 The data presented provides an overview of the distribution of Facebook usage among

Grade 11 students in terms of the time spent on the platform per day. By analyzing the numbers,

we can gain insights into the frequency and extent of Facebook engagement among the

participants. Here's an interpretation of the data:

1. Less than 30 minutes per day: It is observed that 15 out of the total 181 Grade 11 students (8.3%)

spend less than 30 minutes per day on Facebook. This suggests that a small proportion of students

have limited engagement with the platform, possibly indicating a lower likelihood of it

significantly affecting their academic performance and study habits.

2. 30 minutes to 1 hour per day: Among the participants, 30 students (16.6%) spend between 30

minutes and 1 hour per day on Facebook. This group represents a slightly higher proportion,

indicating a moderate level of Facebook usage. While still within a relatively manageable

timeframe, this group may experience some impact on their academic performance and study

habits, although the extent of it would require further analysis.

3. 1-2 hours per day: The data shows that 26 students (14.4%) spend 1-2 hours per day on

Facebook. This group represents a significant portion, indicating a substantial amount of time spent

on the platform. With increased engagement, there is a higher likelihood that these students may

face distractions and potential negative impacts on their academic performance and study habits.

4. 2-3 hours per day: Among the participants, 42 students (23.2%) spend 2-3 hours per day on

Facebook. This group represents a larger proportion, indicating a considerable amount of time

dedicated to the platform. It is likely that these students face increased distractions and a greater

potential for Facebook's impact on their academic performance and study habits.
 5. More than 3 hours per day: The largest group identified in the data consists of 63 students

(34.8%) who spend more than 3 hours per day on Facebook. This group represents a significant

portion of the sample, indicating a substantial time investment in the platform. Students who spend

this much time on Facebook are more likely to experience pronounced distractions and negative

impacts on their academic performance and study habits.

Overall, the data highlights a wide range of Facebook usage among Grade 11 students in

Calubian National High School. It suggests that a significant proportion of students spend a

considerable amount of time on the platform, which may have implications for their academic

performance and study habits. Further analysis and exploration of the relationship between

Facebook usage and academic outcomes would be valuable to understand the specific impact more

comprehensively.

Table 1. the average amount of time Grade 11 students spend on Facebook per day

Positive Negative

The impact of
Facebook on academic
performances of Grade 94 82
11 students

The findings of our study suggest that Grade 11 students at Calubian National High School

have varying perceptions about the impact of Facebook on their academic performance. Out of the

94 students surveyed, a majority of 54.3% (n = 94) reported that Facebook has a positive effect on

their academic performance. On the other hand, 45.7% (n = 82) of the respondents believed that

Facebook has a negative impact on their academic performance.

 The fact that a significant number of students perceive Facebook as having a positive

impact on their academic performance may indicate that they utilize the platform in a productive

and beneficial manner. This positive perception could be attributed to the availability of

educational resources, study groups, and online communities related to their academic interests

that are accessible through Facebook. These students may have developed effective strategies to

balance their social media use with their academic responsibilities, using Facebook as a tool for

research, collaboration, and communication related to their studies.

Conversely, the 45.7% of students who expressed a negative perception regarding the

impact of Facebook on their academic performance suggest that they may experience challenges

or distractions while using the platform. Factors such as excessive time spent on non-academic

activities, frequent notifications, or engaging in unproductive discussions or content consumption

on Facebook could contribute to this negative perception. These students may find it difficult to

manage their time effectively or may struggle with self-regulation when it comes to their social

media usage, leading to a negative impact on their academic performance.