Factors Affecting the learning of Grades 9 and 10 Students of

Lapogan Integrated School Through Facebook Usage

RESEARCHERS:

RENZ G. VALDEZ

REYNALDO R. BUHANGIN JR.

MARCELINO G. BATINO JR

PEJAY B. TABISAURA
 CHAPTER I

INTRODUCTION

Facebook is a social media. Use to connect people by sharing

massages ,photo d other contents. It can be use for

communication, sharing experiences and interest information

and new business marketing and being part of online

communities

1. through Facebook you can join study groups forums or

educational groups this will help you connect which other

student and teacher who have similar interests or learning

goals you can turn new trough ideas and persprectives from

different people .

2. Facebook will help you also to communicate which other

people.

Facebook has attracted considerable attention among

Researchers. As a social networking site, it offers on online

platform on which user create profiles, generate and share

content and information, and interact which other know and

unknow contacts (Boyd and Ellison,2007). Facebook also has

experienced vast expansion in recent Years, leading to its

extensive use by people from all generations. Its 661.3

million users represent annual growth of 45.2% (inside

Facebook gold, 2011),while its business value has surged to

Us$50billion after an investment by gold man such in early

2011.

lizama 2008), as well as the reason that cause people from all

walks of life and age ranges to join this community or similar

options.
RESEARCH PARADIGM

The flow of the research is illustrated in the paradigm below:

Figure 1

INPUT PROCESS

A. Profile of the
Respondents
 Grade level
 Age Identify the factors
 Gadget’s affecting of Facebook to
Availability the Academic Achievement
 Availability of of the Grades 9 and 10
Network Connection, students of Lapogan
 Time allotted for Integrated School for the
Facebook Usage School Year 2022-2023

B. Facebook Usage

FEEDBACK
Conceptual Framework of the Study

The paradigm of this study (Fig.1) is an illustration of

the Factors Affecting the Academic Achievement of Grades 9 and

10 Students of Lapogan Integrated School Through Facebook

Usage.

The figure presents the Input-Process Model to show the

relationship of the variables. The Input of the research

includes the profile of the respondents, which includes grade

level, age, gadget’s availability, availability of network

connection and time allotted to Facebook Usage.

The process is performed to gather data through

questionnaire to identify the Factors Affecting the Academic

Achievement of Grades 9 and 10 Students of Lapogan Integrated

School Through Facebook Usage.

This will be examined and analyzed to generate valuable

information that will result to awareness and better

understanding of the students.

STATEMENT OF THE PROBLEM

The study aims to identify the Factors Affecting the

Academic Achievement of Grades 9 and 10 Students of Lapogan

Integrated School Through Facebook Usage. Specifically:

1. What is the profile of the respondents in terms of

a. grade level

b. age

c. gadget’s availability

d.availability of network conection,and

e.time allotted for facebook

2. What are the Factors Affecting the Academic Achievement

of Grades 9 and 10 Students of Lapogan Integrated

School Through Facebook Usage?

3. What are possible solutions to address the Factors

Affecting the Academic Achievement of Grades 9 and 10

Students of Lapogan Integrated School Through Facebook

Usage?

4. Is there a significant difference between the Academic

Achievement of Facebook users to those who are not?

HYPOTHESIS

There is no significant difference between the students’

profile and the Factors Affecting the Academic Achievement of

Grades 9 and 10 Students of Lapogan Integrated School Through

Facebook Usage.

SIGNIFICANCE OF THE STUDY

The key purpose of this study is to find out Factors

Affecting the Academic Achievement of Grades 9 and 10 Students

of Lapogan Integrated School Through Facebook Usage.

Moreover, the researcher believes that the fallowing end users

will benefits from this study;

A). Students

The result of the study can give them a clear view of what

they are experiencing as they continue to learn. The

identification of the impact of Facebook usage.

B). teachers

The findings can provide them the information about the

students in learning the English language. The will also help

them in designing and choosing the appropriate Procedures that

will help students address the impact of Facebook usage.

c).Parents

the result of the study can provide them the view of what

their children is undergoing while Facebook usage.

SCOPE AND DELIMITATION

 The Responded of the study are the grade 9 and 10

students of lapogan integrated school for the academic year

2022-2023.

This study is delimited to the variable Facebook usage and

academic achievement of the Respondents.

DEFINITION OF TERMS

The following terms are defined by the researchers for a

clearer comprehension of the study.

 Facebook is a social networking website that was founded

in February 2004 by Harvard University students Chris

Hughes Andrew Mc Collum, Bustin Moscovits Eduardo Saveria

and mark Zuckenbeng.

 Academic Achievement describes academic outcomes that

indicate the extent to which a student has achieve their

learning goals. Academic achievement may refer to

completing educational benchmarks such as a bachelor’s

degree. Academic achievement is often measured through

examinations or continuous assessments.

 CHAPTER II

REVIEW OF RELATED LITERATURE

Borrowed from psychology, flow theory helps assess human–

computer interactions and addresses people’s use of the

Internet. Flow, as defined by Csikszentmihalyi (1977, p36), is

the “holistic sensation that people feel when they act with

total involvement.” It implies absorption in a task, such that

the person is completely attracted by the artifact and the

task being performed. Websites, e-mail tools, and the computer

itself are all artifacts; the tasks

refer to an assignment performed using these tools (Finneran

and Zhang, 2003). Thus Facebook is an artifact, and people

using this network engage in tasks that prompt their flow on

the platform. Novak et al. (1998) also provide an extensive

review of the definition of flow as experienced by people

immersed in a task. Described as total concentration and deep

involvement in the tasks, these activities result in intrinsic

enjoyment, combined with keen

curiosity and pleasure that encourages repetition of the

activity, but also the loss of time and an inability to

control usage or halt the activity.

 Considerations of flow span several contexts, such as

students’ engagement in the classroom (Shernoff et al., 2003),

learning of a foreign language (Egbert, 2004), management of

sports and music leisure activities (Custodero, 2002; Jackson,

1977; O'Neill, 1999a, 1999b;), customers’ online shopping

behavior (Koufaris, 2002; Pace, 2004; Smith and Sivakumar,

2004), people’s behavior and acceptance of messages and

content exchanges online (Lu et al., 2009), and motivation and

creativity (Csikszentmihalyi and Csikszentmihalyi, 1988).

Although the current stream of interactions and content

generated on Facebook are similar to other online and offline

activities, the number of hours that users spend is

increasing, and many people claim to organize their lives

about Facebook. Professionals are creating profiles, updating

messages, and uploading videos to provide fans with

information; fans follow the news on profile pages. People by

nature are curious (Hofstede, 2010), and Facebook also

provides far- reaching information through one interface,

namely, individual “walls.” The flow of information shared on

these “walls” increases with the size of the user’s network

(i.e., number of “friends” and groups). Consequently, a user’s

attraction to and involvement in activities on the social

platform likely means greater concentration and time spent

following updates and news. Information shared also pertains

to all areas of daily life, which makes websites such as

Facebook a mine of information that anyone can explore and

enlarge. Although users experience delight and enjoyment when

interacting with others on these networks and appear to be in

total command of this activity, they may lose control over

other tasks that they are expected to perform. Time flies

while they are absorbed in the joy

and curiosity produced by these websites, and no time or

effort is left to conduct other tasks.

Although the use of social networking platforms is

subject to the persuasive attitude of the social website and

the attitudes of users toward social networking in general

(Fogg and Iizawa, 2008), online behaviors also reflect

personality traits, values, and cultures (Hofstede, 1984). The

way people use online social networks—especially in terms of

their behavioral patterns and attitudes toward information

sharing and privacy—is a direct result of and reflection on

their cultural backgrounds (Kiesler, 1997).

Intellectual capabilities to manage time and process

information also should affect their capacity to benefit from

online activities and restrict their efficiency on any tasks

performed in parallel. Facebook users usually interrupt their

work to visit Facebook profiles, because of the short-term

capacity needed for the working memory process. Unemployed

people might go online to look for job opportunities and end

up interacting on social platforms, ultimately spending much

more time on them than expected. This split attention paid to

multiple tasks causes distraction.

The use of online social networks also varies across

countries, because cultures induce diverse impacts on their

members. Absorption in the social networking activity entails

extended immersion in these websites, enjoyment while

interacting, and curiosity, but people are also temporally

disassociated from their main tasks—whether online or offline—

and lose control over their main activity in favor of chatting

or checking new updates. To observe the effect of Facebook

usage on students’ academic performance, as well as the

preliminary effect of an extensive presence on these networks,

we measure Facebook usage and its impact for students in

Sweden, a European context with a unique study environment and

life settings.
 CHAPTER III

This chapter presents the procedures and methodologies used in

the study. The research design, respondents, sampling

procedures, research locale, and instruments used, data

collection procedures and the statistical treatment of data

are discussed in this chapter.

1. Methods of Research

This research is a descriptive study. The method used to the

Impact gather information about the respondents' Factors

Affecting the Academic Achievement of Grades 9 and 10 Students

of Lapogan Integrated School Through Facebook Usage.in Modular

Distance Learning was Survey Method.

A descriptive study is valuable in providing essential

knowledge about the nature of objects and persons and it

provides a closer observation of practices, behavior, methods,

and procedures (Calmorin & Calmorin, 2007). The descriptive

survey method was used in this study. It refers to the method

of gathering data through asking the same set of questions

(often prepared in the form of written questionnaire or

ability test) of a group of individuals either by mail, by

telephone, or in person. In this study, the researcher used

the google form for those who were able to answer through the

app while a printed set of the same questionnaire were given

for those who were unable to answer using the form. The

researcher asked the respondents to answer the survey

questionnaire for the gathered data used in the study.

2. Respondents of the Study

The respondents of this study were the two sixty two (62)

Grades 9 to 10 Junior high school students of Lapogan

Integrated School (LIS) for the School Year 2021-2022, taking

100% population of the class. They are all Filipino students

studying English as a second language. These 62 students

answered the questionnaire on the Factors Affecting the

Academic Achievement of Grades 9 and 10 Students of Lapogan

Integrated School Through Facebook Usage. The crafted

questionnaire consisted of eight items

4. Data gathering procedures

The researcher sought permission to the school head of Lapogan

Integrated School to let her conduct the study in the school.

In order for the researcher to gather the data needed, the

following procedures were done:

1. First, the researcher asked the respondents to answer the

questionnaire about the Factors Affecting the Academic

Achievement of Grades 9 and 10 Students of Lapogan Integrated

School Through Facebook Usage.

2. Next, the researcher explained that their answers depict

how they strongly agree or disagree with each of the

statement. The response points is based on the following five

(5) point scale:

4.1-5 strongly agree

2.1-3- Neutral

3.1-4-Agree

1.1-2- Disagree

0.01-1- Strongly Disagree

3. Then, the researcher explained to the respondents that

there should only be one answer in each item in the

questionnaire.

4. Statistical Tools
The collected responses were tabulated by the researcher and

underwent statistical treatment for data analysis. The

following were the statistical tools used in the study:

A. Descriptive Statistics

1. Frequency and Percentage Profile of the respondents,

percentage and frequency count was used. The formula is:

P= f/n x 100

where P Percentage f = Frequency n = Total Number of

Respondents the Factors Affecting the Academic Achievement of

Grades 9 and 10 Students of Lapogan Integrated School Through

Facebook Usage.

Sometimes, each individual score has different levels of

significance, or weights, and you are asked to get the mean.

In this case, you have to specifically obtain the weighted

mean, which can be determined by dividing the sum of the

products and the weight by the total weight thus,

Σ x i wi
Weighted mean=
Σ wi

Where x, gives the individual score and w, the

corresponding weight of each score.

 CHAPTER IV

This chapter presents the analysis and interpretation of

data gathered made by the researcher employing the literature

discussed earlier to enrich the discussion.

TABLE 1

AGE FREQUENCY PERCENTAGE

14 15 24%

15 27 44%

16 15 24%

17 4 6%

18 1 2%

N=62 100%

The table 1 shows that out of 62 respondents 15 students

equivalent to 24% age of 14, 27 students equivalent to 44% age

of 15, 15 students equivalent to 24% age of 16, 4 students

equivalent to 6% age of 17, and 1 student equivalent to 2% age

of 18.

TABLE 2

Gadgets Frequency Percentage

I have a gadgets 59 95%

I do not 3 5%

N=62 T=100%

Table 2 illustrates the number of student who have

gadgets it shows that out of 62 students of Grade 9 and Grade

10 , 59 of then have gadgets and 3 of them do not have

gadgets.

TABLE 3

Internet Frequency Percentage

connectivity

I have a reliable 53 85%

access to internet

I do not have 9 15%

access to internet

N=62 100%

Table 3 the table 3 presents that interms of Internet

Connectivity , 85% of the respondents have a reliable access

to the internet and 15% of them not have an access

TABLE 4

Time Frequency Percentage

Les than an hours 10 16%

1-2 hours 20 32%

3-4 hours 18 29%

5-6 hours 9 15%

7-8 hours 5 8%

N=62 100%

Table 4 The table 4 gives information on the time used by

students in using browsing Facebook, It shows that 32 % have

1-2 hours 19% have 5-6 hours , 19 % have less than an hours

and 5 % have 7-8 hours.

Table 5.

Statement Weighted

Mean

1.Facebook help me with the activities I have for 12.93

school.

2.Whenever I use Facebook, I usually get higher scores 11.66

at my exams.

3.I use Facebook as my substitute mode for 13.73

communication.

4. I learn better when I am using Facebook. 11.86

5.My friends and I use Facebook in learning our 12.33

lessons.

6.Some of my assignment our base from answer. 9.13

7.Facebook as helped me become an academic achiever. 9.73

8.I usually get falling grades when I spent a lot of 9.93

time in using Facebook

Based from the results, it is clear that there are 3 factors

that weighted the highest mean. Sentence 3 which weighted

13.73, Sentence 1 with 12.93, and sentence 5 with 12. 33.

Therefore, these are the factors that possibly affects the

academic achievement of Grades 9 and 10 through the use of

Facebook.

CHAPTER V

Conclusion

Based on the result of the study the Factors that

Facebook has brought to the respondents helps them in their

academic achievement since they utilize Facebook more for

their learning rather than for leisure.

Recommendation

Based from the results, the researchers suggest that;

1. The school and/or the teachers may create a Facebook page

where lessons can be posted and students get updated of

the lessons. However, it must be properly done with

consideration and respect to data privacy act,

2. A scheduled time for Facebook usage may be allowed if the

need for additional activities.