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Impact of Social Media on the Mental Health and Well-being of

Students

CHAPTER 1

THE PROBLEM

Introduction

Social media can serve multiple purposes, for example providing a need
in several areas such as communication, entertainment, and/or
occupation (Clemmitt, 2013). However, with the increase in social media
use, individuals have been impacted in various ways, including financial,
behavioral, and personal mental health (Lenhart, 2018). Further
research on the impact of social media use on an individual’s overall
mental health is only going to become more relevant due amount of use
and the number of areas social media can have influence on an
individual’slife(Clemmitt,2013).
In Casisang Senior High School, students commonly use social
media for fun and habits, but as the internet expands, it makes students
more susceptible to bullying and mental health problems. As we've
noticed in some students in, many are stressed out in social media like
Facebook because, mostly in Facebook, there is some cyberbullying
happening that makes some students feel unsatisfied with themselves,
causing them insecurity, anxiety, depression, and other mental health
problems that impact their social lives. The absence of any previous
research on the perceived impact of social media on socialdevelopment
among students in public schools in CSHS, this study serves asthe basis
from which to examine the type of social media used, its frequency, the
motivation for social media use, and the effect of social media on
students’ social development.

According to Samantha Ford(2021) Over the past two decades, the use of
social media has drastically increased among all age groups, especially
young adults. It is estimated that 90% of teenagers from ages thirteen to
seventeen years old are using social media, 71% of which use more than
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one form of social media (Lenhart, 2015; RSPH, 2017). During this same
time, there has also been a dramatic increase in mental health issues
among youth such as depression and anxiety.
Moreover, Sharma & Shukla (2016) have argued that young people
engage in social media because this dynamic and busy world does not
allow people to physically stay in touch. Ajayi (1995) further argues that,
for many people, social media use is a way of dealing with a society
where spending time with humans is less valued than time with
technology. Others have supported the view that for students, unversity
life can be a stressful owing to the demanding school work and exams
(Tandoc, Ferrucci & Duffy, 2015) so social media use serves to reduce
tension. It is expected that college students would be heavy social media
users bacause students are far away from home, are free from parental
home supervision (Arnett, 2007). Additionally, adolescents frequently use
social media because they have reached a stage in life when they spend
most of their leisure time alone (Larson, 1990) and they are also at a
stage in life when they are trying to develop their identity (Arnett, 2007).
All the reasons reviewed above are consistent with the Uses and
gratifications paradigm which explains the reasons for people’s
preference for a specific communication media over the other as
proposed by Katz (1959).

The objective of our research in Caisang Senior High School is that we

noticed that lots of young students are always on their phones,not only
the CSHS students but also in other schools. As we study the impact of
social media on the mental health and well-being of CSHS students,we
will also know what factors contribute to depression and
anxietythathavebeen caused bysocialmedia.

The purpose of this study is to investigate the impact of social media on

student’s social life.

Conceptual Framework

INPUT PROCESS OUTPUT

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1. Level of brain
output language skill
of the Participant
1.1 Reading
1.2 Writing Improvement of brain
Pre-test and Post-test
output language skill
2. Effect of (reading and writing)
Instrumental music in through a training
the brain output design support.
language skill of the Interview
Participants
2.1 Vocabulary
2.2 Grammar
2.3 Comprehension

Figure 1. Conceptual Framework on the Effect of Instrumental Music on the

Brain Output Language Skills among Frustrated Readers

Statement of the Problem

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The researcher seeks to determine the effect of integrating

instrumental music on the brain output language skills of Frustrated

readers. This study aims to answer the following questions:

1. What is the level of brain output language skill of the Frustrated

readers in terms of:

1.1 Reading

1.2 Writing

2. What is the effect of instrumental music in the brain output

skills of the Frustrated readers on the following aspects:

2.1 Vocabulary

2.2 Grammar

2.3 Comprehension

3. What training design can be developed to improve the brain

output language skill of Frustrated readers?

Scope and Limitation of the Study

The study focused on the effect of instrumental music in the brain

output language skills of the identified Frustrated readers in Casisang

Senior High School with an objective of evaluating their level in reading

and writing language skills and know if there is an improvement of the

specific skill upon integrating instrumental music in the process. The

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study also aims to help in the progress in the brain output language skill

of the research participants through a training design support.

The study will be conducted in Casisang Senior High School, Purok

6, Casisang, Malaybalay City, Bukidnon located behind the Department

of Education – Division of Malaybalay City.

There are identified twenty-one (21) Grade 12 frustrated readers

based on the data gathered by the School Reading Coordinator last

school year, 2019-2020.

The study will use a piano music without song lyrics during their

pre-test and post-test. The researcher will gather the data, tally the

scores in the pre-test and the post-test evaluation. Then, interview to the

participants will follow after the score is gathered. This will be for

checking evaluation to see if there is an improvement on the brain

output language skill of the readers and seek to develop a training design

to help aid the gap of comprehension, reading and written

communication level, and the language skill in general.

Significance of the Study

The study is beneficial to the following:

To the learners of Casisang Senior High School. The study will be a

great help to the readers in any specific communication level whether

reading or writing. This can help them think of a strategy in learning

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reading and writing, thus improving their comprehension, vocabulary,

and grammar communication areas.

To the English teachers of Casisang Senior High School. The study

may help seek strategy and improve creative methods to aid the problem

of Frustration type of readers, just like using instrumental music in one

of the areas in the lesson plan.

To the School Reading Coordinator. The study may enhance

creativity in getting the learners’, who are the reader recipients,

motivation in reading and writing, hence help them improve the brain

output language skills and make progress in the cognitive area.

To the Future Researchers. This study may become a tool to aid

the gap of comprehension and improve brain output language skills of

every learner and may be used as basis for their study.

Definition of Terms

To understand more about the study, the following are the

important terms coined in this paper.

Instrumental Music. In this study, this is the type of music to integrate

in showing the improvement of the cognitive ability of the readers,

specifically on the brain output language skill.

Brain output language skill. In this study, this is defined as the reading

and writing communication skill in English.

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Frustrated Readers. In this study, these are the type of readers who still

needs assistance in reading and comprehension.

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

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This chapter contains all related literature and studies about

music and the brain output language skills which are reading and

writing. It contains the different conceptual literature, journal and

articles, and related studies in line with instrumental music and its effect

to the language skills.

Related Literature

Different studies have shown that listening to music impacts the

brain’s development in learning, and it positively affects an individual’s

ability to not only learn but also his attitude and health (Badarne, 2014).

Accordingly, music inspires both the left and the right side of the brain

which helps in musical and emotional responses. Badarne (2014)

discussed in his journal entitled “The Impact of Music upon Attention,

Attitude, and Motivation” that background music is used to stimulate

internal processing, facilitate creativity, and encourage personal

reflection. He deliberated further that playing reflective music, such as

solo piano in either classical or contemporary styles, as students are

writing or journaling, holds attention for longer periods of time than

without music. In other words, music expresses inner ideals, feelings,

and thoughts and develops both musical and cognitive intelligence.

Hence, as observed with students, writing allows them to express how

they feel at any circumstance.

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Settled with Shelly Cooper’s (2010) thoughts on songs and stories,

she shared in her article on “Lighting Up the Brain with Songs and

Stories” that both song and stories have a strong relationship to each

other and that these two have the capacity to boost brain development,

increase vocabulary, and promote future academic success. She added

that sounds and foundational structures of reading and singing provide

children with successful pathways for advancing their language skills,

increasing their memory, and promoting their literacy. Accordingly, both

songs and stories provide opportunities for lighting up the brain. Thus,

the researcher cannot agree more on Cooper’s words for evidently songs

and stories are a tool for the child’s growth and development may it be

on the aspect on emotional, physical, or cognitive advanced of a person.

Related Studies

Discussions under effects of music to the communication skill in

general were being scrutinized by different authors and studied with

varieties of concerns. As Veronika (2007) appealed to the importance of

songs in language teaching in the classroom, she conferred that songs

accordingly have a place in the classroom for helping create a friendly

and co-operative atmosphere for language teaching. On that account,

songs do positively influence learners’ long and short-term memory.

Moreover, in the Music Enhance Learning study of Campabello

et.al (2002) they described music as a strategy that positively affects the
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student’s improvement in their recall and memory. Consequently, a

review of songs as a help in phonemic training, mnemonics, etc.

increased the student’s memory. As it said, brain studies indicate that

exposure to music altars and increases brain function make the

necessary connections for higher order thinking. Though they found out

in the study that music has been long overlooked as a strategy in the

language teaching, they still refer to Howard Gardner’s (1997) writings

that music might be a special intelligence which should be viewed

differently from other intelligences. Additionally, it was discussed in the

paper that music intelligence probably carries more emotional, spiritual,

and cultural weight than the other intelligences, hence approved by the

words of Gardner (1997). In addition to their problem discussed in the

study, they stipulated in writing that the problem of overlooking this

powerful tool of music is often due to the teachers’ lack of musical

training and a belief that music is a “filler” or “fluff” that can be added if

there is time in the discussion. They further added that instead of using

music as an alternative method or an enhancement to traditional

teaching methods for skill and fact retention, it is used now as a reward

with little or no educational link at all. As observed, music has been long

neglected as part of a strategy to use in the language teaching method,

but in the P.E. class. However, with the earlier problems they found,

Campabello et.al (2002) proceed with using music as an intervention and

saw positive results in the emotional connection for both initial learning
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and recall of facts introduced with music, hence concluded that music

definitely enhances learning as they see an improvement of the

participants’ test scores.

According to Razmjoo (2012), there is a relation between linguistics

and musicology as songs have both the communicative feature of

language and the entertaining feature of music. Songs, as it said, have

rhythmic and melodic content representing a specific form of

communication in a linguistic sense. Furthermore, Murphey (1992) cited

that songs can improve young learners listening, pronunciation, and

speaking skills as well as their grammar, wherefore songs is considered

an active learning strategy that proves effective in language teaching.

Regardless of types of music and its genres, this do play an

important part of a person’s ability in learning. Relating to the

researchers’ say about music and intelligence, research shows evidently

that the elements of rhythm and melody helps the human’s brain form

patterns that enhances and improves memory; also, attention and focus

can be a part of it. Instrumental music, a song without lyrics, can

approve to this for it can help a reader and a writer focus to these skills

without distraction. Delgado’17 (2016) shared on his cite about the

benefits of instrumental music that listening to music improves studying.

He further conferred that this type of music helps learners to not be

distracted from studying. One important key there, as he stated, is to

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find the type of music that helps you relax, but at the same time, not

zone out. Also, instrumental music can help relieve stress and anxiety:

this basically hit the health benefit of music.

Withal, in the case of writing, instrumental music can help a

person think well and that it will not distract their thoughts as there is

no background lyrics disturbing in their minds, hence there is a

complete focus onto what they are writing and thinking. On the other

hand, in the case of reading, instrumental music will help deepen the

reading experience as hearing a soundtrack with painting a picture in

their minds about what they are reading can be interrelated and can be

vividly visualized and comprehended.

There are more studies that links to music and the brain output

language skills which are reading and writing. Brain output language

skills was termed by Haroun (2019) in his educational cite discussion

entitled “Language Skills” where he deliberated the fours skills of

language learning: listening and speaking (brain input skills) and reading

and writing (brain output skills). With various concerns about music and

these language skills, Hsueh-Chao & Nation et.al. (2000) pondered that

there is a strong connection between vocabulary and reading

comprehension where music can play a very important role in the

development as it was shared by Arzu (2018) on his study on “The Effect

of Instrumental Music and Songs in Vocabulary Learning, Reading

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Comprehension and Motivation in English as a Foreign Language: A

Quasi-Experimental Study with Turkish High School Students”. Arzu

(2018) reflected that music brings a pivotal role in vocabulary recall as

Stansell (2005), one of the authors Arzu cited on his paper, stated that

when foreign language teachers shape the comprehensible language

input with musical lessons, they can anticipate higher levels of

motivation and a good grasp of vocabulary from learners. Moreover, it

was discussed that music and songs expand working memory capacity

while providing a constructed context for long-term vocabulary recall. In

this context, music, may it be instrumental or songs, has been observed

to play a significant part in the language learning (Gamage &

Premarathne, 2013). In other studies cited by Arzu (2018), there are

evidence that music exposure is associated with improvements in more

than one domain of English proficiency, for instance, the grammar and

vocabulary (Gamage & Premarathne (2013), suprasegmental features

(Lems, 2001), pronunciation and phonology (Schon et al., 2008),

vocabulary (Limbong, 2012), and text recall (Salcedo, 2010).

Furthermore, Cardarelli (1979) detailed that music increases students’

mental imagery and should be used in conjunction with creative writing

assignments: and this was agreed by Koppelman, D. et.al (1995) in his

study on “The Effect of Music on Children’s Writing Content” where he

expressed that music does affect student reading and writing

performance.
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Concerned by the Frustrated level of readers in the Senior High

School department, the researcher believed that music is a way that can

help improve and advanced learners’ level of reading and writing

communication skills linked by these various researchers and authors

regarding their discussions about music, language, communication

skills, and intelligence. As students’ love of music, this can be a great

strategy to impart in helping the learners progress in their brain output

skills and cognitive ability, hence motivation in learning should be

supported.
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CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the research design, research locale,

research participants, data gathering procedure, and data analysis of the

study.

Research Design

The method use in the research is mixed-method research design.

Mixed method research is an approach to inquiry that combines or

associates both qualitative and quantitative forms. Hence, this involves

collecting and analyzing qualitative and quantitative data.

Research Locale

The locale of the study is in Casisang Senior High School, Purok 6,

Casisang, Malayabaly City, Bukidnon located behind the Department of

Education – Division of Malaybalay City.

Research Participants

The participants of the study are the Grade 12 identified twenty-one (21)

Frustration level of readers from last school year 2019-2020 data.

Data Gathering Procedure

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In the administration of data gathering procedure, the researcher will

give a pre-test and post-test evaluation to the students as part of

checking their comprehension on the story read. During the reading

session, the students will hear a background instrumental music as part

of the evaluation. Interview of the participants will follow the procedure

through a researcher-made questionnaire. Also, the letter of consent

address to the participants and parents were made to determine the

exact information for the data analysis.

Data Analysis

Based on the objectives of the study, the data will be gathered using pre-

test and post-test evaluation and researcher-made questionnaire for the

interview questions. The result of the interview with the participants will

be examined in terms of quality, value, aspect, and form so as the

research question mentioned earlier in the study.

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BIBLIOGRAPHY

Journal Article

Badarne B. (2014). The Impact of Music Upon Attention, Attitude and

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https://ibn.idsi.md/ro/vizualizare_articol/31095
Cardarelli, A. (1979). Twenty-one ways to Use Music in Teaching the
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Evansville. (ERIC Document Reproduction Services No. ED 170 992).
Limbong, R. (2012). Enriching students’ vocabulary using English pop
songs. JET (Journal of English Teaching), 2(3), 223-237.
Salcedo, C.S. (2010). The Effects of Songs in the Foreign Language
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Published Thesis

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