You are on page 1of 64

“FACEBOOK USAGE EFFECTS TO THE ACADEMIC PERFORMANCE OF

SELECTED GRADE 12 STEM STUDENTS IN CITI GLOBAL COLLEGE


AT SANTA ROSA CAMPUS AY: 2022-2023”

A Research Project presented to the Faculty of Senior High School


CITI GLOBAL COLLEGE, SANTA ROSA BRANCH
City of Santa Rosa, Laguna

In Partial Fulfilment of the Requirements


For Subject of Research in Daily Life II

By:

Abias, Johnlester L.

Arellano, Ashanti Antonne Ella A.

Bernal, Karel B.

Caraig, Andrei I.

Cobo, Maria Elvisa D.

Euden, Nelmhar B.

Paghubasan, Nichol B.

Peralta, Margaret C.

Roque, Lovely D.

April 2023

i
APPROVAL SHEET

In partial fulfilment of the requirements for subject of Research in Daily Life II in CITI Global
College Santa Rosa Branch, this thesis “FACEBOOK USAGE EFFECTS TO THE
ACADEMIC PERFORMANCE OF SELECTED GRADE 12 STEM STUDENTS IN CITI
GLOBAL COLLEGE AT SANTA ROSA CAMPUS AY: 2022-2023” prepared and
submitted by Abias, Johnlester L., Arellano, Ashanti Antonne Ella A., Bernal, Karel B., Caraig,
Andrei I., Cobo, Marisa Elvisa D., Euden, Nelmhar B., Paghubasan, Nichol B., Peralta, Margaret
C., Roque, Lovely D., in partial fulfilment of the requirements for subject of Research in Daily
Life II in CITI Global College, has been approved and recommend for final draft.

JOHN MARION G. CASTILLO, LPT


Adviser

PANEL OF EXAMINERS
Approved by the committee on Oral Examination with a grade of on April 2023

CHITO S. ABAD AILEEN B. GORIMBAO


Member Member
JOHN MARION G. CASTILLO, LPT
Member

Accepted and approved in partial fulfilment of the requirements for subject of Research in Daily
Life II.

EDWIN C. BURAGA, PH. D


PRINCIPAL

ii
ACKNOWLEDGEMENT

The researchers would like to extend their heartfelt gratitude to the following individuals
for their unwavering support and assistance in completing this research.

To Our Admin, Ms. Joy P. Destacamento, LPT, for approving our letter and letting us
to conduct our study in our school.

To Our teacher, Ms. Gee Ann R. Lirio, LPT, for correcting our grammatical errors,
constructing sentence and for giving us ideas for the improvement of this study.

To Our Math Teacher, for helping us in solving the problems in Chapter IV.

To Our Adviser, Mr. John Marion G. Castillo, LPT, for his constructive criticism,
patience in checking, untiring effort in sharing us new ideas to make this study a success.

To Our Thesis Instructor, Mr. John Joseph S. Carrera, for his time and leading us to
the advancement of all suspects of the study.

To Ms. Gee Ann R. Lirio, for validating our survey questionnaire.

To all Grade 12 STEM students in CITI Global College Santa Rosa Branch for their
acceptance and willingness to cooperate with the researchers gathering and data needed in their
study.

To all classmates and friends of the researchers who motivated and encourage them
more to continue this study. Especially the cooperation of the researchers itself.

iii
Foremost, the researchers would like to extend their deepest appreciation to their family
who supports them in financial aspects in order to complete this research. To their parents, Mr.
and Mrs. Abias, Mr. and Mrs. Arellano, Mr. and Mrs. Bernal, Mr. and Mrs. Caraig, Mr.
and Mrs. Cobo, Mr. and Mrs. Euden, Mr. and Mrs. Paghubasan, Mr. and Mrs. Peralta,
Mr. and Mrs. Roque for exhaustible support and understanding.

Most of all, to the Almighty God who served as a great leader, guide as well as
instructor, and provider for our needs, for giving us high hopes. Without him this research would
not be possible.

It was really wonderful to have all your support during the process of completing this
research. Thank You.

The Researchers

ABIAS, JOHNLESTER L.

ARELLANO, ASHANTI ANTONNE ELLA A.

BERNAL, KAREL B.

CARAIG, ANDREI I.

COBO, MARIA ELVISA D.

EUDEN, NELMHAR B.

PAGHUBASAN, NICHOL B.

PERALTA, MARGARET C.

ROQUE, LOVELY D.

iv
DEDICATION

The researcher wholeheartedly dedicated this study to our Almighty God.

The researcher’s cherished family.

Their supporting friends,

Their adviser, Mr. John Marion G. Castillo, LPT,

Their research instructor, Mr. John Joseph S. Carrera,

Their school admin, Ms. Joy P. Destacamento

Their panelist, Mr. Chito S. Abad,LPT, Mr. John Marion G. Castillo, LPT, Ms.

Aileen B. Gorimbao, LPT

And other people who have been part of this,

Thank you for giving us all things that we needed to complete this study.

v
CERTIFICATE OF ORIGINALITY

This is to certify that the research project titled “FACEBOOK USAGE EFFECTS TO THE
ACADEMIC PERFORMANCE OF SELECTED GRADE 12 STEM STUDENTS IN CITI
GLOBAL COLLEGE AT SANTA ROSA CAMPUS AY: 2022-2023” prepared and
submitted by Abias, Johnlester L., Arellano, Ashanti Antonne Ella A., Bernal, Karel B., Caraig,
Andrei I., Cobo, Marisa Elvisa D., Euden, Nelmhar B., Paghubasan, Nichol B., Peralta, Margaret
C., Roque, Lovely D., in partial fulfilment of the requirements for the Senior High School of
Grade 12 Science, Technology, Engineering, and Math Strand Students for subject of Research
in Daily Life II in CITI Global College Santa Rosa Campus. This is the outcome of the original
research work and contributions by the researchers. The work embodied in this research has not
formed earlier for the basis of the award of any degree or compatible body or university to the
best of knowledge and belief.

JOHN MARION G. CASTILLO


Adviser

RESEARCHERS

Abias, Johnlester L.

Arellano, Ashanti Antonne Ella A.

Bernal, Karel B.

Caraig, Andrei I.

Cobo, Maria Elvisa D.

Euden, Nelmhar B.

Paghubasan, Nichol B.

Peralta, Margaret C.

Roque, Lovely D.

vi
EDITOR’S CERTIFICATION

This is to certify that this research project titled “FACEBOOK USAGE EFFECTS TO
THE ACADEMIC PERFORMANCE OF SELECTED GRADE 12 STEM STUDENTS IN
CITI GLOBAL COLLEGE AT SANTA ROSA CAMPUS AY: 2022-2023” prepared and
submitted by Abias, Johnlester L., Arellano, Ashanti Antonne Ella A., Bernal, Karel B., Caraig,
Andrei I., Cobo, Maria Elvisa D., Euden, Nelmhar B., Paghubasan, Nichol B., Peralta, Margaret
C., Roque, Lovely D., has been edited by the undersigned as partial fulfilment of the requirement
for the Senior High School of Grade 12 Science, Technology, Engineering, and Math Strand
Students for subject of Research in Daily Life II.

GEE ANN R. LIRIO


Language Editor

vii
ABSTRACT

The study was focused on the effects of Facebook usage on the academic performance of

selected grade twelve students from CITI Global College in the academic year 2022-2023. The

50 respondents that came from three sections of STEM Strand were selected using simple

random sampling technique. The study used were descriptive type of research. This study

method is used to gather information in which is appropriate to cope with the present existence

condition. This method aims to describe the nature of the situation as it's existed at the time of

the study and explain the causes of the phenomena.

The respondents of this were selected grade 12 STEM student from CTTI Global College

Sta Rosa Campus. The respondents were chosen randomly. The respondents were provided by

standardized survey questionnaire to assess the effects of Facebook usage to the academic

performance of the students.

Statement of the Problem. This study aimed determine if the Facebook usage can affect

the academic performance of the Senior High School Students in CITI Global College Sta. Rosa

Campus. Specifically, this study seeks to answer the following questions:

(1) What is the profile of Grade 12 STEM Students in terms of; a. name (optional), b. sex,

c. grade section. (2) How frequently do Grade 12 STEM Students use Facebook? (3) How

does social media, Facebook, really affect the Academic Performance of the Grade 12

STEM Students?

viii
There is significant relationship between the usage of Facebook and academic performance

The findings of the study highlighted that the Facebook usage has significant relationship with

the academic performance of selected Senior High School in CITI Global College at Santa Rosa

Campus.

ix
TABLE OF CONTENTS
PRELIMINARIES

Title Page
i
Approval
ii
Acknowledgement
iii
Dedication v

Certificate of Originality vi

Editor’s Certification vii

Abstract viii

Table of Contents x

CHAPTER I: THE PROBLEM AND ITS BACKGROUND

Introduction and Background of the Study

1
Statement of the Problem

3
Hypothesis

3
Null Hypothesis

3
Alternative Hypothesis
4
Significance of the Study
4
Scope and Delimitation
5
Conceptual Framework
5

x
Theoretical Framework
6

Definition of Terms
7

CHAPTER II: REVIEW OF RELATED LITERATURE

Foreign Literature and Studies 8

Local Literature and Studies 11

Synthesis
13

CHAPTER III: RESEARCH METHODOLOGY

15
Research Design

Research Local 16

Population and Sample


16
Respondents of the Study

17
Instrumentation

Research Method and Technique Used 17

Statistical Treatment
17

xi
CHAPTER IV: PRESENTATION, ANALYSIS, AND INTERPRETATION

OF DATA

Table 1.1 Table and Frequency of the Grade Section of the respondents 20

Table 1.2 General Weighted Mid-Term Average A.Y. 2022-2023 22

Table 2.1 Status of Frequency 22

Table 2.2 Status of Facebook Usage


24
Table 2.3 Status of Time Management
25
Table 3. The relationship between Frequency and Facebook Usage
26
Table 4. The relationship between Time Management and Facebook Usage

Table 5 The relationship between the effects of Facebook Usage to the 27

Academic Performance 28

CHAPTER V: SUMMARY OF FINDINGS, CONCLUSIONS, AND


RECOMMENDATION

Summary of Findings 29

Conclusion 30

Recommendation 30

BIBLIOGRAPHY 32

APPENDICES

Appendix A. Letter to the Principal 35

Appendix B. Validation of Questionnaires 37

xii
Appendix C. Survey Questionnaires 39

CURRICULUM VITAE 42

xiii
CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Technology significantly influences life and modifies behaviors. The social


media platform is made up of several social media websites and applications that allow users to
upload, post, remark, or engage in other forms of communication with a large audience.
Additionally, sharing information and some hobbies through communication is helpful. Through
an internet platform, Facebook serves as a social media network that links individuals. Facebook
users can participate in discussions and contribute ideas by posting content such as text status
updates, pictures, videos, and external links from other websites like blogs. The most well-
known and commonly utilized platform is still Facebook. With 2.91 billion Monthly Active
Users as of 2023, Facebook will continue to dominate the social media landscape (MAUs).
Multiple studies demonstrate that excessive Facebook use causes addictive behavior, especially
in the younger generation, as Facebook is still the most widely used online social network. In
order to better understand how Facebook addiction and self-esteem affect students' academic
performance, this study will examine these issues. Only a small percentage of students (5%)
acknowledged using Facebook for academic purposes. The majority of students (84.1%) used
Facebook every day, however 44.9% of them only used it for a short time each day (Sangharshila
Basnet, 2016). Facebook has a significant impact on people's lives in many ways, including how
it affects students' academic performance, the goal of this study, its context, and how it became
relevant to students in terms of academic performance.

Since internet access has become widespread, spending time on social media platforms
has incorporated into people's daily lives. Facebook use can help students build and preserve
their social capital, which can positively impact their lives (Ellison, Steinfield, & Lampe, 2007).
Facebook's potential for addiction, particularly among young people, is causing considerable
concern, though. Facebook addiction, also known as Facebook intrusion and problematic

1
Facebook use, is defined as an unhealthy attachment to Facebook that has a negative influence
on day-to-day activities (Elphinston & Noller, 2018). Facebook affects students’ academic
performance because of the extensive use of Facebook or the Internet for amusement may
change students' regular reading, writing, and attention patterns that are necessary to complete
academic activities. It is known as academic distraction, and it might eventually have a negative
impact on academic progress. Due to the potential for changing regular reading, writing, and
attention routines, frequent use of Facebook or the Internet for entertainment may have an impact
on students' academic performance. It is referred to as academic distraction, and it could
potentially harm academic achievement. Due to their itinerant lifestyles, students find Facebook
to be a very helpful tool for organizing and leading social gatherings. As they adopt mobile
technologies that allow them to join online social networks, their ad hoc social life is further
facilitated. We draw the conclusion that online social networks are an effective instrument for
fostering side relationships, which are crucial for students in particular. We underline the need to
relate online and offline social practices and the necessity of viewing the use of online social
networks from a perspective that encompasses both mobile and fixed platforms (Louise
Barkhuus, Juliana Tashiro, 2019).

The purpose of this study was ascertained how Facebook use affects STEM students at the
CGC Santa Rosa Campus in the 12th grade. Today's students use Facebook as a kind of fun.
Numerous aspects of people's lives are significantly impacted by Facebook, including how it
affects students' academic performance, the purpose, setting, and development of this study's
relevance to students' academic performance.

2
STATEMENT OF THE PROBLEM

This study intended to determine the Facebook Usage Effects to the Academic
Performance of Selected Grade 12 Stem Students in CITI Global College at Santa Rosa Campus
A.Y.: 2022-2023.

Specifically, the study aimed to provide answers to the following questions:

1. What is the profile of Grade 12 STEM Students in terms of;

a. Name (optional),
b. sex,
c. grade section?

2. How frequently do Grade 12 STEM Students use Facebook?

3. How does social media, Facebook, really affect the Academic Performance of the Grade 12
STEM Students?

HYPOTHESIS

A. NULL HYPOTHESIS
 Facebook usage has no effect on the academic state of a student.
 The performance and achievements of students has no caused that is pertinent to usage of
Facebook.
 Information such as posts and comments from Facebook have no effect on students'
academic performance.
 Communication or interaction shows no purpose to give students that may affect their
performances.

3
 Interest of students on social media platforms Facebook has no possibility of affecting
students' presence and attention to their study.

B. ALTERNATIVE HYPOTHESIS
 There is a significant positive relationship between Students' academic improvements
through Facebook usage and students' academic performance at CGC online postgraduate
school.
 What are the effects on students’ academic performance through the glance of social
capital.

 Facebook is also increasing students' social capital in the shape of bridging bonding and
maintaining their relationships with their friends and families.

SIGNIFICANCE OF THE STUDY

Facebook is important because it allows people to contact their relatives and friends and
access information about others, however not all of it is accurate or can be trusted. Particularly,
students use this to communicate with the group chats that their teachers have set up on
Facebook to let them know what their classmates and teachers are up to. Teachers can also
utilize this to inform students about something.

The importance of Facebook is that it allows users to communicate with their friends and
relevant contacts. It also allows users to access information about other users, though not all of
this information is accurate or real. Particularly, students use Facebook to keep track of what

4
their classmates and teachers are up to by posting to the group chats their teachers set up.
Students also

use Facebook to keep track of what they are doing in class. Additionally, teachers use this to
inform students an announcement.

SCOPE AND DELIMITATION

The overarching goal of these studies were determined the Facebook Usage Effects to the
Academic Performance of Selected Grade 12 Stem Students in CITI Global College at Santa
Rosa Campus A.Y.: 2022-2023, which may represent their interest and focus as a student.

This study will identify factors that cause negative factors, will investigate the percentage
of students that are possibly and mostly affected and also search for the reason why it is causing
problems.

Young students whose academic performance is still negatively impacted by Facebook


use would gain from this study. The implications of using Facebook are outside the purview of
this study.

CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

5
Figure 1.

Figure 1 presented the conceptual framework of the study. It tells the Input, Process,
Output of this research study as a conceptual framework.

Facebook addiction can develop in people who use it too often. There are many factors
that have been found and are known to have negative effects on the lives of Facebook addict
students, such as poor academic performance and time waste.

THEORETICAL FRAMEWORK

Another theory that supported the study was The Connectivism theory by (Downes &
Siemens,2017). According to this approach, students should accumulate their knowledge and
skills using technology in a corrective and beneficial way. Connectivism can be observed when
using social media. Additionally, it gave us the choice to select our learnings. Since connectivism
connects us with other learners, forming groups and societies. It can be used as a checker by
employing comparison, connectedness to other learners offers us to determine whether our
learning is legitimate and accurate. As Facebook usage rises, learning strategies deteriorate,
academic success declines, and grades suffer as a result of the false information we were exposed
to and Facebook addiction. Facebook addiction is currently becoming more prevalent among
teenagers who use it regularly.

6
DEFINITION OF TERMS

Fallacious - are logical mistakes or deceptions. A fallacy is a mistake in reasoning when it


happens unintentionally; it is a trick in reasoning when a speaker or writer employs it
deliberately mislead or control his audience. There are formal and informal fallacies.

Students - A student is someone who is registered full-time in a degree-granting program


(undergraduate or graduate) at a higher education institution, as defined by his or her specific
academic institution, and who is not also employed full-time.

Communication - is a procedure that comprises communicating verbally and non-verbally as


well as receiving messages. The goal of communication is to create understanding between two
or more people by sharing information in the form of thoughts, views, and ideas in a two-way
fashion.

Information - knowledge acquired by research, instruction, or study.

Facebook - is described as an online social networking site where users may establish profiles,
submit content about themselves, such as images and quotes, and comment on or link to other
users' posts.

Academic - of, pertaining to, or connected to a university or other institution of higher learning.
the academic calendar. scholarly programs

Technology - is the application of scientific knowledge to the practical objectives of human


existence, or, as it is referred to sometimes, to the modification and manipulation of the human
environment.

Pertinent - having to relate with the topic under consideration or discussion.

7
Chapter II

REVIEW OF RELATED LITERATURE

This chapter included the review of related literature and studies which the
researchers have read to learn more about the subject being studied. The literature and studies
reviewed in this chapter were carefully chosen on the basis of comparing to other sources and the
accuracy of the data. This literature and research aid the researchers should have supporting data
and proof for their work.

Foreign Literature

Feng, S., Wong, Y., & Hossain, L. (2019, February 11). The Internet and Facebook
Usage on Academic Distraction of College Students.
The use of the Internet for academic reasons, such as online research, communication
with teachers and peers, and access to academic materials, has significantly improved
educational achievements (Jones, 2002). However, college students also spend a significant
amount of time online engaging in leisure activities like playing games and viewing movies. It
would be damaging to students' learning habits and further affect their academic progress if
Internet usage were imbalanced and enjoyable activities took precedence over educational ones.

Over 2 billion people use Facebook, making it one of the most widely used Internet applications
in the last ten years (Statista, 2018). College students are using it more and more in both their
social and academic lives, which is unprecedented. Seventy to ninety percent of Facebook users
are college students or adults of college age (Dahlstrom, de Boor, Grunwald, & Vockley, 2011;
Lenhart, Purcell, Smith, & Zickuhr, 2010). Users can update their status, update their wall, post
comments, read their news feed, like posts, send messages, post images, form groups, play

8
games, manage fan sites, create events, take notes, and communicate in groups on Facebook
(Ryan & Xenos, 2011). For young individuals to retain their social presence and grow their social
networks.

Studies that have looked into the connection between Facebook use and college students'
academic performance (GPA) have produced mixed results. Facebook use, according to
Kirschner and Karpinski (2010), has a detrimental effect on students' academic success.
However, according to Lambi (2016), there is no statistically significant correlation between
students' use of Facebook and academic achievement. According to Valkenburg and Peter (2011),
students with poor GPAs frequently participate more on Facebook than do those with good
GPAs. The influence of Facebook use on academic performance has not been the focus of past
studies, thus studying academic distraction may be useful to understand why this is the case.

Academic distraction is a phenomena where both intrinsic and external variables can interfere
with students' ability to complete academic assignments accurately and precisely. It is a crucial
component that is inextricably linked to the importance of kids' academic success. Internet
recreational activities receiving an unfair amount of time and attention may cause academic
distraction. The extensive use of Facebook or the Internet for amusement may change students'
regular reading, writing, and attention patterns that are necessary to complete academic
activities. It is known as academic distraction, and it might eventually have a negative impact on
academic progress. The purpose of this study is to investigate the relationships between college
students' use of Facebook, the Internet, and other academic distractions.

Busalim, A. H., Masrom, M., Normeza, W., & Wan, B. (2019, August 5). The Impact
of Facebook Addiction and Self-esteem on Students' Academic performance: A multi group
analysis.

The study's findings show that students who use drugs or alcohol have worse self-esteem
than students who do not. The results also contribute to our understanding of how students' self-
esteem affects how they use Facebook and how well they perform in school. The phenomenon of
Facebook addiction has become more prevalent recently, particularly among the younger

9
population. For students, browsing Facebook pages and friends' accounts has become a daily
ritual.

There have been numerous studies on the detrimental effects of Facebook addiction on
students, including sadness and anxiety (Hong et al., 2014; Koc & Gulyagci, 2013).

Mathur, G., Nathani, N., Sharma, A., & Arora, D. M. G. (2019, January 6). Impact
of Facebook Usage on Students' Involvement in Studies.

The findings indicate that students use Facebook for a variety of purposes, such as
amusement, relaxation, and passing the time but not for improving their knowledge. It focuses on
how Facebook use has an impact on students' academic performance and reduces their grades,
which ultimately cause their career to fail. The findings make it quite evident how excessive
Facebook use will ultimately impact students' involvement in their academics.

Al-Dheleai, Y. M., & Tasir, Z. (2017). Using Facebook for the Purpose of Students'
Interaction and Its Correlation with Students' Academic Performance.

The results of this study showed that students' perceptions of interactions with their
classmates are favorable for educational purposes through Facebook. It is evident that Facebook
connection between students is valued for pupils, as it connects them with one another outside of
class. Facebook activity among students can permit them to talk about the course material
whenever they need to. A student can ask inquiries and contribute content via Facebook. When
students experience any challenges throughout their study sessions or during the preparation of
their responsibilities, asking inquiries to exchange information, have dialogues, or perform other
explored acts among peers might assist students in better comprehending the course material and,
as a result, improve academic performance. Consequently, this study's findings demonstrate a
strong and significant connection between academic performance and student involvement on

10
Facebook. Similarly, earlier research discovered that Facebook use in the classroom is associated
with improved academic performance in pupils (Junco, 2012).

Thuseethan, S., & Kuhanesan, S. (2015). Influence of facebook in academic


performance of Sri Lankan university students.

The study discovered a link between social media use and academic success. There is a
large disparity in Grade Point Average between individuals who are deemed to be heavy or
regular social media users and those who are considered to be light or occasional users, with the
majority of heavy or frequent users receiving lower grades than light users. Performance should
significantly decline as we spend more time on Facebook. According to the findings of our
study, academic performance was predicted by Facebook usage time and frequency. It might also
be able to forecast life quality. Unexpectedly, it was discovered that there are still many effective
ways to use Facebook. We anticipate that Facebook will be used more productively in the future
to aid university students in improving their academic performance.

Local Literature

Gorospe, M., Mhelle, A., Sagun, Z. D., Asuero Fe, R. J., Crezol, C. C. N., & Ulsan,
T. R. O. (2018, March). The Impact of Social Media on Students' Academic Performance of
SINHS.
The use of social media has grown immensely in popularity all around the world as a
result of recent technological advancements. Social networking websites are utilized by people
from all walks of life. Many people, especially students, have grown accustomed to social media
to the point where they can easily spend hours on. This research was done to find out how social
media affects students' academic performance. The results showed that student academic
activities can be significantly impacted by time spent on social media. In order for students to be

11
more productive, it is our opinion that they should limit the amount of time they spend using
social media.

Gabes, J. M., Harnecillo, D. C., Yu, C. A., & Pantoja, E. (2022, January 7). The
Effectiveness of Facebook Advertisements of Subscription based Video-On-Demand
Streaming Services to Filipino Millennials.

As millennials are the largest SVOD consumers, this study targeted them by examining
Facebook marketing, social pressure, consumer attitude, and purchase intention as the key
determinants. 196 participants in this study were chosen at random from a convenience sample.
The study also suggests various strategies to further engage millennials in Central Luzon. The
findings demonstrate that social pressure and attitude have a significant impact on millennials'
purchase intentions for SVODs in that region. According to the study, Facebook adverts have a
substantial impact on social pressure and attitude. Additionally, the study discovered that social
pressure and attitude have an impact on SVOD buying intentions. Another finding is that
Facebook advertising and purchase intention are mediated by social pressure and attitude. The
study's findings led the researchers to the conclusion that since Facebook is the most widely used
social networking site in the Philippines, SVODs may use it as a useful tool to reach Filipino
Millennials.

Magdaong, C. R. (2010, August 19). Facebook Addiction of Filipino Students.

College student Marjorie Ditan enjoys spending the majority of her time on Facebook
and has done so since she first discovered the site. She has gotten a lot out of the website, and
she has made it a habit to log into her account every day. Facebook definitely appeals to her
since it allows her to express her emotions. However, it doesn't really have an impact on her
academic performance because she is well-disciplined and completes a ton of projects and even a

12
ton of homework when her Facebook account is open. Personal engagement and true
relationships are far superior to network relationships and discourse because Facebook is still
just an internet-based platform.

Del Rosario, A. B. S., Alib, H. A. B., Narvacanlvan, A. M. A., Gajes, K., Macanas, J.
C., & Pareja, J. J. E. (2014, Feb 14). Effects of Facebook to Students Academic Performance.

The study supports the assumption that Facebook affects students' academic results by
reducing the amount of time they spend studying or, if they are studying at all, not giving it their
full attention. Facebook distracts students from their academic performance.

Carreon, A. V., Valenzuela, M. M., Tayag, J. R., & Dizon, C. S. (2019, May 29).
Students who spend more time on Facebook tend to have higher grades: Findings from a
Philippine University.

In terms of college students' academic achievement, Facebook use might be


advantageous. This can be ascribed to the fact that the social media platform has been used to
establish academic organizations, notify students about school events, and other things of the
like. Students have been researching several academic programs, and information about them has
been disseminated via Facebook. The social media platform is also used to inform friends and
other community members about tasks and assignments they have to finish. The respondents'
time spent is consistent with the reported usage of the same location where there is already
literature. While Facebook might improve students' academic performance, the findings of
numerous other research that are relevant to social media usage must also be taken into account.
Universities and other academic organizations have already used sites like Facebook to

13
disseminate information, therefore these organizations should be able to instruct students on how
to use them responsibly.

SYNTHESIS

With the aforementioned review of related literature and studies, it is evident that Facebook has a
significant impact on students' academic performance. Facebook is a platform used for
relaxation,

So, using it more often than other activities like studying can have a negative impact on students'
academic performance. Less time spent studying causes the student's academic performance to
decline even more. Hence, Facebook improve social connections with other students, foster
interpersonal relationships, and garner support from others.
Numerous studies on how utilizing Facebook affects students school achievement have backed
this idea.

14
Chapter III

RESEARCH METHODOLOGY

This chapter described the research techniques the researcher was used to carry out the
study, including the research design, study population, development of the research instrument
and determining its validity and reliability, methods for collecting data, and the appropriate
statistical treatment of data.

RESEARCH DESIGN

Descriptive research aims to say “what is'' or “what is” in relation to a specific
educational phenomenon. Accurate observations and judgments are derived from data that
determine the nature and occurrence of conditions, practices, or descriptions of the structure,
process, and subject under study. It is intended to describe and summarize past data. In
conducting this type of research design, descriptive analysis uses a variety of statistical
techniques, including measures of frequency, central tendency, spread, and location. Percent and
weighted average were used statistically in this study.

15
A descriptive estimation was used in this study. The descriptive method describes the
data and characteristics of the studied population or phenomenon. It aims to observe, describe
and document aspects of a situation in their natural course.

The main purpose of descriptive research is to describe the type of situation that exists at
the time of investigation and to investigate the causes of certain phenomena (Travers, 1978).
Descriptive research aims to say "what exists" or "what is" in relation to a particular educational
phenomenon. Accurate observations and judgments are derived from data that determine the
nature and occurrence of the conditions, practices, or descriptions of the structure, process, and
subject being studied.

It is intended to describe and summarize past dates. In descriptive research, bias is


avoided through operational definitions of variables, selection of large samples, use of random
sampling techniques, use of good and reliable measurement tools, and formal data collection
procedures. In addition, surveys were used in this study to describe a country or region's
demographics, to gauge public opinion on political and social issues, and to measure satisfaction
with the organization's company products or services. In conducting this type of research design,
descriptive analysis uses a variety of statistical techniques, including measurements of
frequency, central tendency, spread, and location. Percentage and weighted average were used
statistically in this study.

RESEARCH LOCAL

The researcher chose CITI Global College's Santa Rosa Campus as the location for this
study. CITI Global College is an educational institution founded on pride, integrity, and a desire
to serve the people, country, and world. The full name Center for Information Technology and
Interdisciplinarity is represented by the acronym CITI. It should be noted that information
technology, as opposed to computer studies, has always been the college's flagship course.
However, the institution's growth justifies the use of the primarily British term
interdisciplinarity, which encompasses all CHED and TESDA programs.

16
POPULATION AND SAMPLE
Simple Random Sampling is a type of sampling method where the researchers randomly
selected participants from the population. Simple Random sampling was utilized in this study.
The purpose of the sampling in this study was to obtain more accurate results in order to achieve
the study's objectives, which improved the study's validity and the reliability of the data and
findings.

The demographics for this study will be the grade 12 STEM students at the CGC Santa
Rosa Branch since this strand is relevant to the topic and because they are well-versed in
technology. Their awareness of how Facebook use affects academic performance will be
measured

and analyzed in this study. This study used simple random sampling which chose 3 sections to
pick for the total of 50 students as respondents. The purpose of the sampling in this study was to
obtain more accurate results in order to achieve the study's objectives, which improved the
study's validity and the reliability of the data and findings. Their awareness of how Facebook use
affects academic performance will be measured and analyzed in this study.

RESPONDENTS OF THE STUDY

The respondents of the study were the Senior High School students of Citi Global
College at Santa Rosa Campus S.Y. 2022-2023. The total population of selected Grade 12 STEM
students are 50.
TABLE 1.1
RESPONDENTS BY SECTION

Section Total Respondents Respondents

17
1 15 30%

2 15 30%

3 20 40%

TOTAL 50 100%

As stated in table 1.1, the respondents were divided by selected three (3) sections in grade
12 STEM students with a total of 50 respondents.

INSTRUMENTATION

To collect the necessary information from the students, a well-designed questionnaire


titled "Facebook Usage Effects on Academic Performance of Grade 12 STEM Students in Citi
Global College at Santa Rosa Campus" was used. For the academic year 2022-2023, 50 sets of
questionnaires were distributed to Senior High School students at Citi Global College's Santa
Rosa Campus. The instrument is adequate, and the data collected is reliable and valid.

RESEARCH METHOD AND TECHNIQUE USED

As a result of quantitative research's emphasis on gathering numerical data, data analysis


is required, which can then be used to describe a specific situation or apply to groups of people.
Quantitative methods were used to determine the relationship between the dependent and
independent variables. You can see how an independent variable influences a dependent variable
by analyzing or manipulating it. Because this is a descriptive research design.

18
STATISTICAL TREATMENT

The gathered data was collated, tallied, and correspondingly summarized by the
researchers. The data, which gathered from the questionnaire, was subjected to statistical
treatment in order to ensure the reliability of the results.
The following is the statistical tool, which will be used to answer the problem posed in
this study.

1. Percentage. The frequency of each response is determined by the number of


respondents who check in the specific item. The demographic profile and most of
the questions that answered by the respondents will be determined using a
percentage formula.

P= RS/Nx100

Where:
P = Percentage
RS = (Raw Score) the part or a portion
N = The size of the whole

2. Weighted Mean. This was used to determine and consider the importance of some data
values. Data elements with a high weight contribute more to the understanding of the
research study.

19
Chapter IV

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter presents data gathered by the researchers which comprised the profile of
students in terms of grade section, GWA, status of time spent in studying and using Facebook,
and status of frequency, Facebook usage, and time management of the respondents as a student.

The data gathered were then tallied and presented in tabular and textual form, analyzed
using the statistical formula described in the previous chapter, and interpreted according to the
sub-problems of the study in order to answer the main problem of the study, which is to
determine the effects of Facebook usage on the academic performance of selected grade 12
STEM Students in CITI Global College at Santa Rosa Campus (A.Y. 2022-2023).

TABLE 1.1 GRADE SECTION

20
Section Frequency Percentage
1 15 30%
2 15 30%
3 20 40%
Total 50 100

Most of the respondents were STEM Students from section 3. There are 15 respondents
from STEM 1 to 2 with 30% percentage both sections. On the other hand, STEM 3 has 20 total
respondents with 40% percentage that has the majority with the overall sections. With total of 50
students who answered the researchers survey questionnaires.

Legend: Provides the description and interpretation of the academic performance of the
students especially the Senior High School students. (Adapted from K-12 Curriculum)

Percentage Range Description Interpretation


The students at this level exceeds the core
90 above Advanced requirements in terms of knowledge, skills,
understanding and can transfer them
automatically and flexibly through authentic
performance tasks.
The students at this level had developed
85-89 Proficient fundamental knowledge, skills and core
understandings and can transfer them
independently through authentic performance
tasks.
The students at this level had developed

21
80-84 Approaching Proficiency fundamental knowledge, skills and core
understandings and with little guidance from
the teacher and/with some assistance from
peers, can transfer these understandings
through authentic performance tasks.
The students at this level possesses the
75-79 Developing Proficiency minimum knowledge and skills and core
understandings, needs to help throughout the
performance of the authentic performance
tasks.
The students at this level struggles with his or
74 below Beginning her understanding, prerequisite and
fundamental knowledge and/ or develop
adequately to aid something.

TABLE 1.2 General Weighted Mid-term Average A.Y. 2022-2023

Percentage Range Frequency Percentage


90 above 29 58%
85-89 19 38%
89-84 2 4%
75-79 0 0%
74 below 0 0%
Total 50 100%

According to Table 1.2, the majority of respondents who use Facebook have excellent
grades. 58% of respondents achieved a general weighted average of 90 or higher, indicating that
these students were advanced. Then 38% to those respondents who got 85-89 normal.
Furthermore, there are no respondents whose midterm general weighted average was below 75.

Table 2.1 Frequency

22
Frequency Weighted Mean Interpretation Rank
1. I access my Facebook while doing an 3.22 Often 4
assignment.
2. I access my Facebook in class. 3 Often 5
3. Checking my Facebook while studying. 3.74 Always
3
4. I able to communicate with my 3.84 Always 2
classmates/teachers through Facebook.
5. I am using social media (Facebook) to share 3.88 Always 1
notes, work on projects, and/or other types of
school work.
Total 3.54 Always

Table 2.1 shows the respondents felt about their frequency levels as students when they
were occasionally accessing Facebook. To determine the respondents' overall opinion of their
frequency as students, the weighted means for each item were calculated. The findings show that
respondents use Facebook on a consistent basis as students, whether they are working on an
assignment, studying, communicating, or completing other school-related tasks. The overall
mean of 2.54 indicates that the respondents' use of Facebook had an impact on their academic
achievement. This indicates that even if they use Facebook, it only slightly affects how
frequently students use Facebook.

There has been some study on the link between Facebook use and psychosocial
outcomes, notwithstanding the paucity of studies on the effects of Facebook use among college
students. According to Ellison, Steinfield, and Lampe (2007, p. 1145), social capital is defined as
"the resources accumulated through the relationships among people" and there is a favorable
correlation between using Facebook and building and preserving social capital. According to

23
research by Valenzuela, Park, and Kee (2009), Facebook use was correlated with social trust, life
satisfaction, and civic engagement.

In a more recent study, Ellison, Steinfield, and Lampe (2011) expanded their previous
work and discovered that while using Facebook to maintain close relationships and meet
strangers with no prior offline connection was not associated with increased social capital.
Instead, they found that engaging in social information-seeking behaviors (such as learning more
about people with whom the user has an offline connection) was. According to research by
Tufekci (2008), students' adoption of social networking websites was correlated with their
expressive Internet usage (such as reading blogs, building websites, emailing, etc.).

Table 2.2 Facebook Usage

Facebook Usage Weighted Mean Interpretation Rank


6. Using Facebook helps me to improve my 2.66 Often 5
language skills.
7. Facebook helps me comprehend difficult 2.94 Often 4
languages.
8. I am able to improve my communication 3.28 Often 3
abilities by using Facebook.
9. When it comes to assisting students in 3.64 Always 2
completing group-related projects or
activities, social media (such as Facebook) is
beneficial to education.
10. Using social media has impacted my 3.82 Always 1
GWA or school success.

24
Total 3.27 Often

Table 3, display the status of Facebook usage of the respondents as students in their
involvement in academic performance. The weighted mean in each item was computed to find
the respondents' general perception of Facebook usage as a student. The results reveal that the
respondents' level of Facebook usage, which is evident in a weighted mean of a total of 3.27, it
means that their academic performance has a neutral effect from Facebook usage as a student.
This means that even though there is Facebook usage for a student in their academic
performance, it has only a minimal part in playing the role as students.

The statement "Using social media has impacted my GWA or school success." got the highest
weighted mean of 3.82; "When it comes to assisting students in completing group-related
projects or activities, social media (such as Facebook) is beneficial to education" got the second
highest

weighted mean with 3.64; Third in the rank is the statement "I am able to improve my
communications abilities by using Facebook." that gained a weighted mean of 3. 28; "Facebook
helps me comprehend difficult languages." gained the weighted mean of 1.94 and lastly, the
statement "Using Facebook helps me to improve my language skills." which gained the lowest
weighted mean of 2.66.

Table 2.3 Time Management

Time Management Weighted Mean Interpretation Rank


11. I always finished my activities on time. 3.2 Often 5
12. I regularly attend school. 3.62 Always 1
13. I do my homework. 3.48 Often 3
14. I do my seatwork. 3.58 Always 2
15. I always take part in school activities. 3.28 Often 4
Total 3.43 Often

25
Table 4 reflects the status of Time management of the students in relation to Facebook
usage in students' academic performance. The weighted mean of each item was computed to find
the general understanding of the respondents on their level of time management as a student. The
results imparted that the respondents' level of time management as students are
always, which is evident in the weighted mean of 3.43 means that their time management has a
high effect on the respondents' academic performance as student.

The indicator statement "I regularly attend school." got the highest weighted mean of 3.62,
interpreted as always. Next to it is the statement "I do my seatwork." that gained a weighted
mean of 3.58. While the statement that all got often interpretations are "I do my homework."
with weighted mean of 3.48; "I always take part in school activities." weighted the mean of 3.28
and lastly, "I always finished my activities on time." that gained 3.26.

Table 3. This table shows the relationship between Frequency and Facebook Usage

X X2 Y Y2 XY
3.22 10.3684 2.66 7.0756 8.57
3 9 2.94 8.6436 8.82
3.74 13.9876 3.28 10.7584 12.27
3.84 14.7456 3.64 13.2496 13.98
3.88 15.0544 3.82 14.5924 14.82
Total 17.68 63.156 16.28 54.3196 58.46
R= 0.98

26
Table 3. The relationship between frequency and Facebook usage which obtained 0.98 is higher
than the 0.05 level of significance and it shows that there is a significant relationship between the
2 variables.

Table 4. This table shows the relationship between Time Management and Facebook Usage

X X2 Y Y2 XY
3.2 10.24 2.66 7.0756 8.51
3.62 13.1044 2.94 8.6436 10.64
3.48 12.1104 3.28 10.7584 11.41
3.58 12.8164 3.64 13.2496 13.03
3.28 10.7584 3.82 14.5924 12.53
Total 17.16 59.0296 16.28 54.3196 56.12
R= 0.58

27
Table 4.
The relationship between time management and Facebook usage obtained a p-value of 0.58
which clearly shows that there is a significant relationship between the variables because it is
higher than the 0.05 level of significance.

Table 5. Relationship between the effects of Facebook Usage to the Academic Performance

Effects of Facebook Usage Pearson Decision Interpretation


– Academic Performance Correlation
Frequency-Facebook Usage 0.98 Reject There is significant relationship
Null
Time Management- 0.58 Reject There is significant relationship
Facebook Usage Null

Table 5. Both frequency and Facebook usage got 0.98 while time management got 0.58, got
lower than 0.05 level of significance. It revealed that a significant relationship was found. This
means that the effect of Facebook usage has something to do with academic performance.

It means that Frequency, Facebook Usage, Time Management decision means that there is
significant relationship found on the effects of Facebook Usage to the Academic Performance.

28
CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATION

This chapter presented the summary of findings, conclusions, and researchers'


recommendations on Facebook Usage effects to the Academic Performance of Selected Grade 12
STEM Students in CITI Global College at Santa Rosa Campus.

Findings

The findings of the study are as follows:

1. What are the demographic profile of the respondents in terms of Section and GWA midterm
average.

Most of the respondents were STEM Students from section 3. There are 15 respondents
from STEM 1 to 2 with 30% percentage both sections. On the other hand, STEM 3 has 20 total
respondents with 40% percentage that has the majority with the overall sections. The majority of

29
respondents who use Facebook have excellent grades. 58% of respondents achieved a general
weighted average of 90 or higher, indicating that these students were advanced. Then 38% to
those respondents who got 85-89 normal. Furthermore, there are no respondents whose midterm
general weighted average was below 75.

2. What were the status of time spent in studying and using Facebook, and status of frequency,
Facebook usage, and time management of the respondents as a student.

The findings show that respondents use Facebook on a consistent basis as students, whether they
are working on an assignment, studying, communicating, or completing other school-related
tasks.

3. Significant relationship between frequency and Facebook usage, time management and
Facebook usage.

There is a significant relationship between frequency and Facebook usage, time management and
Facebook usage.

Conclusions

1. The majority of respondents who are tend to use Facebook are grade 12 STEM 3 students,
Additionally, the majority of respondents have a General Weighted Average of 95 to 85, which
leads us to the conclusion that the majority of respondents who are using Facebook were using it
in working on an assignment, studying, communicating, or completing other school-related
tasks.

2. There is a significant relationship between frequency and Facebook usage which obtained 0.98
is higher than the 0.05 level of significance and it shows that there is a significant relationship
between the 2 variables. Furthermore, the relationship between time management and Facebook

30
usage obtained a p-value of 0.58 which clearly shows that there is a significant relationship
between the variables because it is higher than the 0.05 level of significance .

Recommendations

Based on researchers’ findings on the study, they need to pay attention to the use of
Facebook and if it really affects their grade. Moreover, more helpful, to expand their abilities that
they can keep up with and do their responsibility as a student, they can handle it easily. Facebook
is just a way for them to pass the time and it doesn't interfere with their studies, but some
students seem to pay more attention to the use of social media and forget their homework.

31
BIBLIOGRAPHY

32
Feng, S., Wong, Y., & Hossain, L. (2019, February 11). The Internet and Facebook
Usage on Academic Distraction of College Students.
The Internet and Facebook Usage on Academic Distraction of College Students | Semantic
Scholar

Busalim, A. H., Masrom, M., Normeza, W., & Wan, B. (2019, August 5). The Impact
of Facebook Addiction and Self-esteem on Students' Academic performance: A multi group
analysis.
The impact of Facebook Addiction and self-esteem on students’ academic performance: A multi-
group analysis - ScienceDirect

Mathur, G., Nathani, N., Sharma, A., & Arora, D. M. G. (2019, January 6). Impact
of Facebook Usage on Students' Involvement in Studies.
SSRN-id3323784.pdf

Al-Dheleai, Y. M., & Tasir, Z. (2017). Using Facebook for the Purpose of Students'
Interaction and Its Correlation with Students' Academic Performance.
theimpactoffacebook.pdf

Thuseethan, S., & Kuhanesan, S. (2015). Influence of facebook in academic


performance of Sri Lankan university students.
Influence of Facebook in Academic Performance of Sri Lankan University Students by S.
Thuseethan, S. Kuhanesan :: SSRN

33
Gorospe, M., Mhelle, A., Sagun, Z. D., Asuero Fe, R. J., Crezol, C. C. N., & Ulsan,
T. R. O. (2018, March). The Impact of Social Media on Students' Academic Performance of
SINHS.
5210-ArticleText-15569-1-10-20191010.pdf

Gabes, J. M., Harnecillo, D. C., Yu, C. A., & Pantoja, E. (2022, January 7). The
Effectiveness of Facebook Advertisements of Subscription based Video-On-Demand
Streaming Services to Filipino Millennials.
(PDF) The Effectiveness of Facebook Advertisements of Subscription-based Video-On-
Demand Streaming Services to Filipino Millennials (researchgate.net)

Magdaong, C. R. (2010, August 19). Facebook Addiction of Filipino Students.


Influence of Facebook Addiction on the Study Habits of College Students | Request PDF
(researchgate.net)

Del Rosario, A. B. S., Alib, H. A. B., Narvacanlvan, A. M. A., Gajes, K., Macanas, J.
C., & Pareja, J. J. E. (2014, Feb 14). Effects of Facebook to Students Academic Performance.
Effects of Using Facebook on Academic Performance of Students: A Review | IEEE Conference
Publication | IEEE Xplore

Carreon, A. V., Valenzuela, M. M., Tayag, J. R., & Dizon, C. S. (2019, May 29).
Students who spend more time on Facebook tend to have higher grades: Findings from a
Philippine University.
(PDF) Students who spend more time on Facebook tend to have higher grades: Findings
from a Philippine university (researchgate.net)

34
Appendices A
Letter to the Principal

35
April 2023

EDWIN C. BURAGA, PH. D


CITI GLOBAL COLLEGE

Dear Sir,

Good Day!

We, the undertakings of Grade 12 Science, Technology, Engineering, and Mathematics strand of
CITI GLOBAL COLLEGE Santa Rosa Campus to conduct a research study. This will primarily
serve as partial fulfilment, but the main goal is to contribute to answer the questions and give
solutions to repeated occurrence of similar problems in different areas.

Related to this we would like to ask your good office to allow us to conduct our study with the
title “FACEBOOK USAGE EFFECTS TO THE ACADEMIC PERFORMANCE OF
SELECTED GRADE 12 STEM STUDENTS IN CITI GLOBAL COLLEGE AT SANTA
ROSA CAMPUS AY: 2022-2023” through randomly selection of students to the purpose of this
study.
Respectfully yours,
Abias, Johnlester L.

Arellano, Ashanti Antonne Ella A.

Bernal, Karel B.

Caraig, Andrei I. Approved By:


Cobo, Maria Elvisa D. EDWIN C. BURAGA, Ph. D
Euden, Nelmhar B. Principal

Paghubasan, Nichol B.

Peralta, Margaret C.

Roque, Lovely D.

Noted by:
JOHN MARION CASTILLO, LPT
Research Adviser 36
Appendices B
VALIDATION OF
QUESTIONNAIRES

37
April 2023

GEE ANN R. LIRIO, LPT

CITI GLOBAL COLLEGE

Dear Ma’am,

We, the Grade 12 students taking up Science, Technology, Engineering, and Mathematics strand
of CITI GLOBAL COLLEGE would like to ask permission from your good office to validate our
questionnaire. It would be used in our study “FACEBOOK USAGE EFFECTS TO THE
ACADEMIC PERFORMANCE OF SELECTED GRADE 12 STEM STUDENTS IN CITI
GLOBAL COLLEGE AT SANTA ROSA CAMPUS AY: 2022-2023”.

Your suggestions and recommendations will be useful to make our instrument more reliable.

Your cooperation is highly appreciated. We are also looking forward to your positive response
regarding this matter. Thank you and God Bless!

Sincerely yours,

ABIAS, JOHNLESTER L.

ARELLANO, ASHANTI ANTONNE ELLA A.

BERNAL, KAREL B.

CARAIG, ANDREI I.

COBO, MARIA ELVISA D.

EUDEN, NELMHAR B.

PAGHUBASAN, NICHOL B.

PERALTA, MARGARET C.

ROQUE, LOVELY D.

Recommending Approval: Approved By:

JOHN MARION CASTILLO, LPT GEE ANN R. LIRIO, LPT

Research Adviser Validator


38
Appendices C
SURVEY QUESTIONNAIRE

39
To Respondents,

As part of our academic research, We the Grade 12 students of General Academic Strand
will be conducting a survey to the students of CITI Global College, Sta. Rosa Campus. This
research entitled “FACEBOOK USAGE EFFECTS TO THE ACADEMIC
PERFORMANCE OF SELECTED GRADE 12 STEM STUDENTS IN CITI GLOBAL
COLLEGE AT SANTA ROSA CAMPUS AY: 2022-2023”.

We are asking for your kindly cooperation. We assure that your personal information will
be kept confidential for your privacy and safely. Thank you very much and God bless.

SURVEY QUESTIONNAIRE

“FACEBOOK USAGE EFFECTS TO THE ACADEMIC PERFORMANCE OF


SELECTED GRADE 12 STEM STUDENTS IN CITI GLOBAL COLLEGE
AT SANTA ROSA CAMPUS AY: 2022-2023”

Name (Optional): Gender:


Section:

Mid-term GWA:

Direction: Please kindly check ( ) and rate it based on your relevancy to the given questions.

Always-4 Often-3 Seldom-2 Never-1

Frequency 4 3 2 1
1. I access my Facebook while doing an assignment.
2. I access my Facebook in class.
3. Checking my Facebook while studying.
4. I able to communicate with my classmates/teachers through Facebook.
5. I am using social media (Facebook) to share notes, work on projects,
and/or other types of school work.

40
Facebook Usage
6. Using Facebook helps me to improve my language skills.
7. Facebook helps me comprehend difficult languages.
8. I am able to improve my communication abilities by using Facebook.
9. When it comes to assisting students in completing group-related
projects or activities, social media (such as Facebook) is beneficial to
education.

Time Management
11. I always finished my activities on time.
12. I regularly attend school.
13. I do my homework.
14. I do my seatwork.
15. I always take part in school activities.

Signature over Printed

41
CURRICULUM VITAE

42

43
44
45
46
47
48
49
50
51

You might also like