IT227 Final Research Papeer

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY
COLLEGE OF INFORMATION AND COMMUNICATION TECHNOLOGY

National Highway, Crossing Rubber, Tupi, 9505
South Cotabato, Philippines
EFFECTS OF SOCIAL MEDIA USAGE TO THE TIME MANAGEMENT

SKILLS OF GRADE 10 STE STUDENTS IN TUPI NATIONAL HIGH
SCHOOL
_____________________________________________________________
A Project Study
Presented to
The Faculty of
South East Asian Institute of Technology
College of Information and Communication Technology
_____________________________________________________________
In Partial Fulfilment of the
Requirement for the subject
IT227: Quantitative Methods
_____________________________________________________________
By:
ABANIL, JOHN ARC D.
MAGALLEN, HAZEL LOVE T.
MISLANG, RICCKI REJEE M.
MONSION, JAVIDEC D.
May 2023
i
ABSTRACT
The widespread use of social media has become an integral part of
people's daily lives, and it has been suggested that social media usage can
affect people's time management skills. The purpose of this abstract is to
provide an overview of the effects of social media usage on time
management skills. According to research, social media use can be a major
distraction and have a negative impact on people's time management skills.
Social media platforms are designed to be highly engaging, but they can
quickly become time-consuming, resulting in decreased productivity and an
inability to effectively manage time. Furthermore, social media use has been
linked to procrastination, which exacerbates time management difficulties. It
is important to note, however, that not all social media usage is harmful to
time management skills. According to some research, social media can be
used productively, such as for networking, collaboration, and information
sharing, which can improve people's time management skills. Everything is
dependent on how social media is used and in what context it is used to
summarize, while social media can have both positive and negative effects
on time management skills, it is critical for individuals to be aware of how they
are using social media as well as to establish healthy habits and boundaries
to ensure that social media does not negatively impact their time
management skills.
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ACKNOWLEDGEMENT
We extend our deepest gratitude to everyone who contributed to the
successful completion of our research study on the "Effects of Social Media
Usage on the Time Management Skills of Grade 10 STE Students in Tupi
National High School." We would like to express our sincere thanks to our
instructor, Ma'am Annie Gonia Alinsag, for her invaluable guidance and
continuous support in shaping our research methodology and interpretation
of findings.
Our heartfelt appreciation goes to the administrators, faculty, and
Grade 10 STE students of Tupi National High School for granting us
permission to conduct the study and their cooperation throughout the data
collection process. Their support ensured the accuracy and reliability of our
research, and we are grateful for the resources provided.
Additionally, we want to acknowledge our friends, classmates, and our
families for their valuable feedback, suggestions, and unwavering support
throughout the research process. Their contributions greatly enhanced our
research methods and improved the quality of our findings.
Lastly, we acknowledge the Almighty Father, who guided,
strengthened, and inspired us throughout this research endeavor. We are
sincerely grateful for His blessings and guidance that made this study
possible.
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TABLE OF CONTENTS
TITLE PAGE................................................................................................................ i
ABSTRACT................................................................................................................. ii
ACKNOWLEDGEMENT.............................................................................................iii
TABLE OF CONTENTS.............................................................................................iv
LIST OF FIGURES.....................................................................................................v
LIST OF TABLES.......................................................................................................vi
CHAPTER I. INTRODUCTION...................................................................................1
Background of the Study.........................................................................................1
CHAPTER II. REVIEW OF RELATED LITERATURE................................................3
Foreign Literature....................................................................................................3
Local Literature.....................................................................................................11
Theoretical Framework..........................................................................................13
Conceptual Framework.........................................................................................14
Research Objectives.............................................................................................15
Scope.................................................................................................................... 15
Limitation............................................................................................................... 15
Significance of the Study.......................................................................................16
Definition of Terms................................................................................................17
CHAPTER III. METHODOLOGY..............................................................................18
Research Design...................................................................................................18
Locale of the Study...............................................................................................19
Research Respondent...........................................................................................20
Sampling Method..................................................................................................21
Instrument............................................................................................................. 21
Data Gathering Procedure....................................................................................21
Statistical Treatment.............................................................................................21
CHAPTER IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA.24
CHAPTER V. SUMMARY, CONCLUSION AND RECOMMENDATIONS................33
Summary of Findings............................................................................................33
Conclusions........................................................................................................... 34
Recommendations................................................................................................34
REFERENCES......................................................................................................... 36
APPENDICES........................................................................................................... 40
A. Letters
…………………………………………………………………………..41
B. Questionnaire ………………………………………………………………….42
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LIST OF FIGURES
Figures Title Pages
Figure 1. Present the Conceptual Framework of the Study 14
Figure 2. Research Locale Map 20
v
LIST OF TABLES
Tables Title Pages
Table 1 Sets 24
Table 2 Do you have Social Media Account? 25
Table 3 How frequent do you use your smartphone every day? 25
Table 4 Do you use social media while you are in the bathroom? 26
Table 5 How often do you miss your house chores due to social media 27
usage?
Table 6 Do you use social media while studying? 28
Table 7 Do you use social media before going to bed? 28
Table 8 How often do you arrive late to classes or other events due to 29
social media usage?
Table 9 How often do you miss deadlines or turn in incomplete work due to 30
excessive social media usage?
Table 10 Are you always updated to social media? 31
Table 11 Do you use social media after you wake up in the morning? 31
vi
CHAPTER I
INTRODUCTION
Background of the Study
Social media refers to online platforms and tools that allow people to
create, share, and exchange information, ideas, and content in virtual
communities and networks. Social media has rapidly changed the way people
communicate, interact, and consume information. The earliest form of social
media can be traced back to the invention of online bulletin board systems in
the 1970s and 1980s, which allowed users to post messages and
communicate with one another through a centralized system.
However, the modern era of social media began in 2002 with the
launch of Friendster, which was quickly followed by MySpace, LinkedIn, and
Facebook. In the late 2000s and early 2010s, the rise of smartphones and
mobile technology resulted in an explosion of social media platforms such as
Twitter, Instagram, Snapchat, TikTok, and many others. With billions of active
users worldwide, these platforms have become essential parts of many
people's daily lives. Social media has had a profound impact on society,
influencing everything from politics and journalism to personal relationships
and cultural norms. It has enabled new forms of communication and
expression, as well as new opportunities for marketing, advertising, and
business growth.
However, social media has also been linked to negative outcomes
such as the spread of misinformation, online harassment, addiction and
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negative effects to their time management skills. This problem has been the
main focus of this study intending to determine the effects of social media
usage to the time management skills of G10 students in Tupi National High
School (TNHS). After conducting the present research, it will provide solutions
that may determine the effects of social media to the time management skills
of students and may help them improve as individuals.
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CHAPTER II
REVIEW OF RELATED LITERATURE
FOREIGN
Influence Of Social Media Usage on Time Management of Social Science
Education Students in Nigerian Tertiary Institutions
According to Chinyere Loveth Chukwu, Patricia Nwamaka Aroh, Tobias
Obiora Ozor, Amanda U. Ugwoezuonu, Luke C. Ezema (2022) this study
investigates the influence of social media on time management of Social
Science Education students in Nigerian tertiary institutions. The study
involved all 312 Social Science Education students in the University of
Nigeria, Nsukka. Data was collected with a 24 items questionnaire. Two
research questions and six hypotheses were formulated to guide the study.
Mean and ANOVA were used to analyse the data collected. The findings of
the study revealed that social science Education students manage their time
very well, social media influence time management of Social Science
Education students in a very low extent and that there are no significant
differences of program unit, age, students’ level of study, residential status
and gender on time management among others. Based on the findings, the
study recommends that students should make their school work a priority and
put their phone on silence when reading to avoid distractions among others.
The study concludes that Social Science Education students manage their
time well, but in a low extent, social media influence their time management.
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According to Rouse (2019) Time management is a fundamental issue
in relation to commitment to school activities, improved academic
performance and achieving a targeted goal. To every student of social
science education department, time is very crucial to succeed in their
academic work. Social Science Education Department in the institution of
study (University of Nigeria, Nsukka) comprises of four program units, namely:
Social Studies, Economics Education, Political Science Education and
Geography and Environmental Education. The extent to which one uses time
would determine if set goals and objectives would be achievable. Time
management is the coordination of tasks and activities to maximize the
effectiveness of an individuals’ efforts (Rouse. 2019). Rouse (2019) further
said that the purpose of time management is to help people get more and
better work done in less time. Time management is the ability to plan and
control time effectively so that the right time is assigned to appropriate
activities to accomplish set goals (Shutterstock, 2019). From these definitions,
it can be deduced that time management is the act of planning and
consciously exercising control over the amount of time to be spent on specific
academic activities to increase performance and achievement. It can also be
seen from the definitions that time management is the ability to accomplish
greater and better useful tasks at the appropriate time. This implies that for
students to be committed to their studies and improve their academic
performance, they need to plan and manage their time effectively. For social
science education students to manage their time well, they need to be
organized by arranging their useful activities according to how urgent or
important they are (Skillsyouneed.com, 2019). They need to concentrate on
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their school work and complete assignments at the right time instead of
loitering and gossiping about. Also, they need to be focused in effective use of
time management to improve their academic performance. When students
manage their time effectively by identifying what is expected of them, placing
them in order of urgency, allot appropriate time to their responsibilities, be
focused and carry out those activities as planned, it assists them to achieve
more within a reasonable time.
Ahmed (2019) observed that lack of proper time management skill by
students is one of the major causes of mass failure and decline in academic
performance. It is expected of students to allocate time in order of importance
to read and study their course by preparing a functional time-table which will
cover all his or her course areas. To effectively allocate time to tasks by
students, tools such as calendar, planner, time-table and reminder alarm
system among others can be used. Ahmed (2019) maintained that these tools
help students to gain proper management and control of their time. For social
science education students to develop their knowledge, grasp and transform
experience, they should be able to commit their time to serious studying. Kolb
said that concrete experience provides information that serves as a basis for
reflection, from the reflection, information is assimilated, abstract formed and
used as concepts to develop new ideas. Experiential theory takes a holistic
approach to learning and emphasizes how experiences including cognition,
environmental factors and emotions influence the learning processes (Cherry,
2019). Students need adequate time to concentrate on their studies to
actually benefit from their course of study. This can only be achieved if they
manage their time effectively. It is only when students commit their time to
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serious study that they would be able to reflect and assimilate required
information in order to form new ideas. It is pertinent that social science
education students should learn how to effectively plan and use their time
especially at this time of information technology boom when social media has
become the “in-thing”. In the olden days, students do pay wrap attention to
lectures but in recent times, students are seen operating their cellphone,
chatting, twitting and even watching pornographic films while lecture is going
on. Social media has been noted to be a very serious distraction to students.
Social Media Addiction and Time Management Skills of University
Students in Akwa Ibom State, Nigeria
According to Ezeonwumelu, V. U., Nwikpo, M. N., Okoro, C., &
Ekanem, E. I. (2021) the study was conducted to ascertain the influence of
social media addiction on time management skills of university students in
Uyo Senatorial District. The population of the study comprised all the second
year 2018/2019 students in the University of Uyo. This consisted of a total of
5854 students. The simple random sampling technique was used to select
650 students from the 13 Faculties in the University of Uyo. Two instruments -
Social Media Addiction Scale and Time Management Inventory - were
adopted for the study and piloted on 80 year two students in the institution.
The pilot test yielded a Chronbach alpha reliability coefficient of .78 which was
deemed appropriate for the study. The data generated were analyzed using
Mean and Standard deviation, while the hypotheses formulated were tested
using the t-test statistics. The findings revealed that Facebook and Twitter
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addiction had significant influence on students’ time management skills.
Instagram addiction, however, was not found to have significant influence on
students’ time management skills. The recommendations made were that
social networking sites should develop features that would help integrate
learning contents into social media platforms and that virtual learning should
be explored to enhance student engagement, among others.
According to Similarweb & Statista (2019) the prevalence of social
media usage among young people in Nigeria cannot be understated. Recent
statistics show that over 20 million users (between the ages of 18 and 40)
have access to social media in Nigeria. These figures are expected to rise in
the nearest future, as Similarweb (2019) claims that it is expected that 35
million young people will be active on social media at the turn of the next
decade. It is now normal, to intrude on a group of students who are all busy
with their phones, engaged in one social media platform or another.
Sometimes these students visit Social Networking Sites (SNS), like Facebook,
Instagram, YouTube, Twitter and WhatsApp first thing in the morning, and
may even be seen surfing these sites during classes. Hou, Xiong, Jiang,
Song, and Wang (2019) claimed that social media addiction is real among
young learners. The authors, Hou et al. (2019) saw social media addiction as
a form of addictive behaviour characterized by a compulsion to use the social
media excessively. When a student is addicted to social media, such an
individual exhibits a sort of dependence on internet networking platforms.
Social media addiction manifest in various forms according to the platform an
individual feels attached to. Various SNS are available to billions of users
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worldwide. Facebook, Twitter and Instagram are some of the most popular
SNS among young people (Hou et al., 2019; Similarweb, 2019; Statista,
2019). Facebook addiction occurs when a user finds it difficult to go a few
moments without logging on to Facebook which is arguably the most popular
social media platform in the world. Recent statistics suggest that Facebook
had approximately 24 million Nigerian users in 2019 of which 18 million users
fall within the higher institution age (Statista, 2019). Facebook is all about
connecting with friends around the world. Users are able to share pictures and
written contents, as well as engage in group interactions and online chatting.
Facebook application is easily accessible. One only needs a GPRS - enabled
mobile device or a computer to gain access to the site.
Numerous studies have been carried out by researchers in the past on
social media addition and other correlates of time management skills.
Sharmin, Ahmed, and Ahmed (2019) carried out a study on the role of
Facebook use and addiction on academic achievement. The researchers
sampled a total of 161 undergraduate students. Using the Bergen Facebook
Addiction Scale, responses revealed that Facebook addiction posed a
significant negative predictor of academic achievement. Rajesh and Rangaiah
(2020) also looked at the relationship between Facebook addiction and
personality factors. A total of 114 participants aged 18 – 20 were used for the
study. An online survey was adopted for the study. Results revealed that
14.91% of the participants had reached the critical polythetic cutoff score and
1.75 has reached the monothetic cutoff score. The personality traits,
extraversion, openness to experience, neuroticism, agreeableness,
conscientiousness and narcissism, are not related to Facebook addiction and
8
Facebook intensity. In another study, Azizi, Soroush, and Khatony (2019)
sought to find the relationship between social networking addiction and
academic performance. Azizi et al. (2019) employed a cross-sectional study
method with 360 students selected using a stratified sampling technique.
Instruments used consisted of personal information forms and the Bergen
Social Media Addiction Scale. Academic performances of students were
gotten from their grade of the previous semester exams. Data collected were
analyzed using descriptive inferential statistics and SPSS. Results revealed
that social networking addiction scores were higher among male students and
were statistically significant. A negative and significant relationship was also
found between students’ addiction to social networking and their academic
performance.
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Determining the Impacts of social media on Academic Activities: The
Nigerian Perspective Students’ Mood, Time Management and Mood
swings
According to Olebara, C., Ezugwu, O., Obayi, A. A., & Ukwandu, E. (2021)
the twenty-first century can be said to be the time where digitization is at its
peak, with many programmers tapping into the desire of humans to remain
connected without time and space limitations. The crash in prices of data,
smart phones, and related digital devices have increased availability and
access thereby closing digital divide and widening its adverse effects on the
youths’ morals and academic pursuits. It is important that the Nigerian
government understand some of the factors that contribute to the dwindling
participation level of students in government owned institutions, in academic
exercise so as to put in place policies and infrastructure that would help
combat the challenges. This study investigated the effects of time spent on
social media on students’ academic activities, mood, and time management
abilities. The investigation was carried through the analysis of students’
answers to questions presented in a questionnaire. The result indicated that
time spent on social media negatively affects academic activities, and
students’ time management abilities, as well as students’ mood. From the
findings we conclude that time spent on social media results in lesser
commitment to academic activities, inefficient time management ability, and
increase in mood swings among undergraduates.
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LOCAL
Productive The Negative Impact of social media On Time Management
According to Kimmy (2021) In a world that is increasingly digitized, it is
no surprise that social media has become one of the most popular pastimes.
A report by Statista showed that as of July 2019, there are 3.48 billion social
media users worldwide, representing a 9 percent increase from the previous
year. While social media can be a great way to connect with friends and
family, it can also have a negative impact on time management. Time
management is the process of organizing and planning how to use your time
so that you can accomplish tasks and goals. It is a critical skill for success in
both personal and professional life. However, the constant notifications and
distractions that come with social media can make it difficult to stay on task. A
study by the University of California, Irvine found that it takes an average of
23 minutes and 15 seconds to recover from an interruption. When you
consider that the average person checks their phone 46 times a day, it’s easy
to see how social media can have a significant impact on productivity.
How social media Affects Students Time Management

According to Claire James (2019) there are billions of people all
around the world that use social media. Some of them visit such platforms as
Facebook or Instagram for several minutes. The others may “hang” there for a
couple of hours. Finally, there are some individuals who spend most of the
day over there. It is especially true when we talk about students. They seem
to spend every free minute in social media and it’s a matter of great concern
11
of many educators and parents. One of the main negative consequences is
time management. We have investigated this crucial topic and ready to share
our opinion. There are many potential problems if students use their time
irrationally. Different studies were carried out to define how social media affect
students time management. Most of them agree that it steals a lot of precious
time. Students get absorbed by various platforms and lose interest in their
studies. Regardless of the purpose, they hang there, the priorities of students
strongly change. Why do students spend and, let’s be honest, waste their time
on social media? They access interactive content that matches their
preferences. These are videos, audios, a discussion of various teenage
topics, and of course, pure chatting with one another. It is said that friendship
is a lengthy period that also absorbs time. Nevertheless, digital
communication doesn’t bring too many dividends for youngsters. It isn’t real
and people act differently when they meet in reality. Texting is much faster
and simultaneously, it takes more time. Young people don’t even realize how
many hours they waste on socializing via the Internet. They may think “I’ll
quickly send a few responses and that will do”. Unfortunately, they begin to
look for other interlocutors just to continue their chatting. It’s important to
communicate with your peers. Nevertheless, if students overdo, they have no
time for their homework tasks.
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THEORETICAL FRAMEWORK
According to Dafna Lemish (2019). The Uses and Gratifications Theory
suggests that individuals seek out media content that satisfies specific needs
and desires, such as entertainment, social connection, and information. Social
media use may satisfy these needs, but it may also lead to excessive time
spent on unproductive activities that compete with academic and personal
responsibilities. The theory suggests that understanding the motivations and
gratifications of social media use can help explain its impact on time
management skills.
According to (Mark et al., 2019). Distraction Theory posits that
distractions can negatively impact an individual's ability to focus and manage
time effectively. Social media platforms provide a constant stream of
notifications, messages, and engaging content that can easily divert Grade 10
STE students' attention from their academic tasks. Frequent interruptions and
distractions from social media can disrupt their concentration, leading to poor
time management and reduced productivity.
Hence, participation that leads to creativity is not realized (Derling et
al., 2021). Because of that, students cannot enjoy their learning journey
because of this scenario and distractions during the online discussion (Dontre,
2021). Perhaps, statistics are difficult to learn without the presence of creative
thinking and enjoyment in the classroom environment.
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CONCEPTUAL FRAMEWORK
The conceptual framework for this study focuses on the idea that social media
usage affects the time management of Tupi National High School grade 10
students. The framework is composed of three main elements: an
independent variable, a dependent variable, and a moderating variable.
Independent Variable Dependent Variable
Social Media Usage Time Management Skills
 2 hours  Submitting school works
 8 hours on time
 24 hours  Doing Household Chores
 Coming to class early
Intervening Variable
EFFECTS
 Slow Internet Connection
 Can’t do the Household Chores
 Sleep Deprivation
Figure 1. Present the Conceptual Framework of the Study
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RESEARCH OBJECTIVES
This study aims to find out the effects of social media usage to the time
management skills of Grade 10 students on Tupi National High School.
SOP 1. What is social media usage impact in students' productivity and ability
to focus on academic tasks?
SOP 2. What are the effects of social media usage on time management
skills, and how does it affect individuals' productivity and performance?
SOP 3. What are the effects of social media usage on doing household
chores, and What strategies can be employed to manage social media use
effectively and improve time management skills?
Scope
The scope is limited only to Grade 10 STE students of Tupi National
High School. The study will be conducted during the academic year 2023-
2024 and will only involve Grade 10 STE students of the said school.
Limitation
The study will focus on the effects of social media usage to time
management skills of Grade 10 STE students of Tupi National High School.
Only the grade 10 STE students that are studying and enrolled at Tupi
National High School, if the participant is not enrolled in the school mentioned,
he or she is not allowed to participate in the research.
15
Significance of the study
The following groups of individuals have been determined to be the
major beneficiaries of the present study:
Students. The study gives awareness to students in terms of effects of
social media usage to time management skills of the
student.
Teachers. The study can benefit Teachers by providing insights into
how social media usage affects students' time management
skills.
Parents. The study can benefit parents by providing them with
information about the impact of social media on their children's time
management skills. Parents can use this information to monitor their
children's social media usage, set boundaries, and encourage healthy
habits related to time management.
Future Researchers. They can use the provided data and other
literature reference for their own studies. Replicated or similar studies
in effects of social media usage to time management skills of grade 10
STE student of Tupi National High School, and also encouraged as
doing so can make achieved results generalized if provided with
sufficient amount of scientific evidence.
16
Definition of Terms
Social Media - Refers to a group of online platforms and tools that
allow users to create and share content, connect with
other users, and participate in social networking.
Time Management - The ability to plan and organize how much time to
allocate to different activities to achieve a specific
goal efficiently and effectively.
Grade 10 STE - Refers to students in the tenth grade who are
Students enrolled in a Science, Technology, and Engineering
(STE) program at Tupi National High School.
Effects - Refers to the impact or influence that social media
usage has on the time management skills of Grade
10 STE students.
Usage - Refers to the act of utilizing or making use of social
media platforms and tools.
Skills - Refers to the ability to perform specific tasks or
activities effectively and efficiently, in this case, time
management skills.
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Chapter III
METHODOLOGY
This chapter presents a description of the research design selection
and description of respondents, research instrument, data collection
procedure and statistical treatment used.
Research Design
The researchers utilized the descriptive method of research. As widely
accepted, the descriptive method is a fact-finding study that involves
adequate and accurate interpretation of findings. Research describes a
certain present condition. Relatively, the method is appropriate to this study
since it aims to identify the Effects of Social media usage in time management
skills of Grade 10 STE students of Tupi National High School. Descriptive
research is a research method used to describe a phenomenon or a
population in a systematic and accurate manner. It is typically used to gather
information about the characteristics of a particular group or population,
without manipulating any variables or making any causal inferences.
Descriptive research is typically conducted using observational or survey
methods, and the data collected is often analyzed using descriptive statistics.
(Creswell, 2014).
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Locale of the Study
Tupi National High School is a public national high school located in
Tupi, a municipality in the province of South Cotabato, Philippines. It was
founded as Tupi Barangay High School in 1966 and acted as the principal
secondary educational facility in the region. By becoming a national high
school in 1985 as a result of Parliamentary Bill No. 5750, it rose to
prominence as a result of providing nearby barangay and municipality pupils
with a top-notch secondary education.
After changing its name from Tupi Barangay High School to Tupi
National High School, the institution was able to acquire financing from the
federal government and upgrade its buildings, hire more qualified teachers,
and give its pupils greater resources. As a result of this change, the school
was also able to diversify its curriculum by adding additional specialty courses
and technical education programs.
Tupi National High School has produced a number of accomplished
graduates since becoming a national high school. These individuals have
gone on to achieve success in a variety of spheres, including academia,
athletics, and the arts. By giving students access to a top-notch education and
assisting in their preparation for their future ambitions, it continues to play a
crucial role in the community.
19
Figure 2. Research Locale Map
Research Respondent
The respondents of the study are the Grade 10 STE students of Tupi
National High School with the total number of 50 respondents. To be eligible
for the study, participants must have social media accounts. The research
respondents in this study are important because they represent a population
that has been affected by social media usage to their time management skills
as a student.
20
Sampling Method
The researchers used purposive sampling in the process of choosing

respondents. The respondents in the study were chosen from Grade 10 STE
of Tupi National High School with the total number of 50 students.
Instrument
The research of the instrument that the researcher use to gather data
and information from the said respondents who are the Grade 10 STE
students of Tupi National High School, the instrument is survey
questionnaires.
Data Gathering Procedure
The survey questionnaire will be distributed to Grade 10 STE students

during their regularly scheduled classes. The questionnaire will be
administered by the classroom teacher or a designated research assistant,
who will explain the purpose of the study and provide instructions for
completing the questionnaire. Participation in the study will be voluntary, and
students will be assured of confidentiality and anonymity.
Statistical Treatment
Collected data was analyzed using the statistical analysis such as descriptive
statistics, frequency and percentage, weighted mean and Pearson R
Correlation to illustrate the samples and determine the relationship between
the independent and dependent variables.
21
The researchers used the following statistical tool to analyze and
tabulate the data that gathered from 50 respondents, concerning their
demographic profile. It will be limited in computing the following:
Frequency –will summarize the data by showing the number of times in a
data value occurs.
Formula: f = 1/T
Where:
F = frequency
T = period
Percentage- will calculate the amount of change between the two variables.
Formula: % = f÷ n x 100 %
Where:
f = number of respondents for every team
n = total number of cases and respondents
In determining the effects of social media usage to time management
skills of grade 10 STE students in Tupi National High School, the researchers
limit the study in the following:
1. Describing or analyzing the central tendencies by measuring the
weighted mean.
22
Weighted mean
Where: f = frequency
x = sum of all result
n = number of respondents
In determining the effects between social media usage to time
management skills of grade 10 STE students in Tupi National High School.
The researchers limit the study in the following:
Pearson R Correlation
Formula: r =∑¿ ¿
Where; r = correlation coefficient
x i = values of the x-variable samples
x= mean of the variables of the x-variable
y i = values of the y-variable samples
y = mean of the variables of the y-variable
CHAPTER IV
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
23
This chapter highlights the results of the data analysis. The survey instrument
was survey questionnaire to 50 target respondents. For the 1 st object of our
research over a span of one week, 50 completed responses were collected
and analyzed. A detailed summary of respondent’s demographic profile is
presented table below.
Part I. Demographic Profile of the Respondents
Table 1.
Sets
Sets Frequency Percentage
A 25 50
B 25 50
Table 1 shows the total and its percentage to the demographic profile of grade
10 STE students of Tupi National High School. The researchers finalize the
results for the demographic profile of the participants 50 students were
participating in our study; contains 25 (50%) of the students were from Set A
(50%) 25 of the students were from Set B.
Part II. Determine the Effects of Social Media Usage to the Time
Management Skills of grade 10 STE students of Tupi National High
School.
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Table 2.
Do you have a Social Media Account?
Facebook Instagram Twitter Others Total
38 35 35 4 112
Percentage 92.7% 85.4% 85.4% 9.7% 100%
Table 2. This shows that among the 50 respondents of grade 10 STE
students of Tupi National High School who answered, 92.7% does have a
Facebook account. Additionally, 85.4% does have an Instagram account.
Furthermore, 85.4% also does have a Twitter account. The remaining 9.7%
does have other social media accounts like TikTok, Reddit.
Table 3.
How frequent do you use your smartphone every day?
5 4 3 2 1 Total
Always Often Sometimes Rarely Never
30 8 9 3 0 50
Percentage 60% 16% 18% 6% 0% 100%
Table 3. Shows that within the 50 respondents, 60% (30 respondents)
reported they use smartphone every day "always" (rating 5). 16% (8
25
respondents) reported they use smartphone every day "often" (rating 4). 18%
(9 respondents) reported they use smartphone every day "sometimes" (rating
3). 6% (3 respondents) reported they use smartphone every day "rarely"
(rating 2). 0% (0 respondents) reported they use smartphone every day
"never" (rating 1). Overall, the majority of respondents 60% (always)
expressed a frequent usage of smartphone every day.
Table 4.
Do you use social media while you are in the bathroom?
5 4 3 2 1 Total
9 12 16 8 5 50
Percentage 18% 24% 32% 16% 10% 100%
Table 4. Shows that within the 50 respondents, 18.4% (9 respondents)
reported using social media in the bathroom "always" (rating 5). 24.5% (12
respondents) reported using social media in the bathroom "often" (rating 4).
32.7% (16 respondents) reported using social media in the bathroom
"sometimes" (rating 3). 16.3% (8 respondents) reported using social media in
the bathroom "rarely" (rating 2). 8.2% (4 respondents) reported using social
media in the bathroom "never" (rating 1). Overall, the majority of respondents
26
(32.7%) are using social media in the bathroom, as indicated by the rating of 3
(sometimes).
Table 5.
How often do you miss your house chores due to social media usage?
5 4 3 2 1 Total
8 12 18 8 2 50
Percentage 16.7% 25% 37.5% 16.7% 4.2% 100%
Table 5. This shows that within the sample of 50 respondents, 16.7% (8
individuals) reported that they tend to missed they house hold chores "always"
(rating 5). 25% (12 individuals) reported "often" (rating 4). 37.5% (18
individuals) "sometimes" (rating 3). 16.7% (8 individuals) reported "rarely"
(rating 2). 4.2% (2 individuals) reported that they missed doing their house
hold chore which is "never" (rating 1). Overall, the majority of respondents
37.5% (18 Grade 10 STE students) expressed that they sometimes
experience that they tend to missed they house hold chores, as indicated by
the rating of 3(sometimes).
27
Table 6.
Do you use social media while studying?
5 4 3 2 1 Total
7 11 15 13 2 50
Percentage 15% 23% 31% 27% 4% 100%
Table 6. This shows that within the sample of 50 respondents, 15% (7
individuals) reported that they use social media while studying "always" (rating
5). 23% (11 individuals) reported "often" (rating 4). 31% (15 individuals)
"sometimes" (rating 3). 27% (13 individuals) reported "rarely" (rating 2). 4% (2
individuals) reported that they use social media while studying which is
"never" (rating 1). Overall, the majority of respondents 31.3 % (15 Grade 10
STE students) expressed that they sometimes use social media while
studying, as indicated by the rating of 3 (sometimes).
Table 7.
Do you use social media before going to bed?
28
5 4 3 2 1 Total
14 16 13 5 2 50
Percentage 29% 31% 27% 10% 3% 100%
individuals) reported that they use social media before going to bed "always"
(rating 5). 31% (16 individuals) reported "often" (rating 4). 27% (13
individuals) "sometimes" (rating 3). 10% (5 individuals) reported "rarely"
(rating 2). 3% (2 individuals) reported that that they use social media before
going to bed is "never" (rating 1). Overall, the majority of respondents 31%
(16 Grade 10 STE students) expressed that they often use social media
before going to bed as indicated by the rating of 4 (often).
Table 8.
How often do you arrive late to classes or other events due to social media
usage?
5 4 3 2 1 Total
4 12 20 11 3 50
Percentage 6% 25% 41 % 22% 6% 100%
29
individuals) reported that they often arrive late to classes or other events
"always" (rating 5). 25% (12 individuals) reported "often" (rating 4). 41% (20
individuals) "sometimes" (rating 3). 22% (11 individuals) reported "rarely"
(rating 2). 6% (3 individuals) reported that that they arrive late to classes or
other events due to social media usage is "never" (rating 1). Overall, the
majority of respondents 41% (20 Grade 10 STE students) expressed that they
sometimes arrive late to classes or other events due to social media usage as
indicated by the rating of 3 (sometimes).
Table 9.
How often do you miss deadlines or turn in incomplete work due to excessive
social media usage?
5 4 3 2 1 Total
3 14 19 10 4 50
Percentage 4% 29% 39% 20% 8% 100%
individuals) reported that they often miss deadlines or turn in incomplete work
due "always" (rating 5). 29% (14 individuals) reported "often" (rating 4). 39%
(19 individuals) "sometimes" (rating 3). 20% (10 individuals) reported "rarely"
30
(rating 2). 8% (4 individuals) reported that they that they often miss deadlines
or turn in incomplete work due is "never" (rating 1). Overall, the majority of
respondents 39% (20 Grade 10 STE students) expressed that they
sometimes miss deadlines or turn in incomplete work due to excessive social
media as indicated by the rating of 3 (sometimes).
Table 10.
Are you always updated to social media?
5 4 3 2 1 Total
16 21 8 3 2 50
Percentage 33% 43% 16% 6% 2% 100%
individuals) reported that they are always updated to social media "always"
(rating 5). 43% (21 individuals) reported "often" (rating 4). 16% (8 individuals)
"sometimes" (rating 3). 6% (3 individuals) reported "rarely" (rating 2). 2% (1
individuals) reported that they are always updated to social media is "never"
(rating 1). Overall, the majority of respondents 43% (21 Grade 10 STE
students) expressed that they are always updated to social media as
indicated by the rating of 3 (often).
31
Table 11.
Do you use social media after you wake up in the morning?
5 4 3 2 1 Total
31 6 7 4 2 50
Percentage 63% 12% 14% 8% 2% 100%
individuals) reported that use social media after they wake up in the morning
"always" (rating 5). 12% (6 individuals) reported "often" (rating 4). 14% (7
individuals) "sometimes" (rating 3). 8% (4 individuals) reported "rarely" (rating
2). 2% (2 individuals) reported that they use social media after they wake up
in the morning "never" (rating 1). Overall, the majority of respondents 63% (31
Grade 10 STE students) expressed that they use social media after they wake
up in the morning as indicated by the rating of 5 (always).
32
CHAPTER V
SUMMARY OF FINDINGS
1. Demographic Profile: The study included 50 respondents from grade
10 STE students of Tupi National High School, with equal distribution
between Set A and Set B.
2. Social Media Usage: The majority of respondents (92.7%) had a
Facebook account, and a significant percentage (85.4%) had
Instagram and Twitter accounts.
3. Smartphone Usage: 60% of the respondents reported using their
smartphones always, indicating frequent usage throughout the day.
4. Social Media Usage in the Bathroom: 32.7% of the respondents
reported using social media in the bathroom sometimes.
5. Impact on House Chores: 37.5% of the respondents reported
sometimes missing their house chores due to social media usage.
6. Social Media Usage While Studying: 31.3% of the respondents
reported sometimes using social media while studying.
33
7. Social Media Usage before Bedtime: 31% of the respondents often
used social media before going to bed.
8. Punctuality Issues: 41% of the respondents sometimes arrived late to
classes or other events due to social media usage.
9. Impact on Work and Deadlines: 39% of the respondents sometimes
missed deadlines or turned in incomplete work due to excessive social
media usage.
10. Constant Updates: 43% of the respondents often felt the need to be
always updated on social media.
11. Morning Social Media Usage: 63% of the respondents always used
social media after waking up in the morning.
CONCLUSION
Based on the data analysis, it can be concluded that social
media usage among grade 10 STE students of Tupi National High School is
prevalent and has an impact on various aspects of their lives. A significant
number of students reported using social media frequently throughout the
day, including in the bathroom, while studying, before bedtime, and after
waking up. This excessive usage has led to negative consequences such as
missed house chores, decreased punctuality, and compromised work quality
and meeting deadlines.
RECOMMENDATION
34
Based on these findings, several recommendations can be
made. Firstly, it is crucial to raise awareness among students about the
potential negative effects of excessive social media usage on their time
management skills, productivity, and overall well-being. Workshops and
training sessions can be conducted to help students develop effective time
management strategies and minimize distractions caused by social media.
Additionally, establishing technology-free zones in schools and homes can
create spaces where students can focus on their studies without the
temptations of social media.
Encouraging students to take regular breaks from social media
and engage in offline activities can promote healthier usage habits and
improve their ability to manage time effectively. Parental involvement is also
essential, as parents should actively monitor their children's social media
usage and set reasonable limits and boundaries. Collaboration with social
media platforms can be pursued to implement features that remind users to
take breaks and limit their time spent on the platforms.
By implementing these recommendations, students can
develop better time management skills, reduce the negative impact of
excessive social media usage, and strike a healthier balance between their
academic responsibilities and social media engagement.
35
36
REFERENCES
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Adams, R. V., & Blair, E. (2019). Impact of Time Management Behaviors on
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Ahmed, N. (2019). Statistical analysis of impacts of peer pressure and time
management on the academic performance of students. Retrieved
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Cherry, Kendra (2019). Experiential learning theory of David Kolb. Retrieved
from https://www.verywellmind.com/experintial-learning-279514
Rouse, M (2019). Time management. Retrieved from
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skillsyouneed.com (2019). Time management skills. Retrieved from
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40
APPENDICES
A. LETTER
41
B. QUESTIONNAIRE
42
43

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SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY

COLLEGE OF INFORMATION AND COMMUNICATION TECHNOLOGY

EFFECTS OF SOCIAL MEDIA USAGE TO THE TIME MANAGEMENT

In Partial Fulfilment of the

Requirement for the subject

IT227: Quantitative Methods

The widespread use of social media has become an integral part of

affect people's time management skills. The purpose of this abstract is to

provide an overview of the effects of social media usage on time

management skills. According to research, social media use can be a major

distraction and have a negative impact on people's time management skills.

quickly become time-consuming, resulting in decreased productivity and an

linked to procrastination, which exacerbates time management difficulties. It

time management skills. According to some research, social media can be

used productively, such as for networking, collaboration, and information

sharing, which can improve people's time management skills. Everything is

dependent on how social media is used and in what context it is used to

on time management skills, it is critical for individuals to be aware of how they

We extend our deepest gratitude to everyone who contributed to the

successful completion of our research study on the "Effects of Social Media

Usage on the Time Management Skills of Grade 10 STE Students in Tupi

continuous support in shaping our research methodology and interpretation

Our heartfelt appreciation goes to the administrators, faculty, and

Grade 10 STE students of Tupi National High School for granting us

research, and we are grateful for the resources provided.

Additionally, we want to acknowledge our friends, classmates, and our

families for their valuable feedback, suggestions, and unwavering support

throughout the research process. Their contributions greatly enhanced our

research methods and improved the quality of our findings.

Lastly, we acknowledge the Almighty Father, who guided,

strengthened, and inspired us throughout this research endeavor. We are

Figures Title Pages

Figure 1. Present the Conceptual Framework of the Study 14

Figure 2. Research Locale Map 20

Tables Title Pages

Table 2 Do you have Social Media Account? 25

Table 3 How frequent do you use your smartphone every day? 25

Table 6 Do you use social media while studying? 28

Table 7 Do you use social media before going to bed? 28

social media usage?

excessive social media usage?

Table 10 Are you always updated to social media? 31

Background of the Study

create, share, and exchange information, ideas, and content in virtual

communicate, interact, and consume information. The earliest form of social

communicate with one another through a centralized system.

launch of Friendster, which was quickly followed by MySpace, LinkedIn, and

mobile technology resulted in an explosion of social media platforms such as

users worldwide, these platforms have become essential parts of many

influencing everything from politics and journalism to personal relationships

and cultural norms. It has enabled new forms of communication and

expression, as well as new opportunities for marketing, advertising, and

However, social media has also been linked to negative outcomes

such as the spread of misinformation, online harassment, addiction and

of students and may help them improve as individuals.

REVIEW OF RELATED LITERATURE

Influence Of Social Media Usage on Time Management of Social Science

Education Students in Nigerian Tertiary Institutions

According to Chinyere Loveth Chukwu, Patricia Nwamaka Aroh, Tobias

Obiora Ozor, Amanda U. Ugwoezuonu, Luke C. Ezema (2022) this study

investigates the influence of social media on time management of Social

Science Education students in Nigerian tertiary institutions. The study