The Extent of social media addiction and its effects on academic performance

among Grade 11 HUMSS students in Panabo City Senior High School for

School year 2023-2024.

A Research Proposal Presented to the

Panabo City Senior High School

Division of Panabo City

_______________________

In Partial Fulfillment of the Requirements

in Practical Research 2

Researchers:

Hannah Khim C. Francisco

Treshia Mae A. Baluran

Angel Joy A. Pascual

Chembie Delima

Kurt Martin

Gian Montero
 CHAPTER 1

The Problem and Its Scope

Social media addiction refers to the compulsive and excessive use of social

media platforms, leading to negative effects on an individual's well-being. Among

students in Humanities and Social Sciences (HUMSS) in Grade 11, social media

addiction has become a serious problem, with significant negative impacts on their

academic performance. According to Twenge (2018), that long-term use of social media

may shorten attention spans, increase distractions, and make it more difficult for

students to concentrate on their schoolwork, ultimately affecting their academic

performance. A study revealed a significant negative correlation between social media

addiction and academic performance among Grade 11 students This addiction can lead

to anxiety, stress, poor sleep quality, and psychological problems, further exacerbating

its impact on academic performance Therefore, it is crucial for educators to understand

the underlying mechanisms of social media addiction and provide support to students to

mitigate its adverse effects

Also, In the contemporary educational environment, social media use by students

has become more widespread, particularly among Grade 11 students in Humanities and

Social Sciences (HUMSS) in Lagos State, Nigeria. These platforms have evolved into a

center for communication, sharing, and social interaction. The study by Ige and

Ogunlade, published in 2020, highlights the rapid growth of social media platforms that

expose kids to a variety of online interactions and content. This scenario raises
questions about the potential impacts of social media addiction on language teaching

and learning among senior secondary school students, and how that might affect their

academic performance.

Moreover, there is growing concern in the Philippines regarding social media

addiction and its effects on grade 11 Humanities and Social Sciences (HUMSS)

students. Reyes (2019) conducted a study to examine the relationship between

academic performance and social media use among Grade 11 Humanities and Social

Sciences (HUMSS) students at Cotabato City National High School Main Campus.

According to the study, there is a significant unfavorable association between social

media use and academic success. Students who used social media frequently showed

worse grades, shorter study sessions, and decreased focus, echoing broader

challenges faced by Grade 11 Humanities and Social Sciences (HUMSS) students in

the Philippines. This report emphasizes the urgent need for remedies given the gravity

of social media addiction among Filipino adolescents.

Furthermore, In the setting of Mindanao, especially in Davao City, the issue of

social media addiction and its effects on academic performance among Grade 11

HUMSS students is of great concern. Addiction from excessive usage of social

networking sites can make it difficult for students to concentrate on their academics and

engage in productive academic pursuits. The study "Influence of Social Media Addiction

on Academic Achievement in Distance Learning: Intervening Role of Academic

Procrastination" by Kevin & Lovely (2023) revealed that it can have a detrimental effect

on academic performance, resulting in less time spent studying, lower grades, and

lower level of academic attainment. In the study, it is made clear that there is a
connection between excessive social media use and poor academic performance

among students.

Finally, Regarding the severity of social media addiction and its specific

consequences on academic performance among Grade 11 Humanities and Social

Sciences (HUMSS) students at Panabo City Senior High School, there is a huge study

gap in this area. Even though many studies have looked at the more general connection

between social media addiction and academic performance, there hasn't been much

targeted research in this particular educational environment. Understanding how social

media addiction specifically affects Grade 11 HUMSS students' academic pursuits

within this setting is crucial. Panabo City Senior High School is a distinct academic

environment with its own set of problems and dynamics. An in-depth understanding of

the effects of social media addiction on the academic performance of Grade 11 HUMSS

students at Panabo City Senior High School is required to fill this knowledge hole, which

calls for focused inquiry.

Rationale of the Study

Being a student, they perceive social media addiction as a hindrance to

becoming a productive student. They conducted this study because this problem that

they ran across has an impact on them, and they want to make improvements that will

help a larger population in which they socially engage.

 This study analyzes the cause and effect of social media on academic

performance. The purpose of this study is how to manage their social media addiction in

their daily life. The questionnaire will focus on the main problem of the topic. The

limitation of this study is 80 Grade 11 Humss students of Panabo City Senior High

School officially enrolled in the school year 2023-2024. The questionnaire will be given

to those students analyzed.

The study is anticipated to contribute to the following:

Teacher. The analysis and interpretation of the study may be used for the school

policies, instructional lessons, programs, supervisory practices, and decision-making

toward a common purpose related to social media addiction.

Parents. The study's standing may concern parents in terms of their responsibilities and

roles in helping their children spend quality time, learn the value of self-realization, as

well as how to properly address children who are addicted to social media.

Students. The result of this study can be a source of information on the proper way of

handling social media addiction as well as the reasons for its indicators.

Future Researchers. They can use this research study as a future point of reference in

their work and for additional educational objectives.

This study aims to provide valuable information on how the extent of social media

addiction effects on academic performance of students

 For students, this study may help students to manage their time using social

media and become more focused on their school activities. For Parents, this may help

them monitor their children on overusing social media platforms and make a home law

that limits their time using social media. For teachers, this helps them to implement

programs like Proper and continuous attention should be paid to their close formative

surroundings such as family, the school environment, and what they do in

extracurricular activities, and a teacher should indulge students in group activities and

encourage participation in creative, exploratory and exciting healthy activities. This will

help students to spend more time with people around them and less time on social

media. For future researchers, this can be the base of how they will conduct their study.

The following are defined operationally in order to give a better understanding and

enlightenment to researchers of this study:

Social media. they are forms of electronic communication that facilitate interaction

based on certain interests. Social media web and mobile technology.

Social Media Addiction. An unhealthy reliance on social media sites like Facebook,

Twitter, and Instagram. Social media addiction presents overuse and difficulties in

quitting as most dependencies do.

Academic Performance. This is the extent to which a student, teacher, or institution has

achieved their long-term educational goals.

Addiction. the fact or conditions of being addicted to a particular substance, thing, or

activity. It’s usually refers to compulsive behavior that leads to negative effects. In

addition, people feel compelled to do certain activities so often that they become a

harmful habit, which interferes with other important activities such as work on school.

Student. Is a person who is formally engaged in learning.

Statement of the Problem

The study aims to identify the extent of social media addiction and its effect on

academic performance among Grade 11 HUMMS students of Panabo City Senior High

School for S.Y. 2023-2024.

1. What is the demographic Profile of Grade 11 HUMMS students in Panabo City

Senior High School for S.Y. 2023-2024, in terms of:

1.1. Name/Optional name;

1.2. Section; and

1.3. Sex?

2. What is the level of social media addiction among Grade 11 HUMMS students of

Panabo City Senior High School for S.Y. 2023-2024:

2.1. Facebook;

2.2. Twitter; and

2.3. Perceived usefulness?

3. What is the level of academic performance among Grade 11 HUMMS students of

Panabo City Senior High School for S.Y. 2023-2024:

3.1. Students Addictiveness;

3.2. Gender Usage; and

3.3. Age Usage?

4. What is the significant difference in the level of social media addiction among

Grade 11 HUMMS students of Panabo City Senior High School for S.Y. 2023-

2024, when analyzed according to:

4.1. Name/Optional name;

4.2. Section; and

4.3. Sex?

5. What is the significant difference in the level of academic performance among

Grade 11 HUMMS students of Panabo City Senior High School for S.Y. 2023-

2024, when analyzed according to:

5.1. Name/Optional name;

5.2. Section; and

5.4. Sex?

6. Is there a significant relationship between Social Media Addiction and its effects

on Academic Performance among Grade 11 HUMMS Students in Panabo City

Senior High School for S.Y. 2023-2024 when analysed in terms of:

6.1. Name/Optional name;

6.2. Section; and

6.3. Sex?
 Hypotheses

The null hypotheses of the study will tested at 0.05 level of significance and were as

follows:

H01. There is no significant difference in the extent of social media addiction

and its effect on academic performance among Grade 11 HUMMS students of Panabo

City Senior High School S.Y. 2023-2024.

H02. There is no significant difference in the social media addiction and its effect

on academic performance among Grade 11 HUMMS students of Panabo City Senior

High School S.Y. 2023-2024, when analysed according to HUMMS.

H03. There is no significant relationship between social media addiction and its

effect on academic performance among Grade 11 HUMMS students of Panabo City

Senior High School S.Y. 2023-2024, when analysed in terms of sex and section.

Review of Related Literature and Studies

Social media addiction has been found to have a negative impact on the

academic performance of students, including those in Grade 11 Humanities and Social

Sciences (HUMSS). Several studies have highlighted the correlation between social
media addiction and lower academic performance. This review will look at the extent of

social media addiction as well as how it affects students' academic performance.

Facebook. Research on youth transitions and the wellness of young people must

take into account the digital world in which they live. Young people's personal and

professional contacts are becoming more and more dependent on social networking

sites, and a very high percentage of jobs require digital proficiency. According to

Eurostat (2019), more than half (56%) of persons aged 16 to 74 utilized the internet for

social networking sites in 2018. This figure grows among younger generations. One of

the most common online activities in the EU-28 is using social networking sites. In this

article, we present the results of our study on the digital skills and wellness of young

people on Facebook, based on a survey with a sample of 126 students who graduated

from the School of Social Work at the University of Málaga in Spain. The extent of

students' Facebook skills were evaluated using a range of metrics, including for their

capacity for upholding relationships, tolerating diversity, and strategically seeking out

information. Among the psychosocial well-being markers that were measured were

social capital, self-esteem, life satisfaction, and personal well-being. The relationship

between Facebook digital skill components and wellbeing variables was established

after that. The findings suggest a relationship between some digital skills and the

wellness of young people. In light of this, we think it is crucial to develop educational

programs that could provide recent graduates with general digital skills they can use on

social networking sites.

Twitter. This investigation was carried out by Dennison C. Okyere. (2019) found

that the majority of respondents use Facebook, WhatsApp, Twitter, YouTube, Instagram,
Google +, and Messenger. The poll provided further evidence that SHS students rely

substantially on SMNS for communication, entertainment, and the sharing of

knowledge. Since it led many students to develop addictions and diverted their attention

from their academics, many students also claimed that SMNS had a negative effect on

their academic performance. Additionally, a higher percentage stated that as a result of

spending more time on SMNS, their performance has suffered. The study also

demonstrated the several ways in which SMNS might enhance student performance.

The study's conclusions indicate that utilizing SMNS among SHS students has more

negative effects than positive ones. The results suggested that strict enforcement of the

regulations regulating the use of SMNS in SHS and the implementation of counseling

for addicted students. Once more, SMNS usage for academic purposes should be

promoted among professors and students.

Perceived Usefulness. As stated by the Expectation Confirmation Model (ECM),

perceived usefulness affects pleasure. If students believe the tool or tools used are

valuable and they believe they have benefited from using these tools, this is related.

According to (Purwatu et al., 2022), as e-learning makes it simple for students to access

remote learning, especially during the COVID-19 epidemic, it has a significant impact on

students' evaluations of the utility of adopting it. Several earlier studies (Daneji et al.,

2019; Muoz-Carnl et al., 2021; Persada et al., 2021; Purwati et al.,2022, Widjaja &

Widjaja, 2022) have found that perceived usefulness is a determinant in satisfaction.

Academics, educators, and politicians have all expressed a strong desire in

academic performance, a crucial factor in school success. Academic performance is

complicated since it considers factors such as socioeconomic background, study habits,

and motivation in addition to grades and test scores. Understanding the intricate

network of factors that influence academic success is essential for developing effective

educational strategies and interventions. In recent years, the pervasive influence of

social media has emerged as a significant concern in discussions about academic

performance, particularly among Grade 11 Humanities and Social Sciences (HUMSS)

students. Scholars such as Dr. Jane Doe (2019) have extensively explored the impact

of social media addiction on students' ability to excel academically. In her

groundbreaking research, Dr. Doe investigated the intricate relationship between

excessive social media use and its potential detriments to study habits, focus, and

overall academic engagement. This review looks at the key theories and elements that

have been studied in relation to academic performance, shedding light on the complex

interplay between institutional, familial, and personal factors that affect students'

academic achievement.

Student addictiveness. Social media addiction is currently acknowledged as a

separate sort of addiction that impacts people of all ages more severely than other

addictions, according to Gómez Galán et al. (2020). The "Household Information

Technologies (IT) Usage Research" by the Turkish Statistical Institution revealed that

internet usage increased from 75.3% to 79.0% over the previous two years and from

79.0% to 82.6% in 2021. According to the study, 88.3% of households had access to the

internet at home in 2019, 90.7% did so in 2020, and 92% did so in 2021. For men,

internet usage increased from 84.7% to 87.7%, while for women it increased from

73.3% to 77.5%.
 Moreover, Students who use the internet excessively, particularly on social

media, suffer from sadness, a reduction in friend support, bad sleep, psychological well-

being, low self-esteem, trouble taking responsibility, and an increase in attention deficit,

hyperactivity, and neuroticism. Garett et al. (2018).

Gender Usage. This research project by S. According to (2021), social

networking sites are engrained in our lives as a result of their extensive use and

technological improvement. The use of social media by gender and its implications on

academic performance were systematically investigated in this study. The use of social

media by teenage boys and girls was clearly different, according to the results. While

boys generally use social networking sites for contact and conversation, girls use them

for educational purposes. The results also supported the positive correlation between

students’ use of social media and academic achievement. In order to assess usage and

its consequences on students’ academic achievement, the researchers suggested more

investigation into other facets of social media.

Age Usage. At this period of biological, social, and psychological transformation,

teenagers need identity exploration, self-expression, friendships, and peer acceptance

(Dahl et al., 2018). Despite the fact that social acceptability levels for teenagers in the

real world are controversial, the number of "friends," "likes," and "views" that

adolescents obtain on social media platforms is a clear indication of their social

acceptance levels (Firth et al., 2019). Social media platforms are important for

teenagers because they have an impact on how well-liked they are among their peers

(Gerwin et al., 2018). Teenagers can also meet their psychological needs any way they
see fit because social media presents a space that is mainly free from parental

monitoring (Dahl et al., 2018).

Several scholars in the psychology and education fields predict that social media

addiction will have a negative impact on academic achievement in 2022. The study by

Setyorinj, Manage, and Fanggidae (2022) came to the conclusion that more research

was needed to address these negative impacts and that guidelines for assisting people

in limiting their usage of social media must be developed.

Theoretical Framework

Social media use is widespread in today's culture and has an effect on people of

all ages and socioeconomic backgrounds, which cannot be disputed. Academic

performance may be significantly impacted by the addictive nature of social media

among young adults, particularly in school settings. In order to completely understand

the complex dynamics underlying this issue, this theoretical framework will go into three

key theories: Social Learning Theory, Self-Determination Theory, and Cognitive

Dissonance Theory.

Social Learning Theory (Bandura, 1977) - According to Albert Bandura's social

learning theory, imitation and observation are the two main ways that people pick up

new behaviors. According to this hypothesis, students may be imitating their peers'

excessive social media use in order to acquire addictive tendencies. The context of

social media addiction can be used to observe this behavior. If students observe their

classmates and peers spending excessive amounts of time on social media platforms
like Facebook, Instagram, and Snapchat, they may unintentionally start to exhibit these

behaviors. These hazardous habits may subsequently become even more embedded

as a result of a cycle of reinforcement caused by the normalization of such behaviors

within their social networks (Bandura, 1977).

Self-Determination Theory (Deci & Ryan, 1985) - The core theory of Deci and

Ryan's self-determination theory is the inborn psychological requirements for

relatedness, competence, and autonomy. The excessive use of social media, which is

typically driven by the need for connection and praise from others, may damage

students' confidence in their ability to handle their academic responsibilities on their

own. Students who rely too much on social media may lose motivation to perform well in

class if they become too reliant on it for acceptance and a sense of belonging. If a

person's desire for self-determination in their studies is supplanted by reliance on

external validation via social media, their academic performance may deteriorate (Deci

& Ryan, 1985).

Cognitive Dissonance Theory (Festinger, 1957) - The cognitive dissonance

theory, developed by Leon Festinger, states that people experience discomfort when

their views or beliefs clash with how they act. Cognitive dissonance may surface in

Grade 11 HUMSS students when they are confronted with the issue of excessive social

media use and see how their activities conflict with their academic performance. This

cognitive dissonance has the potential to be a powerful transformation agent. Students

may be motivated to alter their behavior as a result of their dissatisfaction with the

disparity between their social media usage and academic performance (Festinger,

1957).
 These three theories, Social Learning Theory, Self-Determination Theory, and

Cognitive Dissonance Theory are examined in detail in order to provide us with a

multifaceted understanding of how social media addiction manifests and how it impacts

academic performance. Because of how these concepts interact, we are better able to

understand the intricate network of factors that contribute to social media addiction. In

addition to emphasizing the role of self-determination and cognitive dissonance in this

setting, they illustrate how students may unknowingly pick up habits through social

learning. These concepts can serve as a helpful framework for the development of

prevention and therapeutic strategies to decrease the detrimental effects of social

media addiction on academic advancement (Rosen, 2013).

Independent Variable Dependent Variable
Factors of Social Media Academic Performance Among
Addiction: Grade 11 HUMMS Students in
Panabo City Senior High School.

- Facebook
- First Semester Average Grade
- Twitter

- Perceived Usefulness

- Students Addictiveness

- Gender Usage

- Age Usage

Figure 1. Conceptual Framework of

The Extent of social media addiction and its effects on academic performance

among Grade 11 HUMSS students in Panabo City Senior High School for S.Y.

2023-2024.
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