Distortion of Reality Through Social Media Final

Chevalier School, Inc.
Angeles City, Philippines
In partial fulfillment of the requirements in

Research in Daily Life 1
Exploring The Distortion of Reality

Through Social Media Platforms
Monasterio, Carlos Miguel V.

Nucum, Mariella Angel D. L.
Pangilinan, Chelsey Althea S.
De Leon, Christian D.
Bartolome, Kyle Bradley C.
Siron, Cris Matthew M.
Cayanan, Macro D. C.
Miss Celine G. Aquino

Research Mentor
11 – Jose S. Pascual
Academic Year 2022-2023
APPROVAL SHEET IN RESEARCH IN DAILY LIFE 1
Chevalier School, Inc. 2023-2024
Page |1
This research titled ‘Exploring The Distortion of Reality Through Social Media
Platforms’, prepared and submitted by Bartolome, Kyle Bradley Castañeda, Cayanan,
Macro Dela Cruz, De Leon, Christian Duya, Monasterio, Carlos Miguel Victoriano,
Nucum, Mariella Angel De Leon, Pangilinan, Chelsey Althea Sychangco, Siron,
Cris Matthew Manguerra , in partial fulfillment of the requirements in RESEARCH
IN DAILY LIFE 1 has been examined and found in order hereby recommended for
acceptance and approval.
PANEL OF EXAMINERS
__________________________ ____________________________
MISS JAMIELYN L. BACALLO MR. ARVIN LORD V. CABRERA
Panelist Panelist
_________________________
MR. JONARD N. BALILU
Panelist
Accepted and approved in partial fulfillment of the requirement in the strand
ACCOUNTANCY, BUSINESS, AND MANAGEMENT (ABM)
under the K-12 academic track.
__________________________
MISS JUDETTE B. PARDINES
Chair, Research Department
__________________________
MR. ALBERT P. ESGUERRA
OIC, High School Department
________________________________________
REV. FR. SABINO T. ROQUERO, JR., MSC, PH.D
Rector
ACKNOWLEDGEMENT
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The researchers would like to extend their deepest appreciation to the teachers and
faculty members whose cooperation and support allowed the study to be conducted on
campus grounds. Their guidance and mentorship went beyond the classroom,
contributing to the overall development of the researchers as scholars. Special thanks are
also extended to dedicated educators who not only corrected grammatical errors and
document format issues but also provided consistent motivation throughout the research
process.
A heartfelt acknowledgment goes to mentors who generously shared their wisdom and
expertise, playing a crucial role in shaping the researchers' skills and aiding in the
preparation of this study. Additional gratitude is expressed to other teachers and non-
teaching personnel for their valuable feedback and suggestions, contributing to the
enhancement of the research's quality and depth.
The researchers would like to convey their profound appreciation to their loving parents,
whose unwavering financial, moral, and emotional support formed the bedrock of each
academic pursuit. The encouragement and understanding provided by classmates fostered
a positive and collaborative learning environment throughout the entire research journey.
Furthermore, the researchers would like to extend gratitude to the broader academic
community, including administrators, staff members, and fellow students, whose diverse
roles collectively enriched the research experience. Everyone who contributed to this
journey, whether directly or indirectly, has made a lasting impact, and the researchers are
truly grateful for the criticism, support and encouragement received.
TABLE OF CONTENTS Pages

Page |3
Title Page………………………………………………………………………………….1
Approval Sheet……………………………………………………………………............2
Acknowledgement………………………………………………………………………...3
Table of Contents…………………………………………………………………….........4
INTRODUCTION
Background of the Study…………………………………………………………….........6
Significance of the Study………………………………………………………….............9
Scope and Delimitations…………………………………………………………............10
Statement of the Problem………………………………………………………………...11
METHODOLOGY
Type of Research...............................................................................................................12
Participants and Sampling Technique................................................................................12
Research Instrument...........................................................................................................13
Data Gathering Procedure..................................................................................................13
Ethical Considerations.......................................................................................................14
Data Analysis.....................................................................................................................15
Theoretical Framework......................................................................................................17
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References..........................................................................................................................18
APPENDICES
Appendix A. Letter to the Participant................................................................................21
Appendix B. Informed Consent.........................................................................................22
Appendix C. Questionnaire/Interview Guide....................................................................23
Appendix D. Information of the Researchers....................................................................26
Background of the Study
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Social media, with its pervasive influence, has become an inescapable aspect of modern
life (Bozzola, 2022), transforming the way we communicate, share information, and
perceive ourselves and others. (Rosenberg, 2022) said that the addictiveness of these
platforms is not by chance; it's a result of meticulously crafted designs that exploit human
psychology. The infinite scroll, autoplay videos, and personalized content feeds are all
engineered to maximize user engagement, ensuring that individuals spend more time on
these platforms than they initially intended.
Notifications, strategically timed to elicit an automated response, contribute to the
constant pull of social media. (Elhai, 2022) noted that fear of missing out (FOMO) is a
powerful force, compelling users to stay always connected, even to the detriment of their
real-life engagements. The compulsion to check for updates can interrupt conversations,
work, and even sleep, creating a sense of urgency that was not present in our lives before
the advent of these platforms. The algorithmic nature of social media exacerbates the
issue. These platforms employ sophisticated algorithms that analyze user behavior,
tailoring content to individual preferences. While this customization enhances user
experience, (Lindstrom, 2020) said it also traps individuals in a filter bubble, reinforcing
pre-existing beliefs and narrowing their worldview. (Anderson, 2018) said that the
constant stream of content tailored to one's interests can further solidify the grip of social
media, making it challenging to break free from the scrolling and swiping cycle. The
impact on mental health is profound. Comparing one's life to the carefully curated
content on social media can lead to feelings of inadequacy and low self-esteem. The
constant exposure to seemingly perfect lives can create unrealistic expectations and foster
Page |6
a culture of perpetual comparison. This not only affects concentration but also contributes
to the rise of mental health issues such as anxiety and depression.
Furthermore, the quest for validation through likes, comments, and shares can distort
one's sense of self-worth. The dopamine-driven feedback loop created by these social
interactions can become a primary source of validation, potentially overshadowing real-
life achievements and relationships.
As a result, the line between the virtual and real worlds blurs, with individuals finding it
increasingly challenging to disengage from the digital realm and fully participate in the
tangible aspects of their lives. Breaking free from the clutches of social media distraction
requires conscious effort and a reevaluation of the role these platforms play in our lives.
Establishing healthy boundaries, practicing digital detox, and prioritizing face-to-face
interactions are crucial steps towards reclaiming control over our attention and time.
And with the spread of other messaging and social apps, (Sibers, 2021) said that the
constant exposure to carefully curated posts, glamorous lifestyles, and sensationalized
news has led to the cultivation of misconceptions about various aspects of life.
In current technologically advanced society, social media platforms have become an
integral part of our lives. They serve as avenues for communication, information sharing,
and entertainment. However, the rise of social media has also brought about a significant
shift in the way we perceive and see reality. We aim to explore the extent to which social
media platforms distort reality and perpetuate misconceptions and beliefs. By diving into
the intricacies of this phenomenon, we can better understand the implications it has on
individuals and society as a whole. Social media platforms not only act as communication
Page |7
hubs, but they also have a powerful influence in shaping social norms and individual
perceptions. As users engage with a constant stream of carefully curated and often
idealized content, there is growing concern about its impact on our collective
understanding of reality. This study aims to investigate how social media subtly distorts
our perception of reality and contributes to the perpetuation of misconceptions. Constant
exposure to carefully crafted images and stories on social media raises questions about
the reliability of the information we encounter. Filters, photo editing tools, and the ability
to selectively share different aspects of one's life allow individuals to present a curated
version of reality that may not match the complexity of their real-life experience. This
phenomenon not only affects users' perceptions of others, but also their own behavior
and self-perception. Furthermore, the algorithmic nature of social media platforms plays
a significant role in shaping the content that users see. This personalized content delivery
can create echo chambers that limit access to diverse perspectives and contribute to the
formation of a biased worldview. As we move through this digital environment, it is
important to examine the psychological and social impact of these biases. But with the
many ways perception works, social media has and always has a powerful role in
spreading misinformation and shaping social narratives. By exploring the different ways
social media shapes our understanding of reality, this does not only reveal the degree of
distortion, but also its negative effects. It aims to identify possible strategies for
mitigation.
Significance of the Study
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The study will serve as an awareness to the young and adult people who use social media
to make their image good.
More specifically, the results of this study should raise awareness to the following:
High school students. The study will provide the results for students to be aware to
avoid trusting people immediately. That they should recognize the person in real life
before trusting him/her. They can also get information on how to become more confident
in person than on social media.
Senior High school students. SHS students who are more mature will understand the
study more. The study will make their eyes open and to make them know the difference
of reality and social media.
Parents. This study can make the parents to be aware on their child/children's actions in
social media. They can also gather information on how they can guide their children if
they are in the situation.
Scope and Delimitations
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The primary subjects of this study will consist of grade 7 to grade 12 students who are
known on social media and are enrolled in the school year 2023-2024. The participants
will be limited to two per grade level, meaning two in grade 7, two in grade 8, etc. A total
of 12 students from high school to senior high school attended Chevalier School Inc. in
the city of Angeles, Pampanga. The selected students came from the star or top sections
on each grade level to prevent messing up the students and get the objective. This study
focuses on students who use social media for other people to distinguish them from
reality. The study aims to investigate and understand the lived experiences of students
who use social media to make their names known and their image clean, with a primary
focus on understanding why they do it. However, exclusions from the survey include
answers beyond the questionnaires and the participant's personal data; additionally, The
results could not apply to students who do not attend Chevalier School Inc. and who are
not in grades 7 to 12. Its limitations are the events, people, or things that are not included
in the scope of this study.
Statement of the Problem
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The main objective of this study is to explore and find the causes of the distortion of
reality among young adults (aged 13–21) caused by social media platforms during the
school year 2022–2023.
Specifically, this study seeks to answer the following questions:
1. How do you recognize yourself in:
A. Social Media:
B. Real Life:
2. What is the feeling of being praised by other people on social media but not in real
life?
How do other people treat you in:
A. Social Media:
B. Real life:
Methodology
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Type of Research
The aim of this study is to understand why students must use social media to keep their
image clean. This study used phenomenological research under the category of
qualitative research. Qualitative research involves collecting and analyzing non-
numerical data to understand the opinions, concepts, or experiences of the participants.
(Bhandari, 2020) The objective of the research design is to get a deeper understanding of
the experiences and reasons of the participants, to seek awareness about the purpose of
the study, and to provide new researchers with results about the experiences of the
participants.
Participants and Sampling Technique
The participants of the study are the students who use social media to distinguish
themselves from reality in high school to senior high school students at Chevalier School
Inc. during the school year 2023-2024. The participants that are involved in the study
were picked out using Voluntary sampling. According to Aransiola (2023), voluntary
sampling or self-select sampling is a non-probability sampling method, instead of using a
random selection, you as a researcher will rely on volunteers who express in taking part
of your study. In this study, the number of the selected participants from the grades 7 to
12 is (12). The chosen participants are selected because of them volunteering to be part of
the study.
Research Instrument
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In qualitative research, as stated by George and Merkus (2022) structured data is a data
gathering procedure that relies on asking questions in a set of order to collect data on a
topic it is one of the four types of interviews. In addition, conducting a structured
interview requires an interviewer and an interviewee and it is where an interviewer asks
an interviewee set of questions in a standardized order. (Indeed, Editorial Team, 2023)
This research used a structured interview conducted by a questionnaire made by the
researchers (see Appendix C). This questionnaire was designed with open-ended
questions, focusing on 'how,' 'what,' and 'why.' It consists of 1 part: a questionnaire with
10 questions.
Data Gathering Procedure
To facilitate the data collection procedure, the researcher first obtains the necessary
permissions from the various authorities of the school. When conducting this study, the
following steps must be followed: (a) To obtain permission to conduct the study, a
request letter specifying the purpose of the study and a copy of the questionnaire to be
submitted must be submitted to his OIC. Participants will be given informed consent (see
Appendix A); (b) the researcher will schedule data collection and interviews; (c)
informed consent and assent will be given to participants (see Appendix C); (d) face-to-
face collection of facial data is done via voice recorders; and (e) organizing, displaying,
and interpreting the collected data.
Ethical Considerations
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Informed Consent: The researchers are committed to providing participants with clear
and detailed information about the study. They will explain the purpose of the
questionnaires and assist participants in understanding how to answer thoughtfully,
demonstrating respect for their choices, and building an honest foundation, crucial for
ethical research.
Confidentiality: Maintaining participants' information private is crucial for the study's
integrity. The researchers support the idea that individuals can choose to keep their
identity secret. Strong steps will be taken to ensure participants feel safe sharing their
experiences and thoughts, knowing that their information won't be shared with others.
Do No Harm: Ensuring participants are safe and well is the researchers' top priority.
Before starting the survey, the team will take steps to prevent any potential harm,
demonstrating dedication to creating a research environment that cares about participants
and doesn't allow any harm.
Voluntary Participation: Recognizing that individuals can choose to be in the study is
crucial. The researchers strongly believe in the right of individuals to decide whether to
join. So, if someone decides not to join, the researchers will respect and support their
decision, ensuring that no one feels pressured, and everyone has control over their
decision to be part of the study.
Data Analysis
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Step 1: Transcriptions and Familiarizations. The researchers used an audio recorder to
record what the participant was saying. Then I typed the exact words that came from the
participant into Microsoft Word. The gathered data was then read and reread for the
researchers to truly understand what the participant had said.
Step 2: Identification and extraction of significant accounts. The researchers extracted
phrases or sentences that directly answered the question or topic. And it was typed
directly into Microsoft Word.
Step 3: Formulation of meanings. The extracted data will now be given a meaning, or
what the statement means. Snowball sampling was also used in this step for categorizing
and organizing the answers.
Step 4: Clustering of themes. The researchers repeat steps 1–3 for each interview. Then
the researchers can begin to create the themes on which the formulated meanings are
based.
Step 5: Creation and Development of a Detailed Description The researchers then
created an exhaustive description of everything that was given in steps 1–4.
Step 6: Production of Fundamental Structure. The researchers then summarized the
exhaustive description so that there would be an identification of the fundamental
structure of the topic.
Step 7: Seeking verification. Before the researchers seek verification from the experts,
The leader returns the fundamental structure to the subsample or the members. The
members then asked themselves if it captured their experiences.

P a g e | 15
Theoretical Framework
Cultivation Theory: Explanation: This theory, which was developed by George
Gerbner, holds that people's perceptions of reality are shaped by prolonged
exposure to media. In the social media environment, young adults may develop
P a g e | 16
particular attitudes and beliefs as a result of continuously consuming false
information.
Symbolic Interactionism: Explanation: This theory, which is based on the
writings of George Herbert Mead, highlights how social interactions and symbols
shape people's perceptions of the world. Young adults' perceptions of themselves
and others are shaped by symbols and interactions on social media platforms,
which create distorted realities in the digital sphere.
Spiral of Silence Theory: Explanation: According to Elisabeth Noelle-
Neumann's theory, people tend to remain silent when they have beliefs, they
believe to be unpopular. On social media, young adults may be reluctant to
question widely accepted but false content because they are afraid of
contradicting the dominant narrative. This could lead to the spread of false
information.
References
Anderson, M., & Jiang, J. (2018, May 31). Teens, Social Media and Technology
2018. Pew Research Center. Retrieved from
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https://www.pewresearch.org/internet/2018/05/31/teens-social-media-technology-
2018/
Bozzola, E., Spina, G., Agostiniani, R., Barni, S., Russo, R., Scarpato, E., Di
Mauro, A., Di Stefano, A. V., Caruso, C., Corsello, G., & Staiano, A. (2022). The
use of social media in children and adolescents: Scoping review on the potential
risks. International Journal of Environmental Research and Public Health, 19(16),
9960. https://doi.org/10.3390/ijerph19169960
Gannamani, V. S., Kumar, A., Bandaru, R., & Fiaidhi, J. (2019). Fear of missing
out, social media engagement, smartphone addiction, and distraction: The role of
mobile applications-based intervention.
Griffin, E. M. (2012). Symbolic Interactionism of George Herbert Mead.
https://www.dawsoncollege.qc.ca/ai/wp-content/uploads/sites/180/20-george-
mead-symbolic-interactionism.pdf
Hovey, L. (2020, March 17). How Social Media Can Distort Reality. Conscious
Counselling. Retrieved from https://www.consciouscounselling.co/post/how-
social-media-can-distort-reality
Joshi, S.C., Woodward, J. & Woltering, S. Cell phone use distracts young adults
from academic work with limited benefit to self-regulatory behavior. Curr
Psychol 42, 27071–27087 (2023). https://doi.org/10.1007/s12144-022-03830-4
P a g e | 18
Koessmeier, C., & Büttner, O. B. (2021, December 2). Why are we distracted by
social media? Distraction Situations and Strategies, Reasons for Distraction, and
Individual Differences. Frontiers in Psychology, 12, 711416.
https://doi.org/10.3389/fpsyg.2021.711416
Lindström, J. (2020). Understanding digital distraction: a longitudinal study on
disruptive everyday media multitasking among diginatives.
Ovadya, A. (2018). What’s worse than fake news? The distortion of reality itself.
Rosenberg, L. (2022, April 8). The problem with social media is not content but
its distortion of reality. The Present. Retrieved from https://bigthink.com/the-
present/social-media-distorts-reality/
Siebers, T., Beyens, I., Pouwels, J. L., & Valkenburg, P. M. (2021, January 6).
Distracted or Not? An Experience Sampling Study on Adolescents’ Social Media
Use and Self-Control Failure. Preprint. Amsterdam School of Communication
Research, University of Amsterdam, The Netherlands.
Siebers, T., Beyens, I., Pouwels, J. L., & Valkenburg, P. M. (2022) Social Media
and Distraction: An Experience Sampling Study among Adolescents, Media
Psychology, 25:3, 343-366, DOI: 10.1080/15213269.2021.1959350
Spiral of Silence Theory | History, Elements & Examples | Study.com. (2016).
Study.com. https://study.com/academy/lesson/spiral-silence-theory-overview-
examples-facts.html#:~:text=Elisabeth%20Noelle%2DNeumann's%20spiral
%20of,in%20opposition%20to%20the%20majority.
P a g e | 19
Teun Siebers, Ine Beyens, J. Loes Pouwels & Patti M. Valkenburg (2022) Social
Media and Distraction: An Experience Sampling Study among Adolescents,
Media Psychology, 25:3, 343-366, DOI: 10.1080/15213269.2021.1959350
Thomason, S. (2016, October 7). A Virtual Life: How Social Media Changes Our
Perceptions. Retrieved July 3, 2023, from
https://www.thechicagoschool.edu/insight/from-the-magazine/a-virtual-life/
Verywell Mind. (2023, Month Day). Gerbner's Cultivation Theory and Its Impact
on Media Psychology. Verywell Mind. https://www.verywellmind.com/slug-
placeholder-5214376#:~:text=Gerbner's%20cultivation%20theory%20states
%20that,skew%E2%80%94people's%20perceptions%20of%20reality.
Kessler, S. (2022, June 15). What Age Range Is Considered a Young Adult? Join
Cake. https://bit.ly/3A3V2Zi
Olayemi Jemimah Aransiola. (2023, July 4). Volunteer Sampling: Definition,
Types, Examples. Formplus; Formplus. https://www.formpl.us/blog/volunteer-
sampling-definition-types-examples
George, T. (2022, January 27). Structured Interview | Definition, Guide &
Examples. Scribbr. https://www.scribbr.com/methodology/structured-interview/
P a g e | 20
Appendix A
CHEVALIER SCHOOL, INC.
SENIOR HIGH SCHOOL DEPARTMENT
Letter to the Participant
Dear Participant,
I hope this letter finds you well.
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The Senior High School of ABM seeks permission to conduct brief questioning with a
select group of students under your care. The purpose is to explore how social media
influences students' perception of reality. The questions will be concise, taking only a few
minutes per student. All information collected will be treated with confidentiality for
academic research purposes.
We kindly request your permission for this research initiative, believing it will
significantly contribute to our academic endeavors.
Thank you for your time and consideration.
Sincerely,
Monasterio, Carlos Miguel V. Bartolome, Kyle Bradley C.
Nucum, Mariella Angel De Leon. Siron, Cris Matthew M.
Pangilinan, Chelsey Althea S. Cayanan, Macro Dela Cruz.
De Leon, Christian Duya.
Appendix B
Informed Consent
I hereby agree to participate in the research undertaking of the senior high school
students. My participation is voluntary without any remuneration, and I have the
P a g e | 22
right to withdraw at any time should I object to the nature of the research. I further
understand that:
This is a research study that aims to investigate “Exploring The Distortion of

Reality Through Social Media Platforms”.
• I will be providing answers and other information on the questions in English or

Filipino.
• My identity and all data I will provide will always be handled with anonymity.
• I am entitled to ask questions about this research; and
• I will be given an opportunity to learn about the results of this research, which
may be useful to me.
My signature below indicates that I voluntarily agree to participate in this activity.
Date: this ____ day of ___ 2023.
(day) (month)
____________________
(Signature of Participant)
Appendix C
Guide Questions
I. Profile of the Participant

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PERSONAL PROFILE
Name (Optional):___________________
Age:___ Section:______
II. Questionnaire Questions
1. How do you know if information on social media is true or not?
2. What kind of posts on social media make it hard for you to understand what's real?
3. Why do you like or share things on social media that might not be true?
4. How does social media decide what you see, and does that change how you think?
5. What do you do to check if something you see on social media is right?
6. Why do some things on social media become popular, even if they're not true?
7. How does social media affect how you feel about yourself?
8. Do your friends on social media influence what you think and believe?
9. Why do you think you mostly see things on social media that agree with what you
already think?
10. Does what you see on social media ever make you feel like you need to be
different?
Appendix D
Information of the Researchers
We, the Grade 11 students from the strand Accounting, Business, and Management
(ABM) at Chevalier School, Inc., conducted an extensive study titled "Exploring The
Distortion of Reality Through Social Media Platforms." Led by Carlos Miguel

P a g e | 24
Victoriano Monasterio, our group, comprised of Mariella Angel De Leon Nucum,
Chelsey Althea Sychangco Pangilinan, Christian Duya De Leon, Kyle Bradley
Castaneda Bartolome, Cris Matthew Manguerra Siron, and Macro Dela Cruz
Cayanan, engaged in a collaborative effort to explore the experiences and assessments
of the distortion of reality among young adults in the school year 2023-2024. With
each member assigned distinct tasks, our goal was to create a dependable, credible,
and feasible research document illuminating how social media platforms distort
reality. Specifically, we delved into the repercussions of these distortions and their
origins, examining the causes and effects on the youth who engage with social media
daily. Despite facing challenges due to time constraints and other requirements, our
team worked industriously and effectively, employing cohesive coordination to
surmount obstacles. Our dedication to the principles of fearlessness and bravery
guided us as we navigated difficulties, staying true to the mantras "To be Fearless and
Brave" and "When you feel like quitting, think about why you started." This study
stands as a testament to our commitment to academic excellence and our resolve to
critically assess the societal impact of social media, offering valuable insights to both
our peers and the broader academic community.
I. Personal Information
Name: Bartolome, Kyle Bradley C.
Age: 17
Birthdate: September 17, 2006 Chevalier School, Inc. 2023-2024
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Address: 2101 Jesus ST. Pulung Bulu Angeles City
Contact number: 09453042314
Email: bradleybartolome917@gmail.com
II. Educational Background
Secondary:
Chevalier School inc., Angeles City (2023)
Primary:
Chevalier School inc., Angeles City & Achievers Special Education Center (2011 -
2019)
Name: De Leon, Christian D.
Age: 17
Birthdate: November 3, 2006
Address: Block 7, Lot 28 Sampaguita Street, Town, and Country Homes

P a g e | 26
Email: ikandeleon@gmail.com
Secondary:
Chevalier School inc., Angeles City (2023)
Primary:
Chevalier School inc., (2011 - 2019)
Name : Mariella Angel De Leon Nucum
Age:17
Birthdate: September 9, 2006
Address: 206 Vincent ST. , Don Pepe subdivision, Balibago, Angeles City
P a g e | 27
Contact Number : 09695747122
Email: ella2006nucum@gmail.com
Secondary:
Saint Emeliana Academy of Excellence
Primary:
Chevalier School inc., Angeles City
Name: Monasterio, Carlos Miguel V.
Age: 16
Birthdate: March 4, 2007
Address: 53-9 Camia St. Timog Park Subdivision Angeles City
Contact number: 09454382131 Chevalier School, Inc. 2023-2024
P a g e | 28
Email: gelgelmonasterio@gmail.com
Secondary:
Brightwood’s School,. Pandan (2023)
Primary:
Chevalier School inc., (2022 - 2023)
Name: Simon, Cris Matthew M.
Age:16
Birthdate: August 25, 2007
Address: 944-b Santo Rosario Street Brgy Santo Domingo
Contact Number: (0995) 845-2389
Email: mathewsiron@yahoo.com Chevalier School, Inc. 2023-2024
P a g e | 29
Secondary:
Holy Angel University (2019-2022)
Primary:
Sto Domingo Integrated School (2013-2019)
Name: Cayanan, Macro D.
Age: 18
Birthdate: July 14, 2005
Address: 13-16 Marco Rd, Essel Park Subdivision,
Email: Macrocayanan14@gmail.com
P a g e | 30
Secondary:
Achievers Special Education Center (2012-2017)
Primary:
Chevalier School., Angeles City Education Center (2018-2023)
Name: Pangilinan, Chelsey Althea S.
Age: 16
Birthdate: September 29, 2007
Address: Block 4 Lot 2 Mawing Estate City of San Fernando Pampanga
Email: caltheaspangilinan@gmail.com
II. Educational Background Chevalier School, Inc. 2023-2024
P a g e | 31
Secondary:
Chevalier School inc., Angeles city (2023)
Primary:
Angeles Elementary School
Claro M. Recto Information Communication Technology High School
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Chevalier School, Inc.

Angeles City, Philippines

In partial fulfillment of the requirements in

Exploring The Distortion of Reality

Monasterio, Carlos Miguel V.

Miss Celine G. Aquino

APPROVAL SHEET IN RESEARCH IN DAILY LIFE 1

Chevalier School, Inc. 2023-2024

Accepted and approved in partial fulfillment of the requirement in the strand

ACCOUNTANCY, BUSINESS, AND MANAGEMENT (ABM)

under the K-12 academic track.

Chevalier School, Inc. 2023-2024

enhancement of the research's quality and depth.

academic pursuit. The encouragement and understanding provided by classmates fostered

truly grateful for the criticism, support and encouragement received.

TABLE OF CONTENTS Pages

Background of the Study…………………………………………………………….........6

Significance of the Study………………………………………………………….............9

Scope and Delimitations…………………………………………………………............10

Statement of the Problem………………………………………………………………...11

Participants and Sampling Technique................................................................................12

Data Gathering Procedure..................................................................................................13

Chevalier School, Inc. 2023-2024

Appendix A. Letter to the Participant................................................................................21

Appendix B. Informed Consent.........................................................................................22

Appendix C. Questionnaire/Interview Guide....................................................................23

Appendix D. Information of the Researchers....................................................................26

Background of the Study

Chevalier School, Inc. 2023-2024

these platforms than they initially intended.

Notifications, strategically timed to elicit an automated response, contribute to the

tailoring content to individual preferences. While this customization enhances user

Chevalier School, Inc. 2023-2024

to the rise of mental health issues such as anxiety and depression.

interactions can become a primary source of validation, potentially overshadowing real-

life achievements and relationships.

Establishing healthy boundaries, practicing digital detox, and prioritizing face-to-face

constant exposure to carefully curated posts, glamorous lifestyles, and sensationalized

In current technologically advanced society, social media platforms have become an

our perception of reality and contributes to the perpetuation of misconceptions. Constant

formation of a biased worldview. As we move through this digital environment, it is

Significance of the Study

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to make their image good.

in person than on social media.

of reality and social media.

they are in the situation.

Scope and Delimitations

Chevalier School, Inc. 2023-2024

in the scope of this study.

Statement of the Problem

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school year 2022–2023.

Specifically, this study seeks to answer the following questions:

1. How do you recognize yourself in:

How do other people treat you in:

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qualitative research. Qualitative research involves collecting and analyzing non-

numerical data to understand the opinions, concepts, or experiences of the participants.

Participants and Sampling Technique

sampling or self-select sampling is a non-probability sampling method, instead of using a

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topic it is one of the four types of interviews. In addition, conducting a structured