GRADUATE STUDIES

Capstone Format
(1st Semester SY 2022-2023)

THE IMPACT OF SOCIAL MEDIA ON STUDENTS’ MENTAL HEALTH BEHAVIOR

PROJECT TITLE:

TYPE OF ___✓___ Basic _____ Applied

RESEARCH:

PROPONENT:

STUDENTS | EDUCATIONAL INSTITUTION

BENEFICIARIES:

3 MONTHS
DATE OF February 2024 – April 2024
IMPLEMENTATION/
DURATION:

PHP 20,000.00
BUDGET
REQUIREMENT:

ACLC College Tacloban

PROJECT
CONTACTS:

Despite of numerous studies made abroad there’s still a limited studies about impact of social
media on students’ mental health behavior in the Philippines. Suicide remains one of the
most pressing public health problems in the world. It is estimated that about 700,000
individuals annually commit suicide (WHO, 2021). In 2019, suicide was noted as the fourth
leading cause of death among individuals 15–29 years old across the globe. More than half of
EXISTING GAP/S:
global suicide cases (77%) occurred in low- and middle-income countries (WHO, 2021). In
the Philippines, the rate of suicide was 2.5 per 100,000 people in 2019 (Department of
Health, 2019). As of 2019, when this statistical data was gathered, COVID-19 was barely
approaching its peak, indicating that social media usage was higher and that we had a
significant use of online platforms. (See Appendix 1)
In the digital era, the rise of social media has transformed how people connect, share, and
communicate, yet concerns have emerged regarding its potential psychological
consequences. It then delves into the multifaceted impact of social media on mental health,
PROJECT addressing both positive and negative aspects. Positive impacts include enhanced social
BACKGROUND AND support, community building, and access to mental health resources. However, the paper also
RATIONALE: underscores the negative implications, such as cyberbullying, social comparison, and the
potential for addiction. This research explores how people get impact by social media. We
use four questions and get answer by modified ‘The Likert scale’ and statistically find the
which impact very effect in our life by social media platform.
fDESIRED IMPACT
AND OUTCOME OF IMPACT OUTCOME
THE PROJECT  Through this study, we hope to increase  To follow a campaign or program
awareness about the effects of social media that will greatly help or support the
on children, not only in educational well-being of students, especially
institutions but also among parents. with their mental health.
 Encourage students to immediately seek help  Dramatically decrease students who
from counselors, advisers, or even their develop depression or suicidal
parents when they feel depressed or anxious. thoughts.
 Increase the number of students who
open up and comfortably talk about
what they feel about the program of
online counseling.
 The social norm about mental health issues in the Philippines is still not well
accepted; many still don’t believe that anxiety and depression are real, and we hear it
all the time from our parents: “nasa isip mo lang yan" and “kami noon wala namang
ganyan,” and this could be detrimental for their kids. Clearly, they are unlikely to
PROJECT RISK AND talk about their emotions, which could result in suicide (see Appendix 2). My
LIMITATION concern is the possibility that participants may not fully commit to the study.

a) Preparation and Validation of Research Instruments (February 2024) - The research

instrument that I will use is survey questionnaire, this will be formulated and administered to
random students within Tacloban City. The instrument will use a five-point Likert Scale. -
b) Data collection (February 2024)
WORK PLAN
c) Document analysis and review (February 2024)
d) Formulate the result to address the problem (February 2024)
e) Program implementation that will address the issue (March 2024 – April 2024)

BUDGET LINE PROPOSED

DESCRIPTION AMOUNT NEEDED
ITEM SOURCE/S
WELLNESS Inform students of the value of PHP 20,000.00 Host / Speakers,
TALK / mental health and give them (PHP 10,000.00 / Rewards
SEMINARS quick applications, practices, and MONTH)
(MENTAL habits that encourage them to take
HEALTH an active role in managing mental
AWARENESS health issues or upholding healthy
CAMPAIGN) psychological practices, by
offering seminars (virtual or
BUDGET actual), you are able to provide
REQUIREMENT students with the knowledge and
abilities necessary to take better
care of their mental health.
Students tend to be shy and don't PHP 0.00 Free
ONLINE express their emotions openly.
COUNSELING Educational institutions may
create a website that accepts
anonymous messages, and then
their counselors could address
students' mental health issues
with that platform.
 DATA ANALYSIS AND FINDINGS

We used the power of social media to gather substantial data from random students on their social
media experience. The response rate to each question will determine the current situation and its
implication if social media has an effect to students’ mental health. The data gathered will be
categorically described following Robert Likert’s Scale:

LIKERT-SCALE DESCRIPTION LIKERT-SCALE LIKERT SCALE INTERVAL

Strongly disagree 1 1.00-1.80
Disagree 2 1.81-2.60
Neutral 3 2.61-3.40
Agree 4 3.41-4.20
Strongly Agree 5 4.21-5.00

Statement / Strongly Disagree Neutral Agree Strongly

Question: disagree Agree
1 2 3 4 5
S1 0 2 1 28 39
S2 2 8 22 25 13
S3 0 1 5 15 49
S4 0 1 6 21 42
S5 0 1 2 27 40
S6 0 1 1 24 44
S7 0 1 1 31 37
OTHER RELEVANT
INFORMATION Mode = l + [(f1 – f0) / (2f1 – f0 – f2)]×h
Where:
 l is the lower limit of the modal class.
 h is the size of the class interval (upper limit – lower limit)
 f1 is the frequency of the modal class,
 f0 is the frequency of the class preceding the modal class,
and
 f2 is the frequency of the class succeeding the modal class.

S1: Social media companies need to take action to protect the mental health of their
users, especially students.
Class Frequency
Intervals (f)
(i)
1.00-1.80 0
1.81-2.60 2
2.61-3.40 1
3.41-4.20 28
4.21-5.00 39

MODE: = 4.21 + [(39 – 28) / (2(39) – 28 – 0)] × .79

TOTAL: 4.39 = STRONGLY AGREE
S2: Using social media makes you feel tense and nervous.

Class Frequency
Intervals (f)
(i)
1.00-1.80 2
1.81-2.60 8
2.61-3.40 22
3.41-4.20 25
4.21-5.00 13

MODE: = 3.41 + [(25 – 22) / (2(25) – 22 – 13)] × .79

TOTAL: 3.57 = AGREE

S3: Cyberbullying or hate comments greatly affect students.

Class Frequency
Intervals (f)
(i)
1.00-1.80 0
1.81-2.60 1
2.61-3.40 5
3.41-4.20 15
4.21-5.00 49

MODE: = 4.21 + [(49 – 15) / (2(49) – 15 – 0)] × .79

TOTAL: 4.53 = STRONGLY AGREE

S4: Rude comments, self-harming posts, or harmful content has effects on students.

Class Frequency
Intervals (f)
(i)
1.00-1.80 0
1.81-2.60 1
2.61-3.40 6
3.41-4.20 21
4.21-5.00 42

MODE: = 4.21 + [(42 – 21) / (2(42) – 21 – 0)] × .79

TOTAL: 4.47 = STRONGLY AGREE
S5: Seeing violent or disturbing photos on social media has effects on students.

Class Frequency
Intervals (f)
(i)
1.00-1.80 0
1.81-2.60 1
2.61-3.40 2
3.41-4.20 27
4.21-5.00 40

MODE: = 4.21 + [(40 – 27) / (2(40) – 27 – 0)] × .79

TOTAL: 4.40 = STRONGLY AGREE

S6: Social media affects or changed sleeping schedule.

Class Frequency
Intervals (f)
(i)
1.00-1.80 0
1.81-2.60 1
2.61-3.40 1
3.41-4.20 24
4.21-5.00 44

MODE: = 4.21 + [(44 – 24) / (2(44) – 24 – 0)] × .79

TOTAL: 4.45 = STRONGLY AGREE

S7: There’s a correlation between social media and the mental health of students.

Class Frequency
Intervals (f)
(i)
1.00-1.80 0
1.81-2.60 1
2.61-3.40 1
3.41-4.20 31
4.21-5.00 37

MODE: = 4.21 + [(37 – 31) / (2(37) – 31 – 0)] × .79

TOTAL: 4.32 = STRONGLY AGREE
RESULTS

Q1. Social media companies need to take action to protect the mental health of their
users, especially students.

In the context of 70 students, 2.86% of them disagree, 1.43% are neither, 40.00% agree, and
55.71% strongly agree that social media companies need to take action to protect the
mental health of their users, especially students.

The graph shows that 55.71% of students strongly agree that the social media companies
need to take action to protect the mental health of their users, especially students.

Q2. Using social media makes you feel tense and nervous.

In the context of 70 students, 2.86% of the students are strongly disagree, 11.43% are only
disagree, 31.43% are neither, 35.71% are agree, and 18.57% are strongly agree that using
social media makes you feel tense and nervous.

The graph shows that only 35.71% of students agree that using social media makes you feel
tense and nervous.
Q3. Cyberbullying or hate comments greatly affect students.

In the context of 70 students, 1.43% are only disagreeing, 7.14% are neither, 21.43% agree,
and 70.00% strongly agree about cyberbullying or hate comments greatly affect students.

The graph shows that 70.00% of students strongly agree that cyberbullying or hate
comments greatly affect students.

Q4. Rude comments, self-harming posts, or harmful content has effects on students.

In the context of 70 students, 1.43% disagree, 8.57% are neither, 30.00% agree, and 60.00%
strongly agree that rude comments, self-harming posts, or harmful content have effects on
students.

The graph shows that 60.00% of students strongly agree that rude comments, self-harming
posts, or harmful content has effects on students.
Q5. Seeing violent or disturbing photos on social media has effects on students.

In the context of 70 students, 1.43% disagree, 2.86% are neither, 38.57% agree, and 57.14%
strongly agree that seeing violent or disturbing photos on social media has effects on
students.

The graph shows that 57.14% of students strongly agree that seeing violent or disturbing
photos on social media has effects on students.

Q6. Social-media affects or changed sleeping schedule.

In the context of 70 students, 1.43% disagree, 1.43% are neither, 34.29% agree, and 62.86%
strongly agree about how social media affects or changes their sleeping schedule.

The graph shows that 62.86% of students strongly agree that Social-media affects or
changes their sleeping schedule.
 Q7. There’s a correlation between social media and the mental health of students.

In the context of 70 students, 1.43% disagree, 1.43% are neither, 44.29% agree, and 52.86%
strongly agree that there’s a correlation between social media and the mental health of
students.

The graph shows that 52.86% of students strongly agree that there’s a correlation between
social media and the mental health of students
These days, social media is one of the best tools for communication, but research indicates that it may
also harm youth. During the global outbreak of COVID-19, this platform became extremely beneficial
for students. We used it for online learning, communication, assessments, and other purposes, but this
study shows that social media companies need to implement restrictions to protect the mental health of
students by imposing age-based limits for users. According to the data acquired, cyberbullying is still
the major element that impacts students' mental health the most. This might be the case because it's so
easy to send hate comments, messages encouraging self-harm, and violent or dangerous content that
CONCLUSION
could agitate the person receiving it and threaten their health.

It all comes down to having the right information and making proper use of social media. This study
serves as a valuable contribution to promoting wellness talks, online counseling, and mental health
awareness campaigns that can all be beneficial for educational institutions. By the end of the day, we
need to be accountable and responsible for what we share online since having harmful content, bad
comments, or violent posts is bad for someone's mental health.
APPENDIX Appendix 1

Suicide among the youth in the Philippines during the COVID-19 pandemic
Early in the COVID-19 pandemic, advocates alarmed that suicide cases may increase
(Tandon, 2021). While cases in some countries were noted to decline during the first year of
the pandemic (Tandon, 2021), suicide attempts among the youth in the Philippines increased
to 7.5 % in 2021 from 3 % in 2013, representing an increase of 150 % (Boiser, 2022).
Likewise, about 20 % of young Filipinos considered suicide, representing about five million
young individuals (Boiser, 2022, Ramos, 2023).

Appendix 2

Status of mental health system for children in the Philippines

 According to the National Statistics Office (NSO), mental health illnesses rank as the third
most common form of morbidity among Filipinos. In the assessment conducted on the
Philippine mental health system, a prevalence of 16% of mental disorders among children
was reported. With this alarming number of cases, it is surprising to see how the Philippines
is currently responding to this problem. To date, there are only five government hospitals
with psychiatric facilities for children, 84 general hospitals with psychiatric units, and 46
outpatient facilities from which there are only 11 that are designated for children and
adolescents. Additionally, there are only 60 child psychiatrists practicing in the Philippines,
with the majority of them practicing in urban areas such as the National Capital Region.
Hence, children with mental health problems who are in rural areas have less access to such
services.

I hereby certify the truth of the details abovementioned. Any deliberate omission/false statement shall be a
basis of disapproval and cancellation of the project.

Prepared by: Approved by:

_____________________________ __________________________
Student Adviser

CAPSTONE FORMAT

Purpose: This guide aims to assist undergraduate and graduate students in writing a capstone.

The full capstone of a completed Research project report contains the following:

PRELIMINARY PARTS

1. Title Page. On this page, you can find detailed information about the research paper, including
its exact title, the full name of the writer or researcher, the submission statement that provides
context for the paper, and the month and year in which it was submitted for review.

2. Approval Sheet. On this page, you will find detailed information about the research paper,
including the exact title, the full name of the writer or researcher, the statement of submission,
and the month and year when the research paper was submitted.
3. Acknowledgement. This page contains the writer’s expression of appreciation and gratitude
for the assistance and motivation extended during the process of research accomplishment.

4. Certificate of Originality – This page contains the writer’s assurance that the research output
has never been published or written by anyone else and attested by the thesis advisor. In
addition, to ensure that all sources of information used in the study were properly cited.

5. English Editing Certification – This page contains the certification by a professional

grammarian that the page adheres to the latest APA format and uses correct grammar

6. Abstract. It is a concise summary of what the research or evaluation project is. Generally, it
gives a brief rundown of the problem or evaluation questions and the intentions or purpose, the
methodology and findings or results or product, research limitations, practical or social
implications of the study or project, and conclusions. The originality or value of the whole
project may be stated here. This is a quick survey of the contents of the research. This is
limited to two to three double-spaced typewritten pages.

7. Table of Contents. This part shows the preliminary statements of the chapter titles, the
subdivisions of the body of the report, and the supplementary material in the appendix.

8. List of Tables. (if any) shows the member and the title of the tables that appear in the
research report.

9. List of Figures. (if any) is a listing of diagrams, pictures, graphs, charts, and other illustrative
materials presented and used in the research report

10. References. This contains a summary or list of all the references used by the researcher.

11. Appendices. This part contains all the supplementary documents to assist the reader of the
researcher such as but not limited to communication letters, informed consent, ERB approval
form, certifications, transcripts, and other additional documents depending on the research
design being utilized.

12. Curriculum Vitae. This page contains brief information about the researcher/s

II. Operational Definition of Terms:

1. Project Title - It is a concise and descriptive name or label given to a specific project to
assist identify and explain its purpose or focus.
2. Type of Research - it indicates whether the project proposed is basic or applied.
a. Basic - it is often referred to as fundamental or pure research, is a type of scientific
investigation that is primarily focused on gaining a deeper understanding of
fundamental principles and natural phenomena without any immediate practical
application or specific goal in mind.
b. Applied - it focuses on solving practical problems, developing new products, or
improving existing processes, technologies, or methods.
3. Proponent - it is an individual, organization, or entity that proposes, initiates, and takes
responsibility for a specific project.
4. Beneficiaries - these are key consideration in project planning and management, as
understanding and addressing their needs and expectations is essential for project success.
5. Date of Implementation/Duration - it specifies when the project will begin, how long it is
expected to last, and the key milestones or phases throughout the project's timeline.
6. Budget Requirement - it pertains in a detailed breakdown of the financial resources needed
to plan, execute, and complete the proposed project successfully.
7. Project Contact - person or point of contact who can be reached for inquiries, clarifications,
or discussions related to the proposed research project, and plays a crucial role in facilitating
communication between the proponent and the evaluator.
8. Existing Gap/s - these are the areas in a research or project where there is an absence,
limitation, or inadequacy of information, understanding, or solutions and will contribute to
filling those knowledge or practical deficiencies.
9. Project Background and Rationale - it explains why the project is necessary and why it
should be pursued and provides historical and contextual information related to the problem,
issue, or need that the project seeks to address
10. Desired impact and outcome of the project - these are crucial components of project
planning and help define the project's purpose and objectives.
a. Impact - represents the broader, long-term change or transformation that the project
intends to create in its target area or within its scope.
b. Outcome – an intermediate, specific and measurable results or achievements that
contribute to the overall impact and typically have indicators or metrics associated
with them to track progress and success.
11. Project risk - these are potential events or circumstances that could have a negative impact
on the successful completion of the research project.
12. Limitations of a project - these are the constraints or boundaries that may affect the
scope, applicability, or generalizability of the project proposal.
13. Work Plan - these serves as a road map for project execution, helping project stakeholders
understand the sequence of activities, the allocation of resources, and the timeline for
project implementation.
14. Budget Requirement - provides a comprehensive breakdown of the financial resources
needed to carry out all aspects of the project, including (a) Budget Line Item, (b) its uses in a
project, (3) desired amount needed and (d) proposed sources of the item/budget.
15. Conclusion - a portion wherein the proponent summarizes the key points, highlights the
significance of the proposed project, and provides a persuasive closing statement.
16. Appendix - it is a section that encompasses supplementary materials, documents, or
information that provide additional context, evidence, or support for the proposal's content.
17. Curriculum Vitae - it is concrete and concise profile of the Project Leader that composed of
one page only.
18. Approved by – Research adviser or authorized representative who recommends the
project.