The Impact of Language Barrier to the Effective Oral Communication Skills of the

Grade 11 students of John M. Hyland Institute of Learning

Albiso, Jumeny A.

Aporbo, Dianna E.

Bendigo, Laizza Mae C.

Naason, Ramonito JR L.

Naquila, Mark Anthony

Pangilinan, Edrian N.

Pansacala, Angel

Sorono, Vannessa Mae B.

Grade 11 HUMSS
JOHN M. HYLAND INSTITUTE OF LEARNING

Sanoy, Keinth Archie

1
 ACKNOWLEDGEMENT

We would like to thank several people who have contributed to this successful

completion of this work.

Foremost, grateful thanks are extended to my teacher and my mentor, Miss

Keinth Archie A. Sanoy, who guided me throughout the study. Her advice, guidance and

support greatly added to the completion of this research.

We are thankful for the kindness and consideration of the administrative staff of

John M. Hyland Institute of Learning for allowing us their high school students be the

subject of our research, headed by Mrs. Jocelyn Hyland-Braidman, the school president

and Atty. Aniceta R. Collera, the school administrator. Their cooperation means a lot to

us, researchers.

We would also like to show our appreciation to the students of John M. Hyland

Institute of Learning for their willingness to participate in the study.

And special thanks to our family for providing us with everything we needed, for

extending discussions and valuable suggestions which have contributed greatly to the

improvement of this research.

Above all, we thank God for His grace and for letting us get through all the

difficulties we encountered.

2
 TABLE OF CONTENTS

CONTENTS PAGE

Title page ………………………………………………………………1

Acknowledgement …………………………………………………….2

Table of content………………………………………………………..3-4

CHAPTER I

INTRODUCTION

Background of the study………………………………………………5-6

Statement of the problem……………………………………………..7

Objectives of the study………………………………………………..8

Significance of the study………………………………………………8

Scope and limitation……………………………………………………9

Definition of terms………………………………………………………9

CHAPTER II

Review Related Literature……………………………………….……

CHAPTER III

Research design and methodology………………………………….

Research Methodology

Research design……………………………………………………….

Locale of the Study

Subject of the study……………………………………………………

Data Sampling Procedure…………..………………………………...

3
Tables and figures ……………………………………………………………………

CHAPTER IV

Data gathering procedures…………………………………………..

Research results and findings……………………………………….

CHAPTER V

Conclusion……………………………………………………………...

Recommendation………………………………………………………

REFERENCES ………………………………………………………………………

CHAPTER APPENDICES

Appendix A (Locale of the study) ………………………………….

Appendix B (Letter to the JMHIL School Directress)………………

Appendix C (Letter to the JMHIL Students)………………………….

Appendix D (Survey Questionnaire) ………………………………

Curriculum vitae…………………………………………………………………………..

Documentation…………………………………………………………………………….

Tables and Figures

Table 1.1 (Sex)…………………………………………………………….

Table 1.2 (Age)…………………………………………………………….

Table 1.3 (Grade Level)…………………………………………………..

Table 2 (Social Media platforms)………………………………………..

Table 3 (Hours spend using Social Media)…………………………….

Table 4 (Uses of Social Media)………………………………………….

Table 5 (Harms of Social Media Students………………………………

4
 Chapter 1

INTRODUCTION

Background of the Study

In the last few years, the web has evolved from a

medium for distributing a rudimentary and hyperlinked
collection of read-only and static information resources to
a set of social websites where people interact, share and
constantly update huge amounts of decentralized
information. In the past, the web was a one way
information transfer tool as content was predominantly
produced by experts, who published factual information
and had the skills to create web pages. Users could only
view websites but could not correct, change or add any
content. Currently, the web has become an interactive and
participatory "read-write" universal channel where users
are allowed to be both producers and consumers of digital
content in real time right through a web browser.
In the last few years, the web has evolved from a
medium for distributing a rudimentary and hyperlinked
collection of read-only and static information resources to
a set of social websites where people interact, share and
constantly update huge amounts of decentralized
information. In the past, the web was a one way
information transfer tool as content was predominantly
produced by experts, who published factual information
and had the skills to create web pages. Users could only
view websites but could not correct, change or add any
content. Currently, the web has become an interactive and
participatory "read-write" universal channel where users
are allowed to be both producers and consumers of digital
content in real time right through a web browser.
In the last few years, the web has evolved from a
medium for distributing a rudimentary and hyperlinked
collection of read-only and static information resources to
a set of social websites where people interact, share and
constantly update huge amounts of decentralized
information. In the past, the web was a one way
information transfer tool as content was predominantly
produced by experts, who published factual information
and had the skills to create web pages. Users could only

5
view websites but could not correct, change or add any
content. Currently, the web has become an interactive and
participatory "read-write" universal channel where users
are allowed to be both producers and consumers of digital
content in real time right through a web browser.
Communication is a fundamental aspect of human interaction and plays a crucial

role in various aspects of life. It helps students to improve their academic performance

and improve their effectiveness. Language Barrier can cause misunderstandings that

lead to conflict, frustration, offense, violence, hurt feelings, and wasting time, effort,

money, and lives of the people. Communication and Language Barrier are related as

language barriers can significantly impact effective communication, Language barrier

can hinder the understanding of verbal and non-verbal communication. Students do not

share a common language or have limited proficiency in a particular language becomes

challenging to convey and comprehend messages accurately.

In today’s interconnected world, effective oral communication skills are essential

for academic and professional success. However, language barriers can pose

significant challenges for students, particularly those who are non-native speakers of

the language use for communication. Several challenges can arise, Language barrier

can lead to misunderstandings, limited fluency, lack of nuance and subtlety, reduced

confidence, limited participation and inequality and exclusion. It is apparent that

language barriers do occur, which can be avoidable and which cannot be avoidable.

In the context of Grade 11 Students at John M. Hyland Institute of Learning,

these language barriers can hinder their ability to effectively express themselves,

understand complex concepts, and engage in meaningful discussions. The purpose of

6
this study is to investigate the impact of language barriers on Grade 11 Students' oral

communication skills at John M. Hyland Institute of Learning. By exploring the specific

challenges faced by students due to language barriers, this research aims to provide

effective strategies for students to overcome this language barrier, and further enhance

their communication skills, Grade 11 students should actively work on overcoming

language barriers and improving their oral communication abilities.

Statement of the Problem

The presence of language barriers among Grade 11 Students significantly impacts

their ability to communicate orally in the language.

7
 Purpose of the Study

This study aims to identify the impact of Language Barriers on Senior High

School Students of the John M. Hyland Institute of Learning.

Specifically, it seeks to answer the following questions:

1) The profile of the Senior High School students in terms of:

a) Sex;

b) Grade level; and

c) Age;

2) What are the main challenges they faced in overcoming language barriers?

a) Understanding and interpreting unfamiliar vocabulary and expressions

b) Pronouncing words and sounds accurately

c) Overcoming self-consciousness and building confidence

d) Grasping the idiomatic expressions

e) Adjusting to different accents and dialects

3) How did you experience language barriers during oral communication activities?

a) I struggled to find the right words or phrases to express my thoughts clearly

b) I felt anxious and lacked confidence when speaking

c) I encountered difficulties in understanding and interpreting the language

8
 Others:

4) Why language barrier affect the academic performance and self-confidence to

you?

a) Hinder understanding and comprehension

b) Struggling to effectively communicate

c) Frustration and self-doubt

d) Difficulties in expressing thoughts and ideas

5) How do strategies in overcoming language barrier help you?

a) Enhance Communication Skills

b) Foster Inclusivity

c) Building Relationship

d) Facilitate Collaboration

6) What strategies did you use to overcome language barriers?

a) Engaging in language immersion

b) Practice with native speakers

c) Learning in language apps

d) Participating in language activities

Hypotheses of the Study

The researchers propose two hypotheses:

1. There is a relationship between the language barrier and students' effective

communicating
9
 2. To possess the capability to effectively communicate in various languages.

Significant of the Study

The results of this study will be beneficial to the following:

Senior School students

This study will help them become aware of the challenges they may face due to

the language barrier.

Teachers
This will help them adapt their instructional strategies to better support students
with language barriers.

John M. Hyland Institute of Learning

This will be a guide for the institution to make informed decisions regarding

language barriers.

Parents
This study will help them guide their children about the potential challenges their

children may face due to language barriers.

Future Researchers

This will be their guide for them to get some ideas and to refer to what this study
needs.
SCOPE AND LIMITATION

This study aims to know the impact of language barriers on students and it

aims to provide insights into their perceptions, strategies, challenges, and the

support system available to overcome language barriers. The subject of our study is

10
the Grade 11 students of John M. Hyland Institute of Learning Academic year 2023-

2024.

DEFINITION OF TERMS

 Language Barrier – A language barrier refers to difficulties or obstacles that arise

when individuals with different linguistic backgrounds try to communicate.

 Oral Communication Skills – Encompasses the ability to effectively express,

ideas, thoughts, and information through spoken language.

 Perception- refers to the process by which individuals interpret and make sense of

sensory information from their environment.

 Strategies- generally involve setting goals, determining actions to achieve goals,

and mobilizing resources to execute the actions.

 Support System- is that you have a network of people who can provide you with

practical or emotional support.

 Profound – having or showing great knowledge or understanding of a profound

thinker.

 Crucial- extremely important or necessary.

 Social Integration- the process by which separate groups are combined into a

unified society.

 Potential – someone’s or something’s ability to develop, achieve, or succeed

 Endeavors – Heightens the implication of exertion and difficulty

 Anxious – Characterized by extreme uneasiness of mind or brooding fear about

some contingency

11
 Grasping – Try to take or get something in an eager or desperate way

 Honing – To move forward or focus attention on an object

 Resource allocation – Is the process of identifying all your available resources –

whether it’s labor or monetary

 Insight – Understanding or awareness of one’s mental or emotional state or

condition

 Encompasses – To enclose within a circle. To bring about; cause to happen;

contrive

 Intervention – The act of interfering with the outcome or course, especially of a

condition or process

 Excel – Implies preeminence in achievement or quality and may suggest superiority

to all others

 Discourse – Verbal interchange of idea

 Linguistic – The study of the human capacity to communicate and organize

thought using different tools

12
 REVIEW OF THE RELATED LITERATURE

In this generation, the social media has become essential, especially for the

youth, when it comes to their education, job hunts, communicating and exploring

themselves. When it comes to expressing themselves, the youth or what they call now

as the millennial, have been using social media profoundly. The social media has been

useful to us for so many reasons such as connecting us to our loved ones, search about

one’s different interests, for students and professionals they can do research, to name a

few. For short, the internet helps us connect and share information. Social media

branding strategies. Social media can be an opportunity for business to: raise brand

awareness, increase sales, generate brand loyalty and to overall better communicate

13
with customers, helping build long lasting relationships. This creates a whole new

perspective in the way companies are used to conduct their businesses, and also on the

way we are used to communicate with others and with companies themselves.

Social Networking Sites

It is used to describe any website that enables users to create public profiles

within that website and form relationship with other users of the same website who

access their profile. It is used to describe community base website, online discussion

forum, chat rooms and other social space online. Commonly, the phrase “social

networking sites” is used as an umbrella term for all social media and computer-

mediated communication, including but not limited to Facebook, Twitter, LinkedIn, and

Myspace, as well as the inaugural social networking sites of Cyworld, Bebo and

Friendster. Ellison and Boyd (2007) define social network sites as web-based services

that allow individuals to construct profiles, display user connections, and search and

traverse within that list of connections. A social media is an online service or platforms

that focus on facilitating the building of social network among people who share interest,

activities and background on real life connections. It is a website that allows users to

share information within a selected group. It is a great way to stay connected and a

convenient way to share photos from trips (Awake, 2012).

Facebook

Facebook is one of the most popular platforms for businesses to promote their

products and service. Users can create communities and start discussions about their
14
company, a product, or another subject using Facebook Groups Paid ads allow

businesses to target specific audiences.

YouTube

YouTube is a video-sharing platform that was launched in 2005 and has over 2.5

billion users current. Users may start a channel where they post videos about

themselves or their business, its services, and procedures.

Instagram
Instagram has over 1 billion active users. Users can share pictures, videos, reels,

stories, and IGTV content from their profiles. Instagram also gives options for business

profiles or professional accounts.

TikTok
TikTok is a short-form video-sharing platform with over 1 billion active user. It

allows users to make short videos of about 15 seconds to three minutes.

Twitter
Twitter can also communicate with others and engage in conversations via

threads. Customers frequently use Twitter to reach out to brands and get their queries

resolved.

15
A. Positive Impact

Social media can be a great platform for students to start campaigning for their

rights and the rights of other people. High School students also have the opportunity

to learn new things through social media platforms. Additionally, they can get feedback

from the work that they produce, like school projects, art projects, etc. It gives them a

safe space to get unsolicited advice from other people, which they can use to eventually

better their skills. Social media enables students with a platform to share their creativity

and their ideas with a neutral audience and get an honest response. The response

becomes a guide for them to better shape their skills if they are looking to pursue that

skill professionally. It allows them to spread social awareness and kindness. And these

various media channels help to do just that be it from the midst of battlefield or reporting

from 1000 feet below sea level, they make sure that we get the news we are looking for

well ahead of others. Of course, the news in question may also include a personal angle

but that just makes the news item all the more interesting to read. But it is thanks to

these media houses that we have access to the latest information on all topics and can

take the relevant decision response. Instead of going to the library, it is possible to save

time and find the necessary information using Google. Moreover, Internet resources are

very helpful when the information isn’t available in the library. It is possible to find

sample papers online as well as useful guidelines on how to do complete assignments

the right way. You can reach out to new connections and start developing relationships

with them as well. Whether they live nearby or on the other side of the world, you can

easily communicate and share content. This level of connectedness is a unique

advantage of digital media. Enables students with a platform to share their creativity and

16
their ideas with a neutral audience and get an honest about the safety aspects of social

media by engaging with it and having to translate it for other students. It can definitely

be easy to paint social media as a way to a students to get some information, but there

are just as many positive lessons that teens can learn from it.

B. Negative Impact

Social media reduces the communication skills of students addicted to social

media, a recent research concluded. The more time students stay glued to their mobile

phones on social media, the less time they spend meeting people in person and

socializing with them. It makes it difficult for them to strike normal and decent

conversations with people away from the online buzz. More so, there is a growing

dissatisfaction among employers over the communication skills of fresh graduates.

Effective communication is very essential to being a successful individual, and therefore

social media steals the opportunities for students to be able to master this skill. A fall in

Research and Learning Capabilities Studies have shown that myriads of wrong

information are often found on social media platforms, rather than from verified sources.

As a result of this, students are rather relying more on the information gotten on this

platforms.

There are claims that the learning and researching capabilities of students is on

the decline. What this means is that apart from social media, a student addicted to

social media is likely going to find it difficult getting information from credible sources.

Instead of a student typing in full, a kind of short hand system is used instead. There is

also the characteristic feature of relying on computer grammar and spelling check

17
during communication and creative writing skills declines drastically, and we may have

lots of students who cannot write a simple essay. When obsessively used, can affect

your mental state and self-image. From the poll, we learned that the most common

impact that social media has on high school students is bringing down their Self

Image. Students are told to make researches and get course materials online. In the

wake of engaging in such studious requirement, there’s always the tendency to be

attracted to social media sites that offers a sort of perceived escape from boredom.

Hours are being spent texting, chatting, video calling, checking on trends on Twitter,

watching hilarious comedy videos on Instagram. It’s like coming back from some sort of

time travel- students addicted to social media often attribute, when they realized the

time wasted. And there is this urge students have often- to always peep at their phone

and see if any messages could be waiting for them on these social platforms. This can

be very bad especially when you’re very active on social media during finals. The total

commitment students need to revise and prepare for exams are often not there due to

their addiction to social media, thereby causing them to have issues with their grades.

Also Radiation from staying long with devices used to accessing these social media

platforms can lead to cancer related diseases. An imbalanced sleeping pattern or

irregular eating pattern could be detrimental to physical health too.

18
 CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

INTRODUCTION

This chapter discusses in detail the methodological choice and the research design

process of the study. It has mainly relied on the philosophical stance and the research

problem to guide on the methodological choice. More, specifically, it explains why

explanatory sequential mixed methods research approach is considered appropriate for

the research. In addition, the chapter set the procedures to collect, analyze and report

data. It has used separate procedures for the quantitative and qualitative approach as

both encompass distinct purpose to serve. Besides, the approaches implemented to

enhance the validity and reliability of the studies are also explained in detail. Finally, the

chapter defines procedural issues of the research including the timing, weighting and

integration decisions of the study along with pointing considerations for ethical issues.

RESEARCH DESIGN

19
 Burns and Grove (2003:195) define a research design as “a blueprint for

conducting a study with maximum control over factors that may interfere with the validity

of the findings”. Parahoo (1997:142) describes a research design as “a plan that

describes how, when and where data are to be collected and analyzed”. Political

(2001:167) define a research design as “the researcher’s overall for answering the

research question or testing the research hypothesis”.

The study used a mixed research method which is a “combination of qualitative

and quantitative methods within a single research project. This specific research

method has been selected in order to have a profounder insight and attain a complete

understanding of the phenomena. Besides being reliable and valid, it allows us to look

at the phenomena from diverse viewpoints by joining results found through different

methods. And also the framework of research methods and techniques chosen by a

researcher to understand it clearly and it allows the researcher to sharpen the research

methods.

Qualitative Research

Qualitative researches are designed to provide the researcher a means of

understanding a phenomenon by observing or interacting with the participants of the

study (Denzin & Lincoln, 2008). Therefore, qualitative researchers are interested in

exploring and/or explaining phenomenon as they occur in the natural setting. This

means that qualitative researchers study things in their natural settings, attempting to

20
make sense of, or interpret, phenomena in terms of the meanings people bring to them

(Newman & Benz, 1998).

they have the potential to generate rich descriptions of the participants’ thought
processes and tend to focus on reasons “why” a phenomenon has occurred (Creswell,
2003). the qualitative component of this study involves undertaking in-depth interviews
with the High School students to provide response to some of the questions.

Quantitative Research

Quantitative research, according to Van der Merwe (1996), is a research

approach aimed at testing theories, determining facts, demonstrating relationships

between variables, and predicting outcomes. Quantitative research uses methods from

the natural sciences that are designed to ensure objectivity, generalizability and

reliability (Weinreich, 2009). The techniques used in quantitative research include

random selection of research participants from the study population in an unbiased

manner, the standardized questionnaire or intervention they receive, and statistical

methods used to test predetermined hypotheses regarding the relationship between

specific variables. The researcher in quantitative research, unlike in the qualitative

paradigm where he/she is regarded as a great research instrument due to his/her active

participation in the research process, is considered as being external to the actual

research, and results are expected to be replicable, no matter who conducts the

research.

21
 LOCALE OF THE STUDY

According to studies, population refers to the complete set of individuals

(subjects or events) having common characteristics in which the researcher is

interested. The population of the study was determined based on random sampling

system. This data collection was conducted from November 10, 2022 to November 15,

2022, from selected High School Students in John M. Hyland Institute of Learning

Sudtonggan Road, Basak, Lapu-Lapu City.

22
 POPULATION

The study population consisted of high school students of John M. Hyland

Institute of Learning. A total of 21 sample sizes responded to the questionnaire survey.

Random sample sizes method was used; 4 grade 7 students, 6 grade 8, 5 grade 9, and

6 grade 10 with the age ranged from twelve to sixteen years old.

SAMPLING PROCEDURE

For the research study, the use of survey questionnaires was chosen to garner

information from the respondents as their primary data and books, articles, news, blogs

and PDFs found on the Internet are used as secondary data. The questionnaire was

adopted from the Internet and it is modified to suit our preference on how we will be

able to gather data.

The researchers used the data and documents to do the study. Researchers

personally handed out the survey questionnaire to the respondents. The survey

questionnaire was presented to the researcher’s adviser and members of the panel for

validation and evaluation. The comments and suggestions of the members of the panel

will be the basis of modifying and improving their survey questionnaire.

Here are the following of our data collected.

Grade level Numbers of Student

Grade 7 4

23
 Grade 8 6
Grade 9 5
Grade 10 6

CHAPTER IV

RESEARCH FINDINGS, ANALYSIS, AND INTERPRETATION

Table 1.1: Sex

Sex Number of Students

Male 12
Female 9

Base on the table 1.1, there are twelve male students which is 57.14% of the

total population and nine female students with the percentage of 38.09. The above table

shows that there are more male students than female students. Hence, there are more

males than females in the total of population and the least number of surveyed is 9

which is 38.09%.

Table 1.2 Age

Age Number of students

24
 12 3
13 5
14 3
15 7
16 2

Base on the table 1.2, there are three 12-year old students which is 14.28% and

six students who are 13 years old which is 23.80%. In addition, there are three 14-year

old students which is 14.28, also seven students who are 15 years old with the

percentage of is 33.33 and two 16-year old students which is 9.52% of the total

population. In conclusion, in the data presented above, the outmost number of student

answered the survey is 33.33% and the least total number who answered the survey is

9.52%.

Table 1.3 Grade level

Grade level Number of students

Grade 7 4
Grade 8 6
Grade 9 5
Grade 10 6
Total 21

Based on table above, there are four grade 7 students which is 19.04 % and six

grade 8 students with the percentage of 28.57%. In the above information, grade 9

rendered 23.80% which is five out of the total population, whereas grade 10 has six

25
students with 28.57%. To the table above data, grade eight and grade ten have the

most population while the least is the grade seven students.

Table 2. Social Media Platforms

Social Media Platforms Number of students

Facebook 12

Instagram 6

YouTube 17

TikTok 12

Snapchat 5

Based on table above, there are twelve students who choose Facebook which is

57.14% and six students prefer Instagram with the percentage of 28.57% while

seventeen students choose YouTube which is 80.95% also twelve students choose

TikTok in which 57.14% and five students choose Snapchat in which the total of

23.80%. In conclusion most, students uses YouTube more often which is the total of

80.95% and least of the students uses Snapchat which is 23.80%.

Table 3. Hours spend using social media

Hours spend Number of students

Less than 1 hour 18

1-3 hours 10

4-6 hours 6

More than 6 hours 10

26
 Based on table above. There are eighteen students who spend less than 1 hour

which is 85.71% and there are ten students who spend 1-3 hours which is 14.28 and six

students who spend 4-6 hours which is 28.57% and also ten students who spend more

than hours on Social Media. In the data collection, most of the students spend less than

1 hour and least of the students spend their time in social media in 4-6 hours.

Table 4. Uses of Social Media

Uses of social media Frequency

Most of the students agree Keeps up to 6

date with current affairs

Most of the students believes on 8

Promotes deeper engagement with

school related activities

Most of the students agree in Boosts 9

academic performance

Most of the students agree on Develops 12

critical thing king skills

Most of the students agree on Improves 12

creative elements

27
 Most of the students agree on Increases 13

knowledge and awareness

Most of the students agree on Makes 10

education more accessible

Most of the students agree on Connects 10

people from across the globe especially

with peers

Based on table above. there are six students uses social media to Keep up to

date with current affairs which is 28.57%, eight students at the same time uses social

media to promote deeper engagement with school related activities which is 38.09%,

there are nine students agree on social media can boosts academic performance which

is 42.85% and there are twelve students Developed critical thinking skills, which is

57.14% using social media, thirteen students Increases their agrees social media

knowledge and awareness with the percentage of 61.90% and ten students who also

choose on Makes education more accessible with the percentage to the students of

47.61%, and also ten students affirms social media Connects people from across the

globe especially with peers with the total percentage of 47.61%. In summary, the top

three uses of social media according to our survey are; (1) increases knowledge and

awareness, (2) makes education more accessible, and (3) connects people from across

the globe especially with peers.

Table 5. Harms of social media to students

How does social media harm you as a Number of Students

28
 student

Reduces the writing abilities

10

Decreases the face to face interaction

Can be addictive 14

Reduces Concentration on Studies 9

Lowers self confidence 10

Causes depression and anxiety 5

Increases health issues 7

Reduces physical Activities 7

Based on table above: there are ten students who agree that social media

reduces their writing abilities which is 47.61% In addition while seven students who

agree that it decreases the students face to face interaction which is 33.33, in addition

there are fourteen students who affirm that social media can be addictive which is

66.66%, nine students approve that it reduces concentration on studies which is 42.85%

and there are ten students who agree with lowers Self-confidence which is 47.61% Five

students said that social Causes depression and anxiety which is 23.80% and there are

seven students agree on Increases health issues which is 33.33%, and other seven

students agree that social media reduces physical activities with the total of 33.33%.In

the above data collected, most of the students agreed that one of the harms of social

29
media is getting addicted aside that it reduces concentration studies, and physical

activities.

CHAPTER V

CONCLUSION AND RECOMMENDATION

CONCLUSION

The result from the findings of this study showed that, though social media have

negative effects on students such as lack of privacy, distracting students from their

academic work, taking most of their productive time, and such like, they also have

benefits and can be used appropriately. For instance, students can form online

communities in order to plan for a project, have group discussions about class

material, or use the Social networking sites and platforms as a way to keep in

contact when a student who has been absent needs to be updated on current academic

information.

RECOMMENDATION

After careful consideration of the results and conclusion of the study, the

researchers recommended the following:

1. Students should be educated on the influence of social media on their academic

performance.

30
2. Students should be monitored by teachers and parents on how they use these

social media platform.

3. Students should better manage their study time in and prevent distractions that

can be provided by the social media. There should be a decrease in the number

of time spent by students when surfing the net.

4. The students should create a balance between chit-chatting and academic

activities.

5. The use of Social media network by students should focus on the

academic relevance of those sites instead of using them for negative purposes.

31
 REFERENCES

https://www.ecoleglobale.com/blog/how-social-media-affects-the-students/

https://www.mayoclinic.org/healthy-lifestyle/tween-and-teen-health/in-depth/teens-and-

social-media-use/art-20474437

https://www.ijser.org/researchpaper/IMPACT-OF-SOCIAL-MEDIA-ON-STUDENTS-

ACADEMIC-PERFORMANCE.pdf

https://www.academia.edu/15296796/

The_Advantages_and_Disadvantages_of_Social_Media_to_the_Selected_Students_of

_MMMHS

https://www.coursehero.com/file/p26heio7/Scope-and-Limitation-This-study-tends-to-

know-the-effects-of-social-media-such/

https://smartsocial.com/post/positives-of-social-media

https://studentmatrix.ca/blog/social-media-its-negative-effects-on-students/

https://www.kubbco.com/13-positive-effects-of-social-media-on-our-society-today/

https://baec.aua.am/files/2017/09/Angela_Diloyan_The-Importance-of-Communication-in-the-

Classroom_Capstone.pdf

http://eprints.radenfatah.ac.id/527/2/THESIS%20CHAPTER%201-5.pdf

https://files.eric.ed.gov/fulltext/EJ1247094.pdf

https://www.studocu.com/ph/document/xavier-university-ateneo-de-cagayan/senior-high-school/

sample-research-paper/11648295

https://repository.up.ac.za/bitstream/handle/2263/24016/04chapter4.pdf

32
https://www.researchgate.net/publication/

335110374_Research_Design_and_Methodology

https://www.researchgate.net/publication/

329715052_CHAPTER_FIVE_RESEARCH_DESIGN_AND_METHODOLOGY_51_Intro

duction_Citation_Lelissa_TB_2018_Research_Methodology_University_of_South_Afric

a_PHD_Thesis

https://www.rnlkwc.ac.in/pdf/studymaterial/physiology/

UG_Physiology_Sem6_DSE4T.pdf

33
APPENDICES

34
 APPENDIX A

LOCALE OF THE STUDY

35
 APPENDIX B

LETTER TO THE JMHIL SCHOOL DIRECTRESS

36
 APPENDIX C

LETTER TO THE JMHIL STUDENTS

37
 APPENDIX D

SURVEY QUESTIONNAIRE
Sex: Facebook Age:_______________

Female Grade level:_________

1) What social media platform/s you usually use daily?

Facebook

Instagram

YouTube

TikTok

Snapchat

Snapchat

2) How many hours you spend each day using Social Media?

Less than 1 hour

1-3 hours

4-6 hours

More than 6 hours

3) Why do you use Social Media?

To communicate and connect with family and friends

To gain wider knowledge in various aspects

To facilitate school activities with peers

To broadcast updates and alerts

38
4) How social media does help you as a student?

Keeps up to date with current affairs

Promotes deeper engagement with school related activities

Boosts academic performance

Develops critical thinking skills

Improves creative elements

Increases knowledge and awareness

Makes education more accessible

Connects people from across the globe especially with peers

5) How does social media harm you as a student?

Reduces the writing abilities

Decreases the face to face interaction

Can be addictive

Reduces concentration on studies

Lowers self confidence

Causes depression and anxiety

Increases health issues

Reduces physical activities

39
 CURRICULUM VITAE

REYES LUIGI D.
Personal Information
Birthdate: APRIL 29, 2005
Age: 17
Address: Sudtonggan Rd. Basak Lapu-Lapu city
Civil Status: Single
Religion: Roman Catholic
Nationality: Filipino
Phone Number: 09633643953
E-mail Address: luigireyes052@gmail.com

40
Education
Pre-school: Freedom School, Danao city (2013-Present)

Grade School: John M Hyland Institute of learning (2014-Present) Lapu-Lapu City

High School: John M. Hyland Institute of learning (2013-Present) Lapu-Lapu City

Personal Interest
I love watching Hollywood movies so much, I always wasting my time watching movies. My
favorite food is spaghetti. My dream place I want to go is
United Kingdom Belfast I hope I go there someday. There’s thing I want to change in my
lifestyle was my laziness.

Aspiration
I want my family will be proud of me someday…
“NOTHING IS IMPOSSIBLE. THE WORD IT SELF SAYS I’M POSSIBLE”!

MONTESA GINA L.
Personal Information
Birthdate: September 26, 1984
Age: 38
Address: Coloso St. Kabankalan, Negros, Occidental
Civil status: Taken
Religion: Roman Catholic
Nationality: Filipino

41
Phone Number: 09912196792

E-mail Address: Ginamontesa@gmail.com

Education
Pre-school: Linothangan Elementary School Negros oriental (1996-2000)

Grade School: Linothangan Elementary School Negros oriental (1996-2000)

High School: Linothangan School Negros oriental

Personal Interest
I love cooking, my favorite food is adobong manok. My dream place I want to go is South Korea
I hope I go there someday.

Aspiration
Never give up on what you really want to do.

KC ANNE CABALUNA
Personal Information
Birthdate: April 6, 2009
Age: 17
Address: Sudtonggan Rd. Basak Lapu-Lapu city
Civil status: Single
Religion: Roman Catholic
Nationality: Filipino

42
Phone Number: 0969375769
E-mail Address: kcanncecabaluna@gmail.com

Education
Pre-school: Sudtonggan Elementary school

Grade School: Sudtonggan Elementary school

High School: John M. Hyland Institute of Learning

Personal Interest
I love watching Korean Dramas so much, I always wasting my time watching k dramas. My
favorite food is spaghetti. My dream place I want to go is South Korea I hope I go there
someday. There’s thing I want to change in my lifestyle was my laziness.

Aspiration
The person with big dreams is more powerful than one with all the facts.

DOCUMENTATION

43
44