CHAPTER I

Background of the Study

The digital revolution of recent decades has witnessed a profound transformation in

the way individuals, especially the younger generation, engage with technology (Haleem et

al.,2022). According to Mlegeant (2019), social media platforms and online gaming have

become integral parts of daily life, shaping the social interactions, entertainment, and leisure

activities. Balangkayan Senior High School, like many educational institutions, stands at the

intersection of traditional academic pursuits and the evolving landscape of digital

connectivity.

The surge in social media usage and the popularity of online gaming among

adolescents raise questions about their potential impact on academic performance (Sun et

al.,2023). As students in Grade 11 embark their academic journey within the Academic

(ACAD) strands/track, understanding the dynamics of their digital engagement becomes

crucial. Balangkayan Senior High School recognizes the needs to adapt to this changing

environment and seeks to explore how the intersection social media, online gaming and

academic influences the students scholastics endeavors.

This study is motivated by the recognition that the digital habits of students can

significantly influence their overall well-being and academic performance achievements

(Oguguo et al.,2020). It aims to delve into the intricacies of social media usage and online

gaming with the specific context of Grade 11 ACAD students at Balangkayan Senior High

School, shedding light on potential correlations with academic performance.

By investigating these dynamics, the research strives to contribute valuable insights

that can inform educators, parents, and policymakers. The findings are expected to guide the
development to targeted interventions and strategies to support students in achieving

academic success while navigating the digital landscape. In doing so, the study seeks to

bridge the gap between traditional approaches and the evolving digital realities, fostering a

comprehensive understanding of the factors influencing student outcomes in the

contemporary educational environment.

Statement of the Problem

The integration of the social media and online gaming into adolescent’s daily lives

has raised concerns about their potential impact on academic performance (Dumrique &

Castillo, 2017; Oscharive, 2015). As students in Grade 11 within the Academic (ACAD)

Strand at Balangkayan Senior High School navigate these digital landscapes, understanding

the extent and nature of their social media usage and online gaming habits becomes crucial

(Lenhart, 2015). While studies have explored the link between digital engagement and

academic outcomes (D’Angelo, 2018), these is a need for context-specific investigations to

discern the nuanced relationships within this academic setting.

The specific problems addressed by this research include:

1. Extent of Social Media Usage:

Scholars highlight the pervasive nature of social media among adolescents, with

95% reporting access to smartphones (Anderson & Jiang, 2018). Understanding the specific

patterns and frequency of social media engagement is crucial in identifying potential

influences on academic pursuits (Kolhar, Kazi & Alamean, 2021).

2. Frequency and Nature of Online Gaming

 The surge in online gaming popularity, evidenced by the global gaming popularity,

evidenced by the global gaming industry’s exponential growth (Newzoo, 2023), prompts an

examination of how such activities may intersect with academic commitments.

3. Correlation with Academic Performance

Previous research emphasizes the need to explore nuanced, correlations between

digital engagement and academic performance (Hietajärvi, Maksniemi & Salmela-Aro,

2022). While some studies suggest potential negative associations (Bohnert, & Gracia, 2021),

others argue for a more complex understanding of these relationships.

4. Academic Distractions:

Recognizing the potential for digital distractions affecting academic focus (Self

Rykard, 2020). This study aims to identify specific areas where social media and online

gaming may pose challenges to sustained academic success.

By addressing these elements, this research endeavors to contribute nuanced

insights, aligning with the evolving scholarly discourse on the intricate interplay between

digital technology and academic pursuits.

Hypothesis

1. Null Hypothesis

- There is no significant correlation between social media usage and academic

performance among Grade 11 ACAD students at Balangkayan Senior High School.

- There is no significant correlation between online gaming and academic performance

among Grade 11 ACAD students at Balangkayan Senior High School.

2. Alternative Hypothesis
 - There is significant positive correlation between social media usage and academic

performance among Grade 11 ACAD students at Balangkayan Senior High School.

- There is a significant negative correlation between social media usage and academic

performance among Grade 11 ACAD students at Balangkayan Senior High School.

- There is a significant positive correlation between online gaming and academic

performance among Grade 11 ACAD students at Balangkayan Senior High School.

- There is a significant negative correlation between online gaming and academic

performance among Grade 11 ACAD students at Balangkayan Senior High School.

These hypothesis will serve as the basis for statistical testing and analysis to

determine the nature and strength of relationships between social media usage, online

gaming, and academic performance in the specified student population.

Significance of the Study

Understanding the impact of social media and online gaming on academic

performance among Grade 11 ACAD students at Balangkayan Senior High School holds

crucial implications for educations, students support, and policy development. This study

contributes to the broader discourse on the intersection of technology and education, offering

insights that can inform.

1. Educational Strategies

The findings may guide educators in developing targeted interventions to enhance

digital literacy and support students in balancing technology use with academic commitments

(Junco, 2015).

2. Parental Guidance
 Parents can benefit from insights into the potential effects of social media and

online gaming on their children’s academic achievements, enabling informed guidance and

fostering a conducive home environment (Primack et al.,2017; Rideout & Robb, 2019).

3. Policy Development

Policymakers can use the result to inform educational landscape and promote a

healthy digital environment within educational institutions (Twenge & Campbell, 2018; Hawi

& Rupert, 2016).

Scope and Delimitation

This study focuses on Grade 11 ACAD students at Balangkayan Senior High

School, examining the correlation between social media usage, online gaming, and academic

performance academic year (2023-2024).

This study is limited to Grade 11 students within the ACAD Track. The

investigation includes social media and online gaming activities but does not delve into other

digital behaviors. Data collection is restricted to self-reported surveys, limiting the depth of

behavioral analysis.

Theoretical Framework

The theoretical framework of the effect of online games on academic performance

considers a variety of psychological, sociological, and educational theories. The theoretical

frameworks that explain the effects of online games on academic performance are:
1. Social Learning Theory: suggests that people learn by observing others as well as through

reinforcement and punishment. Social learning theory suggests that online gamers often learn

and reinforce attitudes and behaviors that could be detrimental to academic performance.

2. Self-Determination Theory: suggests that individuals have basic psychological needs, such

as autonomy, competence, and relatedness, that motivate them to engage in activities. Online

games may provide players with a sense of autonomy and competence that distracts them

from academic responsibilities.

3. Cognitive Load Theory: suggests that humans have a limited capacity for processing

cognitive information. Online games can divert attention from academic tasks, resulting in

cognitive overload and reduced academic performance.

4. Psychological Detachment Theory: suggests that individuals engage in activities to

recuperate from the demands of work or study. Online games can serve as a coping

mechanism and provide a sense of fulfillment, which may lead to poor academic

performance.

5. Self-Efficacy Theory: suggests that individuals' beliefs in their capability to succeed

influences their behavior and achievement. Online games may undermine student's belief in

their academic ability and lead to decreased academic performance.

 In conclusion, the above theories support the idea that excessive online gaming can

negatively impact academic performance. These theoretical frameworks can be used by

parents and educators to develop strategies to mitigate the negative effects of online gaming

on academic performance.

Definition of Terms

1. Social Media Usage

- Refers to the extent and patterns interaction with online platforms designed for social

networking, communication, and content sharing.

2. Online Gaming

- Involves participation in digital games accessed over the internet encompassing

various games and platforms, such as multiplayer online games, including Mobile

Legends, Call of Duty, and Roblox.

3. Academic Performance

- Represents students achievements in their studies, typically measured by grades, test

results and overall scholastic accomplishments within the specified academic year.

4. Grade 11 ACAD students

- Specifically pertains to students enrolled in the ACAD Track at Balangkayan Senior

High School academic year (2023-2024).

 CHAPTER II

REVIEW OF RELATED LITERATURE

Introduction

The Review Related Literature explore existing research or the relationship between

social media usage, online gaming, and academic performance among adolescents. The

examination of this dynamics is crucial for contextualizing the study within the broader

scholarly landscape and identifying gaps that the current research aims to address.

The persuasive influence of social media and online gaming on the lives of

adolescents has prompted extensive exploration into their potential impact on academic

performance. Understanding these dynamics is crucial for educators, parents, and

policymakers seeking to navigate the evolving landscape of technology and its implications
for students. This literature review examines existing research on the relationships between

social media usage, online gaming, and academic performance, setting the stage of an in-

depth investigation within the context of Grade 11 ACAD students at Balangkayan Senior

High School.

Social Media Usage and Online Gaming

Social Media platforms including Facebook, Instagram, and TikTok, have become

integral to the lives of adolescents, shaping communication, socialization, and information

sharing. The influence of social media on academic performance has been subject of

scholarly investigation, presenting diverse findings.

Gorhe (2019) conducted research highlighting the potential negative impact of social

media use could contribute to distractions, potentially hindering students ability to focus on

their academic responsibilities. The study emphasize the need for a nuanced understanding of

the relationships between social media engagement and academic outcomes.

Contrastingly, Thapa & Adhikari (2021) provided insights that suggest a more

complex relationship between social media usage and academic performance. The study

found that moderate engagement with social media might not necessarily correlate with

diminished academic performance. Thapa & Adhikari, findings underline the importance of

considering the nature and intensity of social media use when assessing its impact on students

scholastic endeavors.
 These conflicting findings underscore the complexity of the relationship between

social media usage and academic performance. The nuances of individual behaviors,

motivations, and the specific context in which social media is used may contribute to varied

outcomes. Within the context of Grade 11 ACAD students at Balangkayan Senior High

School, understanding these intricacies becomes crucial for informing targeted interventions

and strategies that support academic success while acknowledging the prevalence of social

media in adolescents lives.

Online Gaming and Academic Performance

Online Gaming a prominent form of digital engagement among adolescents, has

garnered attention in academic research regarding its potential influence on academic

performance. Research findings in this area present a nuanced picture of the relationship

between online gaming and scholastic outcomes.

Li et al. (2020) explored the reciprocal association between mobile phone activities,

including online gaming and academic performance. Their research indicated a potential

impact on academic outcomes, emphasizing the used for educators and parents to be

cognizant of their time spent on digital activities. The study highlights the importance of
understanding the role of online gaming in students lives and its potential implications for

their academic commitments.

On the contrary Przybylski & Weinstain (2019) challenged the notion that online

gaming, particularly involving violent content, is consistently associated with adolescents

behavior. Their findings suggest that the assumed negative consequences of online gaming

may not be as straightforward as previously believed. This perspective prompts a more

nuanced exploration of the relationship between online gaming and academic performance.

Intersectionality of Social Media, Online Gaming, and Academic Performance

While existing studies have examined social media and online gaming individually,

limited research has comprehensively explored their intersectionality and collective impact

on academic performance (Dumrique & Castillo, 2017; Rodica, 2019; Michikyan et al.,

2015). The convergence of these digital behaviors within the lives of adolescents presents a

complex interplay that requires focused investigation.

Twenge and Cambell (2018) emphasized associations between overall screen time and

lower psychological well-being among children and adolescents. Their work signals the
importance of considering the broader digital landscape, including social media usage and

online gaming, in understanding potential impacts on well-being. This broader perspective

informs the rationale for exploring the intersectionality of these digital behaviors and their

implications for academic success.

The Common Sense Census by Rideout & Robb (2019) also provides valuable

insights into nuanced media use among adolescents. While not specifically addressing the

intersection of social media, online gaming, and academic performance, the report

emphasizes the need for a comprehensive understanding of how young individuals engage

with various media platforms. This understanding is essential for contextualizing the

dynamics at play within specified academic setting.

Educational Strategies and Policies

The literature also underscores the importance of considering educational strategies

and policies. Joshi (2023) suggested that educational institutions need to adapt to the

changing technological landscape to effectively support students. Güney (2023) emphasized

the need for a nuanced understanding of media use among adolescents to inform educational

policies. The study aligns with these perspectives, aiming to contribute insights that can

inform educational strategies and policies tailored to the specific need of Grade 11 ACAD

students.
Conclusion

In conclusion, the literature review reveals the complexity and diversity of findings in

the realm of social media, online gaming, and academic performance. While some studies

suggest potential negative associations, others propose a more nuanced understanding of

these relationships. By focusing on Grade 11 ACAD students, this research aims to contribute

context-specific insights that can inform educational practices and policies. The subsequent

delve into the methodology and findings for further illuminate these intricate dynamics.

Conceptual Framework

h IV DV

1. Social Media Usage 1. Academic Performance

 Hours spent per day on  Grades
platforms like  Examination Scores
- Facebook  Study Habits
- Instagram
 Academic Engagement
- TikTok
2. Online Gaming Engagement
 Time spent in online games
like:
 Figure 1

Conceptual Model of the Study

This study, the independent variables represent the factors that may influence

academic performance among Grade 11 ACAD students, while the dependent variable is the

academic performance itself measured through various indicators such as grades,

examination scores, study habits and academic engagement. By examining the relationship

between these independent variables and the dependent variable you can gain insights into

how social media usage and online gaming impacts academic performance.

CHAPTER III

METHODOLOGY

Research Design
Design Type:

Quantitative Correlational Design

Rationale

This design aims to determine the strength and direction of the relationships between social

media usage, online gaming, and academic performance variables. It allows for statistical analysis to

identify potential correlations and their significance.

Variables

- Independent Variables:

1. Social Media Usage

2. Online Gaming

- Dependent Variable:

1. Academic Performance

Validity and Reliability

 Internal Validity: Ensure that the measurement tools used accurately assess the intended

constructs.

 External Validity: Consider the generalizability of findings to other populations of Grade 11

students.
 Reliability: Ensure consistency and stability of measurements over time and across different

conditions.

Data Analysis

1.Descriptive Statistics: Calculate means, standard deviations, and frequency distributions for each

variable.

2. Correlation Analysis: Perform Pearson correlation coefficient analysis to examine the relationships

between social media usage, online gaming, and academic performance.

3. Regression Analysis: Conduct regression analysis to determine the extent to which social media

usage and online gaming predict academic performance.

4. Significance Testing: Use appropriate statistical tests (e.g., t-tests, ANOVA) to determine the

significance of correlations.

Limitations

- Possible self-reporting bias in survey responses.

- Limited generalizability to other student populations.

- Potential confounding variables not accounted for in the study.

Summary

This quantitative correlational research design aims to investigate the relationships between

social media usage, online gaming, and academic performance among Grade 11 ACAD students at

Balangkayan Senior High School. By collecting and analyzing relevant data, the study seeks to

provide insights into how these factors may influence one another.
Sampling

Population

The population of interest comprises all Grade 11 ACAD students at Balangkayan Senior

High School.

Sampling Technique

To ensure the representativeness of the population and enhance the generalizability of

findings, a probability sampling technique such as simple random sampling can be employed.

Procedure:

1. Sampling Frame: Create a list of all Grade 11 ACAD students enrolled at Balangkayan Senior

High School.

2. Random Selection: Use a random number generator or lottery method to select a sample of

participants from the sampling frame. Each student should have an equal chance of being

selected.

3. Sample Size: Determine an appropriate sample size based on factors such as the desired level of

precision and statistical power. Consider consulting a statistician or using sample size calculation

formulas specific to correlation studies.

4. Recruitment: Once the sample is selected, inform the chosen participants about their inclusion in

the study and provide them with necessary information regarding data collection procedures and

ethical considerations.

Justification
 Representativeness: Simple random sampling ensures that each Grade 11 ACAD student at

Balangkayan Senior High School has an equal chance of being included in the study, thereby

enhancing the representativeness of the sample.

Generalizability: By employing a probability sampling technique, the findings from the study

are more likely to be generalizable to the broader population of Grade 11 ACAD students, increasing

the external validity of the research.

Minimization of Bias: Random selection minimizes selection bias and ensures that the sample

is not systematically biased towards certain characteristics or groups within the population.

Limitations

Time and Resource Constraints: Conducting a random sampling procedure may require

considerable time and resources to compile the sampling frame and select participants.

Potential Sampling Errors: Despite efforts to select a random sample, there is still a possibility

of sampling errors due to chance variations, which could affect the accuracy of the findings.

Research Instruments

1. Survey Questionnaire

A standardized survey questionnaire can be developed to gather data on social media usage

and online gaming habits of Grade 11 ACAD students. The questionnaire may include:

- Demographic questions (e.g., age, gender, grade level).

- Frequency and duration of social media usage (e.g., “How many hours per day do you spend on

social media platforms?”).

- Types of social media platforms used (e.g., Facebook, Instagram, Twitter).

- Frequency and duration of online gaming (e.g., “How often do you play online games?”).

- Types of online games played.

- Self-reported academic performance (e.g., self-rated GPA, perceived academic achievement).

2. Academic Records

Collect academic performance data from school records, including:

- Grade point average (GPA) for the current academic year.

- Exam scores in relevant subjects.

- Attendance records.

4. Pilot Testing

Before administering the instruments to the entire sample, conduct a pilot test with a small

group of students to assess the clarity, comprehensibility, and reliability of the survey questionnaire.

Adjustments can be made based on feedback received during the pilot testing phase.

Data Collection Procedure

1. Informed Consent: Obtain informed consent from participants, ensuring that they understand the

purpose of the study and their rights.

2. Administering the Survey: Distribute the survey questionnaire to the selected participants either in

person or electronically, ensuring confidentiality and anonymity.

3. Accessing Academic Records: Obtain permission to access academic records from relevant school

authorities, ensuring compliance with data protection regulations.

4. Online Activity Tracking: If using online activity logs, provide participants with instructions on

how to install and use the tracking software, ensuring their privacy is respected.
Data Analysis

Once data collection is complete, analyze the collected data using appropriate statistical

methods such as correlation analysis and regression analysis to examine the relationships between

social media usage, online gaming, and academic performance variables.

Validation techniques:

1. Content Validity

Expert Review Subject the survey questionnaire and data collection instruments to review by

experts in the field of education, psychology, and social sciences to assess the relevance and

comprehensiveness of the items.

Alignment with Constructs: Ensure that the items in the questionnaire adequately represent

the constructs of social media usage, online gaming, and academic performance being measured.

2. Criterion-Related Validity

Concurrent Validity: Compare the results obtained from the survey questionnaire with other

established measures of social media usage, online gaming, and academic performance to assess the

degree of agreement or correlation.

Predictive Validity: Evaluate whether the survey questionnaire accurately predicts academic outcomes

over time, such as GPA or exam scores.

3. Construct Validity

Factor Analysis: Conduct factor analysis to explore the underlying constructs of social media

usage, online gaming, and academic performance and verify if the items in the questionnaire load onto

these constructs.

Hypothesis Testing: Test specific hypotheses derived from existing theories or research literature to

validate the theoretical constructs being measured.

4. Reliability

Internal Consistency: Assess the internal consistency of the survey questionnaire using

measures such as Cronbach’s alpha coefficient. Items within each construct should correlate highly

with each other.

Test-Retest Reliability: Administer the survey questionnaire to a subset of participants at two different

time points and examine the consistency of responses over time.

Inter-Rater Reliability: If applicable (e.g., for academic record data), ensure consistency in data

collection and recording procedures among different raters.

5. Pilot Testing

Pre-Testing: Conduct a pilot test with a small sample of Grade 11 ACAD students to identify any

ambiguities or issues with the survey questionnaire and refine it accordingly.

Feedback Incorporation: Incorporate feedback from pilot testing to improve the clarity, relevance, and

comprehensibility of the research instruments.

Ethical Considerations

Ensure that the research instruments and data collection procedures adhere to ethical

guidelines, including obtaining informed consent from participants, ensuring confidentiality and

anonymity, and minimizing any potential risks or harm.

Data Gathering Procedures

1. Obtain Ethical Approval

Seek ethical approval from relevant institutional review boards or ethics committees to ensure

that your research complies with ethical guidelines and safeguards the rights and welfare of

participants.

2. Participant Recruitment

Obtain permission from school authorities to conduct research among Grade 11 ACAD

students. Provide information about the study to potential participants and obtain informed consent

from those willing to participate. Ensure that participants understand the purpose of the study, their

rights, and the voluntary nature of their involvement.

3. Survey Administration

- Administer the survey questionnaire to participants to gather data on social media usage and online

gaming habits. This can be done through:

- In-person administration during school hours.

- Online surveys using platforms like Google Forms or SurveyMonkey, ensuring anonymity and

confidentiality of responses.

- Distributed paper-based surveys with clear instructions for completion and return.

4. Academic Records Access

Obtain permission from school authorities to access academic records of Grade 11 ACAD

students, including GPA, exam scores, and attendance records. Ensure compliance with data

protection regulations and maintain confidentiality of students’ academic information.

5. Online Activity Tracking (Optional)

If using online activity logs or tracking software to record participants’ actual social media

usage and online gaming behavior, provide clear instructions for installation and use. Ensure

participants’ privacy is respected, and their online activities are anonymized and securely stored.

6. Data Collection Period

Specify a timeframe for data collection, ensuring that participants have sufficient time to

respond to surveys or provide consent for access to academic records. Consider factors such as school

schedules, holidays, and exam periods.

7. Data Quality Assurance

- Monitor data collection procedures to ensure accuracy and completeness of responses.

- Conduct periodic checks to verify the integrity of academic records and online activity logs, if

applicable.
8. Data Management

- Organize and securely store collected data in a manner that maintains confidentiality and

complies with data protection regulations.

- Use appropriate data management tools and procedures to safeguard against data loss or

unauthorized access.

9. Participant Feedback

Offer participants the opportunity to provide feedback on the data gathering procedures and

overall research experience. Address any concerns or issues raised by participants to improve future

research endeavors.

10. Data Analysis

Once data collection is complete, proceed with data analysis using appropriate statistical

techniques to examine the relationships between social media usage, online gaming, and academic

performance variables.

Statistical Tools

1. Correlation Analysis

Use Pearson correlation coefficient ® or Spearman’s rank correlation coefficient to quantify

the strength and direction of relationships between social media usage, online gaming, and academic

performance variables.
2. Regression Analysis

Perform linear regression analysis to examine the extent to which social media usage and

online gaming predict academic performance. You can use GPA or exam scores as the dependent

variable and social media usage and online gaming as independent variables.

3. Descriptive Statistics

Calculate means, standard deviations, and frequency distributions for social media usage,

online gaming, and academic performance variables to provide a summary of the data.

4. Inferential Statistics

- Conduct t-tests or analysis of variance (ANOVA) to compare academic performance between

groups with different levels of social media usage or online gaming habits.

- Use chi-square tests to examine associations between categorical variables, such as types of social

media platforms used and academic performance categories.

Treatment of Data

1. Data Cleaning:

- Check for missing data, outliers, and inconsistencies in the collected data and address them

appropriately through imputation or exclusion.

2. Transformation of Variables:

- 7If necessary, transform variables to meet assumptions of statistical analyses (e.g., normality,

linearity). Common transformations include logarithmic or square root transformations.

3. Grouping:

- Group participants based on levels of social media usage or online gaming intensity to facilitate

comparisons and analyses.

4. Control Variables:

- Consider including control variables such as demographic factors (e.g., age, gender) or academic

background to account for potential confounding effects in regression analyses.

5. Stratification:

- Stratify participants based on relevant characteristics (e.g., academic performance level) to

conduct subgroup analyses and explore potential interaction effects.

6. Weighting:

- Apply weighting procedures if the sample is not representative of the population to adjust for

unequal probabilities of selection and non-response biases.

7. Interpretation:

- Interpret the results of statistical analyses in the context of the research questions and hypotheses,

considering effect sizes, significance levels, and practical implications.

Conclusion

In conclusion, employing a quantitative correlational research design, this study aims to

investigate the relationships between social media usage, online gaming, and academic performance
among Grade 11 ACAD students at Balangkayan Senior High School. By utilizing robust sampling

techniques, rigorous data collection procedures, and advanced statistical analyses, we seek to provide

valuable insights into how these factors interplay with each other. Through meticulous validation

techniques and ethical considerations, we endeavor to ensure the reliability and validity of our

findings. Ultimately, this research endeavors to contribute to a deeper understanding of the dynamics

between digital engagement and academic outcomes, thus informing educational strategies and

interventions to support student success.

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 "Exploring the Impact of Social Media Usage and Online Gaming on Academic

Performance Among Grade 11 ACAD Students at Balangkayan Senior High School:

A Correlational Study"

Researcher

Daniel Jabez Enage