THE INFLUENCE OF TECHNOLOGY ON SOCIAL

INTERACTIONS AMONG HIGH SCHOOL STUDENTS

CHAPTER 1
Introduction
In today's rapidly advancing technological era, it is essential to understand how this pervasive
force shapes and transforms the dynamics of social interactions among adolescents. With the
increasing prevalence of smartphones, social media, and other digital platforms, it is crucial to
delve into how these technologies impact face-to-face interactions, communication patterns,
social skills,and overall social well-being among high school students. By exploring this topic,the
research aims to shed light on the potential benefits and drawbacks of technology utilization in
social settings and provide insights into creating a healthier and more balanced use of
technology for this specific age group.

High School students, being a generation that has grown up with technology at their
fingertips,are particularly susceptible to its influence on their social lives. This research study
aims to explore the relationship between technology and social interactions among high school
students, with a focus on how it affects their ability to communicate, from relationships, and
develop interpersonal skills.

Since the late 20th century mainly in the 1980s, acquisition of machines has been the primary
focus of high school institutions to promote technological access. Improvement in the number
of students to computers abridged from 72 in 1983 to below 6 in 1999 for every learner (Cuban
et al.,2001). School management teams have always focused on ensuring that learners have
access to computers to all high school scholars computers. For instance, wiring the institutions
and classrooms are a measure implemented to advance access to quality education facilitated
by the internet use. According to the study by Cuban, Kirkpatrick, and Peck, 35 percent of
schools had been connected to the internet and by 1999 wiring of the buildings increased to 90
percent while the internet connection to classrooms was 3 percent (Cuban et al.,2001).

Social media have become a significant part of people's lives since its inception. It has
revolutionized how people communicate and learn about societal trends and problems, making
it one of the most potent tools for swaying and educating society. According to Kemp (2022),
92.05 million people used social media in the Philippines in January 2022, representing 82.4% of
the country's population. However, it is essential to consider that this number may not
accurately reflect yhe number of people using social media since some individuals may have
multiple accounts on different platforms.

The study that investigates the influence of technology on social interactions among high school
students is of outmost urgency in today's digital age. With the increasing reliance on
technology, including smartphones, social media platforms, and online communication, there is
a pressing need to understand how these technological advancements impact the social
dynamics and relationships among high school students. By conducting this study,we can gain
valuable insights into how technology shapes their social interactions, including both positive
and negative consequences. This knowledge is crucial for educators, parents, and policymakers
to develop effective strategies to promote healthy and meaningful social interactions in high
schools, fostering an environment conductive to students overall well-being and social
development.

The research gap in the study on the influence of technology on social interactions among high
school students is the limited exploration of how technology specifically affects different types
of social interactions. While many studies examine overall social interactions, there is a need to
delve deeper into specific types of interactions,such as friendships, romantic relationships,or
family dynamics. By focusing on these specific aspects, researchers can uncover the nuances of
how technology impacts different types of relationships among high school students. This can
provide valuable insights into the potential benefits and challenges that arise from technology
use in specific social contexts, allowing for more targeted interventions and policies to promote
healthy and meaningful interactions.

Purpose of the study

The purpose of this study is to examine the influence of technology on social interactions
among high school students. With the widespread use of technology among adolescents, it is
crucial to understand how it affects their interpersonal relationships, communication styles,
and overall social well-being. The study aims to explore the potential benefits, challenges, and
consequences of technology usage for social interactions within the high school environment.
The research will investigate various aspects of technology's impact on social interactions,
including the use of social media platforms, texting, online gaming, and other digital
communication tools. By examining these factors, the study seeks to uncover how technology
influences the quality and quantity of face-to-face interactions among high school students.
Furthermore, it aims to identify any changes in communication patterns, social skills, and
emotional well-being that may arise due to technology usage. Ultimately, the purpose of this
study is to provide valuable insights and recommendations to educators, parents, and
policymakers on fostering healthy and meaningful social interactions among high school
students in the digital age.

Research Questions
1. What are the experiences of students who have been influenced by technology on their
social interactions?

2. How do high school students who are influenced by technology in their social interactions
cope with challenges they encounter?

3. What perspectives can be drawn from the experiences of individuals influenced by

technology in their social interactions?

Theoretical Lens
 Social Capital Theory

Social capital theory (SCT) was first defined by Bourdie (1985) as "the aggregate of the actual or
potential resources which are linked to possession of a durable network of more or less
institutionalized relationships of mutual acquaintance or recognition". Social capital theory
contends that social relationships are resources that can lead to the development and
accumulation of human capital. In evolutionary terms, social capital can be defined as any
feature of a social relationship that yields reproductive benefits. According to Savage and
Kanazawa (2002,2004), humans have evolved preferences for companionship in general and
specific preferences for cues that signal higher levels of social capital.

Social Cognitive Theory

Social cognitive theory (SCT) is one of the most frequently applied theories of health behavior
(Baranowski et al.,2002). SCT posits a reciprocal deterministic relationship between the
individual,his or her environment and behavior; all three elements dynamically and reciprocally
interact with and upon one another to form the basis for behavior, as well as potential
interventions to change behaviors (Bandura,1977a,1986,2001). Social cognitive theory has
often been called a bridge between behavioral and cognitive learning theories, because it
focuses on yhe interaction between internal factors such as thinking a symbolic processing and
external determinants in determining behavior.

Symbolic Interactionism

Symbolic Interactionism is a social theoretical framework associated with George Herbert Mead
(1863-1931) and Max Weber (1863-1920). It is a perspective that sees society as the product of
shared symbols, such as language. The social world is, therefore constructed by the meanings
that individuals attach to events and social interactions, and these symbols are transmitted
accross the generations through language.

Social Constructionism

Social Constructionism is a theory of knowledge that holds that characteristics typically thought
to be immutable and solely biological - such as gender, race, class, ability, and sexuality - are
products of human definition amd interpretation shaped by cultural and historical contexts
(Subramaniam, 2010). As such, social constructionism highlights the ways in which cultural
categories - like " men ", " women", "black", "white"- are concepts created changed, and
reproduced through historical processes within institutions and culture.

Scope and Limitations of the study

The scope of this study focuses on examining the influences of technology on social interactions
among high school students who are 15 to 18 years of age and enrolled in school - Mayaon,
located in the locality of Montevista. The study aims to investigate the relationship between
technology and social interactions of the participants.

One of the limitations of the study is the sample size. The study only involves 10 participants
from one school, which may not be enough to provide a comprehensive understanding of the
influences of technology on social interaction, the participants are from single locality, which
may limit the generalizability of the study's findings to other population.

Another limitation is the responsibility of the self- report bias. Participants may not be entirely
honest about their statement in the influence of technology on social interactions. This bias can
affects the accuracy of the results and may lead to incorrect conclusions. Moreover, there may
be underlying factors that the study has not considered as family relationship, personal
relationships, and environmental factors, which could also influence the effects of technology
on social interactions among high school students.

Overall, while this study provides valuable insights into the influence of technology on social
interactions among high school students - Mayaon, Montevista, its small sample size and
limited scope should be taken into when interpreting its findings.

Importance of the study

In today's digital age, technology has become an integral part of our daily lives, especially for
young people. Understanding how technology impacts their social interactions can provide
valuable insights into their communication patterns, relationship formation, and overall well-
being.

Firstly, studying the influence of technology can shed light on the changing dynamics of social
interactions among high school students. With the proliferation of smartphones and social
media platforms, young people are increasingly relying on technology to connect with each
other. By examining how technology affects their interpersonal relationships, researchers can
identify the potential benefits and drawbacks. This knowledge can help educators, parents, and
policymakers ensure that technology is utilized in a way that enhances and enriches social
interactions, rather than hindering them.

Secondly, exploring the influence of technology on social interactions can aid in understanding
the impact of online communication on face-to-face relationships. High school students are
often at a crucial stage of their social development, and technology can have both positive and
negative effects. For instance, while online platforms can facilitate the formation of new
friendships and enable connections with individuals from diverse backgrounds, they can also
lead to decreased in-person interactions and limited social skills. By studying this influence,
researchers can provide evidence-based recommendations for optimal technology use,
promoting a healthy balance between online and offline interactions.

Furthermore, examining the influence of technology on social interactions among high school
students can contribute to the development of strategies to address potential negative effects.
Many studies have shown that excessive use of technology, such as social media addiction or
cyberbullying, can lead to negative impacts on teenagers' mental health and well-being. By
identifying these harmful effects and studying their underlying mechanisms, interventions can
be developed to mitigate the negative influence of technology and promote healthier social
interactions.

In conclusion, the study of the influence of technology on social interactions among high school
students holds immense importance. By examining this topic, we can gain insights into the
changing dynamics of relationships, the impact of technology on mental health, and the
opportunities and challenges presented by the digital age. This understanding can guide the
development of strategies to maximize the benefits and minimize the drawbacks of technology,
promoting healthy and meaningful social interactions among high school students and future
generations.

Definition of Terms

1. Technology: Technology refers to various electronic devices, software applications, and

online platforms that enable communication, social networking, information sharing, and
entertainment, including but not limited to smartphones, laptops, social media platforms,
messaging apps, video conferencing software, etc.

2. Social Media: Social media refers to online platforms and websites that allow users to create
and share content, interact with other users, and build virtual social networks. Examples
include Facebook, Instagram, Twitter, Snapchat, etc.

3. Social Interaction: Social interaction encompasses the range of behaviors and

communication patterns that occur between individuals and within groups. It includes both
face-to-face interactions and digital interactions facilitated by technology

4. High School Students: High School Students refer to individuals typically between the ages of
15-18 who are enrolled in Mayaon National High School..

Chapter 2
Review of Related Literature
Social Interactions
Manski (2000) examined the relationship between market analysis and general social
interaction through the three different economic theories. The study concluded that the
process of research can be needed to richer data based on environmental control by
expectations. Song et al. (2010) examined the emotional intelligence (EI) among
collegestudents. The study concluded that emotional intelligence (EI) showed positive academic
performance of students but not the general mental abilities (GMA).
Lamport et al. (2012) discussed the role of the teacher to enhance the student's social behavior
by using the social management technique that suggested the special student in the classroom
needed special attention from the teacher. The study concluded both educational institutions
needed to develop positive social behavior in the academic system then the negative behavior
in students may be minimized. Hurst et al. (2013) discussed the impact of social interaction on
student learning due to the lack of social attachment between graduate and undergraduate
students with each other. The results of the study from three classes 9.21 out of 10 points on
the rating scale showed a positive relationship between student learning and social interaction.
Essam and Al-Ammary (2013) demonstrated the impact of e-Learning through social
interaction. The study concluded the main factor as motivation showed a significant impact by
using learning at an AOU followed by student interaction. E-Learning was indirect social
interaction between students and teachers. Lu et al. (2014) highlighted the effect of social
interaction and learning engagement. Researchers concluded that the social networking
platform environment as short time interaction of people and the social platform was not
enhancing the high level of understanding of people to each other.
Ardiansyah and Ujihanti (2017) examined the constructivism viewed the reality for the
students. Wentzel (2017) highlighted the relationship between academic performance and peer
relationships. The study concluded that the significant relationship between academic domains
and peer relationships was positive. Mesra et al. (2018) documented the relationship between
the boarding student and the social impact of money. The study highlighted both positive and
negative impacts of money which cannot be the solution to any problem and students can
avoid buying unnecessary wants (Abdulmuhsin et al., 2021).
Li et al. (2018) documented the student performance and social interaction affected by mobile
apps for students. The study further concluded that mobile learning also enhances student
academic performance but lowers self-efficiency. Abbas et al. (2019) investigated the
relationship between education and social media in Pakistani educational institutions. The
study adopted one thousand and thirteen sample age range sixteen - thirty five years from
university students (Raoof et al., 2021; Yan et al., 2020). They conducted eight hundred and
thirty one permanent respondents using the mixed sampling method, T-test and ANOVA
Statistical Techniques. The study concluded the negative impact on student behavior of social
media utilized positive aspects.
Alshutwi et al. (2020) described the impact on social interaction, and student academic results
by the control set to follow the proportions of the meta-analysis by using Med Calc online
survey from the period 1st January 1990 to February 28, 2020. The study further concluded the
outcomes that the students needed to enhance their language and social interaction skills.
Rehman et al. (2021) demonstrated the online learning method to increase social interaction in
student group tasks. They concluded the online lecture showed a significant increase in social
interaction among the students. Walker et al. (2021) highlighted the student's first preference
for work in groups instead of individual work. They concluded a significant impact on student
social interaction skills by collaborative

Chapter 3
Methodology

This chapter presents the research methodology. In more details, in this part the author
outlines the research design, the research participants, the role of researcher, the data
sources, the data collection procedure , the data analysis , the trustworthiness of the study, and
the ethical considerations of the project.

Research Design

Kothari(2004) says, the research design is the conceptual structure which the research is
conducted, it constitutes the blueprint for the collection, measurement and analysis of data.
The concern of this study is to identify and analyze the influences of technology on social
interactions among high school students. This study uses a qualitative research method.
Cresswell(1994) defines qualitative research as an inquiry process of understanding a social or
human problem based on building a complex , holistic picture, formed with words, reporting
detailed views of informants,and conducted in a natural setting. A qualitative approach used to
explore the phenomenon in order to understand the practice and behavior in real social
situation for small individual problem.

This study focus on investigate of the influences of technology on high school students social
interactions in Mayaon National High School. The researcher collects the information to analyze
the research questions and the researcher will use a frame of reference to gain a better
understanding of this study based on interpretations of participants' responses to the interview
and observation. Finally, yhe researcher will be able to obtain the details phenomena and
enable to understand through the descriptions and explanations as the outcome of the study.

Research Participants

This research will be conducted in Mayaon National High School. The research participants of
the study the influence of technology on social interactions among high school students will be
10 senior high school students ( 8 female,2 male), aging 16 to 18 years old. This participants
must be engaging in social interaction through the use of technology. The desicion was made in
consideration that Senior High School students have more experience than the Junior High
School students. The researchers also prefers students that are active on Social media platforms
( e.g. Facebook, Instagram, nd TikTok).

Role of the Researcher

In the study on the influence of technology on social interactions among high school students,
the researcher plays a crucial role in ensuring the validity and reliability of the study. Firstly, the
researcher is responsible for designing the study. This involves formulating clear objectives and
research questions, as well as deciding on the appropriate research approach, data collection
methods, and sampling techniques.
Ethical considerations are also a significant part of the researcher's role. The researcher must
obtain informed consent from all participants and take steps to protect their confidentiality and
anonymity.

Data collection is another important aspect of the researcher's role. They employ various
methods such as surveys, interviews, or observations to gather relevant data on the influence
of technology on social interactions among high school students. It is their duty to ensure that
the data collection tools used are valid and reliable.

After collecting the data, the researcher is responsible for analyzing it. This involves employing
appropriate statistical analysis methods to identify patterns, trends, and relationships between
variables. The researcher must interpret the findings accurately and without bias.

The reporting and dissemination of the study findings are also part of the researcher's role.
They must present the findings in a clear and understandable manner, using appropriate
academic conventions. This may involve writing research reports, conference presentations, or
publishing articles in academic journals.

Finally, the researcher must discuss the implications of the study findings. They should explore
how the findings contribute to theory, practice, and policy. Additionally, the researcher may
provide recommendations on how to enhance positive social interactions among high school
students in the context of technology use.

Data Sources

In qualitative research on the influence of technology on social interactions among high school
students, several data can provide insights. Conducting interviews or focus groups with high
school students allows researchers to gather in-depth, first-hand accounts of students
experiences with technology and its impact on their social interactions. Through open-ended
questions, students can share their thoughts, feelings, and perceptions, providing a deeper
understanding of the nuances and complexities of their experiences. Additionally, researchers
can observe students in naturalistic settings, such as classrooms or lunchrooms, to capture real-
time social interactions influenced by technology. These observations can be recorded through
detailed field notes or even video recording, enabling researchers to analyze specific behaviors
and patterns that emerge.

Social media analysis can also be a valuable data source, as researchers can examine the
content of students social media posts, track patterns of online interaction, and explore how
these qualitative data sources, researchers can uncover meaningful insights into the influence
of technology on social interactions among high school students.

Data Collection Procedure

This section presents, the data collection procedure employed in this study and the individual
instruments used to gather data. In qualitative research, data collection approach includes in-
depth interviews, document analysis, observation, and audiovisual material analysis
(Cresswell,2012). Data of this research will came from interviews, observations, and document
review, which was gathered through several techniques of data collection.

In-depth Interviews

Interview is one of the most important source in qualitative research to get deep insights about
how people experience, feel and interpret the social world (Cresswell,2012). In this study, the
researcher will use semi-structural in-depth interview. Semi-structural interview is the question
is not only which had been prepared, but can appear new questions during the question and
answer. Semi-structural interview aims to get a detailed view of the interviewee. The interview
involved 10(8 female and 2 male) senior high school students of Mayaon National High School.
Thus participants were chosen by using purposeful sampling. In purposeful sampling,
researchers intentionally select individuals and sites to learn or understand the central
phenomenon ( Cresswell,2012).
Content Analysis

Content analysis has been generally defined as a systematic technique for compressing many
words of text into fewer content categories based on explicit roles of coding (Berelson,1952;
Krippendorff,1980; Weber,1990). In this research, it will be used to examine the digital
interactions of high school students, like their social media posts or text messages. Researchers
will define specific categories or themes related to technology usage and social interactions. We
will then go through digital interactions, line by line, and note the presence or absence of this
categories. This helps quantify the data and identity patterns or trends.

Data Analysis

Data analysis is the process of converting the gathered data to meaningful information
( Start,2006). In this section is the outline of steps involved in data analysis process for a
research study on the influence of technology on social interactions among high school
students. This provides a brief overview of the tasks and techniques typically involved in
analyzing the collected data.

Data reduction

In this section the researchers will select pertinent variables and remove irrelevant or
redundant information to focus on key aspects of the research. By eliminating unnecessary data
points, researchers can effectively analyze and interpret the information. Reducing the data
enables researchers to identify patterns, trends, and correlations that are most relevant to
understanding the impact of technology on social interactions. This process helps to highlight
significant findings and draw meaningful conclusions from the collected data. Conducting data
reduction also assists in managing the large volume of information that may be collected in a
study , making the analysis more manageable.

Conclusion Drawing
The conclusion drawing would involve summarizing the finding amd determining the impact of
technology on social interactions among high school students. The researchers will analyze the
data, identify patterns, and assess the relationship between technology use and changes in
social interactions. We will consider any limitations of the study and compare our findings with
existing knowledge in order to draw informed conclusions about the inf luence of technology
on high school students social interactions.

Trustworthiness of the Study

Trustworthiness of the study refers to the degree of confidence in data, interpretation, and
methods use to ensure quality of the study (Pilot and Beck,2014). The researcher has to gain
the validity of the findings, the meaning that the researcher has to gain the validity of the
findings, to make sure the findings and interpretations are accurate through several strategies
such as triangulation (Cresswell,2012). Researchers are required to articulate evidence of four
primary criteria to ensure the trustworthiness of the studies findings: credibility, transferability,
dependability,and confirmability.

Credibility

Im this section, it is important to examine the researcher design and method used. The study
should clearly outline its objectives , and the research plan should be well-structured and
reliable. The methods for data collection and analysis should be rigorous, ensuring accurate and
valid results. Peer review by experts in the field would also add to the credibility of the study by
affirming the scientific rigor.

Transferability

Researchers should provide a comprehensive description of the research context and

procedures. This would include details about the high school setting, the demographic
characteristics of the students, and how technology is used in their social interactions. The
study should discuss the relevance and generalizability of its findings, highlighting any unique
aspects of the high school setting that might limit or enhance the transferability of the results
to other similar contexts.

Dependability

To ensure dependability,the study should document the research process thoroughly. It should
provide clear explanations of how the data was collected, including the instruments or surveys
used. Multiple data sources, such as interviews , observations, or surveys, could strengthen the
study's dependability. Researchers should also reflect on their own perspectives and potential
biases, acknowledging and addressing them appropriately.

Confirmability

The study should address potential researcher biases, clearly stating how they were minimized
or accounted for. It should provide a transparent account of the research process, including
data analysis procedures to ensure confirmability. An audit trial, documenting decisions and
actions taken during the study, would help establish transparency and provide evidence of the
study's trustworthiness.

Chapter 4

Theme
1.

1.1 Self-Satisfaction

Mixed Impression

1.2 Disability of social skills

Improper use of social media

1.3 Negative influence

Social satisfaction

2.

2.1 Social connection

Social support

2.2 Provide social needs

Social connection

2.3 Technology addiction

Influence on behavior

3.

3.1 Set limitations

Set boundaries

3.2 Responsibility

Effective management

3.3 Responsibility

Self-control

Thematic Analysis

Major Themes Core Ideas

1.1 Self-Satisfaction IDI- 04- I felt happy and satisfied,because it

makes our life easier

IDI- 05- I felt happy because communication is

fast through technology

IDI- 09- We use technology and because of

this we still feel happy when we don't have
 somewhere to go

1.1 Mixed Impression IDI- 01- I believe that technology has positive
and negative effects

IDI- 03- I believe that technology have positive

and negative on social interactions

IDI- 06- For me, technology brings positive and

negative influence to our social interactions

1.2 Disability of social skills IDI- 01- the overuse of technology will lose
personal connection

IDI- 02- I feel like I'm so introverted that I'm

afraid to socialize with friends

IDI- 05- the negative effects of technology is

face-to-face communication is being low
because we prefer to chat online

1.2 Improper use of social media IDI- 04- when they used it for bullying po

IDI-06- excessive use of social media platforms

IDI- 08- excessive use of gadget and the

internet

1.3 Negative influence IDI- 01- there are times when I regret using
technology

IDI- 02- I can't socialize,I just stick to cellphone

or technology

IDI- 03- I regret technology from overusing

social media than interact in personal

1.3 Social satisfaction IDI- 05- I don't feel any regrets on technology,
because it helps a lot

IDI- 09- If you are alone without a partner but

there is technology that you can use and you
can have interaction with others
 IDI- 10- it gives me happiness like playing
online games

2.1 Social connection IDI- 01- technology gives me the opportunity

to connect to my friends and family who are
far from us

IDI- 02- because of technology we have people

who can socialize with us and communicate
with us through cellphones

IDI- 03- Technology gives me chance to

connect to my friends and family that in far
place

2.1 Social support IDI- 06- we agree to give time to settle the
difficulties for the personal interactions

IDI- 09- like a cellphones that shows positive

things, something you can learn

IDI- 10- the best experience I have with

technology is to meet people who tighten my
chest and become friends

2.2 Provides social needs IDI- 01- because of technology,we can see and
talk to each other and communicate with us

IDI- 09- because without a cellphone I can't

afford to use technology so that I can search
and answer my answer sheets

IDI- 10- I can't forget about using technology

because just like assignments, you can use
technology because you can do research

2.2 Social connection IDI- 03- technology help me to communicate

with my friend

IDI- 04- I met new people in different places

through the use of technology
 IDI- 06- when I connect to someone far from
us

2.3 Technology addiction IDI- 05- when I start to search bad videos and
also I doesn't have good sleep

IDI- 09- I keep using my cellphone and I don't

eat

IDI- 10- not being able to do my chores

properly because I was addicted to using
technology

2.3 Influence on behavior IDI- 01- what I can see in technology,it can
give me bad influence

IDI- 05- when I start to search bad videos and

doesn't have good sleep

IDI- 02- there are many things that are not

good in technology that can influence us

3.1 Set limitations IDI- 01- you must set a limit and balance when
using technology

IDI- 05- have self control and time limit on

using the technology

IDI- 06- to have limitations on using the

technology

3.1 Set boundaries IDI- 03- It is important to set boundaries and

balance the use of technology

IDI- 04- it's important to set boundaries and

set a limit on using technology

IDI- 07- it's important to set boundaries

3.2 Responsibility IDI- 01- use technology in responsible way

IDI- 03- Technology must be used on

important and responsible way
 IDI- 04- it is important to use technology to
improve our relationships with each other not
to replace them

3.2 Effective management IDI- 02- you should limit the use of technology

IDI- 10- make good things that will help myself

so that the technology will not be the center
of my mind

IDI- 07- Insights that can be gained from my

experience with the influence of technology
on social interactions is the need for balance

3.3 Responsibility IDI- 04- we must use it in a way that works

best for us rather than use it for negative
purpose

IDI- 09- we should really put a limitation on

our use

IDI- 10- use of this technology is not always

good

3.3 Self-control IDI- 01- I realized that is not good if you are
addicted to that,but only if you know how to
control yourself

IDI- 02- I realized that it will not be good if you

don't manage your time and manage yourself

IDI- 03- we should maintain the balance

between virtual and physical connection

Chapter 5
Discussion and Conclusion