The Impact of Social Media Usage on Academic

Procrastination of Grade 12 HUMSS Student at the

University of the Cebu Pardo and Talisay

A Research Paper Presented

to the Senior High School Department

University of Cebu Pardo and Talisay

In Partial Fulfillment of the

Requirements for the

Subject

INQUIRIES, INVESTIGATION, AND IMMERSION

Presented by:

Campos, Jakechael

Damas, Mary Grace

Emblode, Juhaness Paolo

Fernandez, Joshua Jomer

 Lofranco, Emely

Sasam, Eunice

May 2024

Chapter I

THE PROBLEM AND ITS SCOPE

Rationale

Social media and student procrastination are rampant nowadays. It usually

results in a negative impact on students. Students used it to escape reality, or what

we called the “real world”. Early signs of being procrastinated include having many

delayed activities that lead to being unproductive in daily activities, especially in

school. The researchers chose the University of Cebu Pardo and Talisay as the

environment to help the co-students get through the impact of social media on

academic procrastination, as it may be beneficial to students in the long run. Based

on our observation, most of the students at the University of Cebu SHS are inclined

toward social media and are procrastinating.

One problem that has been observed at the University of Cebu is that

students' use of social media has a negative impact on academic performance. The

majority of students might encounter Distraction, Poor Time Management, Sleep

Disturbance and Addiction and Dependency as a result of constant exposure to

carefully curated images and updates (Bergman 2023). When people compare

themselves to others based on their perceived success or attractiveness can

develop a distorted sense of self- worth and self-esteem. As a result, it may find

difficult to maintain a healthy balance between academic responsibilities and social

interactions (Fournier 2022).

Academic procrastination is an act of delaying or postponing tasks,

assignments, or studying that are required for successful academic achievement. It

involves a planned delay in beginning or completing academic tasks despite being

mindful of the negative consequences on one's grades and overall academic progress.

Steel (2018) defined procrastination as the voluntary delay of an intended course of

action despite expecting to be worse off for the delay. It is a self-regulatory failure

wherein individuals struggle to effectively manage the time and prioritize academic

responsibilities. Procrastination can lead to stress, poor performance in school, poor

learning results, and overall dissatisfaction with one's academic journey.

In addition, social media use has become prevalent and nearly inevitable,

changing the way students interact, connect, and socialize. It has become an integral

part of their social and cultural fabric. Students nowadays focus more on social media,

which leads to poor time management and inability to complete schoolwork owing to

adverse circumstances caused by social media. Students in this generation frequently

procrastinate because of the spending much time on social media than their daily

doings.
 In conclusion, this study aims to analyze the social media usage on academic

procrastination among Grade 12 HUMSS students. This deliberate delay in tasks,

driven by a lack of self-control and difficulty prioritizing responsibilities, leads to

increased stress and subpar performance. Addressing these issues necessitates

promoting self-discipline and time management skills to mitigate the negative

impacts of procrastination on academic outcomes.

Theoretical Background

This study is anchored on three theories namely, Temporal Motivation

Theory (TMT) by Piers Steel (2006), Cognitive Dissonance Theory by Leon Festinger

(1957), Emotion-regulation Theory by Piers Steel (2006). With these three studies, the

researchers aim to investigate the correlation between social media usage and

academic procrastination of the grade 12 HUMSS students.

Temporal Motivation Theory or TMT of Piers Steel (2006), is an integrative

theory developed in which states that procrastination occurs when people's motivation is

low, which can happen because of some combination of low-value outcomes, low

expectations of achieving outcomes, high delay before achieving outcomes, and high

sensitivity to the delay of outcomes. Under TMT, individuals' motivation that is, the utility

of a certain job or decision, or how appealing it is to an individual is represented by an

equation, which is occasionally referred to as the procrastination equation. Motivation is

equal to the value of an outcome times its expectancy (i.e., how much the individual
expects to accomplish it) divided by the outcome's delay times the individual's sensitivity

to delay (also referred to as impulsiveness).

Cognitive Dissonance Theory of Festinger (1957), indicates that students

may experience cognitive dissonance due to excessive social media usage, leading to

procrastination and justifying the actions by claiming they can complete tasks later.

Cognitive dissonance theory began by assuming that pairs of cognitions can be either

relevant or irrelevant to one another. If two cognitions are relevant and concurring,

there is consonance. However, if two cognitions are relevant, but conflicting, the

existence of dissonance would cause psychological discomfort and motivate the

individual to act upon this. The greater the magnitude of dissonance, the greater the

pressure for the individual to reduce the dissonance (Harmon-Jones & Mills, 2019).

Emotion-regulation theory sometimes also called the temporal mood-repair

theory), procrastination occurs when people prioritize their short-term mood over long-

term goal achievement and wellbeing.This primarily happens when people postpone a

task that they find aversive because it’s boring, frustrating, confusing, frightening, or

unpleasant in some other way in order to postpone the associated negative emotions,

a behavior commonly described as “giving in to feel good” (or mood repair). However,

this can also happen when people postpone tasks to avoid the absence of positive

emotions (if a task isn’t exciting), or to create, increase, or prolong positive emotions

(when a more appealing alternative is available, like digital entertainment). The

behavior described by this theory is considered to be a maladaptive coping strategy,

 since it hinders long-term progress, and can paradoxically decrease people’s

emotional wellbeing overall (Harmon-Jones & Mills, 2019).

In accordance with there theories, this study explores how social media usage

relates to academic procrastination among grade 12 HUMSS students, drawing on

Temporal Discounting Theory, Emotion-regulation Theory, and Temporal Motivation

Theory. These theories help understand how temporal factors, cognitive dissonance,

and motivation influence students' procrastination tendencies. By investigating these

correlations, the study aims to develop strategies to address academic procrastination

effectively.

Conceptual Framework

Input Process Output

 Demographic profile The researchers will give  It defined by the impact of

the grade 12 HUMSS excessive screen time and
of respondents
distraction on students'
learners of University of ability to focus and
 Name
Cebu at Pardo and Talisay prioritize their academic
tasks, often leading to
 Age survey and questionnaires to delayed completion of
be answered. Where the assignments and
 Gender
decreased academic
researchers are hoping to performance
 Strand
gather information to support
their claims towards the  It distinguish the origin of
the problem and efficient
following research problems. way on how to solve this
problem that the grade 12
HUMSS strand are facing.
 Figure 1: Flowchart

Statement of the problem

This study aimed to determine the relationship between social media usage and

academic procrastination in students of grade 12 HUMSS Students at the University of

Cebu Pardo and Talisay during 1st semester of school year 2023-2024.

This study intends to answer the following questions:

1. Demographic profile of students

1.1 Strand

1.2 Age

1.3 Gender

2. What is the respondents time usage of social media ?

3. How often does the student academic procrastinate?

4. Is there a significant relationship between social media usage and academic

procrastination of the respondents?

Research Hypothesis

Null Hypothesis

There is no significant relationship between social media usage and academic

procrastination of Grade 12 HUMSS students at the University of Cebu Pardo and

Talisay Senior High School.

Significance of the Study

The significance of this study lies in exploring the correlation between social media

usage and academic procrastination among Grade 12 HUMSS students. The results of

this research hold several potential benefits:

Students. This study offers insights into how their social media habits may influence

their tendency to procrastinate academically. Understanding this relationship can

empower students to adjust their learning strategies, set realistic goals, and seek

appropriate support to enhance their academic performance and overall educational

experience.

Teacher. This study by gaining a deeper understanding of how to engage and motivate

students effectively, thus facilitating improvements in academic performance. This

knowledge can inform the development of tailored initiatives and strategies aimed at

inspiring students to achieve their academic goals.

Parents. This study can benefit from this study by recognizing the significance of

motivation in their child's academic progress. Armed with this understanding, parents

can provide suitable support, foster a nurturing environment at home, and actively

participate in their child's educational journey to enhance overall academic

achievement.

School Administration: This study can derive insights from this study regarding the

impact of academic procrastination on student achievement. This understanding can

inform decision-making processes related to educational policies, resource allocation,

and implementation strategies.

Reseacher. This study provides researchers with valuable insights into the relationship

between social media usage and academic procrastination, specifically in relation to

academic performance. The findings of this research can serve as a foundation for

future studies on this topic, enabling researchers to delve deeper into understanding the

impact of social media on academic procrastination and its consequences on students'

academic achievements.

Future Reseacher. This Study find value in this study as it serves as a source of

inspiration and enlightenment for conducting similar investigations. The findings

generated from this research can guide and inform future studies in this area of inquiry.
Scope and limitation

The scope of this study focuses on exploring the relationship between social media

usage and academic procrastination among Grade 12 HUMSS (Humanities and Social

Sciences) students at the University of Cebu Pardo and Talisay Senior High School. The

study will specifically examine how the frequency and duration of social media usage

impact the students' tendency to procrastinate on their academic tasks.

The study will involve collecting data from Grade 12 HUMSS students at the

University of Cebu Pardo and Talisay Senior High School through surveys or interviews.

The data will be analyzed to determine the correlation between social media usage and

academic procrastination.

The study will consider various factors that may influence social media usage and

academic procrastination, such as the type of social media platforms used, the students'

self-discipline levels, and their time management skills.

Definition of terms

To help the readers be able to understand the simple research, the researchers

have defined some terms that is significant to the study.

A
Academic performance - Is the measurement of student achievement across various

academic subjects. And the extent to which a student, teacher or institution has attained

their short or long-term educational goals.

Academic procrastination - It is a type of domain-specific behavior, refers to the

tendency of students to delay or postpone completing academic tasks

Academic Achievement - It is the progress made towards the goal of acquiring

educational skills, materials, and knowledge, usually spanning a variety of disciplines. It

refers to achievement in academic settings rather than general acquisition of knowledge

in non-academic settings.

Emotion regulation - It is defined as the process through which people influence the

experience and expression of emotions.

Motivation - It is the general desire or willingness of someone to do something.

Procrastination -Is the implies blameworthy delay especially through laziness or

apathy. procrastinates about making decisions.

S

Social media -It is a websites and applications that enable users to create and share

content or to participate in social networking. All the platforms and apps that allow

people, creators, and businesses to communicate with one another, create online

communities, exchange ideas, and share content.

Self discipline - is the ability to control one's feelings and overcome one's weaknesses;

the ability to pursue what one thinks is right despite temptations to abandon it.

Temporal discounting - It is the cognitive phenomenon of preferring more immediate

rewards over future benefits.

Temporal motivation - It is a dynamic model of motivation dealing with choice among

multiple options over time.

Chapter II

REVIEW OF RELATED LITERATURE

 This chapter is a review of related literature on the Relationship Between Social

Media Usage and Academic Procrastination of Student performance of a student.

Those that were included in this chapter help in familiarizing information that are

relevant and similar to the present study

According to Perdomo, Ruiz and Garcés (2022), social media may be a distraction

when it comes to job, school, and personal responsibilities. They can cause academic

procrastination and negatively impact students' academic performance in a collegiate

setting. Three profiles low addiction, moderate addiction, and high addiction regarding

excessive usage of social networks were shown by the data. Procrastination tends to

increase with social network addiction. In terms of academic achievement, there were

no notable variations between the groups. Even though procrastination behavior and

social media addiction are linked, it is thought that they might prove to be a beneficial

tool during undergraduate students' first training. In addition, the study also found that

social media addiction and procrastination behavior were positively correlated,

suggesting that as social media addiction increased, so did procrastination tendencies.

However, despite this correlation, the researchers noted that social media could

potentially serve as a beneficial tool during the initial training phase of undergraduate

students.

According to Dokumaci and Türel (2022), In today's learning environment, media

and technology use have an influence on students at all educational levels. In this

specific setting, a great deal of study with college students has been done. Teens, on

the other hand, have gotten less attention while being more susceptible to the negative
effects of excessive media and technology use. Academic procrastinating behavior also

had a moderating role in this relationship. To put it another way, teens' use of media and

technology fuels academic procrastination practices that impair their academic

performance. The shortcomings of the study and its implications for further research

were also discussed. This study highlights the importance of understanding the impact

of media and technology use on students, particularly teenagers, in today's learning

environment. The findings suggest that excessive use of media and technology can

contribute to academic procrastination, leading to decreased academic performance.

However, the study also acknowledges the need for further research to fully explore the

limitations of the study and its implications for future investigations in this area.

According to Hootsuite (2019) in The Global State of Digital, approximately 58% of

the world population use the internet and 48% use social media actively. Also, the same

report notes that 72% of Turkey's population use the internet and 63% use social media

actively. In addition, 53% of the Turkish population access social media via mobile

devices, and the average time spent on social media daily is 2 hours 46 minutes

(Bayrak, 2019a, 2019b). Furthermore, the Faculty of Education in Nnamdi Azikiwe

University of Awka, Nigeria (2020) comprised 500 first year students. Path analysis was

employed to test the fit of the hypothetical model and show the direction of relationships

between the exogenous and endogenous variables. The statistics provided by Hootsuite

(2019) shed light on the global and Turkish usage of the internet and social media. It is

evident that a significant portion of the world population actively engages with these

platforms, with Turkey showing high levels of internet and social media usage.

Additionally, the research conducted by the Faculty of Education at Nnamdi Azikiwe

University of Awka, Nigeria (2020) demonstrates the use of path analysis to examine

the relationships between variables in the hypothetical model involving 500 first-year

students.

According to the Statista Research Department (2023) the age of social media has

hit the world like no other trend before. With technological advances, connectivity has

soared, allowing even the most remote of places to have internet access. Social media

consumption in the Asia-Pacific region has increased significantly, with China, India, and

Indonesia leading the way in terms of monthly active users. Additionally, citizens of the

Philippines spent the longest time on social media per day, ranking higher than the

global average. In the era of consumerism and higher levels of disposable income,

smartphones and connected devices have become more widely available to APAC

citizens, which has further aided the expansion and surge of social media usage across

the region. This highlights the global impact of social media and its rapid growth in the

Asia-Pacific region. The accessibility of internet connectivity, coupled with the availability

of smartphones and connected devices, has contributed to the widespread adoption of

social media platforms. Notably, countries like China, India, Indonesia, and the

Philippines have emerged as key players in terms of social media usage, with the

Philippines leading in daily usage time. This trend reflects the influence of consumerism

and the increasing disposable income in the region, further fueling the expansion and

popularity of social media.

According to Yakut and Kuru (2020), assert that the phenomenon of social media

addiction does not inherently exacerbate students' tendencies towards academic

procrastination. Their study suggests that while social media may consume significant

portions of students' time, it does not necessarily translate into a direct correlation with

procrastination in academic tasks. Conversely, Ipem and Okwara-Kalu provide

additional insights, noting that modern students often rely on their smartphones with

internet access to seek out educational resources online. While the primary intent is to

gather pertinent material for their academic assignments, the allure of social media

platforms such as Facebook and WhatsApp can lead to diversions. The research

conducted by Yakut and Kuru (2020) challenges the notion that social media addiction

directly contributes to academic procrastination among students. Their findings suggest

that although social media can be time-consuming, it does not necessarily lead to

increased procrastination in academic tasks. However, the study by Ipem and Okwara-

Kalu highlights the potential distractions posed by social media platforms, such as

Facebook and WhatsApp, which can divert students' attention from their intended

educational purposes. This suggests that while students may initially seek educational

resources online, the presence of social media can lead to unintended diversions and

potential procrastination.

According to Fentaw, Moges, Ismail, (2022). Much more college students than high

school students report procrastinating more frequently overall and on certain

assignments. Self-control and self-esteem among university students strongly predicted

procrastination because parent engagement is lower at universities than in high schools

and primary schools. Thus, academic procrastination appears to be a serious problem

among university students, with individuals engaging in varying degrees of this behavior

. Academic procrastination is frequent and most likely universal, although it is unclear

how it functions as a psychological construct in different contexts. Understanding this

temporal dynamic is crucial in addressing procrastination induced by social media

distractions. The study conducted by Fentaw, Moges, and Ismail (2022) highlights the

prevalence of academic procrastination among university students compared to high

school students. The research suggests that factors such as self-control and self-

esteem strongly influence procrastination tendencies among university students,

possibly due to lower parental engagement at the university level. The findings

emphasize the seriousness of academic procrastination as a problem among university

students, with varying degrees of engagement in this behavior. However, further

research is needed to fully comprehend the psychological construct of academic

procrastination in different contexts. Understanding the temporal dynamics of

procrastination, particularly in relation to social media distractions, is crucial for

addressing this issue effectively.

 CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the research design, research environment, research

respondents, research instruments, data gathering procedure and statistical treatment.

Research Design

This study utilizes the Quantitative Research approach to delve into the students’

involvement in extracurricular activities and how this affects one’s academic

performance in school. Employing a correlational design, it aims to assess Impact of

Social Media usage on Academic Procrastination of Grade 12 HUMSS students at the

University of Cebu in Pardo and Talisay.

Questionnaires are administered to all grade 12 HUMSS students from each

academic strand at the University of Cebu in Pardo and Talisay. These surveys are

aimed at collecting and interpreting data, capturing diverse viewpoints among

respondents regarding one’s engagement in Social Media Usage and its impact on

academic procrastination.
Research Environment

The research took place at the University of Cebu in Pardo and Talisay, previously

recognized as St. Paul College Foundation, where the impact of engaging in

extracurricular activities on students' academic performance was revealed. Situated at

279 Natalio B. Bacalso Ave, Cebu City, 6000 Cebu, this university is a private,

nonsectarian, coeducational establishment for both basic and higher education in Cebu

City, Philippines. Committed to providing authentic education rooted in the values of

nationalism, humanism, and academic distinction, it stands as an institution dedicated to

higher learning.

Figure 1. Locale of the Study

Research Respondents
 The respondents of this research are the grade 12 humss students of the University

of Cebu at Pardo and Talisay. In selecting the respondents, the researchers will use

clustered random sampling. It contains 38 grade 12 humss students.

The table of respondents that is shown below has a total of 38 students. 38

participants are from the strand Humanities and Social Sciences, 24 are female and 14

are male.

Table 1: Respondents of the study

Sex Frequency Percentage

Female 24 63%

Male 14 37%

Total: 38 100%

Research Instruments

A closed-ended survey questionnaire created by the researcher will be utilized to

collect data from the chosen grade 12 students of the University of Cebu Pardo and

Talisay. The instrument is divided in three parts. The first part is a demographic profile

section in the form of filling in the details, the second part is presented in a checklist
format (Yes or No), and the last part is further divided into two parts: a) utilizing a 4-

point Likert scale (Always, Sometimes, Rarely, Never) b) utilizing a 5-point Likert scale

(Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree).

PART 1 - PROFILE OF THE RESPONDENTS

The first part of the questionnaire will contain the demographic data of the

respondents. It includes name, gender, age, grade level and strand/specialization.

.PART 2 – Yes or No

The second part of the questionnaire is presented in a checklist format, allowing

respondents to indicate whether they have experienced specific situations by choosing

either Yes or No.

PART 3 – Likert Scale

The third part of the questionnaire features statements structured in the Likert

format and is further divided into two sections. In the first section, each statement

provides respondents with four choices: Always, Sometimes, Rarely, Never. This 4-

point Likert scale is a general overview of a student’s involvement in extracurricular

activities and its effects to the academic performance of a student. The second section

is more detailed and each statement provides respondents with five choices: (5)

Strongly Agree, (4) Agree, (3) Neutral, (2) Disagree, and (1) Strongly Disagree. This 5-

point Likert scale gauges data on various aspects, the Impact of Social Media Usage on

Acadamic Procrastination. The researchers will adopt a questionnaire-based method,

emphasizing numerical assessment and generalized conclusions. This data will be

utilized to formulate a suggested action plan.

Data Gathering Procedure

The research team will adhere to a systematic process for data collection. To

validate the questionnaires, they will seek advice from the Grade 12 HUMSS teacher at

the University of Cebu, with campuses at Pardo and Talisay. The team will then request

permission to distribute the questionnaires to the chosen respondents. The researchers

have designed questionnaires for data collection, and these will be disseminated to the

selected participants via personal messaging. To encourage honest responses, the

researchers will guarantee the respondents that their information will be kept

confidential.

Statistical Treatment

To interpret the data effectively, the researchers make the following statistical

treatment. The percentage, Weighted mean, and Likert scale are the tools that will use

to interpret the data

1.Percentage
 The frequency of each response will be determined on the number of the

respondents who willcheck in the particular item. The Demographic profile of the

respondents will be determined using the formula of the percentage.

Formula: %=F X 100

Where: % is the percentage

F is the frequency

N is the total number of respondents

100 is a constant value

2. Average Weighted Mean

The mean is the most used in central tendency calculation since it is prone to

fewer errors.The tabulated data will be treated with the use of frequency distribution,

percentage and weightedmean.

Formula: X= £fx

Where: X is the weighted mean

 £fx is the sum

f is the sum of all respondents

3. Slovin’s Formula

This formula was used to determine the sample size.

Formula: n= N

(1+Ne²)

Where: n= sample size

N= Population size

e= Margin of error
 Research Questionnaire

I. DEMOGRAPHIC PROFILE

Gender : ____________________

Age: _______________________

Strand: ____________________

II. Making use of social media

Instructions: Write a check ( ✔ ) mark only on the option that you find

accurate about yourself.

Questions Yes No

1.1 Do you find yourself delaying academic tasks (such as

studying, completing assignments, or preparing for

exams) due to spending time on social media?

1.2 Do you feel that social media usage affects your ability

to focus and concentrate on academic tasks?

1.3 Do you believe that limiting social media time can help

reduce academic procrastination?

 1.4 Do you think social media is helpful for your academic

performance

1.5 Do you have balance your social media usage with

your academic responsibilities?

1.6 Do you think your social media usage habits have

changed since starting your academic journey?

1.7 Do you experience comparing your academic

achievements with others on social media?

1.8 Do you ever tried to limit or control your social media

usage to reduce academic procrastination?

1.9 Do you noticed any patterns or triggers that prompt

you to engage in social media instead of focusing on

academic responsibilities?

1.10 Do you ever missed deadlines or experienced

academic consequences (such as lower grades) due to

procrastinating on social media?

III. Likert scale

Instructions: Write a check ( ✔ ) mark only on the option that you find accurate about

yourself.
5- Strongly Agree 4- Agree 3- Neutral 2- Disagree 1- Strongly Disagree

Statement Response

5 4 3 2 1

Academic Procrastination

2.1 I often experience situations where

spending time on social media causes me to

delay or avoid completing academic tasks.

2.2 I frequently check my social media

accounts while studying or working on

academic tasks.

2.3 I frequently use social media platforms

during study sessions or when working on

academic tasks.

2.4 I believe that limiting social media usage

can help reduce my academic procrastination.

2.5 I believe that limiting social media time can

effectively reduce my academic procrastination

2.6 I believe that excessive social media use

strongly impacts academic performance due to

procrastination.

2.7 I believe that social media can distract

individuals from focusing on academic tasks.

2.8 I believe that my excessive use of social

media negatively impacts my academic

performance due to procrastination.

2.9 I believe that by limiting my usage of social

media, I can reduce my tendency to

procrastinate on academic tasks.

2.10 I have observed that when I frequently

engage with social media, I am more likely to

procrastinate on my homework.
 CHAPTER IV

PRESENTATION, ANALYSIS, AND PRESENTATION OF DATA

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students’ academic procrastination behaviors and their use of social media

https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/432

Perdomo, A. S., Ruiz, Z., & Garcés, Y. (2022). Profiles of undergraduates’ networks addiction:

Difference in academic procrastination and performance. Computers & Education, 181, 104459.

https://doi.org/10.1016/j.compedu.2022.104459

Türel, Y. K., & Dokumaci, O. (2022). Use of media and technology, academic procrastination, and

academic achievement in adolescence. Participatory Educational Research, 9(2), 481–497.

https://doi.org/10.17275/per.22.50.9.2

Steel, P., & Klingsieck, K. B. (2016). Academic Procrastination: Psychological Antecedents revisited.

Australian Psychologist, 51(1), 36–46. https://doi.org/10.1111/ap.12173

Suhadianto, Arifiana, I. Y., Rahmawati, H., Hanurawan, F., & Eva, N. (2021). Stop academic

procrastination during COVID 19: Academic procrastination reduces Subjective Well-Being.

KnE Social Sciences. https://doi.org/10.18502/kss.v4i15.8220