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Social Media Addiction and Reading Comprehension of Grade 10 Students in The Academic Year 2022-2023 at Pablo Lorenzo National Highschool
Social Media Addiction and Reading Comprehension of Grade 10 Students in The Academic Year 2022-2023 at Pablo Lorenzo National Highschool
_________________________
July 2023
SOCIAL MEDIA ADDICTION AND READING COMPREHENSION OF GRADE 10
HIGHSCHOOL
An Undergraduate Thesis
Presented to the Faculty of Grade 10
July 2023
Republic of the Philippines
PABLO LORENZO NATIONAL HIGH SCHOOL
Grade 10
Davao City
Declaration of Originality
INTRODUCTION
Introduction
Social media addiction has become an ever-present concern in today's society, as people spend a
substantial amount of time engaging with online platforms. The allure of social media, with its instant
gratification, constant updates, and interconnectedness, has captivated users, leading to addictive
behaviors and negative impacts on various aspects of life. According to a study by Kuss and Griffiths
(2017), excessive use of social media can result in psychological distress, decreased academic
underlying factors contributing to social media addiction and its ramifications on crucial cognitive
abilities, such as reading comprehension. Reading comprehension, an essential cognitive skill, plays a
paramount role in processing information and acquiring knowledge. Nevertheless, the surge in social
media addiction raises concerns about its potential influence on reading comprehension abilities. As noted
by Konrath and Schwarz (2020), prolonged exposure to social media platforms can lead to attention
deficits, reduced focus, and diminished reading comprehension skills. The never-ending scrolling and
fragmented nature of content on social media platforms contribute to a shortened attention span, hindering
the ability to engage with more intricate and extensive written material.
Moreover, the addictive nature of social media can disrupt the deep reading processes necessary
for comprehensive understanding. According to Mangen and colleagues (2019), excessive use of digital
media, including social networking sites, can have a detrimental impact on cognitive processes like deep
reading, which involves critical analysis, evaluation, and synthesis of information. Continuous exposure
to superficial and fragmented content on social media platforms can encourage a shallow reading
approach, where individuals skim through texts without fully grasping the substance. This superficial
reading style obstructs the development of analytical skills and the capacity to extract meaning from
To summarize, social media addiction has emerged as a significant societal concern, affecting
both well-being and cognitive abilities of individuals. The addictive nature of social media platforms,
coupled with the fragmented and shallow content they present, poses challenges to reading
comprehension skills. As the detrimental effects of excessive social media use become increasingly
evident, it is crucial to examine interventions and strategies to mitigate social media addiction and
It is important to conduct a survey on the correlation between addiction to social media and
depression because both issues are becoming more prevalent. This highlights why researching their
potential interaction is important. Research has shown that an abundance of social media usage is closely
linked to the presence of symptoms related to depression. Individuals who have a greater addiction
tendency are prone to encountering feelings of depression. Comprehending the connection among these
factors can offer significant knowledge into the emotional consequences of extended usage of social
media. According to Marino and colleagues' study in 2018, spending too much time on social media can
lead to emotions of loneliness, unfavorable comparisons with others, and lower self-confidence which are
all elements that increase the probability of depression. It's crucial to be aware of how much time we
spend on social media and give priority to face-to-face communication. A study can evaluate how often
and how strongly individuals utilize social networking sites. Social media addiction could potentially
cause depressive symptoms through emotional impacts and various pathways, which can be explored.
The knowledge obtained can aid in creating specific measures and plans to avoid the issue. One
way to avoid and lessen the negative mental health impacts linked with too much use of social media is
through teaching self-control abilities and digital proficiency, as an illustration. Tailored interventions can
be created to tackle underlying issues by recognizing high-risk groups and particular patterns of social
media addiction. Individuals who require assistance can be appropriately supported through these
interventions.
Conceptual Framework
Social media addiction is when a person excessively and compulsively engages with social media
platforms, resulting in negative consequences and the inability to control usage. It includes being
preoccupied, checking often, struggling to cut down, and neglecting real-life duties.
Reading Comprehension
The capacity to comprehend and derive significance from written text by decoding, establishing links,
and interpreting information is known as reading comprehension. It requires understanding key concepts,
deducing significance, recognizing specifics, and examining the composition of the passage. Skilled
readers actively think, assess data, and connect it to what they already know.
3. Is there a notable correlation between students' addiction to social media and their ability
Hypothesis
The Ho1 asserts that there is no noteworthy correlation between the usage of social media
by students and their reading proficiency. The statement supposes that students' reading abilities
are not influenced by variables such as the duration of social media utilization, how often they
use it, and what kind of engagements they have on it. Studies indicate that using social media
excessively may harm one's ability to comprehend written material and perform well
academically. The researchers are gathering information about the usage of social media and
reading ability to find out if there is statistical proof for this theory. The null hypothesis being
true would mean that the use of social media has no direct impact on the reading skills of
students.
Chapter 2
METHODOLOGY
Research Design
This study made use of descriptive correlational research design. In this design the
relationship among two or more variables are determined. The descriptive approach involves
gathering information to address queries about the current status of the subject of a study on the
matter being examined. Conversely, the correlation technique involves discovering connections
between and two variables (Vanderstoep & Johnston, 2009). Students from Pablo Lorenzo
National High School in the 2022-2020 school year were among the 30 ten respondents. The
In the gathering of data, primary data were utilized to gather information about the
reading role profile and the reading comprehension of the students. The study employed the
following statistical tools for analysis of the data collated. Pearson Product Moment Correlation,
Mean and Standard Deviation. The significance of the reader and their reading comprehension
was determined by the mean, and the standard deviation was used to assess the responses'
agreement with the variables. Pearson Product Moment Correlation was employed to gauge the
extent to which the reader's roles and their reading comprehension are interrelated.
Data Analysis
The statistical analyses were performed using Jeffreys's Amazing Statistics Program (JASP). An
alpha of 0.05 was used to determine the statistical significance. Mean was used to describe the
extent of students’ attitude towards speaking English. Standard Deviation was utilized to
determine the variations in the response of students’ attitude towards speaking English. Pearson
Product-Moment Correlation (pearson r) gauged the relationship between students’ social media
use and their reading comprehension. This measured the strength of a linear association between
two variables and it is denoted by r. The overall degree of relationships between variables was
Chapter 3
RESULTS AND DISCUSSION
Table 1
Valid 22
Missing 8
Mean 4.008
Minimum 3.067
Maximum 4.667
herein:
Reading Comprehension
Valid 30
Missing 0
Mean 59.083
Minimum 22.500
Maximum 100.000
The overall profile of students’ reading comprehension level was described on the
following ranges:
reading comprehension?
Table 3
Reading
Pearson's
Comprehe -0.131
r
nsion
p-value 0.562
CONCLUSION
The survey results show that the students who participated used social media a lot and had
media use and their reading comprehension abilities was found in the data analysis. This implies
that the time allocated to social media, how often it was used, and the types of interactions on
social media did not greatly affect their ability to comprehend what they read.
The results support the null hypothesis, suggesting no significant relationship between students'
social media usage and their reading comprehension. Even though students heavily use social
media, the survey results indicate that it does not impact their reading skills positively or
negatively. Other elements like personal reading routines, level of education, or teaching
approaches might play a more significant part in students' ability to comprehend what they read.
BIBLIOGRAPHY
Kircaburun, K., & Griffiths, M. D. (2018). Instagram addiction and the Big Five of personality:
doi:10.1556/2006.7.2018.16
Lin, L. Y., Sidani, J. E., Shensa, A., Radovic, A., Miller, E., Colditz, J. B., Hoffman, B. L., Giles,
L. M., & Primack, B. A. (2016). Association between social media use and depression among
Marino, C., Gini, G., Vieno, A., Spada, M. M., & Pozzoli, T. (2018). The associations between
problematic Facebook use, psychological distress and well-being among adolescents and young
adults: A systematic review and meta-analysis. Journal of Affective Disorders, 226, 274-281.
doi:10.1016/j.jad.2017.09.016
CURRICULUM
VITAE
Name: John Rhay T. Comeda
Nickname: Rhay
Address: Blk 4, Lot 13, Las Arenas, Mandug ,Davao City
Date of Birth: November 09, 2006
Place of Birth: Davao City
Zodiac Sign: Scorpio
Religion: Christian
Civil Status: Single
Citizenship: Filipino
Email Address: jrcomeda@gmail.com
Mother’s Name: Jenalyn C. Tupas
Occupation: Business Manager
EDUCATIONAL BACKGROUND
Elementary education:
T. Awad Echevarria Elementary School
Secondary Education:
Pablo Lorenzo National High School
Name: Ryza Shan C. Bullicer
Nickname: Shan
Address: 886-A Saint Jude Street DDF Village Mandug, Davao City
Date of Birth: October 19, 2006
Place of Birth: Davao City
Religion: Roman Catholic
Civil Status: Single
Citizenship: Filipino
Email Address: ryzashan@gmail.com
EDUCATIONAL BACKGROUND
EDUCATIONAL BACKGROUND
EDUCATIONAL BACKGROUND
Elementary education:
T. Awad Echevarria Elementary School