Effects of Social Media to the HUMSS 12 Students in their Academic Performance for S.

Y 2021-2022

Chapter I

THE PROBLEM AND ITS SETTING

Introduction

Advances in Internet technologies have spurred on

compelling changes in how we interact, communicate, learn,

and build knowledge. For much of the connected world, it

permeates nearly every aspect of our existence from shopping

and banking, to communication and education among many other

pursuits (Tariq, Mehboob, Khan, & Ullah, 2012). In general

worldwide Internet users have increased rapidly between 2005

and 2014 (Freund & Weinhold, 2002). In 2015, there were 6.5

billion Internet users around the world and in 2014 they

became 7.2 billion (Singh, 2017). The Internet and in

particular social media applications such as Facebook,

YouTube and many others, are obviously “overtaking the world”

and could be regarded as “a global consumer phenomenon”

(Camilia, Ibrahim, & Dalhatu, 2013). According to Grossman

(2010) if Facebook were a country it would be the third

largest country after China and India and twice as big as the

United States of America. According to Facebook statistics

“more than 30 billion pieces of content (web links, news

stories, blog posts, notes, photo albums) are shared each

month” and “People on Facebook install 20 million

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Effects of Social Media to the HUMSS 12 Students in their Academic Performance for S.Y 2021-2022

applications everyday” (2011,PARA.2&4). On YouTube every

minute, 10 hours of content are uploaded to the video sharing

platform.

It is not surprising that social media usage is one of the

most common activities among children, adolescents, and

emerging adults nowadays. It offers today’s youth a portal

for entertainment and communication and it is becoming one of

the main platforms for accessing information and news. The

social media usage of American adults aged 18–29 years who

represent the higher percentage of university students rose

from 12 percent in 2005 to 90 percent in 2015 (Perrin, 2018).

Also in Egypt, the rate of social media users is increasing,

El Gazzar (2013) mentioned that social media users

specifically those who are using Facebook have exceeded seven

million which is (9.76%) of the population, (40%) of these

are between 18-24 years old. Saied, ElSabagh and El-Afandy,

(2016) reported that this percentage has increased to 54.6%

in 2015; more than 80 percent of them are young people

specifically university students.

This aggressive adoption of social media among the younger

generation, according to Vorderer (2016) could be attributed

to their up to date knowledge of and comfort with the latest

technology and the convenient accessibility to these social

networking tools. For instance, they can access social media

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Effects of Social Media to the HUMSS 12 Students in their Academic Performance for S.Y 2021-2022

from their cell phones any time any place. This encourages

them to use social media not only for receiving and

retrieving information, but also for being online and

connecting with others, and from being from being consumers

and participants to “prosumers” which means that they consume

and produce media on the social media platform (as cited in

Obar & Wildman, 2015.

The social media craze has also hit university and post-

secondary institutions, which cannot remain impartial to

these rapidly changing technologies (Dumpit & Fernandez,

2017). Putting into consideration how social media became

embedded within the young generation lifestyle, college

student affairs professionals found a way to use social media

as a method of communication between the college

administration and the students (Junco, 2012). Furthermore,

most of the universities nowadays have an official page or

group on one of the social media networks where students,

professors and staff can share resources and interact

(Selwyn, 2009). DeAndrea, Ellison, LaRose, Steinfield and

Fiore (2012) mentioned that many universities have even

established their own social media networks in order to help

new students to socialize and connect with the faculty

members, staff, and alumni and to establish a sense of

connection with the institution. Using social media networks

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Effects of Social Media to the HUMSS 12 Students in their Academic Performance for S.Y 2021-2022

in such a way helps in facilitating the process of knowing

more about campus facilities, activities and events

especially for the freshman students, and ultimately

adjusting to university life.

Researchers found various effects of social media use on

college students’ experiences Junco (2014). Some of the

mentioned effects are: enhanced self-esteem (Gonzales &

Hancock, 2011; Mehdizadeh, 2010; Tazghini & Siedlecki, 2013)

as well as the development of identity and peer relationships

(Pempek, Yermolayeva & Calvert, 2009), relationship building

and maintenance (Ellison, Steinfield & Lampe, 2007; 2011;

Ellison, Vitak, Gray & Lampe, 2014; Manago, Taylor &

Greenfield, 2012; Valenzuela, Park & Kee, 2009), higher life

satisfaction, social trust, civic engagement, and political

participation (Valenzuela, Park & Kee, 2009) student

engagement (Heiberger & Harper, 2008; HERI, 2007; Junco, 2012;

Junco, Elavasky & Heiberger, 2012; Loken, 2011), as well as

perceptions of social and academic integration (Selwyn, 2009;

Yu, Tian, Vogel & Kwok, 2010), perceptions of social support

(DeAndrea, Ellison, Larose, Steinfield & Fiore, 2011; Manago,

Taylor & Greenfield, 2012).

The impact of social media on learning and teaching is

increasingly considered and debated among higher education

scholars, administrators, and stakeholders. Lynn, Healy,

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Effects of Social Media to the HUMSS 12 Students in their Academic Performance for S.Y 2021-2022

Kilroy, Hunt, Werff, Venkatagiri and Morrison (2015)

considered social media as one of the game-changers in the

realm of learning and instruction. Selwyn (2012) discussed

the implications of social media for new types of learners,

learning and higher education provision. McLoughlin & Lee

(2010) stated that using social media networks in the

educational process could help educators to apply the

inquiry-based approach and encourage the collaboration

between the instructor and the students, thereby encourage

engagement. Also important is the potential of these

technologies for encouraging independent self-directed

learning as well as encouraging students’ as active producers

of knowledge (Dumpit & Fernandez, 2017), which once again is

commonly regarded as a positive affordance for media.

Although a very large community exists online, including on

social media, that focuses on education, this might not be

the case for university students (Tariq et al., 2012); even

though the majority of students are active users on social

media networks, yet 70 percent of them do not use social

media for academic purposes (Jones, Blackey, Fitzgibbon, &

Chew, 2010). Tariq et al. (2012) are some of the researchers

that emphasize that the affordances of technologies might

have severe negative consequences on “social networks

addicts.” They, for example, fear that “social networks grab

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Effects of Social Media to the HUMSS 12 Students in their Academic Performance for S.Y 2021-2022

the total attention and concentration of the students and

divert them towards non educational, unethical, and

inappropriate actions such as useless chatting, time killing

by random searching “(p. 409).

Social constructivist learning environments create

opportunities for students to develop meaning by dialoguing,

discussing, and debating with other learners. This social

interaction creates meaning from current and prior knowledge,

thus deepening understanding and extending knowledge for the

students. The learning activities are authentic. Learners are

actively involved in constructing knowledge of a topic using

communication and social interactions with peers. (Conole,

Dyke, Oliver, & Seale, 2004; Neo, 2008; Siemens, 2004;

Snyder, 2009)

Jiutong Luo, Luyao Liang and Hui Li (2019) examined the

relationship between outside and inside social media behavior

and academic performance of 560 Hong Kong adolescents (47.0%

girls) who were recruited and surveyed with Outside School

Social Media Behavior (OSSMB) and Inside School Social Media

Behavior (ISSMB). Using Linear regression analysis and

structural equation modeling (SEM), results jointly indicated

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Effects of Social Media to the HUMSS 12 Students in their Academic Performance for S.Y 2021-2022

that OSSMB negatively predicted the adolescents’ academic

performance, whereas ISSMB positively predicted their

performance; the two subdimensions of ISSMB – the consuming

and sharing behaviors – positively predicted academic

performance; and ISSMB and impulsivity played multiple

mediation roles in the relationship between OSSMB and

academic achievement. The results also suggested that the

relationship between outside school social media behavior and

academic performance may be undermined by the opposing

mediation effects of inside school social media behavior and

impulsivity. (Jiutong Luo, Luyao Liang and Hui Li, 2019)

Victoria Goodyear and Mikael Quennerstedt (2019)

examined the health-related learning of young boys in

relation to social media from a large data set that included

1346 young people, these data were generated from class

activities and interviews. Using Practical Epistemology

Analysis (PEA), findings reveal two main purposes of young

boys' engagement with social media which are communicating

with friends, and accessing health-related information.

(Victoria Goodyear and Mikael Quennerstedt. 2019)

Dorit Alt (2016) assessed that maladjustment to college

could lead some toward excessive social media engagement for

leisure during class from 290 undergraduate students. Path

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Effects of Social Media to the HUMSS 12 Students in their Academic Performance for S.Y 2021-2022

analysis results showed that the maladjustment to college

variable is linked to social media use only insofar as it is

linked to FoMO or Fear of Missing Out. This study gives truth

to previous work by showing the robust mediating role of the

fear of missing out in explaining social media use during

lectures. (Dorit Alt, 2016).

Kaplan and Haenlein (2010) defined social media as

“Internet based applications that allow the creation and

exchange of content which is user generated” (p.61). They

stated that social media was first known in1979, when Tom

Truscott and Jim Ellis from Duke University created the

Usenet, a worldwide discussion system that allowed Internet

users to post public messages; and also when Bruce and Susan

Abelson founded “Open Diary” in 1998.Open Diary was an early

social networking site in which members of a certain

community shared their daily diary online and the word “blog”

was first used at the same time. Before the second stage of

development of the Internet, “Web 2.0,” in the late 1990’s,

users browsed only for the aim of getting information through

reading from various resources and watching videos (Kaplan &

Haenlein, 2010). According to Kaplan and Haenlein (2010)

users at this time were considered consumers not

participants. It was mentioned in Ritzer and Jurgenson (2010)

study (as cited in Obar & Wildman, 2015) afterwards, Web 2.0,

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Effects of Social Media to the HUMSS 12 Students in their Academic Performance for S.Y 2021-2022

representing the second stage of the Internet development

namely “User Generated Content (UGC)”, Internet users were

transformed from being consumers and participants to

“prosumers” which means that they consume and produce media

(as cited in Obar & Wildman, 2015). These new affordances are

what made the applications and dynamic interaction of social

networking possible. Some of the common features that qualify

a tool to be considered a social networking site are:

enabling users to communicate with each other in an easy way

and allowing users to exchange information, pictures and

messages (Dijck, 2011). There are many forms of social media,

presented in the table below, which allow users to interact

with other media users of their choice.

Forms of social media adapted from Grahl (2012) as cited

in Alwagait (2015)

Social networking sites (SNS)

Services in which users set up a profile in order to

establish a connection with friends or other users, who have

similar backgrounds or interests. The profile contains a

users’ personal information. SNS provide various ways for

users to interact with one another. Examples of SNS include

Facebook and Linked.

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Effects of Social Media to the HUMSS 12 Students in their Academic Performance for S.Y 2021-2022

Bookmarking sites

Services which allow users to save, search and organize links

to various Internet resources and websites. Some services

will allow the tagging of links in order for them to be

shared easily as well as being searched for. Examples of

bookmarking sites are Diigo and Delicious.

Micro blogging sites

Services which combine SNS and blogging but the messages

exchanged are limited in terms of size. Users have to

subscribe to the services. Examples of micro blogging sites

include Twitter.

Media sharing sites

Services which allow users to upload and share media such as

videos and photos as well as allowing users to comment and

tag media. Examples of media sharing services include YouTube

and Flickr.

Social news sites

Services that allow other users to vote on news articles and

links to external articles, which are posted by users. The

news articles that get the most votes are displayed more

prominently on the site. Examples of social news sites

include Digg and Reddit.

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Effects of Social Media to the HUMSS 12 Students in their Academic Performance for S.Y 2021-2022

Blogs and forums

Blogs are like online diaries of thoughts, which give other

users the opportunity to post comments on the blog postings.

Forums allow registered users to have conversations with

other users by post messages. Examples of blogging sites

include WordPress and Blogger.

While social media networks collect a lot of personal

data about the users, they also afford the privacy of the

users. For example, the visibility of the online profiles

depends on the social media network website privacy terms and

conditions. Boyd and Ellison (2007) mentioned that LinkedIn

controls what the user can display and see according to the

user’s subscription and paid fees. On the contrary, Facebook

users’ profiles are available to all other users in the same

network, unless a profile owner decides to change the privacy

options. Moreover, private messaging, comments and friends

features differ from one social media network website to

another depending on the feature and user base (Boyd &

Ellison, 2007).

With all the features social media are providing, they

have facilitated the lives of millions of people. Although

they are easily accessible and despite the tremendous

opportunities they offer, social media can have their

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Effects of Social Media to the HUMSS 12 Students in their Academic Performance for S.Y 2021-2022

drawbacks. Issues of privacy, detachment from reality and

being the target of advertisers are some of the main

concerns. However, they are creating a new communication

landscape that is yet to be discovered and used.

Influence of Social Media on Students’ Academic Performance

Using social media to enhance the learning process can

take a number of forms, target various skills, and utilize

different tools. University educators propose that social

media can have a positive influence on interaction,

engagement, knowledge building, and sense of community

(Rovai, 2001). However there is also research that shows that

these same tools can distract learners from their studies,

and encourage procrastination and superficial thinking. The

following section will present some of the studies that

addressed the relationship between social media and academic

performance and learning. This review presents a snapshot

mainly on studies dealing with the most popular social

networking tools such as Facebook, rather than a

comprehensive review of all forms of social media.

Gender Usage of Social Media

Males and Females use social media at similar rates (Pew

research center, 2017). However, according to Lim, Heinrichs

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Effects of Social Media to the HUMSS 12 Students in their Academic Performance for S.Y 2021-2022

and Lim, (2017) females perceive social media differently

than males. Social media corporations found out that interest

and curiosity are the main factors that affect the social

media usage of females, whereas variety of contents is the

main factor that affects the social media usage of males.

There are also several researches mentioned that there are

gender differences in the social media usage. For example one

of the conducted studies to analyze this phenomenon showed

that females listen to less music on social media sharing

platforms than males (Putzke, Fischbach, Schoder & Gloor,

2014). On the other hand, in 2007 a research from Pew

research center showed that 70 percent of female teenagers

use social media and that only 54 out of the 70 are active

members and post photos on different social media platforms,

as compared with males with 54 people, only 40 out of the 54

are active members (Ularo, 2014).

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Effects of Social Media to the HUMSS 12 Students in their Academic Performance for S.Y 2021-2022

Statement of the Problem

In order to find out the relationship between the usage of

social media among HUMSS 12 students of Bongabon Senior High

School and their academic performance, this study will answer

the following questions:

1.How may the profile of student effects of having an early

relationship in their academic performance in terms of:

1.1 Age;

1.2 Sex;

1.3 Monthly Family Income;

1.4 Gadget Usage;

1.4 General average last semester

2. How may the relationship between academic performance

and use of social media in terms of:

A. Number of hours (social media);

B. Number of study hours

a. Facebook/Messenger

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Effects of Social Media to the HUMSS 12 Students in their Academic Performance for S.Y 2021-2022

b. Twitter

C. Instagram

3. Is there significant relationship between the profile of

the respondents and effects of social media in their academic

performance?

4. What is the implication of this study to other senior

high school students?

Null Hypothesis

There is no significant relationships between the

profile of students and effects social media in their

academic performance.

Conceptual Framework

According to the literature review sections, the

research is anchored on two theories: The Uses and

Gratification theory and the Connectivism theory.

As was previously mentioned, social media offers today’s

youth a portal for entertainment and communication and it is

becoming one of the main platforms for accessing information

and news. This study aims to explore the undergraduate

students’ perception of using social media on their academic

performance and relate it to their actual academic

performance, the results will reveal whether they have

control over their social media consumption or not. Uses and

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Effects of Social Media to the HUMSS 12 Students in their Academic Performance for S.Y 2021-2022

gratification approach identifies the needs and motives

behind online media usage. According to Olise & Makka, (2013)

the theory was developed by Elihu Katz in the early 1970’s

Uses and gratification theory suggests that social media

users have power over their media consumption and assume an

active role in interpreting and integrating media into their

own lives and that they are responsible for choosing media to

meet their desires and needs to achieve gratification (Olise

& Makka, 2013). Uses and gratification of the social media

approach focuses on why and how people use social media to

satisfy their needs (Larose, Mastro, & Eastin, 2001).

This study aims to explore to what extent do

undergraduate students using social media in academic related

purposes and whether it affects them positively or

negatively. Connectivism learning approach emphasizes the

role of social media context in how learning occurs and

explains how Internet technologies have created new

opportunities for people to learn and share information

across the World Wide Web and among themselves (Siemens,

2005). The theory was developed by Stephen Downes and George

Siemens (Transue, 2013). Connectivism theory suggests that

students are encouraged to seek out information on their own

online and express what they find and that learning may

reside in non-human appliances. Connectivism suggests that

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Effects of Social Media to the HUMSS 12 Students in their Academic Performance for S.Y 2021-2022

the use of technology to help individuals to be connected

with knowledge and information ought to improve the learning

process not vice versa (Evans, 2014).

INPUT PROCESS OUTPUT

 Profile of
Figure 1. Research
Respondents
a. Age
b. Sex
c. No. of
Siblings Analysis of data
d. General through the
Average questionnaire, Proposed
informal Intervention
 Effects of interviews, and Program
Social Media statistical
in the treatment
Academic
Performance
a. Number of
Hours (Social
Media)
b. Number of
Study Hours

Paradigm

Figure 1 depicted the research paradigm. The researchers

used the system analysis approach of input-process-output.

The input includes the profile and impact of social

media in their academic performance. The processes that were

employed gathering of data and evaluation and analysis of

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Effects of Social Media to the HUMSS 12 Students in their Academic Performance for S.Y 2021-2022

answer. The final output wherein the researchers give the

program intervention based on the results of the study.

Significance of the Study

The significant of helping Senior High School students

who are still addicted of effects in social media and

provides learning that can be very beneficial for their

academic performances.

To STUDENTS are willing to learn ways of how they can

improve their academic performance on it

To TEACHERS determine of what is should be done to

further develop the students in their academic performance.

To SCHOOL ADMINISTRATORS who will make a nurture their

by facilitating various events that could help students.

To NEXT RESEARCHER who can go back to this study and

this study will serve as a basis for their research.

To PARENTS who do not know the reasons why their

children leave their home to do research.

Scope and Delimitations

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Effects of Social Media to the HUMSS 12 Students in their Academic Performance for S.Y 2021-2022

This study covers the effects of social media to the

Bongabon Senior High School students. This study begins on

October up to present.

This study limits the respondents which are the students

of Bongabon Senior High School.

Definitions of Terms

Academic – it is relating to or associated with an academy or

school especially of higher learning.

Blog – a website that contains online personal reflections,

comments, and often hyperlinks, videos, and photographs

provided by the writer.

BSHS- stands for Bongabon Senior High School one of the stand

alone senior high school in Nueva Ecija.

Education – the action or process of educating or being

educated.

Facebook – a kind of social media that you can uploaded all

about you.

Grades – a level of study that you need to completed during

on year.

Messenger – one who bears a message or does an errand.

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Effects of Social Media to the HUMSS 12 Students in their Academic Performance for S.Y 2021-2022

Performance – the execution of an action or something

accomplished.

Chapter II

RESEARCH METHODOLOGY

This chapter presents research design, sample and

sampling techniques, data gathering procedure and statistical

analysis used in study.

Research Design

This study will use the descriptive method of research.

According to Sevilla (2002), descriptive method is designed

for the investigation to gather information about present

existing conditions. A descriptive study determines and

reports the way things are. Descriptive method research has

no control over that is and can only measure what already

exits.

Zulueta and Costales, Jr. (2003) also defined

descriptive research as a design wherein a study focuses at

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Effects of Social Media to the HUMSS 12 Students in their Academic Performance for S.Y 2021-2022

the present condition and the purpose is to find new truths.

The truth may have different forms such as increased quantity

of knowledge, a new generalization on new “law” an increase

insight into factors which are operating, the discovery a new

causal relationship, or more accurate formation of the

problem to be solved.

This study will measure the following techniques in

gathering data, questionnaire, interview, and statistical

treatment.

Research Locale

This study will be conduct at Bongabon Senior High

School Selected HUMSS 12 for School Year 2020-2021 First

Semester.

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Effects of Social Media to the HUMSS 12 Students in their Academic Performance for S.Y 2021-2022

Figure 2. Map of Sinipit Bongabon Nueva Ecija

Sample and Sampling Technique

Simple random sampling is the basic selection process of

sampling and is easiest to understand. When the true value in

a population is estimated with a sample of persons, things

get more complicated. Subject in the population are sampled

by a random process, using either a random number generator

or a random number table, so that each person remaining in

the population has the same probability of being selected for

the sample(Friedrichs,2008).

The researcher used random sampling in the study. From a

population of students, the researcher gathered a sample of

students from the following formula known as the Slovin’s

formula.

n= N

√1 +Ne2

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Effects of Social Media to the HUMSS 12 Students in their Academic Performance for S.Y 2021-2022

Where:

n = sample size

N = population size

e = desired margin of error (% allowance) for

non-precision because of the use of sample

instead of the population.

of 243 students were the samples will be drawn.

Table 1. Distribution of Respondents

Section N n Percentage

H12-Chocomint 48

H12- Calamint 48

H12- Mint 47

H12- Peppermint 50

H12- Spearmint 50

TOTAL 243

Table 1 shows the distribution of respondents in five

sections. Based on the table there are different population

in each section. The total

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Effects of Social Media to the HUMSS 12 Students in their Academic Performance for S.Y 2021-2022

Data Gathering Procedure

To guide the respondents in answering the questionnaire

and to provide the researcher easier means of interpreting

the answer of the respondents, the following scale will be

used.

Scale Range of Values Verbal Interpretation

5 5.00 – 5.99 Strongly Agree

4 4.00 – 4.99 Agree

3 3.00 – 3.99 Neutral

2 2.00 – 2.99 Disagree

1 1.00 – 1.99 Strongly Disagree

Statistical Treatment

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Effects of Social Media to the HUMSS 12 Students in their Academic Performance for S.Y 2021-2022

Responses to the research instrument will be tabulated

and tally accordingly. Later it will be organized in tables

for easy comprehension and presentation. The data in this

research will analyze using descriptive statistics wherein it

will use to describe data that have been collected from the

questionnaire answered by the respondents.

The study will use the frequency distribution and

weighted mean to determine or identify the effects of having

an early relationship in their academic performance. The

formula needed for computation as follows:

P=F/Nx100%

Where:

P = is the percentage

F = is the frequency

N = is the total number of respondents

100% = is the constant multiplier

To describe and analysis the data and the frequent of

factors manifested among the students, the research used the

weighted mean. The formula for this:

WM = WF/N

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Effects of Social Media to the HUMSS 12 Students in their Academic Performance for S.Y 2021-2022

Where:

WM = stands for weighted mean

WF = stands for weighted frequency

N = number of sample

Chapter III

RESULTS AND DISCUSSION

CHAPTER IV

SUMMARY, CONCLUSION AND RECOMMENDATION

26