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The Effects of Social Media on Teenagers'

Academic Performance: A Qualitative Study Among Shielded Metal Arc
Welding (SMAW) Senior High School Students of
Sto. Nino National High School

A Title Proposal Presented to the Faculty of Senior High School

GUIA JANE S. SOLANA, LPT, TOEFL, IELTS

2024
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Introduction

Social media has become an integral part of the lives of teenagers,

providing them with platforms for communication, entertainment, and social
interaction. While offering numerous benefits, concerns have arisen regarding its
potential impact on academic performance. Studies have shown that excessive
social media use can lead to distractions, sleep disturbances, and decreased
attention spans, all of which can negatively affect a student's ability to learn and
succeed academically.

Moreover, the rise of social media usage among teenagers has been a
subject of increasing concern, particularly due to its potential effects on academic
performance. According to a study by Junco (2012), excessive use of social media
platforms can significantly hinder students' academic performance by diverting
their attention from school-related tasks. Junco’s research found that time spent
on social media is often associated with a decline in grades, suggesting that the
distractions caused by platforms like Facebook and Twitter reduce the amount of
time dedicated to studying.

Additionally, a study by Mendoza and Robles (2018) explored the impact of

social media usage on the academic performance of high school students in Metro
Manila. The study found that while social media provided avenues for
communication and access to educational content, it also posted significant
distractions. Many students reported spending an average of 3 to 5 hours daily on
social media, which they acknowledged as a major factor in procrastination and
poor academic performance. The study recommended that schools and parents
play a more active role in guiding students' digital habits and setting boundaries to
balance academic work and social media engagement.

Another, a study conducted by Diño (2020) in Davao City on the effects of

social media use among senior high school students at a local high school
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revealed similar trends. The research showed that students who spent extended
hours on social media exhibited lower academic performance, particularly in
subjects that required critical thinking and focused attention. Diño’s study also
pointed out that the pervasive nature of social media often led to multitasking,
which students believed compromised their academic output. Furthermore,
students expressed difficulty in managing time effectively, with many admitting that
social media use was a significant factor in their struggle to meet deadlines. The
study concluded that while social media could be a valuable tool for learning, its
excessive use without regulation negatively impacted academic success.

The urgency of this research lies in the need to bridge these gaps and
provide a comprehensive understanding of how social media impacts academic
performance from the perspective of the students themselves. By focusing on
qualitative methods such as interviews or focus group discussions, this study will
capture the complexities of social media use and its nuanced effects on students’
learning, time management, social relationships, and emotional well-being. The
findings can inform interventions that help mitigate the negative effects of social
media while harnessing its potential as an educational tool.

Statement of the Problem

This study aims to investigate the effects of social media on the academic
performance of teenagers, specifically focusing on the Senior High School
students of Sto. Nino National High School.

Objectives of the Study

 To explore the extent of social media usage among SMAW students of

Sto. Nino National High School.
 To understand the perceived impact of social media on the academic
performance of these students.
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 To identify the specific social media platforms used by the students and
their frequency of use.
 To investigate the students' awareness of the potential negative effects
of social media on their studies.
 To explore the coping mechanisms employed by students to manage
their social media use and maintain academic focus.

Research Questions

 How prevalent is social media usage among SMAW students of Sto.

Nino National High School?
 What are the perceived effects of social media on the academic
performance of these students?
 What specific social media platforms are most frequently used by the
students?
 How aware are the students of the potential negative impacts of social
media on their studies?
 What coping mechanisms do students employ to manage their social
media use and maintain academic focus?

Significance of the Study

This study will provide valuable insights into the relationship between social
media use and academic performance among teenagers. The findings will be
beneficial to:

Students: By raising awareness about the potential negative impacts of

excessive social media use and providing strategies for responsible online
behavior.
Parents: By equipping them with a better understanding of their children's
social media habits and enabling them to provide guidance and support.
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Educators: By informing teaching practices and curriculum development to

address the challenges posed by social media in the classroom.
School Administrators: By assisting in the development of policies and
interventions to promote responsible social media use among students.
Future Researchers: By providing a foundation for further research on the
impact of technology on adolescent development and well-being.

Theoretical Framework

Cognitive Load Theory was introduced by Sweller (1988). The theory

suggests that human cognitive resources are limited, and when these resources
are overloaded, it can hinder the effective processing of information. In the context
of social media, constant multitasking and the flood of stimuli from digital platforms
can lead to cognitive overload, impairing attention and memory, and ultimately
reducing learning effectiveness. Sweller proposed that reducing cognitive load,
particularly by limiting distractions, could improve learning outcomes, which is
highly relevant when examining how social media use affects students' academic
performance.

Scope and Delimitation

This study will focus on the Senior High School SMAW students of Sto. Nino
National High School. It will investigate the effects of social media use on their
academic performance, including factors such as grades, attendance, and
engagement in class activities.

This study will be limited to the perspectives and experiences of the

participating students. It will not include quantitative data on academic
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performance. The study will also not delve into the specific content consumed on
social media platforms.

Review of Related Literature

A study by Bernardo, M.A., and Santos, L.M. (2016) investigated the

relationship between social media use and the academic performance of senior
high school students in the Philippines. The research revealed that while social
media platforms provided students with avenues for academic collaboration,
excessive use led to significant academic setbacks. Students who reported
spending more than 3-4 hours per day on platforms like Facebook, Instagram, and
Twitter showed lower academic performance, especially in tasks requiring deep
concentration and critical thinking. The study emphasized that social media,
though beneficial for communication and information sharing, often created
distractions that led to procrastination and a decline in academic outcomes. The
authors recommended that students develop self-regulation strategies to balance
their academic responsibilities with social media engagement.

A more recent study by López, C., and Rodríguez, A. (2019) explored how
social media affects the cognitive performance of students in secondary education.
Conducted across various schools in Davao City, this qualitative study found that
social media use significantly influenced students' ability to focus during study
sessions and their overall cognitive performance. The study highlighted that
frequent use of social media led to shorter attention spans, fragmented cognitive
processing, and increased cognitive load, ultimately impacting students' memory
retention and academic performance. Despite these challenges, students who
used social media for educational purposes, such as accessing academic content
or collaborating on school projects, reported more positive academic outcomes.
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The study concluded that a balanced approach to social media use could mitigate
its negative effects on students' learning experiences.

Research Design

This study will employ a qualitative phenomenological design.

Phenomenology aims to understand the lived experiences of individuals by
exploring their perceptions, interpretations, and meanings of a particular
phenomenon. In this case, we will delve into the students' lived experiences of
social media use and its impact on their academic performance.

Participants

The participants in this study will be senior high school students enrolled in
the Shielded Metal Arc Welding (SMAW) track at Sto. Nino National High School
in Davao City.

Data Collection Method

Semi-Structured Interviews: One-on-one interviews will be conducted with

10-15 senior high school students to gather in-depth insights into their personal
experiences with social media and its impact on their academic performance.
Semi-structured interviews allow for flexibility in questioning while maintaining
focus on key topics.

Data Analysis Technique

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The data analysis will follow a thematic analysis approach, which is

appropriate for identifying, analyzing, and reporting patterns (themes) within
qualitative data (Braun & Clarke, 2006).

Ethical Considerations

Informed Consent: Participants will be provided with detailed information

about the study, including its purpose, procedures, risks, and benefits. They will
be informed that their participation is voluntary and that they can withdraw from the
study at any time without penalty.
Confidentiality: All participant data will be kept confidential and will be stored
securely. Pseudonyms will be used to protect the identity of participants.
Vulnerability: Special attention will be paid to the potential vulnerabilities of
adolescent participants. The researcher will ensure a safe and supportive
environment for interviews and focus group discussions.
Researcher Bias: The researcher will strive to maintain objectivity and
minimize personal biases throughout the research process.

References
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Bernardo, M.A., & Santos, L.M. (2016). The impact of social media on academic
performance among senior high school students in the Philippines. Philippine
Journal of Educational Research, 25(2), 45-59.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative
Research in Psychology, 3(2), 77-101.

Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design:
Choosing among five approaches (4th ed.). Sage publications.

Diño, M. (2020). The effects of social media on academic performance: A study of

senior high school students in Davao City. Davao Educational Review, 12(1), 23-
35.

Junco, R. (2012). The relationship between Facebook use and academic

performance. Computers in Human Behavior, 28(1), 187-198.

López, C., & Rodríguez, A. (2019). Social media use and its effects on students'
cognitive and academic performance: A qualitative study in Davao City. Davao
Journal of Education and Technology, 12(3), 30-45.

Mendoza, S., & Robles, T. (2018). The impact of social media on the academic
performance of senior high school students in Metro Manila. Journal of Philippine
Education, 30(2), 45-58.

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning.

Cognitive Science, 12(2), 257-285.