Unveiling the Impact: An Exploration of Social Media’s Effects on Students

Academic Performance

Mark John Athony M. Pleños

March 2024
CORRESPONDENCE:
Mr. Allan Kelly R. Conte
Lupon Vocational High School
Cambing Baratua ST., Poblacion, Lupon, Davao Oriental
Introduction

Social media is a great information and communication technology and is

becoming well-liked worldwide as a medium of social communication. This is a forum for
people to express their thoughts, viewpoints, and opinions with others in a worldwide
community and exchange information with them through social networking sites like
Facebook, WhatsApp, Twitter, and YouTube (Khalid, 2020). Its popularity has increased
exponentially among young people, particularly among the internet generation. Students
spend social media within 5 hours a day and more, especially among students who
have made social media a part of their everyday lives (Celestine & Nonyelum, 2018).
Students have a lot of opportunities to use social media for learning in order to
acquire and enlarge their knowledge. But if they are not used correctly, students may
become addicted to social media if they spend a lot of time there, which could harm
their academic performance.

Additionally, many students spend a lot of time on social media, even during
school hours, which interferes with their ability to complete homework and projects. This
excessive use of social media also affects their behavior and writing style, as they start
using abbreviations and shortcuts in their schoolwork. Some students even develop
addictions to social media. As a result, their academic performance suffers, for which
the teachers are blamed (Tus et al., 2021).

However, in Nigeria, between students, social media is used to communicate

with their classmates. It is also used when academic performances are conducted.
Through gathering data and information, the social media platforms assist students in
improving their academic performance and expanding their knowledge. Students visit
various online platforms to gather information to solve their assignments (Oguguo et al.,
2020).

Social media is addictive and can be harmful if not used responsibly. It can also
be a distraction for students during studying, leading to poorer academic performance.
Despite rules against mobile phone use in the classroom, students still bring their
devices to school and use them for social media instead of completing assigned tasks.
This behavior also carries over into their home life, making them less productive
(Khaola et al., 2022)

In Lupon Vocational High School, I noticed that some students use social media
in both positive and negative ways. Some use it to watch educational videos when they
are struggling with a lesson, while others use it to watch entertaining content, resulting
in them spending too much time on social media instead of focusing on their studies.

Purpose of the Study

This study aims to investigate how social media usage effects students'
academic performance. It will examine the relationship between social media habits and
factors such as grades, study habits, time management skills, and overall educational
achievement. The study aims to provide a comprehensive understanding of both the
positive and negative impacts of social media on students' academic lives. The ultimate
goal is to inform educators and educational stakeholders about effective ways to
incorporate social media into the learning environment while ensuring that students'
academic achievements are protected.

Research Question

The researcher aims to clarify the positive and negative effects of social media
on student academic performance. Through the semi-structured interview,
researchers have constructed inquiries that will be answered by the respondents. These
are the following:

1. How does the frequency and duration of social media usage influence
student academic performance?

2. What are the specific ways in which social media distractions influence
student ability to concentrate on their studies and manage their time
effectively?
 3. Is there a difference in academic performance between students who
actively participate in social media platforms compared to those who limit
their social media usage?

Theoretical Lens

Gratifications Theory: This theory was developed by Katz et al. (1974). States
that media consumers have the freedom to choose how they use media and how it
influences their values. According to Ahad and Anshari (2017), this theory suggests that
individuals use social media for various purposes, such as socializing, entertainment,
seeking information, self-expression, and identity formation. It proposes that people's
media use is driven by their motivations and desired outcomes. This theory can be used
as a framework to study the influence of social media on students by examining their
reasons for using media, the gratifications they seek, and the impact it has on them.
This research can provide insights for educational and policy interventions.

Distraction-conflict Theory: This theory was developed by Baron (1986). The

constant notifications, updates, and need for social validation on platforms like
Facebook, Instagram, or Twitter can divert students' attention away from their academic
tasks. This constant interruption and the cognitive load associated with managing
multiple information streams may lead to reduced concentration, lower information
retention, and ultimately hindered learning outcomes. According to Koessmeier and
Buttner (2021), distraction from social media by students can negatively impact time
management, leading to procrastination and decreased academic productivity. Constant
notifications from social platforms disrupt study sessions and class lectures, hindering
concentration and learning. Despite attempts to multitask, research indicates that such
practices can be detrimental to cognitive performance as the brain struggles to focus on
multiple tasks simultaneously.

The Social Cognitive Theory, developed by Bandura (1986), It suggests that

students learn by observing and imitating others, including the behaviors they see on
social media. This theory can be used as a framework to study how social media
influences students' attitudes, beliefs, and behaviors, as well as their cognitive
processes, behavior, and socioemotional development. It provides a comprehensive
perspective to understand how social media affects students' observational learning,
modeling, self-efficacy, and interactions with their surroundings. According to Schunk
and DiBenedetto (2020), students may observe and imitate behaviors displayed on
social media, influencing their own actions and attitudes. This could include how they
engage with content, express themselves, or even manage their time. Social media
platforms often showcase various behaviors and lifestyles. Students may model their
online behavior after influencers, peers, or other individuals they follow, impacting their
own online presence and interactions.

Review of Related Literature

This section provides relevant literatures that will support to the conduct of the
study.

Social networking site

Social networking sites are described as online social networks that are made up
of groups of connected people who communicate with one another using computer-
based technology rather than face-to-face interaction, according to the American
Psychological Association Dictionary of Psychology. According to OALD (2019), a social
networking website is a platform that enables users to upload text, photographs, and
other media to communicate with one another. Facebook, Twitter, Weibo, and Instagram
are well-known social networking platforms.

Students are given a strong tool by social networking sites to learn from a variety
of online sources using search engines like Google. Social networking websites are now
used to teach students how to use search engines. Students might use social
networking sites as meetups to discuss ideas with their friends. The value and use of
social networking sites can increase with the number of students who practice good
study habits and have a range of social abilities (Samad et al., 2019). However, the
University of Ghana used social networking sites and determined the effect of their use
on their academic work. They claimed that student’s academic lives were negatively
influenced due to it distracting their attention. According to a study by Raza et al. (2020),
social networking sites have a negative impact on student’s academic performance.
Similarly, Wong et al. (2019) discovered that social networking site addiction resulted in
students learning less new knowledge and being lazier regarding outdoor activities. As
long as they do not use social networking sites excessively, social networking is not
harmful for students.

On the other hand, students can benefit from using social networking sites for
their education. Students use social networking sites as a connection or means of
communication with their other classmates. Social networking sites are helpful in many
ways. But, nowadays, students are addicted to these kinds of sites, which has resulted
in poor performance on tests and quizzes, napping in class due to lack of sleep, and
ultimately, poor grades. Additionally, if you ask every student if they have an account on
any social media platform, they will undoubtedly respond that they have one, two, or
three accounts on different social networking sites, according to the habits of students
at St. Rose of Limalas Pinas School (Sabando & Sacramento, 2019).

Based on the observation of the researcher, many students in Poblacion Lupon,

Davao Oriental, use social networking sites to communicate with their classmates for
academic purposes, such as working on projects and reports. However, some students
tend to go overboard and use these sites to chat with their friends about irrelevant
topics. Moreover, some students spend an excessive amount of time on social
networking sites, specifically Facebook, sharing posts that are not related to academics.

Academic Performance

According to Ansari et al. (2020), social media affects student’s academic

performance. In fact, it has been proven that Facebook social groups improve student’s
growth. However, there are a few unique cases where the statistics reveal a positive
correlation between Twitter and Facebook and that their integration might enhance
education. However, students increased use of social media for purposes other than
studying has an effect on their academic performance (Saiphoo et al., 2020). Students
who use social media had a poorer score than those who would never use social media.

Social media can be a major distraction for student and affect their academic
performance. The constant notifications, updates, and the temptation to scroll through
feeds can divert attention away from studying, leading to decreased focus and
productivity. Spending excessive time on social media during study hours can have a
negative impact on academic performance (Malik, et al., 2020). For many students,
social media serves as a means of procrastination. Instead of working on assignments
or studying for exams, they may find themselves spending hours on social networking
sites. This procrastination can lead to rushed or incomplete academic work, resulting in
lower grades (Feng, el al., 2019).

According to Hermanda, (2019), social media platforms offer a wealth of

educational resources for students and help boost their academic performance.
Platforms such as YouTube, Khan Academy, and educational blogs provide tutorials,
lectures, and study tips that can complement traditional learning methods. Social media
can also facilitate collaboration among students, allowing them to work together on
academic projects, share notes, and discuss coursework. Facebook groups, WhatsApp,
and Discord are examples of platforms that provide spaces for students to form study
groups and exchange ideas, thereby enhancing their understanding of the material
through peer interaction (Kim, 2019).

However, according to Xu (2019), using social media for academic purposes was
not a significant predictor of academic performance in the Philippines when examined
by the cumulative grade point average. Studies have also shown that excessive use of
social media by students may have a negative impact on their academic performance.
They grow more sleep-deprived, which makes it harder for them to concentrate and
participate actively in class activities.

According to a researcher experience, social media has a negative impact on

academic performance. Prior to using social media, the researcher would review all
their lessons every night and earned high scores in quizzes and exams. However, since
becoming addicted to social media, they became lazy and stopped reviewing their
lessons every night. As a result, their quiz and exam scores dropped, and their overall
grade suffered.

Students

According to Cao et al. (2020), students at the University of San Francisco use
social media platforms such as YouTube, which have millions of educational videos that
help students broaden their scope of knowledge as well as develop various other good
skills and talents. If students find some good and informative videos related to their
studies, they can share them with their friends or classmates who can benefit from
watching them. However, there is a darker aspect to social media use among students.
Due to their addiction to social media, many students begin to lose focus in class, which
lowers their overall academic performance. Academics are a very important aspect of a
student’s life. A strong academic performance helps to build a successful and stable
future. However, social media has affected students focus on learning in such a way
that it has started interfering with their educational performance and thus indirectly their
future (Gorhe, 2019).

Students of social media, especially before going to bed can disrupt sleep
patterns. Excessive screen time, exposure to blue light, and engaging in stimulating
content can negatively impact the quality and duration of sleep (Astatke, 2021). Poor
sleep quality can impair cognitive function, memory consolidation, and overall academic
performance. Social media platforms can also contribute to feelings of inadequacy and
low self-esteem among students. Frequent exposure to curated images and posts
showcasing the achievements and successes of others may lead students to
unfavorably compare themselves, affecting their confidence and motivation (Lei, 2021).

However, students in the Philippines used social media for both learning and
social interaction. However, overuse of social media has been observed among the
youth, which could affect how productively students complete activities at school. Barton
et al. (2019) claim that during the past ten years, social media platforms like Facebook,
Twitter, and YouTube have rapidly developed while taking in large user bases. When it
comes to learning, social media can be a source of distraction during a fifteen-minute
study time. Students who accessed Facebook at least once scored lower academically
(Habes et al., 2020).

According to a researcher, some students from Lupon vocational high school use
social media to enhance their academic performance. However, they tend to misuse it
by spending excessive time scrolling, sharing posts, chatting on Messenger, or
watching TikTok videos. Instead of utilizing these platforms to search for educational
resources and study materials, they get addicted to social media and lose focus. This
addiction also causes them to be late for school as they stay up all night on social
media, leading to them waking up late in the morning.
 METHOD

This chapter will present the methodological parts of the study; it will include
research design, sampling method, participants, research instruments, Data Collecting
Method, Data Analysis Method, Organizing Data, Generating categories, themes, and
patterns, testing emergent hypothesis, searching for alternative answers,
Trustworthiness of the Study, Ethical Consideration, and Role of the Researchers.

Research Design

Researcher used a qualitative research strategy, which is a phenomenological

study approach, in this research. In order to clarify the specific situation and identify the
phenomena based on each person's viewpoint, the phenomenological technique was
used (Nuebauer et al., 2019). The researchers used a phenomenological approach to
evaluate the students' experiences with the effect of social media on their academic
performance. This enabled the researchers to identify the different factors that
encouraged or inspired them during the research. In addition, the researcher may
decide to use this study design to examine narratives from various settings and gather
data on how these opinions improved participants' opinions as well as those of future
generations.

Sampling Method

A sampling technique had been used to choose the participants. The

investigators have made use of the snowball sampling method. The process yields a
study sample by referring to those who possess or are aware of those who possess
specific traits of interest in research (Mobalen, and Kambu, 2020).
Participants/Information

The researcher purposively referred ten participants aged 17–18 who had
voluntarily given their consent to participate in an in-depth interview. These ten come
from grade 12 students who are incoming college students; all have taken part in the in-
depth interview.

Students who are managing irregular stress represent the study's participants;
they have different experiences and emotions that were not investigated in earlier
studies. Eventually, the researchers came to the conclusion that, in light of the
significant research that had been done on campus, they had provided valuable insight
and validated material based on the experiences of the respondents in an interview.
Notably, research has been conducted at Lupon Vocational High School.

Research Instrument

The phenomenological researcher presented a series of questions, review by

students: the investigators would perform through the evaluation and confirmation
process immediately. Pilot approval for the project would be granted upon confirmation.
They have been given this by using straightforward language, allowing them to be true
to themselves without confusion or misunderstanding. The English version of the
interview was recorded and examined. The instrument that was used recorded reliability
functions and consulted the qualitative phenomenological research.

Data Collection Method

The researcher must conduct in-person interviews during scheduled times in

order to ascertain the date of composition. Matchett (2021) asserts that conducting
interviews is the most important method of obtaining data. A semi-structured collection
of questions and concerns that were covered in both the prepared interview and the
antecedent interview were used to help prepare the issues that needed to be clarified
before the start of the interview.
 The semi-structured interview enabled recognizing and further discussion of
important and relevant concerns that surfaced throughout the consultations. Mandatory
questions were explained in-person to suit accurate participants. The researcher's study
of nonverbal communications and comments was authorized through individual
consultation, and its applicability in the data analysis was confirmed.

The purpose of the semi-structured interview was to determine what further

clarification and advice needed on important issues that came up in the required
consultations.

In order to accommodate more accurate participants, the questions were

modified and permission was given for the researcher to review the participant
comments and visual interactions during in-person individual consultations that were
found to be useful in data analysis. After recording was completed, the interviews were
noted. According to Osborne and Grant-Smith (2021), comprehension and recognition
are essential components of unstructured interviewing.

Data Analysis Method

The results were analyzed using the thematic agreeable analysis method by
the researchers. According to Nagendiram, (2020) the methodology, data analysis
requires dividing up of data based on themes, concepts, or similar characteristics for
analysis. The researchers will thoroughly transcribe the data, making sure that every
word said by the interviewees is recorded. Because their responses may be in common
language, he will translate them into English so you may understand them better. Upon
examining the translated answers, the researchers will arrange the data.
.

Organizing Data:

The analyst had to continuously collect the same data in order for them to be
familiar with the analysis.

Generating categories, themes, and patterns:

 This was a time where creativity and analytical thought were required. The
analyst assisted in the integration of the findings after identifying the most significant
themes, repetitive concepts, and belief patterns. Making note of patterns in the analysis
participants was one of the division phases. Themes, patterns, and classifications were
starting to develop.
Testing emergent hypothesis:

The analysis assessed the validity of the hypotheses generated and tested them
against the data once the class and patterns between them appeared as data. It entails
assessing the data for centrality, usefulness, reliability, and adequacy of information.

Searching for alternative answers:

After classifying the possible participants, the analysis contacted and extended
an invitation to take part in the study. They were given a data sheet and told that they
had the option to decline cooperation. They acknowledge having the freedom to choose
to participate. They were not compelled to reveal any personal information. They were
given signed contracts along with consents for participation and audio recordings.

Ethical/Consideration

According to Afrin (2018), if a person consults the ethical guidelines in any way,
professional association can be made clearer using ethical consideration. In order to
conduct the study, a letter of request must be presented to the principle, who will then
approve it after receiving feedback from the research adviser and school coordinator. As
stated in the proposal letter, ethical concerns pertaining to access, confidentiality,
consent, and participant protection in human research will be appropriately handled
prior to data collection. According to Kang and Wang's research (2021), the most crucial
rule is that researchers shouldn't injure people or do anything else in the same way.
Through anonymity and secrecy within the bounds of the law, the researchers had
developed a relationship of trust with the research participants. In order to continue with
the data gathering, the researchers should receive both verbal and written informed
consent on the research topic. Should the researchers have collected the signed
consent, this will be the beginning of the focus group discussion.

Trustworthiness of the Study

To ensure the reliability of the study, I will adhere to four key components:
credibility, confirmability, transferability, and dependability. Trustworthiness is
fundamental in producing a reliable research output, as it greatly influences both the
researcher and the research process (Guba & Lincoln, 1998).

Credibility involves ensuring the accuracy of information gathered, relying solely

on relevant and precise data provided by participants. This is bolstered by factors such
as participants’ validation of findings and the integration of diverse information sources,
including meticulous field notes (de Wet, 2010).

Confirmability will be addressed by transparently presenting all information

forming the basis of interpretations, allowing readers to verify findings through data
examination. Triangulation, involving the comparison and validation of information from
various sources, will be employed, with interviews continuing until saturation, ensuring
exhaustive perspective (Arskey & Knight, 1999; Patton, 1999).

Transferability will be clarified by detailing the research context and underlying

assumptions, ensuring transparency in data presentation. A clear description of data will
facilitate alternative interpretations, while physical documentation of translations,
transcription, and field notes will be appropriately labeled and stored for future
reference, aiding in transferability assessment (Ramsey, 2010).

Dependability will be addressed through consistent data collection and analysis

using methods like code-recode, peer review, and investigation triangulation, ensuring
reliability over time. Dependability parallels reliability, emphasizing the consistency of
outcomes (Ramsey, 2010).
Role of the Researchers

The researchers in this study need to optimize their research processes in order
to make consistent and continuous advances. The researchers also had to provide and
try to eliminate biases during every stage of the investigation. They have also updated
the documents with new information. Make sure the value in the presentation is
consistent with the FGD-determined value by reading the result repeatedly. The data
had been coded and recoded by the researchers. Their choice and result were carefully
considered and rigorously simplified into the simplest form. They must complete all
required steps to gather and analyze the data from several triangulated textual texts
before determining whether or not to accept the outcome. They refined the structural
themes and merged them to create a universal language out of the data truthfully.
 RESULTS AND DISCUSSION

The aim of this chapter is to answer the research question while taking into
consideration the conclusions gathered from the literature review and the interviews.

The participants who underwent the in-depth interview shared the effect of social
media on their academic performance. Their responses highlighted the significant
impact of social media to their academic performance. Most of the participants state that
overuse the social media really affects their academic performance because of a lack of
time management

Research Question 1: How does the frequency and duration of social media usage
influence student academic performance?

Most of the participants said that too much social media really affects their
academic performance because of a lack of time management, which will cause them to
have a low grade. At the same time, with too much scrolling on social media, they often
forget their school activities.

Participant A: “So it can influence students, mostly because they do not have time
management for their studies and are still browsing the internet more than doing their
studies.” (So it can influences students mostly ah students well not have a time
management for theirs studies mostly ahm they well still browsing in the internet more
than doing their studies)

Participant B: “The frequency and duration of social media usage truly affect the
academic performance of students because instead of giving a lot of time to doing their
school activities, they focus more on scrolling on Facebook and doing some activities
that really do not make sense”. (The frequency and the duration of social media usage o
truly affect the academic performance of students cause instead of giving a lot time in
doing their school activities their more focusing on scrolling in facebook doing some
kana so doing some activities that really not sense.

Participant C: “So, using social media and engaging a lot of time is really not good
because, using social media, we are not able to manage our time to do our activities
and requirements.” (so ang pag gamit ug social media sa pag engage ug longtime sa
social media is makadaot jud sya kay dili nanato mamanage atong time para mo do sa
atong mga activities para sa atoang ahm mga requirements)

Participant D: “So, as a student, I personally use social media for almost five (5) to six
(6) hours, so that is why I can tell that when it comes to my academic performance, it's
really affected. Of course, if I use social media, I really focus on scrolling through it, and
because of that, I can forget my academic activity because I give much more time and
focus on social media.” (So me as a students so I perosnally nagagamit jud kog social
media is almost 5 hour 6hour ing ana and maka ingon jud ko nga when it comes sa
akong academic maapiktohan jud sya kay of course pag mag gamit kog social media
akong focus is naa naman sa pag scroll sa social media so ang other other mga for
example sa akong academic is ma kuan na ba ma malimitahan na gani ang oras dili na
kayo matagaag time kay naa naman sa social media akong focus ing ana)

Participant E: “Well, in my case as a student, the frequent usage of social media can
greatly affect my grade and performance in school because of my attention and focus,
and my time can be all I have to go to the frequent usage of social media.”

Lack of time management

The first theme that emerged in their answers is the lack of time management
that is caused by using social media. They share and unveil the impact of social media
on their academic performance.

Lack of time management is one of the factors that result in a low grade. Because of the
lack of time management, students often forget their academic activities, which causes them to
miss the deadline.
Research Question 2: What are the specific ways in which social media distractions
influence student ability to concentrate on their studies and manage their time
effectively?

All of the participants mentioned that the specific way is that time management
really helps, especially time-limiting the usage of social media so that they can focus or
give a lot more time to their studies.

Participant A: “So the specific way is that students must do their homework instead of
doing their Facebook, scrolling on the internet, or scrolling on their feedback, and
instead of doing their projects, they are on TikTok dancing .” (So the specific way is that,
students must do their homework instead of doing their homework there are on
facebook scrolling on the internet or scrolling on their feedbacks on and instead of doing
their projects there are on tiktok dancing)

Participant B:” So as students, it is a is a given fact that we are really easily distracted,
especially in terms of social media, since instead of doing our schoolwork, we usually
scroll on social media or use social media platforms, which doesn’t really help.” (So as
students it given the fact that we are really easily distracted is in terms specially in terms
of social media since need of doing our activities instead of doing our school works we
usually scroll on social media or using social media platforms that doesn’t really help
that all)

Participant C: “Our world right now is really around social media. We spend more time
scrolling on Facebook, TikTok, and other social media platforms, so because we spend
more time on social media, we are not able to do our activity”. (so sa atoang ahm
kalibutan karon is nag tuyok na sa social media so ahm naga engage jud ta ug more
time para mag scroll – scroll sa facebook sa tiktok and other social media platforms so
sa kanaa dako nata ug time na ma engage dili nanato ma buhat ang atong mga
activities)
Participant D: “So, like what I said, spending too much time on social media is one of
the reasons or factors that can distract us, especially when it comes to our academic
activities. Because instead of giving time to our academic activities, we much spend our
time on using social media, so I really struggle in this aspect, which will lead me to cram
in making my school work.” (So as sa akong ge ingon no ano jud too much time on
spending sa ano social media is one of the reason or one of the factor jud nga maka
distract sya specially when it comes sa academic kay kay of course kanang sama sa
akong ge ingon ganinaha nga diba instead I hatag imo sa time sa academic nga
academic na buluhaton is mahatag nimo sya sa pag kuan ba sa pag spend ug time sa
social media so ako jud naga diraa gud ko naga struggle mao nang mo abot sa point
naga cram ing ana naga cram when it comes sa pag buhat ug mga kanang pagbuhat
ug mga mga school works ana)

Participant E: “Well, in my case, time management really helps, especially time-limiting

the usage of social media so that I can focus or give a lot more time to my studies”.

Time Management

The second theme that emerged in their answers was practicing time
management. They unveil some solutions to prevent or lessen the usage of social
media that can help improve their academic performance.

Time management is really a helpful strategy to lessen our usage of social media
and improve our focus on our academic performance.

Research Question 3: Is there a difference in academic performance between

students who actively participate in social media platforms compared to those who limit
their social media usage?

All the participants indicated there are big differences between students who
actively participate in social media platforms compared to those who limit their social
media usage, because those students who limit the use of social media can really focus
and do their academic activity on time, while those students who actively use social
media can't focus or do their academic activity.

Participant A: “Theirs is an impact. Well, some students have limitations in their social
media usage, but they can prevail. They have time management when doing their
school projects or other assignments, while some other students who don’t have a limit
on social media may affect their studies. Not studying can also affect their school
privilege, and their grades may go low or go bad”. (ah theirs an impact well some
students have a limitations in their social media usage a they can prevail ah they have a
time management in doing their school projects or other assignments while some others
students who have don’t, don’t have a limit in social media may affects their studying
and studies not studying studies can also affect theirs school privilege and their grade
must ay their grades may maybe go low or go bad)

Participant B: “Yes indeed, it’s true that there are differences between those students
who limit their use of social media and those who are really addicted to social media.
Those students who limit their use of social media can do some tasks, like do some of
their activities, but those students who are really addicted to social media are very
distracted and can’t do their activities”. (Yes indeed it’s give ah truly give ah differences
between those students who limit using their social media and students who really
addicted in social media cause kato cause those students how really who limited their
use of social media can do some staff like can do some their activities but those
students who really addicted on social medias is kanang very distracted and can’t do
their activities)

Participant C: “ So, there are differences between students who limit the usage of
social media and those who do not, because those students who limit the use of social
media can really manage their time to do their activities.” (so dako jud sya ug difference
sa mga students nga nag limit ug gamit sa social media kaysa naga limit ug gamit sa
social media is ma manage nila ang ilang time to do their activities.)

Participant D: "So, the only thing I can say we can see the difference is, of course,
those students who spend more time on social media. Because those students who
often use social media can really limit their time when it comes to their academics, while
those students who have limitations when it comes to using social media are able to do
their academic activities on time. You can really see the difference, but also it depends
on the person. If that person is really knowledgeable enough, even though they spend
time on social media, but still their academic rating is high. It really depends on us
because each one of us has different ways to use social media, if this thing will affect
our academic performance." (So ako maka ingon jud ko nga naa gyuy Makita nga
kalahian tama ba kalihian ba kalahian kay of course sa mga students nga more on
social media ang ay more on naga spend ug time sa social media is ma limatahan gud
ang time nila when it comes sa academic while katong mga students nga naa gyuy
limitations when it comes sa pag gamit ug social media syempre ma abot ay ma kuan
jud ma ang pag buhat nila sa ilang academic ba ay mga school work is kana ganing on
time so Makita jud nimo kalahian pero it depends pud na sa is katao if ano jud sya
utokan jud sya nga pag katao and then naga spend time sya more sa social media pero
iyang academic dili ma apiktohan so naa man gyuy mga inga ana na mga tao no so lahi
lahi jud ang naa ra jud na sa tao if kung unsaon nila pag gamit ang social media ug
kaniba maka apikto sa ilang ano academic)

Participant E:” Well, compared to me now and fro, from when I was in junior high
school, I couldn’t manage my time in junior high school, so I got a lot of lower marks in
my grades, but now I can manage my time and get high marks”. ( Well compared to me
now and fro from when I was in junior high school I can’t manage my time in junior high
school so I get I get ahm I have a lot of lower marks in my grades but now I can manage
my time and can get high marks)

Limiting the usage of social media

The third theme that emerged in their answers is limiting the usage of social
media. They unveil the positive effect of limiting the usage of social media in their
academic performance

Limiting the usage of social media can really help them to improve their time
management and help them to be more productive in their academic activities.
Presented in Table 1 are the themes and sub-themes generated after the analysis of
interview extracts.

Table 1. Themes and sub-themes of research question number 1

Themes Sub-theme

Lack of time management Lack of focus

Low grades
Time management Lessen the usage of social media

Limiting the usage of social media Have time management

Self-Control

Regarding the subject of social media's impact on students' academic

performance, the participants identified several themes and subthemes, such as lack of
time management, time management, and limiting social media usage. The data that
the participants contributed is considered accurate and trustworthy. The participants
added that their opinions require a lot of attention to make sure that their difficulties and
experiences are acknowledged.

An in-depth interview is a type of qualitative research technique in which a small

number of participants undergo interviews in-depth. In contrast to other qualitative
methods, this strategy involves researchers spending a significant amount of time in
conversation with each participant. Most of the questions are meant to be open-ended
in order to encourage analysis and understanding. Conducting in-depth interviews aims
to obtain a comprehensive understanding of a person's perspective, background,
feelings, and the importance they place on a particular subject or problem. (Rutledge &
Hogg, 2020).
 In studying social media's impact on students' academic performance, it is
essential to understand the different ways of using social media and the impact of
actively using social media that can affect their academic performance. Students who
frequently use social media are more likely to forget their schoolwork and school
activities, which can lead to low grades. On the other hand, those students who limit
their usage of social media or manage their time effectively tend to consistently
remember to complete their assignments and participate in school activities, resulting in
average grades. Trentepohl et al. (2022) discovered that Students who set time limits
for themselves or use social media in balance are more likely to recall turning in tasks
on time and actively participating in class, which translates into better grades.

Conclusion

Through the results and discussion, the researchers have concluded that the
usage of social media not only has negative effects on students but also shows positive
effects, as it can help students in their educational endeavors. Through social media,
students can conduct research and gather information, as long as they do so
responsibly and apply time management skills. Thus, students can still complete their
schoolwork effectively.

Recommendation

To thoroughly understand the of social media's impact on students' academic

performance, the following recommendations are proposed:

• Teachers should teach students to have a time management

• Students should employ various strategies to manage their usage of social

media, such as setting time limits

• Future researchers should investigate successful preventative and intervention

techniques aimed at mitigating the negative impacts of social media on students' lives.
 References

Ahad, A. D., & Anshari, M. (2017). Smartphone habits among youth: Uses and

Gratificaion Theory. International Journal of Cyber Behavior, Psychology, and

Learning, 7(1), 65–75. https://doi.org/10.4018/ijcbpl.2017010105

Ansari, J. a. N., & Khan, N. M. (2020). Exploring the role of social media in collaborative

learning the new domain of learning. Smart Learning Environments, 7(1).

https://doi.org/10.1186/s40561-020-00118-7

Arifin, S. R. M. (2018). Ethical Considerations in Qualitative Study. International Journal

of Care Scholars, 1(2), 30–33. https://doi.org/10.31436/ijcs.v1i2.82

Astatke, M., Weng, C., & Chen, S. (2021). A literature review of the effects of social

networking sites on secondary school students’ academic achievement.

Interactive Learning Environments, 31(4), 2153–2169.

https://doi.org/10.1080/10494820.2021.1875002

Barton, B. A., Adams, K. S., Browne, B. L., & Arrastia-Chisholm, M. C. (2018). The
effects of social media usage on attention, motivation, and academic
performance. Active Learning in Higher Education, 22(1), 11–
22. https://doi.org/10.1177/1469787418782817
Cao, G., & Tian, Q. (2020). Social media use and its effect on university student’s

learning and academic performance in the UAE. Journal of Research on

 Technology in Education, 54(1), 18–33.

https://doi.org/10.1080/15391523.2020.1801538

Feng, S., Wong, Y. K., Wong, L. Y., & Hossain, L. (2019). The internet and Facebook

usage on academic distraction of college students. Computers & Education, 134,

41–49. https://doi.org/10.1016/j.compedu.2019.02.005

Gorhe, M. (2019). Impact of Social Media on Academic Performance of Students.

Social Media as a Tool, MSIS 674. https://doi.org/10.13140/RG.2.2.21427.27687
Habes, M., Salloum, S.A., Alghizzawi, M., Mhamdi, C. (2020). The Relation Between
Social Media and Students’ Academic Performance in Jordan: YouTube
Perspective. In: Hassanien, A., Shaalan, K., Tolba, M. (eds) Proceedings of the
International Conference on Advanced Intelligent Systems and Informatics 2019.
AISI 2019. Advances in Intelligent Systems and Computing, vol 1058. Springer,
Cham. https://doi.org/10.1007/978-3-030-31129-2_35
Hermanda, A., Sumarwan, U., & Tinaprillia, N. (2019). THE EFFECT OF SOCIAL

MEDIA INFLUENCER ON BRAND IMAGE, SELF-CONCEPT, AND PURCHASE

INTENTION. Journal of Consumer Sciences, 4(2), 76–89.

https://doi.org/10.29244/jcs.4.2.76-89

Kim, H. J., Hong, A. J., & Song, H. (2019). The roles of academic engagement and

digital readiness in students’ achievements in university e-learning environments.

International Journal of Educational Technology in Higher Education, 16(1).

https://doi.org/10.1186/s41239-019-0152-3

Koessmeier, C., & Büttner, O. B. (2021). Why are we distracted by social media?

Distraction situations and strategies, reasons for distraction, and individual

differences. Frontiers in Psychology, 12.

https://doi.org/10.3389/fpsyg.2021.711416
Kolhar, M., Kazi, R. N., & Alameen, A. (2021). Effect of social media use on learning,

social interactions, and sleep duration among university students. Saudi Journal

of Biological Sciences, 28(4), 2216–2222.

https://doi.org/10.1016/j.sjbs.2021.01.010

Lei, Z. (2021). Social media addiction and its impact on college students’ academic

performance: The Mediating role of stress. The Asia-Pacific Education

Researcher, 32(1), 81–90. https://doi.org/10.1007/s40299-021-00635-0

Malik, A. N., Dhir, A., Kaur, P., & Johri, A. (2020). Correlates of social media fatigue and

academic performance decrement. Information Technology & People, 34(2),

557–580. https://doi.org/10.1108/itp-06-2019-0289

Matchett, R. M. (2021). Book review: A Practical Introduction to In-Depth

Interviewing. Teaching Sociology, 49(2), 202–

204. https://doi.org/10.1177/0092055x211004382

Neubauer, B., Witkop, C., & Varpio, L. (2019). How phenomenology can help us learn

from the experiences of others. Perspectives on Medical Education, 8(2), 90–97.

https://doi.org/10.1007/s40037-019-0509-2

Oguguo, B., Ajuonuma, J., Azubuike, R., Ene, C., Atta, F., Oko, C. (2020). Influence of

social media on students’ academic achievement. International Journal of

Evaluation and Research in Education https://doi.org/10.11591/ijere.v9i4.20638

Osborne, N., & Grant-Smith, D. (2021). In-Depth Interviewing. In: Baum, S. (eds)

Methods in Urban Analysis. Cities Research Series. Springer, Singapore.

https://doi.org/10.1007/978-981-16-1677-8_7
Raza, S.A., Qazi, W., Umer, B. and Khan, K.A. (2020), "Influence of social networking

sites on life satisfaction among university students: a mediating role of social

benefit and social overload", Health Education, Vol. 120 No. 2, pp. 141-164.

https://doi.org/10.1108/HE-07-2019-0034

Rutledge, P., & Hogg, J. L. (2020b). In‐Depth interviews. The International

Encyclopedia of Media Psychology, 1–7.

https://doi.org/10.1002/9781119011071.iemp0019

Saiphoo, A., Halevi, L. D., & Vahedi, Z. (2020). Social networking site use and self-

esteem: A meta-analytic review. Personality and Individual Differences, 153,

109639. https://doi.org/10.1016/j.paid.2019.109639

Samad, S., Nilashi, M. & Ibrahim, O. The impact of social networking sites on students’

social wellbeing and academic performance. Educ Inf Technol 24, 2081–2094

(2019). https://doi.org/10.1007/s10639-019-09867-6

Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory.

Contemporary Educational Psychology, 60, 101832.

https://doi.org/10.1016/j.cedpsych.2019.101832

Trentepohl, S., Waldeyer, J., Fleischer, J., Roelle, J., Leutner, D., & Wirth, J. (2022).

How did it get so late so soon? The effects of time management knowledge and

practice on students’ time management skills and academic performance.

Sustainability, 14(9), 5097. https://doi.org/10.3390/su14095097

Tus, J., Conquila, J., Espiritu, N., & Paras N. (2021). The Social Media Usage and Its

Impact on the Filipino Learners' Academic Performance Amidst the Online

Education. International Journal of Psychology and Counseling. ISSN 2278-5833

 Volume 11, Number 3 (2021), pp. 98-112 https://doi.org/

10.6084/m9.figshare.16997119.v2

Xu, X., Wang, J., Peng, H., & Wu, R. (2019). Prediction of academic performance

associated with internet usage behaviors using machine learning algorithms.

Computers in Human Behavior, 98, 166–173.

https://doi.org/10.1016/j.chb.2019.04.015