Chapter 1

THE PROBLEM AND ITS SETTING

INTRODUCTION

The rapid expansion of social media methods has fundamentally

transformed human communication alongside information retrieval

processes. The platforms of Facebook together with YouTube and TikTok

function as vital tools to establish connections along with granting

entertainment benefits and educational value. Social media functions as both

a learning resource and a distractor that influences academic results of

students. Digital networks have become mainstream so senior high school

students heavily use social media which demands detailed academic

investigation.

International research has investigated how social media affects

students who are pursuing their studies. Excessive social media usage in

rural Sri Lanka's student population during 2025 produced negative effects

which reduced focus, delayed tasks and caused students to achieve lower

grades. According to the study of Mihret and Joshi (2024), in examining the

developing countries, students must control their social media engagement

to remain their academic success strong. The research indicates that social

media enable learners to access educational materials, yet heavy usage

tends to interfere with their study behaviors.

According to the study of Tus et.al (2021), students in the Philippines

depend heavily on social media for their everyday life activities. Digital

platforms have become essential tools for research combined with

1
collaboration and entertainment purposes among senior high school

students. Research has emerged about the possible negative influence on

students’ study habits alongside time management and their academic

achievement. Grade 11 students of Cresencio S. Lago National High School

in Marihatag embrace social media, thus researchers analyze its impact on

their first grading period academic outcomes.

Research about students’ behaviors on social media exists but few

studies investigate these changes among senior high school learners from

rural areas in the Philippines. Social media assessment demands specific

investigation within the rural school environment because urban-rural

differences in educational settings and resource availability and internet

connectivity require separate analysis. The identification of rural education

realities enables educators and policymakers to create better student

support programs for rural areas (Abbas et.al, 2019).

The research evaluates how Grade 11 students at Cresencio S. Lago

National High School use social media relative to their academic

performance during the school year 2024-2025. The collected information

will help educators and policymakers along with school administrators

develop effective strategies to find a suitable balance between social media

engagement and educational duties. The research examines effective

technology usage along with its recommendation for enhancing both study

habits and educational achievements of students.

2
Theoretical Background

This study is anchored on two principal theories, which provide a

comprehensive framework for analyzing the impact of social media

applications on the academic performance of Senior High School students.

Through the Uses and Gratifications Theory developed by Katz et al

people use media to fulfil their desire for amusement, social connections and

knowledge acquisition. For this study UGT helps reveal why students use

social media through showing their interest on education and content or to

socialize with friends, enjoy their leisure breaks. Social media platforms

affect education in two ways according to this principle: it builds knowledge

through educational use; and reduces performance through distraction.

Sweller's Cognitive Load Theory shows that overloaded working

memory resources hurt educational achievement according to research.

CTO supports this research by showing how students' mental capacity for

learning is damaged when they constantly use social media which reduces

their ability to excel in school work. When students try to study and use social

media at once they overload their minds which reduces their focus and

school performance.

UGT and CLT work together to show the complete impact of social

media use on student academic progress. UGT guides us through students'

motives for social media usage but also shows how their online habits affect

educational results. At the same time CLT reveals the mental barriers social

media creates and explains its effect on students' academic performance.

Researchers use these basic principles to study how social media impacts

students' study results.

3
Conceptual Background

This research identifies the participants’ age, sex, academic outcome,

and electronic devices used defined the participants who took part in the

study. The relationship between our independent variable and its data

showed was connected using a line in this design.

The researchers needed the step-by-step process to collect feedback

from the participants. The second part explains how research methods will

bridge the problem gaps. The arrow shows that the researchers need to do

specific tasks to understand how their activities solve the research problem.

To fix the identified problem the researchers select an enhancement

activity they want to test as their dependent variable. Our data collection

enables researchers to create intervention methods relevant to the use of

social media.

4
 .

1. Demographic
Profile of
Proposed
Respondents
Intervention:
• Age The Impact of Strategic Action
• Sex Social Media Plan for
Applications Enhancing the
• General on the Academic
Academic
Academic Excellence
Achievement
(2nd Quarter) Achievement Through
of the Senior Responsible and
High School Effective Use of
2. Time spent Students social media
on social
media and
platforms
used

Figure 1. Schematic Diagram of the Study

5
 Statement of the Problem

This study examined how social media use affected the academic

achievement of Grade 11 students at Cresencio S. Lago National High School

in the Marihatag District of Surigao del Sur during the school year 2024–2025.

In particular, the researchers looked at the respondents' total GPA for the first

grading period and the number of hours they spent on social media platforms

like Facebook, YouTube, and TikTok.

This study to answer the following questions:

1. What was the demographic profile of the respondents in terms of:

1.1 Age,

1.2 Sex,

1.3 First Grading Period General academic average; and

1.4 Most frequently used social media platform?

2. How many hours did the respondents spend on Facebook, YouTube,

and TikTok daily?

3. Is there a significant relationship between the number of hours spent on

social media applications and the respondents' academic performance in

the first grading period?

4.Based on the findings, what intervention were proposed to improve the

academic performance of students while addressing the effects of social

media usage?

6
Hypotheses

This study had the following hypotheses:

Ho: There is no significant relationship between the impact of social

media applications and the academic performance of the respondents.

Ha: There is a significant relationship between the impact of social

media applications and the academic performance of the respondents.

Significance of the Study

The results of the study would be a great benefit to the following:

The Department of Education. Support project development while

ensuring formal and informal secondary schools implement their teaching

programs according to official academic policies. The study data will help

construct rules to achieve better education while improving students' grades.

Teachers. Learning happens through their joint effort as teachers and

students work as facilitators and learners together. From this research they

would gain insights into their worries about students’ success at Cresencio S.

Lago National High School. They use these findings to design lessons that

actively involve students during lessons about their school achievements.

Parents. who support their children's learning habits play a basic role

in their school attendance. As part of this research parents learn firsthand the

important role they play in helping their child succeed at school. Helping their

children becomes possible through better learning results.

Students. need to understand their critical thinking skills while

understanding how social media affects learning and managing different

applications.

7
 Future researchers. The new study will show future researchers how

to proceed in their work while helping them advance their efforts. The

upcoming research studies should investigate multiple elements that impact

student success in academia. This exploration remains open to both recent

events and future developments.

Scope and Limitation

This research study investigates how Facebook, YouTube, and TikTok

usage influences the academic results of Grade 11 students at Cresencio S.

Lago National High School during the second grading period of school year

2024-2025. The research only includes the online platforms the students use

in this school location during first semester of the 2024-2025 school year for

Grade 11. The findings cannot be applied to different school types nor

extended periods beyond the selected grades because data comes from self-

reported student information which could include personal opinions or

distortions.

Definition of Terms

The following term is operationally defined on the process:

Academic Performance. Refers to the students' grades and overall

achievement in Earth and Life Science during the first grading period of the

school year 2024- 2025.

Cognitive Load. A psychological term referring to the total amount of

mental effort being used in the working memory, which can be affected by

multitasking or distractions, such as the use of social media.

Grade 11 Students. Senior High School students enrolled in the 11th

grade at Cresencio S. Lago National High School in the District of Marihatag,

8
Surigao del Sur, who are the respondents of this study.

Social media. Digital platforms used by students to communicate, share

content, and interact with others online. In this study, the focus is on three

platforms: Facebook, YouTube, and TikTok.

Social Media Usage. The amount of time and frequency that students

spend using social media platforms, including Facebook, YouTube, and

TikTok, for various purposes such as entertainment, communication, or

educational content.

Time Management. Refers to the ability of students to allocate and

manage time effectively between academic tasks and social media usage,

which could impact their academic performance.

9
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This analysis reviews numerous existing researches to understand

how social media affect student scholastic achievements worldwide.

Research shows different consequences for student learning when students

use social media based on their patterns and surroundings. Scientists

highlight that social media works as both an educational resource and an

attention disruptor. This chapter contains important research that shows

how students' platform interaction on Facebook YouTube and TikTok

affects their academic results.

Related Literature

Foreign
Research highlights both the positive and negative impacts of social

media on students' education. On the positive side, platforms like Facebook

offer valuable resources, enabling students to access study materials, join

study groups, and engage with educational content. However, the negative

aspects arise when students become distracted by non-educational content,

leading to procrastination and reduced study time. Social media can also

diminish attention spans, making it harder to focus on deeper learning.

While it can be a useful tool for collaboration and knowledge-sharing,

excessive use can hinder productivity and academic performance,

emphasizing the need for balance Junco (2020).

McCoy (2021), conducted a study examining the relationship between

10
time spent on social media and students' GPA outcomes, revealing a

significant negative impact of excessive social media use on academic

performance. The research demonstrated that students who struggle with

social media addiction tend to experience lower grades, as their time and

attention are diverted from their studies. McCoy's findings highlight the

detrimental effects of social media overuse, indicating that students who

become overly engaged with these platforms may struggle to maintain focus

on their academic responsibilities, ultimately leading to poorer academic

results. Furthermore, this underscores the importance of managing social

media habits to support better academic achievement.

According to Zang and Lei (2022), their study highlights the challenges

students face when attempting to balance social media use with academic

responsibilities. The research reveals that students often struggle to

manage their time effectively, leading to increased time spent on social

media, which in turn negatively impacts their academic performance. As

students devote more attention to social media, their focus during class

diminishes, reducing their ability to engage with the material and retain

important information. This distraction results in poorer academic outcomes,

underscoring the difficulty many students face in maintaining a healthy

balance between digital engagement and academic success.

In accordance to the study of Kirschner and Karpinski (2021), that

explores the impact of Facebook on student academic performance,

highlighting that while the platform provides access to teaching materials, it

11
simultaneously diverts students' attention from their studies. The research

indicates that students who frequently use Facebook are more likely to

experience lower academic grades due to spending less time focused on

studying and struggling to concentrate during class. The constant

distractions and time spent on social interactions and non-educational

content on Facebook hinder their ability to engage with their coursework

effectively, ultimately leading to poorer academic outcomes.

According to Hew (2020), that examines how students utilize social

media platforms like YouTube and LinkedIn to access educational content

interactively, offering valuable learning resources such as educational

videos and professional articles. While these platforms can enhance

academic knowledge, the study also highlights a significant downside: the

excessive use of social media for non-learning activities can diminish their

overall effectiveness as educational tools. Continuous engagement with

non-educational content distracts students and reduces their commitment

to school tasks, ultimately hindering their ability to focus on their studies and

absorb the academic material provided through these platforms.

Local

Santos (2021) explores the correlation between heavy social media use

and decreased academic performance among Filipino students, particularly

in subjects that require intense focus, such as math and science. The

research reveals that students who spend extended hours on platforms like

Facebook and Instagram tend to earn lower grades, as their time and

12
attention are diverted from studying. The constant distractions from these

platforms make it more challenging for students to maintain the level of

concentration needed for complex, focus-demanding subjects, ultimately

leading to poorer academic results, especially in subjects that require deep

cognitive engagement and problem-solving skills.

According to De Guzman & Reyes (2022), explore the dual impact of

social media on Filipino students, highlighting both its positive influence on

learning and its role in fostering procrastination. The research suggests that

when used appropriately, social media can be a powerful tool for enhancing

learning by fostering connections among students and promoting

collaboration, thereby supporting teamwork and knowledge sharing.

However, the authors also note the negative side, as excessive or improper

use of social media often leads to procrastination, distracting students from

their academic responsibilities and hindering their productivity. Ultimately,

the study emphasizes the importance of balancing social media usage to

maximize its educational benefits while minimizing its potential for

distraction.

Dela Cruz & Santos (2021) cited that social media affects senior high

school students' academic performance in remote education systems. It

examines the impact of social media on the academic performance of senior

high school students in remote education systems, revealing a complex

relationship between social media use and student success. The research

highlights that while students often turn to social media to access online

13
educational materials and resources, their overall participation in remote

learning activities tends to decrease as they become distracted by non-

academic content. This reduction in engagement negatively affects their

success rates, suggesting that while social media can provide valuable

learning tools, its overuse or misuse in a remote learning context may

undermine students' academic achievements by diverting their focus and

limiting their active involvement in their studies.

This study examines the impact of social media on student engagement

in Philippine education, highlighting both the positive and negative effects on

learning. The research reveals that when teachers effectively harness social

media for educational purposes, aligning it with learning objectives, students

become more engaged and interested in their studies. However, the study

also points out that when students misuse social media, using it for non-

academic purposes, their engagement diminishes, leading to a withdrawal

from assignments and a decline in academic performance. This dual impact

underscores the importance of guiding students in using social media

responsibly to enhance their learning experience while minimizing

distractions (Tus et. al 2024).

Student Engagement and Social Media Use in Philippine Education.

This research explores how social media impacts student engagement in

school while showing both useful teaching outcomes and distraction

difficulties. When teachers direct social media toward learning objectives

14
students become more interested but when students misuse this platform

they withdraw from their assignments (Alampay & Soriano, 2021).

Related Studies

Foreign

Conducted a meta-analysis on the relationship between social media use

and student learning, revealing a nuanced impact on academic performance.

Their research found that while some students experienced no significant

change in performance, heavy social media usage was linked to weaker

academic results. The study underscores that social media can be a powerful

tool for learning when used appropriately, as it helps students engage with

school content and access educational resources. However, the research

also highlights the downside, showing that excessive use of social media can

lead to distractions, ultimately hindering students' ability to focus on their

studies and negatively affecting their academic outcomes (Sampat & Raza,

2022).

According to Williams (2021), that conducted a case study examining

how high school students benefit from using social media platforms for

learning and identifying the factors that make these platforms effective

educational tools. The research finds that educational teamwork and

collaboration on social media significantly enhance student outcomes,

fostering a sense of engagement and facilitating the sharing of resources

and ideas. However, the study also highlights a critical downside: when

15
students spend excessive time on non-academic content, it detracts from

their focus on schoolwork, ultimately hindering their academic progress.

This research underscores the importance of using social media in a

structured and purposeful way to maximize its educational potential while

minimizing distractions.

In accordance to the study of Li (2021), presents research from China

that links excessive time spent on social media with lower academic

performance, particularly when students are not engaging with educational

content. The study reveals that Chinese students who spend too much time

on social media tend to study less and often avoid class material, leading

to poorer grades. This research highlights how the distraction of social

media can interfere with students' ability to focus on their studies, as their

time is consumed by non-educational content, ultimately undermining their

academic success. The findings underscore the importance of balancing

social media use with academic commitments to ensure better learning

outcomes.

Baker et al. (2020) investigate the dual impact of YouTube on student

learning, highlighting both its educational benefits and potential

distractions. The research demonstrates that academic videos on YouTube

can serve as a valuable tool for learning, providing students with accessible

content to reinforce their studies. However, the study also emphasizes that

students often become distracted when they shift their focus to entertaining

16
content, which detracts from their academic engagement. The findings

suggest that students who concentrate on studying and use YouTube

purposefully for educational purposes tend to excel in their academic

performance, while excessive use for non-educational content can hinder

their success.

According to the study Junco (2020), the impact of social media use

on the academic performance of U.S. college students, revealing that while

social media can negatively affect education outcomes, effective time

management can mitigate these effects. The research shows that students

who successfully balance social media use with their school assignments

tend to earn better grades compared to those who misuse their social

media time. By managing their social media habits effectively, students can

reduce distractions and maintain focus on their academic responsibilities,

ultimately improving their academic performance. This highlights the

importance of discipline and time management in leveraging social media

as a tool without letting it interfere with academic success.

Local

According to the study by Martinez et al. (2021), the impact of social

media on senior high school students in the Philippines is closely examined,

particularly in relation to their academic performance. The research reveals

that heavy social media use is associated with lower grades, especially in

subjects that require sustained focus, such as math and science. The study

17
suggests that excessive time spent on social media distracts students from

their studies, reducing their ability to concentrate and engage deeply with

coursework. These findings highlight the detrimental effects of social media

overuse, emphasizing the importance of managing screen time to maintain

academic success in subjects that demand significant cognitive effort.

According to Quinones (2020), social media platforms, particularly

TikTok and Facebook, on how Filipino high school students prepare for

school and their test performance. The research reveals that while

excessive use of these platforms can slow student learning by distracting

them from their studies, they can also serve as valuable educational tools

when used appropriately. The study highlights that when students engage

with educational content or connect with peers and teachers through these

platforms in a structured way, they can enhance their learning experience

and improve their academic outcomes. This suggests that the key to social

media's educational value lies in its mindful and purposeful use.

Researchers across various regions of the Philippines investigated the

relationship between social media use and academic performance among

students. The findings revealed that students who spend more time on

social media tend to perform worse academically, particularly in subjects

that require sustained focus and concentration. The study highlights how

excessive social media use can be a significant distraction, preventing

students from dedicating the necessary attention and time to subjects that

demand deep cognitive engagement, such as math and science. These

18
results underscore the negative impact of overuse of social media on

academic achievement, particularly in areas that require intense focus and

mental effort (Pante, 2020).

This study focuses on the academic performance of senior high school

students in relation to their social media habits, revealing a complex

relationship between the two. The study shows that social media can

enhance learning when used appropriately, offering students access to

educational resources, study groups, and academic support. However, the

research also highlights the negative effects of excessive social media use,

with heavy platform engagement leading to distractions that weaken study

effectiveness and ultimately result in lower grades. This suggests that while

social media has potential as a learning tool, its overuse can significantly

hinder academic success, emphasizing the need for balanced and mindful

usage (Santos & Diaz, 2020).

Synthesis

Research on the relationship between social media use and academic

performance reveals varied results across the field of Social Media and

Education studies. Studies conducted internationally show that students

often perform worse academically when they spend excessive time on

social media or use it in ways that go beyond academic purposes. Excessive

engagement with non-educational content on social media can be a major

distraction, diverting attention from schoolwork and reducing the time spent

on studies. This body of literature underscores the negative consequences

19
of improper social media usage, particularly when it detracts from students'

ability to focus on their academic responsibilities.

Research about social media and academic performance shows many

different study results across the field of Social Media and Education

studies. Research abroad proves that students do worse in school when

they spend too much time on social media or use it improperly beyond

academic activities. Research shows that while excessive social media use

lowers grades studies prove that learning platforms deliver academic

benefits. This study wants to reveal how Grade 11 students are affected by

their social media usage and why controlling social media use keeps

academic success steady.

20
 Chapter 3

RESEARCH METHODOLOGY

This chapter outlines the research methodology employed in the study.

It also presents the research design, research locale, research respondents,

instrument, data gathering procedures, and statistical treatment used.

Design

This study employs a descriptive research design to analyze the impact

of social media on the academic performance of students, particularly on the

total average grades of students in the second grading period for the school

year 2024-2025 at Cresencio S. Lago National High School. Descriptive

research is appropriate as it helps to describe and understand the

characteristics of a particular population without manipulating the variables. It

aims to provide a comprehensive overview of the relationship between social

media usage and academic performance among students. According to

Creswell (2014), this design is effective for describing and understanding the

characteristics of a population without manipulating variables. It aims to

provide a detailed overview of the relationship between social media usage

and academic performance among students, allowing for an objective

examination of the current situation without influencing the students'

behaviors or outcomes.

Locale

Research took place at Cresencio S. Lago National High School

(CSLNHS) in the town of Marihatag, Surigao del Sur in the school year 2024-

2025 focusing on the Senior High School program. The school educates

students with different backgrounds across multiple subject areas. The

21
 research focuses on Grade 11 students who come from different

socioeconomic levels. CSLNHS setting offers us the chance to study how

social media affects grades while letting students use educational resources

and online platforms. This study of this particular school setting will generate

useful knowledge about how social media affects students' achievements at

this location.

22
Figure 2. Vicinity Map of the Study

23
Respondents

The Grade 11 students of Cresencio S. Lago National High School in

the school year 2024-2025 participated in this research. The entire student

body of Grade 11 has a total of 104. To represent the entire student body

properly the researchers picked a sample group using Sloven's formula in this

research study. Students volunteered to join this study by indicating they

wanted to share their views on how social media apps affect their academic

progress. The research targeted only Grade 11 students from this school to

generate findings that accurately reflect their academic situation.

Table 1

Respondents of the Study

POPULATION SAMPLE
GRADE LEVEL SIZE
SIZE

Grade 11 104 83

The table above shows population for this research consists of the

students of Cresencio S. Lago National High School, specifically those

enrolled during the school year 2024-2025. The total population size is 104

students. Thus, the sample size for this study is 83 respondents. The sample

size came from the population using Slovin's formula to make sure our data

reflected actual student use patterns.

Data Gathering Procedure

The researchers prepared and verified their questionnaire for measuring

how social media affect students' academic results. The researchers obtained

permission from the school head then surveyed Grade 11 students at

24
Cresencio S. Lago National High School during the school year 2024-2025.

The researchers provided questionnaires through Messenger to meet the

needs of all study participants effectively. The researchers informed students

about the study's objectives and explained their responses will be treated with

utmost confidentiality. In addition, the researchers also included to their

questionnaire on how frequent they use Facebook, YouTube and Tiktok.

Upon retrieval, the researchers tested the collected responses to make sure

they met study standards before applying data analysis.

Statistical Treatment

The researchers analyzed responses for study purposes with

descriptive statistics to understand their data. The researchers gathered their

first grading general average period results to analyze students' school

achievements. The analysis shows how often students spent time on social

networks and which platforms they used most of the time. Social media use

was correlated to academic results to spot any important patterns. The

sample size came from the population using Slovin's formula to make sure

our data reflected actual student use patterns. The study results were

organized in tables and charts for easy understanding followed by a thorough

analysis of findings and their real-world effects.

Scoring Procedure

The data gathered from the questionnaires were interpreted using a

Likert scale for the social media usage frequency and duration, and the first

grading academic performance was obtained during the second grading

period. The scoring categories and corresponding interpretations are shown

in the tables below. The statistical tools used in our study are Shapiro Wilk

25
test (normality test), Simple frequency, and Spearman rho (non-parametric

test).

Table 2

Scoring for Daily Duration of Social Media Usage

Score Duration Interpretation

5 More than 5 hours/day Very High Usage Time

4 3-5 hours/day High Usage Time

3 1-3 hours/day Moderate Usage Time

2 Less than 1 hour/day Low Usage Time

1 None No Usage
Source: Junco, R. (2012). The relationship between Facebook use and academic
performance. Computers in Human Behavior, 28(1), 187-198.
https://doi.org/10.1016/j.chb.2011.08.026

26
 Table 3
Academic Performance Scoring
Grade Range Category Interpretation

Very High
90-100 Excellent Academic
Performance

High
85-89 Very Satisfactory Academic
Performance

Moderate
80-84 Satisfactory Academic
Performance

Low Academic
75-79 Needs Improvement
Performance

Failing
Below 75 Poor Academic
Performance

Source: Department of Education (DepEd). (2015). DepEd Order No. 8, s. 2015: Policy
Guidelines on the Implementation of the K to 12 Basic Education Program. Department
of Education, Republic of the Philippines.

27
 Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATIONM OF DATA

This chapter covered the presentation, analysis, and interpretation of the

data gathered by the researchers.

Table 4

Demographic Profile of the Respondents

The demographic profile of the respondents reveals interesting patterns in

terms of age and gender distribution.

Table 4.1 Age

Age Frequency Percentage
17 72 86.75
18 7 8.44
19 3 3.61
20 1 1.20
TOTAL 83 100

Table 4.1 reveals that majority of respondents are 17 years old with a

total of 72 individuals in this age group or 86.75%. Smaller percentage fall into

older age categories with 8.44% aged 18, 3.61% aged 19, and just 1.20% aged

20. This suggests that the sample is predominantly younger with most

individuals being 17 years old.

Table 4.2 Gender

Gender Frequency Percentage

MALE 55 66.3

FEMALE 28 33.7

TOTAL 83 100

28
 In terms of gender, the sample consists of 66.3% males and 33.7%

females, indicating a higher representation of male respondents compared to

females. Overall, there are 83 respondents in total and these demographic

details provide important context for understanding the composition of the

sample in this study. In connection to the study conducted in 2020 titled "Gender

Bias in a Philippine Setting: Decoding Manifestations of Gender Bias in English

Curriculum" examined the manifestations of gender bias in English curriculum

modules in the Philippines.

The study found that gender biases were prevalent in educational

materials, with a higher representation of male characters and roles compared

to females. This aligns with the demographic details provided in your sample,

where 66.3% of respondents are male and 33.7% are female, indicating a higher

representation of male respondents. The study highlights the importance of

addressing gender biases in educational materials to ensure a more balanced

representation of genders.

Table 5
Social Media Usage as to Time Duration

Time Duration Frequency Percentage

More than 5 hours/day 74 89.16%
3-5 hours/day 7 8.43%
1-3 hours/day 2 2.41%
Less than 1 hour a day 0 0.00%
Total 83 100%

The table above provides data about the social media usage of the

respondents in terms of time spent per day. The data in Table 5 on Social Media

Usage by Time Duration provides information into how much time the

29
respondents spent daily on social media. A large majority, 89.16% (74

respondents), report spending more than 5 hours per day on social media,

indicating that social media engagement is a significant part of their daily routine.

A smaller portion, 8.43% (7 respondents), spends between three to five hours

per day on social media, while only 2.41% (2 respondents) engage with social

media for one to three hours per day. Notably, 0% of the respondent’s report

spending less than one hour a day on social media, further emphasizing the high

level of engagement among the participants.

A study conducted by Pew Research Center in 2024 titled "Teens, Social

Media and Technology 2024" found that a significant portion of U.S. teens are

highly engaged with social media platforms. The study revealed that nearly half

of the surveyed teens reported being online almost constantly, with platforms

like YouTube, TikTok, Instagram, and Snapchat being the most widely used.

This aligns with the data provided, where a large percentage of respondents

spend 3 or more hours daily on social media, indicating a trend of high social

media usage among younger demographics.

Table 6
Academic Performance of the Respondents

Categories Frequency Percentage

Excellent 14 20.5%
Very Satisfactory 42 49.9%
Satisfactory 17 16.9%
Needs Improvement 9 12.0%
Poor 1 1.2%
Total 83 100%

It can be gleaned in the Table 6 the academic performance of the

respondents categorized by their performance levels. Majority of respondents

30
belong into the Very Satisfactory category, with 42 individuals or 50.6%.

Following this are respondents having Excellent performance with a percentage

16.9% or 14 individuals in this group. Moreover, 17 respondents are classified

under Satisfactory, 9 Needs Improvement, and 1 with poor academic with a

percentage of 16.9, 12, and 1.2 respectively with the Excellent, Very Satisfactory

or Satisfactory categories suggesting a generally positive academic

performance, with only a small portion of requiring improvement.

In connection to the study of Suleiman et. al (2024), it states that

examined various determinants of academic achievement among students. The

study revealed that a significant portion of students achieved high academic

performance, with a majority falling into the "Very Satisfactory" category, similar

to the findings in Table 3. The study also highlighted that a smaller percentage

of students required improvement, aligning with the observation that only a small

portion of respondents in your sample needed improvement. This suggests that

students tend to perform well academically, with only a few needing additional

support to enhance their performance.

Table 7

Correlational analysis between the impact of Social Media Application

Time Duration and Students’ Academic Performance.

Correlated Computed Test

p-value
Variables Statistics Decisions Conclusion
(a=0.05)
(one-tailed test) (spearman’s rho)
Social Media
Application Time
Duration and Accept null
0.092 0.203 Not significant
Student’s hypotheses
Academic
Performance

The correlational analysis between the time spent on social media

student’s academic performance shows that the Spearman's rank correlation

31
coefficient (rho) is 0.092, indicating a very weak positive relationship between

the two variables. The p-value is 0.203, which is greater than the alpha level of

0.05, meaning there is insufficient evidence to reject the null hypothesis. As a

result, the researchers accept the null hypothesis and conclude that the

correlation is not statistically significant. In other words, the analysis suggests

that there is no meaningful relationship between the amount of time spent on

social media and students' academic performance in this sample. According to

the study of Delavaina et. al published in 2021 titled "Social Media Usage and

the Academic Performance of Filipino Junior High School Students" examined

the influence of social media on academic performance among junior high

school students in Marawi City, Philippines. This suggests that the amount of

time spent on social media does not have a meaningful impact on students'

academic performance in this sample.

32
 Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter highlights the summary of the study's findings, conclusions, and

recommendation.

Findings

1. The demographic profile of the respondents shows that 86.7% are 17 years

old, with fewer respondents in the older age categories: 8.4% are 18, 3.6%

are 19, and only 1.2% are 20. In terms of gender, 66.3% of the respondents

are male while 33.7% are female indicating a higher representation of male

respondents. In terms of academic performance, 37 respondents or 49.4%

fall under the Very Satisfactory category followed by 20.5% in the Excellent

category. Smaller percentages report Satisfactory with 16.9%, Needs

Improvement with 12%, and Poor with only 1.2% as respondent’s academic

performance. In general, this indicates strong academic performance among

the majority of respondents.

2. It was found out that in social media usage, 39.8% of respondents spent more

than 5 hours per day on social media, followed by 34.9% spending 3 to 5

hours a day, and 21.7% spending between 1 to 3 hours daily. Meanwhile,

only 3.6% of the respondents spent less than 1 hour a day.

3. The correlational analysis between Social Media Application Time Duration

and Students’ Academic Performance found a very weak positive relationship

with a Spearman's rho of 0.092 and a p-value of 0.203 which is greater than

the significance level of 0.05. Therefore, the null hypothesis was accepted,

concluding that there is no meaningful relationship between social media

usage time and academic performance.

33
Conclusion

1. The researchers found that a large majority of the respondents are young,

with 17-year-old males making up a significant portion of the sample,

reflecting the youthful nature of the group. Academically, the respondents

generally perform at Very Satisfactory levels, indicating strong

competence and consistent excellence. This high level of performance

suggests a culture of academic achievement, driven by motivation,

commitment, and quality educational support, which bodes well for their

continued success in the future.

2. It can be concluded that majority of the respondents has a substantial

amount of time on social media with 3 or more hours daily spending time.

3. The correlational analysis between Social Media Application Time

Duration and Students' Academic Performance shows that there is no

statistically significant relationship between the two variables. It further

suggests that the amount of time spent on social media does not have a

meaningful impact on academic performance.

34
Recommendation

Based on the findings and conclusion, the following recommendations can

be made:

1. Based on the findings, it is highly recommended to integrate ICT-based

support programs tailored to meet the specific needs of 17-year-old

males, who represent the majority of the sample. Given the generally

strong academic performance, strategies should be implemented to not

only maintain this high level but also to foster further growth and

achievement. This could include the introduction of enrichment activities,

advanced learning opportunities, or specialized programs designed to

challenge students already performing at a Very Satisfactory level. By

leveraging technology and offering personalized academic support, we

can ensure that these students continue to excel while developing the

skills needed to thrive in an increasingly digital world.

2. Given that majority of the respondents spent 3 or more hours daily on

social media, the school administrators shall explore its impact on

academic performance, mental well-being, and social behavior through

Strategic Action Plan for Enhancing Academic Excellence Through

Responsible Use of Social Media platforms.

3. Based on the findings, it is recommended that students continue to use

social media in moderation, considering the excessive concern about its

direct impact on academic performance, as no significant relationship was

found. However, it would still be beneficial to encourage balanced time

management and mindful use of social media to promote overall well-

35
 being and productivity. Schools could also provide guidance on how to

use social media positively and avoid potential distractions.

4. Teacher should integrate social media to enhance learning by using

private groups for discussions, showcasing work, and fostering

collaboration. Platforms like YouTube, it can be used for sharing or

creating educational content, while social media connects students

globally and supports cross-cultural learning.

36
 Strategic Action Plan for Enhancing Academic Excellence Through

Responsible and Effective Use of Social Media Platforms

Rationale

In today’s digital age, social media platforms have become integral to the

way individuals communicate, learn, and share information. However, while

these platforms offer numerous benefits, such as access to educational content

and global networking opportunities, they also pose challenges that can

negatively affect academic focus and productivity. This strategic action plan

aims to harness the positive potential of social media, promoting responsible

and effective usage to enhance academic excellence. By guiding students and

educators on how to use these platforms purposefully, we aim to foster a

balanced approach that supports learning, collaboration, and personal growth

while minimizing distractions and misuse.

Background of the Program

The integration of social media into everyday life has rapidly transformed

how we access and engage with information. However, students often struggle

to balance their academic responsibilities with the distractions posed by these

platforms. Studies have shown that excessive or inappropriate social media

usage can lead to reduced academic performance and mental health

challenges. Conversely, when used strategically, social media can support

learning, knowledge-sharing, and skill development. This program is designed

to address the need for structured guidance on utilizing social media in a way

that enhances, rather than detracts from, academic success.

Objectives

• Encourage students and educators to be mindful of their social media

consumption, balancing leisure and academic use.

37
• Leverage social media for access to educational resources, networking, and

collaborative learning.

• Foster a culture where social media is used to supplement classroom learning,

creating an interactive and engaging academic environment.

• Address the potential negative impacts of social media on mental health by

providing strategies to manage stress, anxiety, and online behavior.

• Equip students with the skills necessary to navigate social media responsibly

and use it effectively for academic and professional development.

Programs and Activities

The program is implemented through enrichment plan across all learning

areas, such as but not limited to the following topics:

• Social Media Awareness Workshops

• Digital Literacy and Etiquette Training

• Peer Mentorship Program

Participants

The participants of the “Strategic Action Plan for Enhancing Academic

Excellence Through Responsible and Effective Use of Social Media Platforms”

are the students of Cresencio S. Lago National High School.

Persons Responsible

The Barkada Kontra Bisyo Officers (BKB), The SSLG Officers, the Club

Officers and other clubs in partnership with MSWD.

Time Frame

This program will cover of implementation focusing on enhancing academic

excellence through responsible and effective use of social media platforms.

38
Budget/Funding

The proposed budget has been allocated for a one-year period, with plans to

reassess and adjust for future fiscal years

Programs/Activities Proposed Budget

Social media awareness workshops 3,000 per session

Digital literacy etiquette 5,000 per session

Peer mentorship 5,000 per session

Total 13,000

39
References

40
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43
Appendices

44
 APPENDIX A.1.1

Transmittal letter for School Head

Dr. Joselito Quijada

HT-III/Principal
Cresencio S. Lago NHS

Dear Dr. Quijada,

Greetings of peace!

The students of Grade 11 GAS wish to conduct a survey to collect data that

will be needed for the research study entitled "THE IMPACT OF SOCIAL

MEDIA APPLICATIONS ON THE ACADEMIC PERFORMANCE OF

SENIOR HIGH SCHOOL STUDENTS IN CRESENCIO S. LAGO NATIONAL

HIGH SCHOOL". In line with this, we are asking for your permission to allow

us to distribute the survey questionnaires to Junior High School students of

Cresencio S. Lago National High School to complete our data in our study.

Hoping for your favorable response on this matter. Thank you very much.

Respectfully yours,

CINDY B. DECIN JANETH C. CALISING

Researcher Researcher

JENNIFER M. GARAY ABIGIL PENSAN

Researcher Researcher

CRISJERIC S. SAMPIANO CHARLIEMAE T. SALGADO

Researcher Researcher

ARGIE B. SANCHEZ LYZEL C. SIMBAJON

Researcher Researcher

Noted by: Approved by:

WELFREDO JR. L. YU, (CAR)PhD JOSELITO G. QUIJADA, RACE, PhD

Research adviser HT-III/Principal

45
 APPENDIX A.1.2

Transmittal letter to Adviser

Welfredo Jr. L. Yu, LPT, Ed(CAR), PhD T-III

Research Coordinator/Adviser
Cresencio S. Lago NHS

Dear Dr. Quijada,

Greetings of peace!

The students of Grade 12 GAS wish to conduct a survey to collect data that will

be needed for the research study entitled "THE IMPACT OF SOCIAL MEDIA

APPLICATIONS ON THE ACADEMIC PERFORMANCE OF SENIOR HIGH

SCHOOL STUDENTS IN CRESENCIO S. LAGO NATIONAL HIGH

SCHOOL". In line with this, we are asking for your permission to allow us to

distribute the survey questionnaires to Junior High School students of

Cresencio S. Lago National High School to complete our data in our study.

Hoping for your favorable response on this matter. Thank you very much.

Respectfully yours,

CINDY B. DECIN JANETH C. CALISING

Researcher Researcher

JENNIFER M. GARAY ABIGIL PENSAN

Researcher Researcher

CRISJERIC S. SAMPIANO CHARLIEMAE T. SALGADO

Researcher Researcher

ARGIE B. SANCHEZ LYZEL C. SIMBAJON

Researcher Researcher

Noted by:

WELFREDO JR. L. YU, (CAR)PhD

Research adviser

46
 APPENDIX A.2

Transmittal Letter For Data Gathering

Dr. Joselito G. Qijada

Principal III
Cresencio S. Lago NHS
Ipil-Ipil, Poblacion Marihatag S.D.S

Dear Mr. Quijada,

We hope this letter finds you well. We, the undersigned, are writing to request your permission
and support to conduct data gathering for our research study titled “The Impact of Social Media
Applications on the Academic Performance of Grade 11 Students at Cresencio S. Lago National
High School, School Year 2024-2025.” The objective of our study is to analyze how social media
usage affects the academic performance of Grade 11 students, particularly focusing on their
grades during the second grading period.

As part of our research, we plan to distribute surveys and conduct interviews with Grade 11
students. Additionally, we will collect academic performance data based on their grades. The
study seeks to provide valuable insights into how social media might influence students' academic
achievements and offer recommendations to improve learning strategies.

We assure you that all collected data will be kept confidential and will be used exclusively for
academic purposes. Participation is voluntary, and no identifying information will be disclosed.

Thank you for your time and consideration. We look forward to your positive response.

Respectfully yours,

CINDY B. DECIN JANETH C. CALISING

Researcher Researcher

JENNIFER M. GARAY ABIGIL PENSAN

Researcher Researcher

CRISJERIC S. SAMPIANO CHARLIEMAE T. SALGADO

Researcher Researcher

ARGIE B. SANCHEZ LYZEL C. SIMBAJON

Researcher Researcher
Noted by: Approved by:

WELFREDO JR. L. YU, (CAR)PhD JOSELITO G. QUIJADA, RACE, PhD

Research adviser HT-III/Princip

47
APPENDIX A.3

48
 APPENDIX A.4
Transmittal Letter to Censor/Grammarian

March 7, 2025

MARYFEL S. MORENO

Dear ma’am,

The undersigned is working on research entitled “ THE IMPACT OF

SOCIAL MEDIA APPLICATIONS ON THE ACADEMIC
PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS “. In line with
this, we would like to ask you to be our Grammarian. We believe in your
knowledge and expertise. Hoping for your favorable response on this
matter. Thank you very much

Respectfully yours,

CINDY B. DECIN JANETH C. CALISING

Researcher Researcher

JENNIFER M. GARAY ABIGIL PENSAN

Researcher Researcher

CRISJERIC S. SAMPIANO CHARLIEMAE T. SALGADO

Researcher Researcher

ARGIE B. SANCHEZ LYZEL C. SIMBAJON

Researcher Researcher

Noted by:

MARYFEL S. MORENO
Grammarian/Censor

49
 APPENDIX A.5.1
Validation to Experts
February 26,2025

Welfredo Jr. L. Yu, LPT, Ed(CAR), PhD T-III

Cresencio S. Lago National High School

Dear Mr. Yu

Warmest greetings

The undersigned is working on research entitled “ THE IMPACTS OF SOCIAL MEDIA

APPLICATIONS ON THE ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL
STUDENTS IN CRESENCIO S. LAGO NATIONAL HIGH SCHOOL “ in partial
fulfillment of the requirements Grade 11 Gas (Practical Research 1) at Cresencio S.
Lago National High School in Purok Ipil-ipil, Poblacion, Marihatag, Surigao Del Sur, in
the school year 2024-2025. The adviser has already approved the title.

With your expertise, we are asking your permission to validate the attached modified
questionnaire and interview guide using the attached rating tools.

Attached herewith are the research question, the survey questionnaire, and the guide.
We will be glad to hear your suggestions and comments for the improvement of the said
instrument.

Your favorable reaction is highly appreciated.

Thank you and more power,

Interview

Respectfully yours,

CINDY B. DECIN JANETH C. CALISING

Researcher Researcher

JENNIFER M. GARAY ABIGIL PENSAN

Researcher Researcher

CRISJERIC S. SAMPIANO CHARLIEMAE T. SALGADO

Researcher Researcher

ARGIE B. SANCHEZ LYZEL C. SIMBAJON

Researcher Researcher
Noted by:
Welfredo Jr. L. Yu, LPT, Ed(CAR), PhD T-III
Validator/Expert

50
 APPENDIX A.5.2
Validation to Experts
February 26,2025

Maryfel S. Moreno, LPT

Cresencio S. Lago National High School

Dear Mr. Yu

Warmest greetings

The undersigned is working on research entitled “ THE IMPACTS OF SOCIAL MEDIA

APPLICATIONS ON THE ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL
STUDENTS IN CRESENCIO S. LAGO NATIONAL HIGH SCHOOL “ in partial fulfillment of
the requirements Grade 11 Gas (Practical Research 1) at Cresencio S. Lago National High
School in Purok Ipil-ipil, Poblacion, Marihatag, Surigao Del Sur, in the school year 2024-2025.
The adviser has already approved the title.

With your expertise, we are asking your permission to validate the attached modified
questionnaire and interview guide using the attached rating tools.

Attached herewith are the research question, the survey questionnaire, and the guide. We
will be glad to hear your suggestions and comments for the improvement of the said
instrument.

Your favorable reaction is highly appreciated.

Thank you and more power,

Interview

Respectfully yours,

CINDY B. DECIN JANETH C. CALISING

Researcher Researcher

JENNIFER M. GARAY ABIGIL PENSAN

Researcher Researcher

CRISJERIC S. SAMPIANO CHARLIEMAE T. SALGADO

Researcher Researcher

ARGIE B. SANCHEZ LYZEL C. SIMBAJON

Researcher Researcher

Noted by:

Maryfel S. Moreno, LPT

Validator/Expert

51
 APPENDIX B
REQUEST LETTER TO THE PARICIPANTS

The researchers hopes this message finds you well. We are the researchers
coming from Grade 12 GAS/HUMSS, and We are conducting a research study
titled The Impact of Social Media Applications on the Academic
Performance of Grade 11 Students. This research is being undertaken as part
of our requirements.

The purpose of this study is to explore how the use of various social media
platforms influences the academic performance of Grade 11 students. By
understanding these effects, the study aims to provide valuable insights that can
help in shaping academic strategies and guidelines for students' engagement
with social media.

As part of the study, the researchers would like to request your participation in a
survey/interview, which will take approximately one hour. Participation is entirely
voluntary, and all responses will remain confidential. Your insights will contribute
to the broader understanding of this important topic and may help improve the
academic environment for future students.

Your involvement in this research is crucial, and the researchers would be

grateful for your support. Should you decide to participate, please be assured that
you can withdraw at any time without consequence. If you have any concerns or
require further information about the study, please feel free to contact us via
phone call (09464886116).

Thank you for considering this request. The researchers would look forward to
your response and hope you can contribute to this valuable research.

Respectfully yours,

CINDY B. DECIN JANETH C. CALISING

Researcher Researcher

JENNIFER M. GARAY ABIGIL PENSAN

Researcher Researcher

CRISJERIC S. SAMPIANO CHARLIEMAE T. SALGADO

Researcher Researcher

ARGIE B. SANCHEZ LYZEL C. SIMBAJON

Researcher Researcher

52
 APPENDIX C
VALIDATED SURVEY QUESTIONNAIRE

Part I: Demographic Profile

Please answer the following questions by ticking (/) the appropriate box or filing
in the blanks.

1. Age
 16
 17
 18
 Other (20 up) ________

2. Sex
 Male
 Female

3. General Academic Average during the First Grading Period

 90-100
 85-89
 80-84
 75-79
 75 below

4. Most Frequently Used Social Media Platform

 Facebook
 YouTube
 TikTok

Part II: Time Spent on Social Media

53
Please indicate the number of hours you spend on the following social
media platforms daily. (Select one option for each platform)

1. Facebook Less than 1 hour

 1-2 hours
 3-4 hours
 More than 4 hours

2. YouTube
 Less than 1 hour
 1-2 hours
 3-4 hours
 More than 4 hours

3. TikTok
 Less than 1 hour
 1-2 hours
 3-4 hours
 More than 4 hours

54
 APPENDIX D.1
VALIDATION SHEET FOR SURVEY QUESTIONNAIRE
(Descriptive Research Design)

APPENDIX D.2
VALIDATION SHEET FOR SURVEY QUESTIONNAIRE
(Descriptive Research Design)

55
 APPENDIX D.2
VALIDATION SHEET FOR SURVEY QUESTIONNAIRE
(Descriptive Research Design)

56
 APPENDIX E

PICTORIALS

A B

Legend:
a-
b-

57
APPENDIX F

58
 APPENDIX G

GRAMMARIAN'S CERTIFICATE
This is to certify that the undersigned has reviewed and gone

through all the pages of the research paper entitled "THE IMPACTS OF

SOCIAL MEDIA APPLICATIONS ON THE ACADEMIC

PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS IN

CRESENCIO S. LAGO NATIONAL HIGH SCHOOL” prepared and

submitted by Cindy B. Decin, Cris jeric S. Sampiano ,Argie Sanchez,

Janeth Calising, Jennifer Garay ,Abigil Pensan ,Charliemae T. Salgado,

Lyzel Simbajon aligned with the set of structural rules that govern the

composition of sentences, phrases and words in the English language.

MARYFEL S. MORENO,LPT
Panel Grammarian

59
APPENDIX H

60
 CURRICULUM VITAE

Name: Cindy B. Decin

Nickname: Bebe
Email/Contact no.: 09464886116
Date of Birth: July 8, 2006
Place of Birth: Kapalong, Davao City S.D.S
Age: 18
Nationality: Filipino
Civil Status: Single
Mother’s Name Leonita G. Decin
Father’s Name: Jose D. Decin

Educational Backround

Senior High School: Cresesncio S. Lago National High

School
Address:
Purok Ipil-Ipil, Marihatag S.D.S
Track/Strand:
GAS/HUMSS
Month & Year of Graduation
April 2025

Junior High School: Cresencio S. Lago National High School

Address: Purok Pili-Ipil, Marihatag S.D.S
Month & Year of Graduation: July 2023

Elementary: Arorogan elementary School

Address: Brgy. Arorogan Marihatag S.D.S
Month & Year of Graduation March 2017

61
AWARDS/CERTIFICATE

- Certificate of Recognition as academic With Honors During the 1 st

Quarter SY 2023-2024

- Certificate of Recognition as academic With Honors During the 2nd

Quarter SY 2023-2024

- Certificate of Recognition as academic With Honors During the 3rd

Quarter SY 2023-2024

- Certificate of Recognition as academic With Honors During the 4th

Quarter SY 2023-2024

- Certificate of Recognition as 1 st
Placer of Feature Writing -

English(Secondary level) During Municipal Schools Press Conference

(2024)

- Certificate of Recognition as 2nd Placer of Feature Writing

English(Secondary level) During Municipal Schools Press Conference

(2024)

- Certificate of Recognition as 2nd Placer of Feature Writing

English(Secondary level) District Integrated Student Activity (2024)

- Certificate of Recognition as 3rd Placer on Essay Writing Contest

during National Reading Month Celebration 2024

- Certificate of Recognition as 3rd Placer of Katutubong Awit during

Buwan ng Wika

- Certificate

- Certificate of Recognition as 2nd Placer in Mass Dance Durin g the

Intramurals 2024

- Certificate of Recognition as Academic With Honors During the First

Quarter SY 2024-2025

62
- BKB Vice President SY 2024-2025

- Drum and Lyre Corp. Member (lyrist)

- Mass Dance 3rd placer during Intramurals 2023

- Saludo 2nd placer during Intramurals 2024

- Certificate of recognition as 1st placer in SciTech Experiment during

Science Month

- Certificate of Recognition as 3rd placer during Science Jingle during

ScieMath Month

63
 CURRICULUM VITAE

Name: Cris Jeric S. Sampiano

Nickname: CJ
Email/Contact no.: jericsantuya@gmail.com
Date of Birth: March 13,2007
Place of Birth: Antipolo,Marihatg SDS
Age: 18
Nationality: Filipino
Civil Status: Single ready to mingle
Mother’s Name Aiza S. Sampiano
Father’s Name: Crispin O.Sampiano

Educational Backround

Senior High School: Cresencio S. Lago

Address:
Track/Strand: GAS/GENERAL ACADEMIC STRAND
Month & Year of Graduation

Junior High School: Antipolo National High School

Address: Antipolo MarihatagML SDS
Month & Year of Graduation:

Elementary: Arorogan, Marihatag SDS

Address: Arorogan Marihatag SDS
Month & Year of Graduation

64
AWARDS/CERTIFICATES

- Certificate of Recognition as Academic Achiever 2nd Quarter SY 2023-2024

- Certificate of Recognition as Academic Achiever 3rd Quarter SY 2023-2024

- Certificate of Recognition as Academic Achiever 4rth Quarter SY 2023-2024

- Certificate of Recognition as 3rd Placer in Mass Dance During the Intramurals

2023

- Certificate of Recognition as 2nd Placer in Saludo during the Intramurals 2023

- Certificate of Recognition as 2nd Placer in Mass Dance During the Intramurals

2024

- Certificate of Recognition as 3rd Placer Saludo during Intramurals 2024

- Certificate of Recognition as Academic Achiever During the First Quarter SY

2024-2025

- Certificate of recognition as Champion volleyball during intramurals

- Certificate of Recognition as first Placer during the 65th ABACA FESTIVAL

65
 CURRICULUM VITAE

Name: Charliemae T. Salgado

Nickname: Charlie
Email/Contact no.: 09460097642
Date of Birth: August 26, 2007
Place of Birth: Marihatag District Hospital S.D.S
Age: 18
Nationality: Filipino
Civil Status: Single
Mother’s Name Mary Jane T. Salgado
Father’s Name: Charlito M. Salgado

Educational Backround

Senior High School: Cresencio S. Lago National High School

Purok Ipil-Ipil Marihatag S.D.S
Address: GAS/HUMSS
Track/Strand: April 14, 2025
Month & Year of Graduation

Junior High School: Cresencio S. lago National High School

Purok Ipil-Ipil Marihatag S.D.S
Address: July 2023
Month & Year of Graduation:

Elementary: Arorogan Elementary School

Address: Brgy. Arorogan M.S.D.S
Month & Year of Graduation March 2017

66
AWARDS/CERTIFICATES

-Certificate of Recognition as Academic Achiever 1st Quarter SY 2023-

2024

-Certificate of Recognition as Academic Achiever 2nd Quarter SY 2023-

2024

-Certificate of Recognition as Academic Achiever 4rth Quarter SY 2023-

2024

-Certificate of Recognition as 3rd Placer in Mass Dance During the

Intramurals 2023

-Certificate of Recognition as 2nd Placer in Saludo during the Intramurals

2023

-Certificate of Recognition as 4rth Placer of Speech Quire during

National Reading Month Celebration

-Certificate of Recognition as 3rd Placer of Science Jingle during

ScieMath Month

-Certificate of Recognition as 2nd Placer in Mass Dance During the

Intramurals 2024

-Certificate of Recognition as 3rd Placer Saludo during Intramurals 2024

-Certificate of Recognition as Academic Achiever During the First

Quarter SY 2024-2025

- Certificate of recognition as 3rd placer in DLC competition

- DLC Band member- Certificate of Recognition as 3rd Placer during the

65th ABACA FESTIVAL IN DLC Presentation

67
 CURRICULUM VITAE

Name: Lyzel C. Simbajon

Nickname: Zel
Email/Contact no.: 09203959796
Date of Birth: May 24,1996
Place of Birth: Bingcongan, Hinatuan S.D.S
Age: 28
Nationality: Filipino
Civil Status: Married
Mother’s Name Vilma S. Chico
Father’s Name: Francisco S. Chico

Educational Backround

Senior High School: Cresencio S. Lago National High School

Purok Ipil-Ipil Marihatag S.D.S
Address: GAS/HUMSS
Track/Strand: April 14, 2025
Month & Year of Graduation

Junior High School: ALS

Address: Poblacion Marihatag S.D.S
Month & Year of Graduation: November 27, 2022

Elementary: Tagbina Central Elementary School

Address: Poblcaion, Tagbina S.D.S
Month & Year of Graduation March 23, 2010

68
AWARDS/CERTIFICATES

-Certificate of Recognition as 2nd Placer in Mass Dance During the

Intramurals 2024

-Certificate of Recognition as 3rd Placer Saludo during Intramurals 2024

69
 CURRICULUM VITAE

Name: Jennifer M. Garay

Nickname: Jen
Email/Contact no.: 09260419436
Date of Birth: December 11 2002
Place of Birth: Purok 5 Salvacion San Agustin SDS
Nationality: Filipino
Civil Status: Single
Mother’s Name Rowena m. Garay
Father’s Name: Beinvenido Jr C. Garay

Educational Backround

Senior High School: Cresencio S. Lago National High School

Address: Purok Ipil ipil Marihatag SDS
Track/Strand: GAS/HUMMS
Month & Year of Graduation April 14 2025

Junior High School: Alternative Learning System

Address: Marihatag SDS
Month & Year of Graduation: July 17 2023

Elementary: Salvacion Elementary School

Address: Salvacion San Agustin SDS
Month & Year of Graduation MARCH 19 2013

70
AWARDS/CERTIFICATE

-Certificate of Recognition as Academic Achiever 1st Quarter SY 2023-

2024

-Certificate of Recognition as Academic Achiever 2nd Quarter SY 2023-

2024

-Certificate of Recognition as Academic Achiever 3rd Quarter SY 2023-

2024

-Certificate of Recognition as Academic Achiever 4rth Quarter SY 2023-

2024

-Certificate of Recognition as 3rd Placer in Mass Dance During the

Intramurals 2023

-Certificate of Recognition as 2nd Placer in Saludo during the Intramurals

2023

-Certificate of Recognition as 3rd Placer of Katutubong awit during Buwan

Ng Wika

-Certificate of Recognition as 4rth Placer of Speech Choir during National

Reading Month Celebration

-Certificate of Recognition as 3rd Placer of Folk dance during Intramurals

2024

-Certificate of Recognition as Championship of Basketball Girls during

Intramurals 2024

-Certificate of Recognition as 1st Placer of Chess Board2 during

Intramurals 2024

-Certificate of Recognition as Abaca participant Year 2024

-Certificate of Recognition as 3rd Placer of Science Jingle during ScieMath

Month

71
-Certificate of Recognition as 2nd Placer in Mass Dance During the

Intramurals 2024

-Certificate of Recognition as 3rd Placer Saludo during Intramurals 2024

-Certificate of Recognition as C.A.T/Colors Member SY 2023-2024 to 2024-

2025

-Certificate of Recognition as Academic Achiever During the First Quarter

SY 2024-2025

72
 CURRICULUM VITAE

Name: Argie B. Sanchez

Nickname: Gie
Email/Contact no.: Argiesanchez897@gmail.com
Date of Birth: July 11 2005
Place of Birth: Bayan Marihatag Surigao del sur
Age: 19
Nationality: Filipino
Civil Status: Single
Mother’s Name Cherilyn Sanchez
Father’s Name: Gimboy Sanchez

Educational Backround

Senior High School: Cresencio S. Lago national High School

Address: Purok ipil-ipil Marihatag Surigao del sur
Track/Strand: Gas/Humss
Month & Year of Graduation April 14 2025

Junior High School: ALS

Address: Marihatag central elementary school
Month & Year of Graduation: November 29, 2022

Elementary: San isidro elementary school

Address: Barangay san isidro Marihatag s.d.s
Month & Year of Graduation

AWARDS/CERTIFICATE

-Certificate of Recognition as 2nd Placer in Mass Dance During the

Intramurals 2024

73
-Certificate of Recognition as champion of volleyball boys during

intramurals

-Certificate of Recognition as 4th placer in Saludo during Intramurals

2024

CURRICULUM VITAE

74
 Name: Abigil Pensan
Nickname: Abby
Email/Contact no.: 09638228882
Date of Birth: September 26, 2005
Place of Birth: Marihatag,District Hospital,Marihatag
S.D.S
Age: 19
Nationality: Pilipino
Civil Status: Single
Mother’s Name Emelita R. Pensan
Father’s Name: N/A

Educational Backround

Senior High School: Cresencio S. lago National High School

Address: Purok Ipil-Ipil, Marihatag S.D.S
Track/Strand: General Academic Strand/ Humanities
and Social Sciences
Month & Year of Graduation
April2025

Junior High School: Los Angeles National High School

Address: Los Angeles,Butuan city,Agusan Del
Norte
Month & Year of Graduation:
April,2021-2022

Elementary: Arorogan Elementary School

Address: Arorogan Marihatag Surigao Del Sur
Month & Year of Graduation 2017-2018

AWARDS/CERTIFICATES

75
-Certificate of Recognition as Academic Achiever 1st Quarter SY 2022-2023

-Certificate of Recognition as Academic Achiever 2nd Quarter SY 2022-2023

-Certificate of Recognition as Academic Achiever 3rd Quarter SY 2022-2023

-Certificate of Recognition as Academic Achiever 4rth Quarter SY 2022-2023

-Certificate of Recognition as 3rd placer of Quiz bowl during Buwan nang wika

-Certificate of Recognition as 2nd placer in Mass Dance

-Certificate of Recognition as 3rd placer in Saludo during intramurals SY 2024

CURRICULUM VITAE
76
Name: Janeth Calising
Nickname: neth
Email/Contact no: 09060318728
Date of Birth: May 23,2005
Place of Birth: Mabog Marihtag S.D.S
Age: 20
Nationality: Filipino
Civil Status: Single
Mother’s Name Janie M. Calising
Father’s Name: Rodrigo Sula
Educational Backround

Senior High School: Cresensio S. Lago National High

School
Address:
Purok Ipil-Ipil, Marihatag S.D.S
Track/Strand:
GAS/HUMSS
Month & Year of
Graduation April 2025

Junior High School: Cresensio S. Lago National High

School
Address:
Purok Ipil-Ipil ,Marihatag S.D.S
Month & Year of
Graduation: April,2021-2022

Elementary: San Isidro Elementary School

Address: San Isidro Marihitag S.D.S
Month & Year of 2015-2016
Graduation

77