SOCIAL MEDIA USAGE AND TIME MANAGEMENT OF GRADE 11 – STEM HONOR

STUDENTS OF DAVAO DOCTORS COLLEGES INC.

NISHIMURA, CORPUS, CUSTODIO, DELA CRUZ, JAMAD, JONGO, ROSALES,

RUGA

Abstract
As social media sites persist to shape our present world, we assume that
technology plays a vital aspect in our current generation’s high school students’ time
management because it is the drive that cuts their time that was meant for something
greater. The researchers attempt to study the relationship between social media usage
and time management, which has been conducted in the institution of Davao Doctors
College. Social media usage is described as the frequency in which a user spends on
any social media platform. While Time management for a student is about balancing
their time in various areas such as at school, commuting, socializing, leisure activities
and sleep. The purpose of this study is to determine if social media usage has a
significant relationship with the time management of the grade 11- STEM Honor
students. This study adopted survey method, which is descriptive-correlational method.
The responses of the survey were collected from over 150 respondents from the honor
students of the 16 STEM sections in Davao Doctors College selected through purposive
sampling method using 5-point likert scale and two validated survey instruments: Social
Media Usage Questionnaire and Time Management Questionnaire. The statistical tools
that are employed in the study are Mean and Pearson r. that is used to answer the
questions in the statement of the problem of the study. A correlational analysis was
performed to determine the relationship between social media usage and time
management. The result means that the social media usage has no significant
relationship with the time management of Grade 11 STEM Honor students which
implies that the social media usage of the students will less likely affect the time
management of the Grade 11 Stem honor students. This study contributes to the
development of time management of the students, which will be beneficial for students
in determining other factors that can deteriorate the development of their time
management.

INTRODUCTION

1.1 Background of the Study

Wang, Chen, & Liang (2011) conducted a study that they use a random sample
of male and female college students that was studying at Johnson & Wales University to
see on how social media affects. The results indicate most college students use social
media and spend many hours checking social media sites. They stated that there was a
negative aspect to college students’ use of social media.

Moreover, Akram and Kumar (2017) claimed that social media is transforming
the behavior of the youths and affecting them two side: On the positive side, social
media can act as invaluable tools for professionals. They attain this through assisting
young professionals to market their skill more efficiently. On the negative side, the web
is filled with numbers of risk, one is it is highly time consuming.

In the Philippines, the findings of Morallo (2014) concluded that student

respondents tend to use Social Media to interact with their friends and consume time.
They say that they always have a hard time finishing one task on time. They easily get
distracted on completing their task because they wasted most of their time interacting
with their friends in the social media world. This results to the higher time spent on
Social media and lower time spent on another task.

In University of Mindanao, Davao City, a survey conducted by Lacida and Murcia

(2015) showed that the higher Facebook addiction tendencies of college students
decrease the extent of studying. Students engage their time more in accessing social
media sites causing them to have a hard time accomplishing their task. This was
because the time management of students was being disrupted through Social Media.
1.2 Theoretical Framework

This study is anchored of Paul and Molly`s Social Media Engagement Theory
(2016) which explains that higher user engagement leads to increased time
consumption. Usage is described as the frequency in which a user contributes, retrieves
and/or explores information on a social media site. This theory explains that the higher
of the respondents engage to social media sites, it will lead to increase time
consumption, which results to badly influence the time management of our respondents.

This concept is anchored to the social Network Sites (SNSs) on Academic

Performance which postulated that SNSs is a very useful instrument in the hands of
learners, many studies discovered that there could be an adverse effect on students`
performance from the use of social network sites. Learners admitted that continuous
use of SNSs could be distracting, time consuming and contribute to academic
procrastination. The concept based on the indicated adverse effect on students`
performance of internet social media use; hence, as time spent on social networking
sites rises, students` performance is seen to deteriorate (Maqableh, Rajab, Quteshat,
Masa’deh, Khatib, & Karajeh, 2015).

Moreover, as cited by Chen (2011), the concept stated the Finding Balance for
Time Management which claimed that time management is not just about getting this
done, but about balancing their life in such a way that they are enjoying themselves and
the things they do. For a student, time management can be used in various areas such
as at school, commuting, socializing, leisure activities, and sleep.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Time Management
Social Media Usage  At School
 Commuting
 Socializing
 Time Spent  Leisure Activities
Figure 1. The Conceptual Paradigm of the Study

1.3 Statement of the Problem

The purpose of this study is to determine the significant relationship between the social
media usage and the Grade 11-STEM honor students’ time management.
Specifically, the study answers the following questions:
1. What is the level of Social Media Usage in terms of:
1.1. Time Spent

2. What is the level of Time Management of Grade 11-STEM honor students in

terms of:
2.1. At School
2.2. Commuting
2.3. Socializing
2.4. Leisure Activities
2.5. Sleep?

3. Is there a significant relationship between Social Media Usage and Time

Management?

Null Hypothesis

The null hypothesis is tested at 0.05 level of significance.

1. There is no significant relationship between social media usage and time
management.

METHODOLOGY

2.1 Research Design

This research work employed the descriptive-correlation method. The

descriptive-correlation method entails gathering of data in order to test hypotheses or
answer questions pertaining to the current status of the subject being understudied.
Hence, this method was utilized in describing relationship between social media usage
and time management of Grade 11- STEM Honor Students of Davao Doctors College,
Inc.

2.2 Respondents

The respondents of this study are the Grade 11- STEM Honor students of Davao
Doctors College, Inc. This is so, because the Grade 11- STEM honor students are much
more inclined on managing their time well on completing their task while they using any
social media platform that will meet the criteria of having. The total sample of the
research is 150 and the total population is 244. The total sections are 16 sections: the
sections are Barton-C6B, Benner-C418, Bobath-C6A, Curie-C6C, Dunton-C417,
Henderson-C6E, King-C416, Nightingale- Orem-C213, Pahl-A104, Peplau-C317,
Petroski-A101, Roentgen-C315, Roger-C420, Roy-C313, Watson-C314.

2.3 Questionnaire Design

In this study, the data were gathered by administering two adapted instruments
namely: Social Media Usage Questionnaire adapted from Morissey and Zammit (2012)
and Time Management Questionnaire adapted from Bocar and Daga-ang (2015).

The Social Media Usage Questionnaire adapted from Morissey and Zammit
(2012) contained one indicator namely: Time Spent. The indicator has 10-item
statements. This instrument measured the time spent of Grade 11- STEM Honor
Students on the social media sites. The respondents respond to each statement on a 4-
point Likert Scale.

The responses of the respondents in all statement indicators of the questionnaire

used the following using scale, descriptive equivalent and interpretation below.
 Scale in the Descriptive Interpretation
Questionnaire Equivalent
More than 2 hours High Use The selected social media usage variable
predictor statement is always been
experienced by the Grade 11 – STEM
honor students.
1 to 2 hours Medium Use The selected social media usage variable
predictor statement is oftentimes
experienced by the Grade 11 – STEM
honor students.
30 minutes Low Use The selected social media usage variable
predictor statement is sometimes
experienced by the Grade 11 – STEM
honor students.
Never Rarely The selected social media usage variable
predictor statement is seldom experienced
by the Grade 11 – STEM honor students.

The responses on each item statement were interpreted accordingly. Range of

means stated below is the basis of responses in all items of each indicator. This would
provide a typical index of the item statements in the questionnaire.

Range of Means Descriptive Interpretation

Equivalent

3.50-4.00 High This indicates that the indicator for social

media usage is often manifested about 9-
10 out of 10 occasions.
 2.50-3.49 Moderate This indicates that the indicator for social
media usage is sometimes manifested
about 7-8 out of 10 occasions.
1.50-2.49 Low This indicates that the indicator for social
media usage is seldom manifested about
5-6 out of 10 occasions.
1.00-1.49 Very low This indicates that the indicator for social
media usage is never been manifested
about 0-4 out of 10 occasions.

On the other hand, Time Management Questionnaire adapted from Bocar and
Daga-ang (2015) contained five indicators namely: At School, Commuting, Socializing,
Leisure Activities, and Sleep. Each indicator has 5-item statements and with a total of
25-item statements. This instrument measured the time management of the
respondents.

Scale in the Descriptive Interpretation

Questionnaire Equivalent
5 Always The selected social media usage variable
predictor statement is at all times
experienced by the Grade 11-STEM
Honor students.
4 Often The selected social media usage variable
predictor statement is oftentimes
experienced by Grade 11-STEM Honor
students.
3 Sometimes The selected social media usage variable
predictor statement is occasionally
experienced by the Grade 11-STEM
Honor students.
2 Seldom The selected social media usage variable
 predictor statement is not often
experienced by the Grade 11-STEM
Honor students.
1 Never The selected teacher’s motivational
practices variable predictor statement is
not at all times experienced by the Grade
11-STEM Honor students.

The responses of the respondents in each indicator of the test used the following
the following parameter limit that includes range of means, descriptive equivalent and
interpretation below.

Range of Means Descriptive Interpretation

Equivalent
4.50-5.00 Proficient The respondent is able to manage their
time in about 5 approved responses out of
5 items.
3.50-4.49 Competent The respondent is able to manifest enough
managing their time in 4 approved
responses out of 5 items.
2.50-3.49 Average The respondent is able to manifest
satisfactory managing their time in 3
approved responses out of 5 items.
1.50-2.49 Fair The respondent is able to manifest little
satisfactory managing their time in 2
approved responses out of 5 items.
1.00-1.49 Beginning The respondent is able to manifest very
low time management satisfactory in about
1 approved response out of 5 items.
2.4 Statistical Treatment

In the analysis of data, the following statistical tools were employed:

Mean. This is used to answer statement problems 1 and 2 which were to determine the
level of Social Media Usage and the level of Time Management of Grade 11- STEM
Honor students.

Pearson r. This is used to answer statement problem 3 to verify if there is a significant

relationship between Social Media Usage and Time Management of Grade 11- STEM
Honor students.

RESULTS AND DISCUSSION

Social Media Usage

Table 3.1 Summary level of Time Spent

 Predictor Statement Mean Descriptive Standard
Equivalent Deviation
1. How much time do I use on social Moderate
media websites when sharing and 3.273 .810
categorizing images found online?
2. How much time do I use on social Moderate
media to upload and download 2.740 .831
instructional materials for my studies?
3. How much time do I use social Moderate
media while doing school assignments 3.087 .794
and home chores?
4. How much time do I use on social Moderate
media to create and exchange ideas 3.167 .763
and knowledge with people?
5. How much time do I use social Moderate
media as a forum where stories are
2.620 .887
socially curated and promoted by site
members?
6. How much time do I use using Moderate
social media when there is social or 2.847 .857
academic gathering?
7. How much time do I go late for Low
important activities as a result of my 2.240 1.097
use of the social media?
8. How much time do I use social Moderate
media to connect with family and 3.180 .941
friends?
9. How much time do I use social Moderate
media to become updated on events
3.367 .727
and activities happening around the
world?
10. How much time do I use social Moderate
2.587 .998
media to check other users?
Time Spent 2.911 Moderate .506

Table 3.1 exhibits the result of the study as the summary level of Time Spent
among Grade 11-STEM Honor students. The grand overall mean is 2.911 and standard
deviation of .506 with moderate descriptive equivalent. This indicates that the indicator
for social media usage is sometimes manifested about 7-8 out of 10 occasions.

The item number 9 has the highest mean with 3.367 and standard deviation of
.727. This indicates that student is sometimes manifested on about 7-8 out of 10
occasions. The item number 7 has the lowest mean with 2.240 and standard deviation
of 1.097. This indicates that student is seldom manifested about 5-6 out of 10
occasions.

Time Management
Table 3.2 Summary level of At School
 Criterion Statement Mean Descriptive Standard
Equivalent Deviation
1. Do you have weekly schedule on Average
which your record fixed
3.420 1.025
commitments such as classes and
work hours?
2. Do you meet deadlines for tasks Competent
that needs to be attended to without 3.573 .929
rushing at the last minute?
3. Do you get your assignments Competent
3.940 .950
done on time?
4. Do you spend enough time on Competent
3.793 .957
academic matters?
5. Do you overcome procrastination? 2.840 Average 1.474
Result 3.513 Competent .666

Table 3.2 displays the result of the study as the summary level of At School among
Grade 11-STEM Honor students. The grand overall mean is 3.5133 and standard
deviation of .666 with competent descriptive equivalent. This indicates that the
respondent is able to manifest enough managing their time in 4 approved responses out
of 5 items.

The item number 3 has the highest mean with 3.940 and standard deviation of
.950. This indicates that student is able to manifest enough managing their time in 4
approved responses out of 5 items. The item number 5 has the lowest mean with 2.840
and standard deviation of 1.474. This indicates that student is able to manifest
satisfactory managing their time in 3 approved responses out of 5 items.

Table 3.3 Summary level of Commuting

 Criterion Statement Mean Descriptive Standard
Equivalent Deviation
1. Do you effectively use the time Average
3.427 1.189
spent in commuting?
2. Do you ever make constructive Average
3.260 1.108
use of your commuting time?
3. Do you spend more time travelling Average
3.207 1.411
to school from home?
4. Do you walk from home to school Fair
2.207 1.525
and vice versa?
5. Have you ever been late with your Average
2.707 1.288
schedule?
Result 2.961 Average .766

Table 3.3 exhibits the result of the study as the summary level of Commuting
among Grade 11-STEM Honor students. The grand overall mean is 2.9613 and
standard deviation of .766 with average descriptive equivalent. This indicates that the
respondent is able to manifest satisfactory managing their time in 3 approved responses
out of 5 items.

The item number 1 has the highest mean with 3.427 and standard deviation of
1.189. This indicates that student is able to manifest satisfactory managing their time in
3 approved responses out of 5 items. The item number 4 has the lowest mean with
2.207 and standard deviation of 1.525. This indicates that student is able to manifest
little satisfactory managing their time in 2 approved responses out of 5 items.

Table 3.4 Summary level of Socializing

 Criterion Statement Mean Descriptive Standard
Equivalent Deviation
1. Do you believe that you have sufficient Competent
time available to spend on yourself and 3.587 1.124
your family?
2. Do you plan your time to be with friends Average
3.373 1.040
in your weekly schedule?
3. Do you have time to chitchat with your Average
3.407 1.023
friends during a busy schedule?
4. Do you spend your time with friends Average
2.987 .976
rather than doing other activities?
5. Do you spend little or no time on trivial Average
2.840 1.010
matters such as gossiping and idle talk?
Result 3.239 Average .707

Table 3.4 shows the result of the study as the summary level of of Socializing
among Grade 11-STEM Honor students. The grand overall mean is 3.2387 and
standard deviation of .707 with average descriptive equivalent. This indicates that the
respondent is able to manifest satisfactory managing their time in 3 approved responses
out of 5 items.

The item number 1 has the highest mean with 3.587 and standard deviation of
1.124. This indicates that student is able to manifest enough managing their time in 4
approved responses out of 5 items. The item number 5 has the lowest mean with 2.804
and standard deviation of 1.010. This indicates that student is able to manifest
satisfactory managing their time in 3 approved responses out of 5 items.

Table 3.5 Summary level of Leisure Activities

 Criterion Statement Mean Descriptive Standard
Equivalent Deviation
1. Do you aware of and take steps to Competent
avoid time wasting activities such as
3.527 1.054
partying and prolong stay on the
internet?
2. Do you schedule your time for Average
2.533 1.174
physical exercise weekly?
3. Do you believe that you have Average
sufficient time available to spend on
2.780 1.080
community affairs and recreational /
sporting activities?
4. Do you spend enough time planning Average
for activities that you need to engage 3.140 1.056
in?
5. Are you able to relax in your free Competent
time without worrying about your 3.300 1.325
work?
Result 3.056 Average .818

Table 3.5 shows the result of the study as the summary level of of Leisure
Activities among Grade 11-STEM Honor students. The grand overall mean is 3.0560
and standard deviation of .818 with average descriptive equivalent. This indicates that
the respondent is able to manifest satisfactory managing their time in 3 approved
responses out of 5 items.

The item number 1 has the highest mean with 3.527 and standard deviation of
1.054. This indicates that student is able to manifest enough managing their time in 4
approved responses out of 5 items. The item number 2 has the lowest mean with 2.533
and standard deviation of 1.174. This indicates that student is able to manifest
satisfactory managing their time in 3 approved responses out of 5 items
 Table 3.6 Summary level of Sleep
Criterion Statement Mean Descriptive Standard
Equivalent Deviation
1. Do you feel sleepy in the day Competent
3.527 1.197
time while you are in class?
2. Do you have poor sleep troubled Competent
3.580 1.317
you in the last month?
3. Do you sleep during class Average
2.533 1.314
hours?
4. Do you have enough sleep every Average
2.507 1.145
day?
5. Do you sleep during your free Competent
3.320 1.328
time during day?
Result 3.093 Average .791

Table 3.6 shows the result of the study as the summary level of of Sleep among
Grade 11-STEM Honor students. The grand overall mean is 3.0933 and standard
deviation of .791 with average descriptive equivalent. This indicates that the respondent
is able to manifest satisfactory managing their time in 3 approved responses out of 5
items.

The item number 2 has the highest mean with 3.580 and standard deviation of
1.317. This indicates that student is able to manifest enough managing their time in 4
approved responses out of 5 items. The item number 4 has the lowest mean with 2.507
and standard deviation of 1.328. This indicates that student is able to manifest
satisfactory managing their time in 3 approved responses out of 5 items.
Social Media Usage and Time Management
Table 3.7 Correlation between our variables
R- P-
Variables Mean Value Value H,o
Social Media
Usage 2.911
Time Management 3.175 0.022 0.793 Accept H,o

Table 3.7 shows the significant relationship between Social media usage and Time
management of Grade 11- STEM Honor students. Social Media Usage has an overall
mean of 2.911 and Time Management has 3.175. The R-value is 0.022 and the P-value
is 0.793 which resulted to no significant relationship between the two variables. Thus,
accepting the null hypothesis stated in Chapter 1 of this research.

The abovementioned result mean that the Time Management of the Grade 11-
STEM Honor Students is affected to a percentage of 2.2% by Social Media Usage. This
implies that the social media usage will not largely affect the development of the time
management of the students. That is, there are 97.8% other factors that affect the time
management. Furthermore, the R-value is slightly correlated which means that there is
very little or no relationship of the two variables used in the study.

This is supported by Hassona, Al-Damagh, Salha, and Bottcher (2019), that

states that the students in the "high achievement" class have been able to find a good
balance in their lives between social and academic activities. In this study time spent on
social media did not impact on students' academic performance. Moreover, social
media, such as Facebook groups, allow students to connect, share information,
collaborate on assignments or ask questions that they have not understood and
therefore enhance learning outcomes.
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

The study was designed to determine the significant relationship between social
media usage and the Grade 11-STEM Honor students’ time management.
The study generated the following findings:

1. The level of Social Media Usage in terms of Time Spent is 3.59.

2. The level of Time Management of Grade 11-STEM Honor students in terms of: At
School with a mean of 3.5133; Commuting 2.9613 mean; Socializing with a mean
of 3.2387; Leisure Activities which has a mean of 3.0560; and Sleep which has
3.0933 mean. The overall mean for the level of Time Management is 3.1753.
3. There is no significant relationship between social media usage and time
management since the p-value, which is .793, is greater than the set of 0.05
significance level. Also, because only 2.2%, from the r-value of 0.022, is the
effect of social media usage on time management.
Conclusion

Based on the findings of the study, the researcher arrived at the following conclusions:

1. The level of Social Media Usage in terms of Time spent is moderate. This means
that students use social media sometimes in the classroom.
2. The level of Social Media Usage of Grade 11- STEM Honor students is
moderate. This implies that the students are sometimes using social media in the
classroom.
3. The level of Time Management in terms of at school is competent. This connotes
that the students are manifest enough on managing their time at school.
4. The level of Time Management in terms of commuting is average. This connotes
that the student manifest satisfactory on managing their time while commuting.
5. The level of Time Management in terms of socializing is average. This connotes
that the students manifest enough satisfactory on managing their time while
socializing.
6. The level of Time Management in terms of leisure activities is average. This
connotes that the students manifest enough satisfactory on managing their time
while doing leisure activities.
7. The level of Time Management in terms of sleep is average. This connotes that
the student manifest enough satisfactory on managing their time even they sleep.
8. The level of Time Management of Grade 11- STEM Honor students is average.
This implies that the students are able to manifest satisfactory in managing their
time in the classroom.
9. There is no significant relationship between Social Media Usage and Time
Management of Grade 11- STEM Honor students. This means that Social media
usage alone is not enough to affect the time management of students.
Recommendations

In view of the findings of the study, the following recommendations are offered by
the researchers:

Davao Doctors College, Inc. As the institution that is expected to the school
that they may be able to encourage the students to manage their time effectively even
with the abundance of rapidly growing social media platforms.

The Students of Davao Doctors College. The students should be able to find
more ways, other than the social media usage, to develop their time management to
attain the school vision.

The Researchers. The students should be aware that social media usage is not
the only way to gain competency in terms of managing their time. That is, there is other
way that they can use to develop their time management.

The Future Researchers. The researchers are recommended to study more

about the other factors that affect time management.