CHAPTER 1

Research title:Disconnected: Grade 11

Students struggle and Insights or Social
media addiction during F2F learningS SNHS

Background of the Study

Social media addiction has become one of the most
pressing issues affecting the mental health and academic
performance of students, particularly in rural areas like
Veruela, Agusan del Sur. The widespread availability of
the internet and the growing influence of social media
platforms have made it easier for students to develop
unhealthy patterns of social media use. Andreassen and
Pallesen (2014) define social media addiction as the
excessive and uncontrollable urge to engage with social
media, often at the expense of other important activities
such as studying and social interaction.
In the context of face-to-face learning, social media
addiction presents unique challenges for students. The
shift back to physical classrooms after the pandemic has
not reduced students’ reliance on social media; instead, it
has created a complex environment where students
struggle to balance their academic responsibilities with
the constant distraction of social media. The return to
traditional learning methods has exposed gaps in
students’ ability to manage their time and focus on
academic work due to the lingering effects of social
media dependence developed during the period of online
[Link] (2000, 2012) describes social media
addiction as a form of technology addiction, where
excessive engagement with digital platforms interferes
with daily life. For example, students may experience a
loss of motivation to complete academic tasks, disrupted
study habits, and difficulty concentrating in class.
On a national level, the problem of social media addiction
among Filipino students has been documented in various
studies. Catipay et al. (2018) reported that students in
Davao del Sur exhibited high levels of social media
addiction, which negatively affected their academic
performance. A study conducted by Arieta et al. (2017) at
Davao Doctors College found that students’ study habits
and academic performance were significantly influenced
by poor time management and excessive social media
use. Additionally, reports from the Department of
Education (DepEd) have highlighted the increasing
concern over social media addiction among high school
students in the Philippines, linking it to lower academic
performance and declining mental health. However,
existing research focuses primarily on urban areas and
larger educational institutions, leaving a gap in
understanding how social media addiction impacts
students in rural areas like Veruela, Agusan del Sur.
Locally, the impact of social media addiction among
senior high school students in Veruela remains
underexplored. Students’ attention is often diverted to
non-academic activities such as browsing, posting, and
engaging in online conversations, leading to decreased
productivity and weakened academic performance. This
behavioral shift creates a disconnect from real-life social
interactions and academic goals. Initial observations at
SNHS suggest that students spend significant amounts of
time on social media even during class hours, indicating
that social media addiction has become deeply integrated
into their daily routines. Furthermore, the rural setting of
Veruela, where internet access and technological
infrastructure may differ from urban areas, could
influence how students experience and cope with social
media addiction. Unlike urban students who may have
more structured access to technology, rural students may
face unique challenges such as unstable internet
connections, yet still exhibit signs of social media
dependency.
Traditionally, addiction has been framed as a medical
condition involving physical or psychological dependency
(Shaffer, 1996). However, Griffiths (2013) expands this
definition to include behavioral addictions, such as
excessive use of technology and social media. Unlike
substance addiction, social media addiction involves a
human-machine interaction that reinforces compulsive
behavior through instant gratification and social
validation. This creates a cycle where students are drawn
back to social media despite the negative consequences
on their academic performance and mental well-being.
The psychological impact of constant social media use,
including anxiety and depression linked to online
validation and peer comparison, further complicates
students’ ability to focus on academic work.
This qualitative research aims to explore the struggles
and perspectives of Grade 11 students at SNHS in Veruela
who are experiencing social media addiction during face-
to-face learning. While existing studies have examined
social media addiction’s general effects on students, little
is known about how rural students specifically cope with
this challenge. The study seeks to fill this gap by
providing a deeper understanding of students’ personal
experiences and the academic and emotional struggles
they face. The findings will contribute to developing
targeted interventions and strategies to help students
manage their social media use more effectively,
improving both their academic performance and overall
well-being. By understanding the specific challenges
faced by students in a rural setting, the study aims to
provide valuable insights for educators, parents, and
policymakers in addressing social media addiction at the
local level.

Statement of the problem

This research aims to investigate the adverse effects of
social media addiction on grade school students during
face-to-face learning at SNHS, particularly focusing on
their academic performance, social relationships, and
emotional well-being. Specifically, this study seeks to
answer the following questions:
1. How do Grade 11 students perceive and experience
social media addiction in the context of face-to-face
learning?
2. What specific academic challenges do Grade 11
students encounter due to excessive social media use?
3. How does social media addiction impact students’
academic performance, social relationships, and
emotional well-being?
4. What factors contribute to students’ excessive use of
social media during face-to-face learning?
5. What coping mechanisms do Grade 11 students adopt
to manage their social media use and maintain academic
focus?
6. What strategies can educators, parents, and students
implement to promote a healthier balance between social
media use and academic responsibilities?
7. What interventions or support systems do students
believe would help them reduce social media
dependency?
Significance of the study
The Importance of this qualitative study primarily
revolves around the idea that there is a need to discover
the root causes, effects, and manifestations of social
media addiction in students in order to generate the
forms of interventions to be done.
This study can be of help to school administrators and
guidance counselors in terms of providing suggestions
about how to divert the attention of students who are
addicted to social media. Parents and concerned students
can also use the study in order to help solve this
phenomenon among students. Research Institutions,
government, and non-government bodies can utilize the
study to implement programs with the aim of solving
social media addiction among the students.
The best significant role that the study might contribute
to the country as a whole is to enlighten and empower
the government and its people in producing programs
and laws to provide practical solutions to the rising
problem of social media addiction among students in the
country.
Assumption of the study
This study assumes that social media addiction among
Grade 11 students at SNHS is a multifaceted issue
influenced by biological, psychological, and social factors,
where social media platforms serve to fulfill certain social
needs. It’s also assumed that problematic
Socialmedia usage is correlated with psychological traits
such as anxiety and low self-esteem, and driven by
escapism and coping mechanisms, ultimately leading to
adverse effects on students’ well-being and academic
performance during face-to-face learning.
Scope and Delimitation
Scope:
* This study focuses on the social media addiction of
Grade 11 students at SNHS during face-to-face learning.
* It will investigate the levels of social media addiction
among these students
* The research will examine the connection between
social media addiction and factors such as academic
performance, behavior, and mental well-being
* The study will identify the types of social media
platforms frequently used by the students.
* It will explore the purposes for which Grade 11
students use social media
* The study will also look at the influence of background
characteristics such as gender
Delimitation:
* The study is limited to Grade 11 students at SNHS[3].
* The research will be conducted during the period of
face-to-face learning.
* The sample size will be limited to the number of Grade
11 students enrolled at SNHS
* The study will primarily use survey methods to collect
data
* The research will focus on specific social media
platforms and will not cover all online activities
* The study will be conducted in a specific location
(SNHS) and may not be generalizable to other
populations or settings
Definitions of terms
[Link] Media Addiction-Refers to the excessive and
compulsive use of social media platforms such as
Facebook, Instagram, Twitter, and others, which leads to
an inability to control time spent on these platforms and
interferes with daily activities, academic responsibilities,
and personal relationships (Andreassen & Pallesen, 2014).
2. Academic Performance-The measure of a student’s
progress, achievements, and outcomes in their academic
work, often evaluated through grades, test scores,
assignments, and overall participation in educational
activities.
3. Mental Healt-Refers to the psychological and emotional
well-being of an individual, including how they handle
stress, relate to others, and make decisions. Poor mental
health may result from prolonged exposure to negative
factors, including social media addiction.
4. Study Habits-The patterns or methods a student uses
to engage in academic tasks, such as time management,
study environment, and approaches to learning and
completing schoolwork.
5. Social Media Platforms-Online services or applications
that allow users to create and share content or to
participate in social networking. Examples include
Facebook, Instagram, Twitter, Snapchat, and TikTok.
6. Distraction-A condition where a student’s attention is
diverted from their academic tasks due to non-
educational activities, such as excessive social media
use. This often leads to decreased productivity and poor
academic performance.
7. Reality Disconnection- A state in which students
become more involved in virtual or online interactions
than in real-life social relationships and responsibilities,
leading to feelings of isolation and alienation from the
physical world.
8. Mental and Emotional Struggles- The difficulties faced
by students in dealing with stress, anxiety, and pressure,
often worsened by excessive social media use, which may
contribute to emotional instability or decreased mental
well-being.

References
- Andreassen, C. S., & Pallesen, S. (2014). Social network
site addiction—An overview. *Current Pharmaceutical
Design, 20(25), 4053–4061.
[[Link]
([Link]
- Griffiths, M. D. (2013). Social networking addiction:
Emerging themes and issues. Journal of Addiction
Research & Therapy, 4(5), e118.
[[Link]
.org/10.4172/2155-6105.1000e118)
- Shaffer, H. J. (1996). Understanding the means and
objects of addiction: Technology, the Internet, and
gambling. Journal of Gambling Studies, 12(4), 461–469.
[[Link]
007/BF01539189)
- Griffiths, M. D. (2000). Internet addiction—Time to be
taken seriously? Addiction Research, 8(5), 413–418.
[[Link]
.org/10.3109/16066350009005587)
- Griffiths, M. D. (2012). Facebook addiction: Concerns,
criticism, and recommendations—A response to
Andreassen and colleagues. Psychological Reports,
110(2), 518–520.
[[Link]
([Link]
-Catipay, M. J., Duhaylungsod, R., & Villamor, D. (2018).
Social media addiction and its effects on the academic
performance of students in Davao del Sur. International
Journal of Education and Research, 6(4),
56–[Link]://[Link]/publication
325923518_Social_Media_Addiction_and_Study_Habits_of
_Senior_High_Students

CHAPTER 2

RRL(REVIEW RELATED LITERATURE)

Introduction
This review of related literature explores existing research
on the effects of social media addiction on Grade 11
students during face-to-face learning, focusing on both
the positive and negative consequences. Social media
has become an integral part of students’ daily lives,
influencing not only their social interactions but also their
academic performance and mental well-being. However,
the increasing reliance on social media has raised
concerns about its impact on students’ behavior, focus,
and emotional health, particularly in the context of face-
to-face learning. Studies have shown that excessive
social media use can lead to reduced academic
performance, increased anxiety, and diminished social
skills. Moreover, the transition from remote to inperson
learning after the COVID-19 pandemic has further
complicated students’ ability to balance social media use
with academic responsibilities.
Local Studies
Cavite-Dotillos (2023). conducted a study at Surigao
State College of Technology to examine the relationship
between Grade 11 students’ attitude towards social
media and their English language competency. The
research involved 31 Grade 11 students and analyzed
their social media habits, motivations for using social
media, and their level of English proficiency in reading
and writing. The study revealed that most of the
respondents spend around 1 to 1.5 hours daily on social
media, particularly Facebook, for various purposes such
as academic research, self-expression, communication
with friends, and coordination of group projects. Despite
the high level of social media engagement, the study
found that students showed low competency in reading
and writing skills, particularly in defining words,
identifying the main idea of a paragraph, and interpreting
important lines. The study also explored the students'
demographic background, revealing that most of their
families had a monthly income of less than PHP 5,000,
and that they primarily used the Filipino language when
engaging on social media. This suggests that social
media use is more socially driven than educational, which
could explain why their language skills remained
underdeveloped. Furthermore, no significant difference
was found in the students’ English competency when
grouped according to their profile, and there was no
established relationship between their positive attitude
toward social media and their ability to perform well in
English reading and writing. The study emphasized that
while social media offers opportunities for social
connection and self-expression, it does not necessarily
enhance academic performance or language proficiency.
Cavite-Dotillos recommended that teachers integrate
social media into learning strategies by encouraging
students to use English when interacting online and
incorporating social media-based assignments to improve
their language skills. Additionally, the study suggested
that parents monitor their children’s social media usage
to ensure that it supports their academic development
rather than becoming a distraction. The findings highlight
the importance of guiding students to strike a balance
between using social media for social interaction and
academic improvement.
Foreign studies
Macias (2023) explored the profound changes in student
behavior following the COVID-19 pandemic, highlighting
how social media addiction and increased emotional and
social challenges have become significant concerns for
educators and school administrators. The article
underscores that the pandemic intensified emotional
instability and behavioral issues among students, with
approximately 83% of school leaders reporting negative
socioemotional impacts. Moreover, the study emphasizes
that the shift from remote learning to face-to-face
learning has led to a rise in apathy, disrespect, and
disengagement among students, posing challenges for
teachers in maintaining classroom order and fostering
academic motivation.
In addition, the research identifies social media as a key
factor influencing post-pandemic student behavior.
Macias argues that increased screen time and social
media use during the pandemic have created an
environment where students are more prone to emotional
instability, reduced attention spans, and weakened
interpersonal skills. The constant influx of notifications,
the pressure to maintain an online presence, and
exposure to harmful or misleading content have
contributed to heightened levels of anxiety and emotional
exhaustion among students. Furthermore, the study
discusses how social media has altered the way students
communicate, with many preferring virtual interactions
over face-to-face conversations, which has negatively
impacted their social skills and emotional development.
To address these issues, Macias suggests several
strategies that teachers and school administrators can
implement to improve student behavior and emotional
[Link], fostering a supportive and structured
classroom environment is crucial to rebuilding student
confidence and engagement. Encouraging open
communication and establishing clear behavioral
expectations can help reduce uncertainty and anxiety
among students. Moreover, Macias emphasizes the
importance of implementing SocialEmotional Learning
(SEL) programs, which can teach students how to
manage emotions, build resilience, and develop stronger
interpersonal skills. SEL programs can provide students
with the tools needed to navigate the emotional and
social challenges brought on by increased social media
use and post-pandemic adjustments.

Review of Related Literature

Lived experience of Social Media Addiction
Aslan, I., & Polat, H. (2024) explored the lived
experiences of social media addiction among university
students in Türkiye, highlighting its profound impact on
their mental health, academic performance, and overall
well-being. The study involved 419 university students
and used descriptive statistics, t-tests, ANOVA,
correlation, and multiple regression analyses to assess
the complex relationship between social media addiction,
loneliness, depression, life satisfaction, problem-solving
skills, and academic self-efficacy. The findings revealed
that 42.5% of students spent more than four hours daily
on social media, contributing to moderate levels of social
media addiction and depression, mild loneliness, and
slight dissatisfaction with life. Despite the negative
effects, students with higher problem-solving skills and
greater life satisfaction showed better academic self-
efficacy and higher academic [Link]
described feelings of dependence on social media, using
it as an emotional escape from stress, loneliness, and
academic pressures. However, this excessive use often
led to sleep disturbances, anxiety, and a decline in social
support from friends and family. The study also found
significant gender differences, with males reporting
higher life satisfaction and females experiencing higher
levels of depression. Moreover, social media addiction
negatively correlated with academic self-efficacy and
academic success, while problem-solving skills and life
satisfaction positively influenced these outcomes. The
lived experiencees of the students highlighted the
psychological toll of social media addiction, where mood
swings, feelings of isolation, and academic stress created
a cycle of dependence. Students described a sense of
guilt and frustration over their inability to control social
media use, which often resulted in procrastination and
poor time management. The study also noted that
loneliness acted as a negative predictor of academic self-
efficacy, while higher problem-solving skills and being
female were linked to better GPA [Link],
some students acknowledged the positive aspects of
social media, such as staying connected with friends and
accessing academic resources. However, the negative
consequences outweighed these benefits, as students
reported increased anxiety and distraction during study
sessions due to constant notifications and the urge to
check social media. The study underscores the need for
interventions, including cognitive-behavioral strategies
and social support systems, to help students develop
healthier social media habits and enhance their academic
performance and mental well-being (Aslan & Polat, 2024).
Challenges faced in Social Media Addiction
According to Amirthalingam and Khera (2024), social
media addiction presents significant challenges,
particularly among teenagers, affecting mental health,
academic performance, and interpersonal relationships.
Understanding these challenges is essential for
developing effective interventions. One major challenge
is the impact on mental health. Excessive social media
use has been linked to higher rates of anxiety,
depression, and loneliness among adolescents. Constant
exposure to curated content can lead to negative self-
comparisons, heightening feelings of inadequacy Another
challenge is the decline in academic performance. Social
media addiction often leads to distraction from academic
responsibilities, resulting in poor performance and
reduced motivation to complete schoolwork. Social
media addiction also affects interpersonal relationships.
Adolescents may prioritize online interactions over face-
to-face communication, weakening real-life social bonds
and leading to social isolation . The neurophysiological
effects of social media addiction are another concern.
Prolonged use of social media can alter the brain’s reward
and emotional processing systems, encouraging
compulsive use and making it difficult to regulate online
behavior. Additionally, social media addiction has been
associated with psychological distress and suicidal
ideation. Negative emotional experiences linked to
excessive social media use can increase the risk of severe
mental health outcomes, including suicidal thoughts and
behaviors . Amirthalingam and Khera (2024) highlight
that addressing these challenges requires a multifaceted
approach. This includes cognitive behavioral therapy
(CBT), educational programs to raise awareness about
addiction risks, and parental involvement to set
boundaries and monitor usage. Implementing these
strategies is crucial for fostering healthier social media
habits and improving overall well-being among
teenagers.
Effect and impact s of Social Media Addiction on
Academic Performance
Social media addiction can significantly impact academic
performance by reducing focus, increasing
procrastination, and interfering with sleep patterns.
Adolescents who spend excessive time on social media
are more likely to experience poor academic outcomes
due to reduced study time, difficulty concentrating, and
decreased motivation. Winstone et al. (2021) highlighted
that social media use often displaces time that could be
spent on academic activities, such as studying,
completing homework, and engaging in extracurricular
learning. Adolescents who stay up late using social media
experience sleep deprivation, which affects their
cognitive function, memory retention, and overall
academic performance. One of the key ways social
media addiction affects academic performance is through
time displacement. Adolescents who spend several hours
each day on social media platforms are more likely to
neglect their schoolwork and other responsibilities. The
constant availability of social media through smartphones
and other digital devices creates an environment where
adolescents are constantly distracted by notifications and
online [Link] constant distraction reduces their
ability to focus on tasks and complete assignments
efficiently. Moreover, the compulsive nature of social
media use means that adolescents may struggle to
prioritize academic tasks over online engagement,
leading to lower grades and poor academic outcomes.
Social media addiction also affects academic
performance through emotional and psychological stress.
Adolescents who experience negative interactions on
social media, such as cyberbullying, social comparison, or
online conflicts, may experience anxiety and depression,
which further impact their motivation and ability to
perform academically. The pressure to maintain an online
persona and meet social expectations on social media
can create a sense of emotional exhaustion, reducing the
mental energy needed for academic success. On the
other hand, moderate and purposeful use of social media
can have positive effects on academic performance.
Social media platforms can serve as a tool for
collaboration and peer support, where adolescents can
share study materials, discuss academic concepts, and
seek help from their peers. Group chats, online forums,
and academic pages on social media platforms can
enhance learning and improve academic outcomes when
used responsibly. However, the challenge lies in balancing
the benefits of social media use with the potential for
distraction and overuse. Adolescents who develop
effective time management skills and set boundaries for
social media use are more likely to maintain a healthy
balance between online engagement and academic
responsibilities.
Contributing Factors in Social Media Addiction
According to Klein (2022), the pervasive use of cell
phones in classrooms significantly contributes to social
media addiction among students. Klein argues that the
traditional approach of banning phones is ineffective and
can lead to more behavioral issues, as students often find
ways to use their phones discreetly, causing ongoing
distraction and conflict with teachers. He explains that
confiscating phones or enforcing strict bans can damage
teacher-student relationships and increase student stress
and anxiety. Furthermore, parents often oppose phone
bans because they want to stay connected with their
children during emergencies, adding further
complications to the issue.
Klein (2022) emphasizes that impulse control is a key
factor in social media addiction. Social media platforms
are intentionally designed to exploit psychological
vulnerabilities by using features such as notifications,
likes, and comments to create instant gratification and
encourage repeated use. The brain’s reward system
releases dopamine in response to social media
engagement, reinforcing the habit and making it difficult
for students to resist checking their phones, even during
class. This cycle of instant reward and gratification
strengthens addictive behaviors, making students more
dependent on social media for validation and emotional
regulation.
Moreover, Klein (2022) highlights the cognitive and
emotional toll of social media addiction. Constant phone
use fragments attention and reduces the ability to focus
on complex tasks, which negatively impacts academic
performance and critical thinking skills. The pressure to
stay socially connected online can also lead to increased
anxiety, depression, and feelings of inadequacy among
students. Klein points out that the addictive nature of
social media stems not only from its design but also from
the social and emotional needs it fulfills, such as the
desire for approval and social belonging. To address this
issue, Klein (2022) suggests that schools should adopt
restorative and transformative strategies rather than
punitive measures. He proposes that teachers work with
students to create cell phone-free spaces through
community agreements, allowing students to take
ownership of their technology use. Educating students
about the psychological effects of social media and
encouraging self-regulation are also essential steps. Klein
suggests integrating lessons on media literacy into the
curriculum, such as exploring the biochemistry of reward
feedback loops or analyzing the historical rise of
communication technologies.
Coping Mechanisms for Social Media Addiction
Elmore T.(2023) explored various strategies schools have
implemented to curb social media addiction among
students, focusing on balancing the need for connectivity
with the importance of mental focus and academic
performance. One approach involved removing bathroom
mirrors to prevent students from making TikTok videos
during school hours, which had been disrupting
attendance and productivity. Another strategy was a
complete ban on phones, as seen at Madison High School
in Houston, Texas. The ban aimed to reduce anxiety,
depression, and distractions linked to social media use,
but it sparked student protests, highlighting the complex
relationship between young people and their devices. A
more balanced solution adopted by several schools
involved using phone pockets in classrooms. Students
would place their phones in designated pockets upon
entering the class and could only use them for
educational purposes when permitted by the teacher. This
strategy allowed schools to acknowledge the inevitability
of smartphone use while promoting responsible and
mindful engagement with technology. Elmore emphasized
that these approaches reflect a broader attempt to help
students develop healthier relationships with social
media, fostering both digital literacy and emotional well-
being.
Recommendations and insights
According Chegeni et al.,(2021) highlight that enhancing
life skills is essential in addressing social media addiction,
as weaknesses in communication, resilience, and
problem-solving significantly contribute to excessive
social media use. Educational institutions and mental
health professionals should implement training programs
that focus on improving communication skills, stress
management, and decision-making abilities to help
individuals manage their emotional and social challenges
more effectively. Developing support systems is also
crucial since problems in socializing and feelings of
loneliness drive individuals to seek comfort in social
media. Creating opportunities for face-to-face
interactions, such as group activities and peer support
programs, can help individuals build meaningful
relationships and reduce reliance on social media for
social connection. Establishing safe spaces where
individuals can receive emotional support can further
enhance social interaction. Building resilience is
important because low resilience to adversity leads to
increased social media use as a coping mechanism.
Mental health professionals should develop resilience-
building programs that teach individuals how to manage
stress, recover from setbacks, and develop a positive
outlook toward challenges. Encouraging mindfulness
practices and emotional regulation techniques can
strengthen resilience and help individuals face difficulties
more effectively. Improving problem-solving skills is
necessary since weaknesses in decision-making and
disorganized planning are key factors in social media
addiction. Educational and counseling programs should
focus on teaching structured problem-solving methods
and critical thinking skills. Encouraging individuals to
reflect on their decisions and seek guidance from mentors
can help them make more informed choices and avoid
impulsive behavior. Promoting digital wellness can also
help prevent social media overuse. Individuals should be
encouraged to set boundaries on their social media
usage. Introducing digital detox initiatives, screen-free
zones, and time management strategies can help reduce
dependency on social media and improve overall well-
being. Schools and families should promote balanced
technology use and encourage offline recreational
activities to foster healthier habits. By addressing these
psychological and behavioral factors, individuals can
develop healthier habits and reduce the negative impact
of social media addiction on mental health and overall
quality of life.
References
Cavite-Dotillos, K. J. M. (2023). Attitude towards social
media and English language competency of Grade 11
students of Surigao State College of Technology.
International Journal of Multidisciplinary Research and
Analysis, 6(5),
1969–[Link]://[Link]/d/sIEHo6r2gAtns
_r0G?sa=601.1129
Macias, O. (2024). Navigating post-pandemic student
behavior: Strategies for teachers and school
administrators. Association of California School
Administrators. [Link]
pandemic-student-behavior-strategies-for-teachers-and-
school-administrators/
Aslan, I., & Polat, H. (2024). Investigating social media
addiction and impact of social media addiction,
loneliness, depression, life satisfaction and problem-
solving skills on academic self-efficacy and academic
success among university students. Frontiers in Public
Health, 12, 1359691.
[Link]
Amirthalingam, J., & Khera, A. (2024). Understanding
social media addiction: A deep dive. Cureus, 16(10),
e72499.
[Link]
Winstone et al., (2021). Social media use and social
connectedness among adolescents in the United
Kingdom: A qualitative exploration of displacement and
stimulation. BMC Public Health, 21,
[Link]://[Link]/articles/
10.1186/s12889-021-11802-9
Klein, C. (2022). Guiding students to develop a clear
understanding of their cell phone use. Edutopia.
[Link]
develop-clear-understanding-their-cell-phone-use/
Elmore, T. (2024, March 5). Strategies schools are using
to curb social media abuse. Growing
[Link]://[Link]/strategies-schools-
are-using-to-curb-social-media-abuse/

CHAPTER 3
Methodology

Research Design
The research approach for this study is qualitative
because it aims to explore the personal experiences and
insights of Grade 11 students regarding social media
addiction during face-to-face learning. A
phenomenological research design will be used to
understand how social media addiction affects their
academic performance, social relationships, and
emotional well-being.
Phenomenology is a research approach that focuses on
studying individuals’ lived experiences and how they
make sense of those experiences (Husserl, 1913). It seeks
to explore the meaning of experiences from the
participants’ perspectives, allowing researchers to
understand the depth and complexity of human
experiences. Phenomenology was introduced as a
philosophical movement in the early 20th century by
Edmund Husserl, who described it as the study of the
structures of consciousness and how experiences are
perceived (Husserl, 1913). According to Husserl,
phenomenology examines the “intentionality” of
consciousness, meaning that every experience is directed
toward an object or event (Smith, 2018).
In the context of this study, the phenomenological
approach is appropriate because it allows the researchers
to explore how students experience social media
addiction, how it influences their academic performance
and relationships, and how they interpret these
experiences in their everyday lives. By focusing on the
participants’ subjective experiences, the study will
provide a deeper understanding of the psychological and
social impacts of social media use during face-to-face
learning. Through in-depth interviews and reflective
analysis, the study will uncover patterns, themes, and
insights that reflect the participants’ lived experiences
with social media addiction. This approach will help the
researchers understand not only the challenges students
face but also the coping mechanisms and support
systems they rely on.
Locale of the Study
Our research group will conduct the study at Sampaguita
National High School (SNHS) Grade 11 Senior High . We
chose this location because it provides a familiar and
comfortable environment for the participants, which will
help them feel at ease when sharing their experiences
during the interviews. Conducting the study at SNHS will
also allow our group to better understand the
participants’ social and academic environment, which are
important factors in exploring the impact of social media
addiction during face-to-face learning.
Respondents/Participants of the Study
The respondents of the study are ive Grade 11 students
from Sampaguita National High School. The participants
are Michael Jay Nicosia, Reyman Asuncion, Rheshien
Grace Tanaid, Angelah Bitco, and Princess Hilot. They
were selected because they have personal experiences
related to social media addiction during face-to-face
learning. Their insights and experiences will provide
valuable information about the effects of social media
addiction on their academic performance, social
relationships, and emotional well-being.
Sampling Technique
The sampling technique of the study is purposive
sampling because it allows our research group to
intentionally select participants who have direct
experiences with social media addiction during face-to-
face learning. This technique is appropriate for our study
since it focuses on selecting individuals who can provide
meaningful and detailed insights about the impact of
social media addiction on academic performance and
social relationships. By using purposive sampling, our
group ensures that the participants’ experiences are
directly relevant to the research objectives.
Grade 11 students from Sampaguita National High School
– Our group selected Grade 11 students because they are
the focus of the study and can provide valuable insights
based on their current academic and social experiences.
Experience with social media addiction – The participants
we choose must have experienced or currently be
experiencing challenges related to excessive social media
use during face-to-face learning. This ensures that their
responses will directly address the study’s focus.
Willingness to participate and provide honest responses –
Our group ensured that the participants agreed to
participate voluntarily and were comfortable sharing their
experiences openly during the Interview.

Research Instrument
This is the question that we use during interview

1. How do Grade 11 students perceive and experience

social media addiction in the context of face-to-face
learning?
2. What specific academic challenges do Grade 11
students encounter due to excessive social media
use?
3. How does social media addiction impact students’
academic performance, social relationships, and
emotional well-being?
4. What factors contribute to students’ excessive use of
social media during face-to-face learning?
 5. What coping mechanisms do Grade 11 students
adopt to manage their social media use and maintain
academic focus?
6. What strategies can educators, parents, and students
implement to promote a healthier balance between
social media use and academic responsibilities
7. What interventions or support systems do students
believe would help them reduce social media
dependency?
Data Gathering Procedure
Preparatory Phase(before the interview)
Before we proceed to interview is we use the time from
Ma’am Delaon . Since Ma’am Delaon was not available at
the scheduled time, we asked for help from another
Grade 11 adviser to continue with the data collection.
After getting permission, our group talked to the other
adviser to help us find students who fit the study’s
requirements, such as those who have experienced social
media addiction during face-to-face learning. We
scheduled the interviews at 10:00 AM and 1:00 to 2:00
PM to make sure it’s a convenient time for the
participants and does not interrupt their classes. Our
group explained the purpose of the study to each
participant and told them that their answers would be
kept private. We also asked for their permission to join
the interview. We prepared all the needed materials, such
as a recording devices, notepad, and interview guide, to
make sure the interview would go smoothly. After getting
their consent, we scheduled the interviews at 10:00
AMand 1:00 to 2:00 PM the next day in a quiet room at
school.
Interview Phase(During interview)
On the scheduled day, our research group will conduct
one-on-one interviews with each of the five participants
in a quiet and private room within the school. At the
beginning of each interview, one member of the group
will engage the participant in casual conversation to
make them feel comfortable and relaxed. The group will
remind the participant of the purpose of the study and
confirm their consent to record the interview. The
interview will follow a semi-structured format where the
group will ask open-ended questions based on the
research objectives. These questions will include topics
such as how social media use has affected their academic
performance, how it has impacted their relationships with
classmates and teachers, and what strategies they have
tried to manage their social media use during face-to-face
learning. One group member will take the lead in asking
questions, while another member will take notes and
monitor the flow of the interview to ensure that all key
points are covered. If necessary, follow-up questions will
be asked to clarify or deepen the responses. The group
will use active listening techniques, such as nodding and
verbal affirmations, to encourage the participant to
elaborate on their answers. Each interview is expected to
last approximately 5 to 10 minutes. At the end of the
interview, the group will thank the participant and remind
them that their responses will remain confidential.
Analysis Phase(After Interview)
After the interviews, our group will write down everything
the participants said from the recordings to make sure we
don’t miss any details. We will carefully read through the
answers to find common ideas and patterns about social
media addiction during face-to-face learning. We will
organize the answers by giving them labels or “codes” to
group similar ideas together. For example, if many
participants say that social media makes it hard to focus
on schoolwork, we will label it as “academic distraction.”
If some students say they feel anxious when they can’t
check social media, we will label it as “emotional impact.”
Once we finish organizing the answers, we will look for
patterns and similarities between the participants’
experiences. We will also take note of any differences or
unique insights they share. Finally, we will create a report
that explains the key findings and how they relate to the
study’s goals. This report will be used in the Results and
Discussion part of the research paper.
Data Analysis
Our research group will use thematic analysis to study
the data from the interviews. Thematic analysis is a
method of finding and understanding common ideas or
patterns in the participants’ answers. This will help us
understand how social media addiction affects the
academic performance, social relationships, and
emotional well-being of Grade 11 students at Sampaguita
National High School. First, our group will write down
everything said in the interviews and carefully read the
answers to understand them better. We will highlight
important answers related to social media addiction, its
effects on school performance and relationships, and how
students manage it. After marking the answers, we will
group similar answers together to find common ideas or
patterns. We will then check if the ideas we found match
the participants’ answers and adjust them if needed.
Finally, we will explain the common ideas and patterns to
understand how social media addiction affects students.
We will also use direct quotes from the participants to
support our [Link] using thematic analysis, our
group hopes to clearly explain the challenges and
solutions related to social media addiction among Grade
11 students.
References
Husserl, E. (1913). Ideas Pertaining to a Pure
Phenomenology and to a Phenomenological Philosophy.*
Smith, D. W. (2018). Phenomenology. Stanford
Encyclopedia of Philosophy. Retrieved from
[[Link]
Members
Arlene Arandoque -She helped in making the Chapter
1.2.3and also provided another idea.
Katrine Calamba -They’re giving answers, but they don’t
really fit our topic and aren’t updated in our group chat
and sometimes they don’t cooperate
Carl John Carlom- Always updated in the group chat and
also cooperates with what we’re doing.
Rosa Mae Arquero – Takes a long time to give answers to
the tasks I assign, but still manages to find a way to
complete them since they’re sometimes busy with
dancing for the upcoming Kadujawan.
Althea Mae Betangcor – Of course, since I’m the leader,
I’m really doing my best just to get this done.