CHAPTER III
METHODOLOGY
This chapter gives an outline of research methods that were followed in the study. It provides
information on the participants, that is, the criteria for inclusion in the study, who the participants
are and how they will be sampled. The researcher describes the research design that was chosen
for the purpose of this study and the reasons for this choice. The instrument that will be used for
data collection is also described and the procedures that will be followed in carrying out this
study are included. The researcher also discusses the methods that will be used to analyze the
data that will be gathered.
Research Design
The researchers will use the qualitative interview methodology as the study is attempting to
know the determine the impact of social media procrastination on the academic performance of
Grade 11 HUMSS students at Camiling Colleges, Inc.. Specifically, a semi-structured interview
will be conducted so that the researchers can ask additional questions during the interviews if
clarifications and further explanations will be needed. The respondents' subjective and objective
perceptions are expected to form the core data of the study, hence it needed the method that
would deal with the topic in a narrative and descriptive nature.
According to Oakley, a qualitative interview serves as a framework where practices and
standards are not only documented but also attained, questioned, and reinforced. This method is
especially valuable for uncovering the narrative behind a participant's experiences, allowing the
interviewer to explore detailed insights on the subject.
An interview guide will be administered to the respondents prior to the interview proper which
will include the questions that they will be asked during the interview.
Leedy (1993) states that qualitative research is founded on the idea that direct experience yields
the most significant data. Additionally, it is believed that qualitative data provides substantial and
high-quality information from a small group of individuals. The primary goal is to comprehend
participants' perspectives by viewing the world through their own frame of reference (Walker,
1985).
Research Participants and Sampling Technique
The participants of the study will be consisted of fifteen (15) grade 11 HUMMS students of
Camiling Colleges, INC.. At present, CCI has a large population, thus, the researchers have
decided to select only the said number of students from the HUMMS strand randomly.
The researchers believe that these participants would be enough to provide sufficient and
Research Locale
The study will be conducted in Camiling Colleges, INC., a private school located at Camiling,
Tarlac since the study's main aims to determine the impact of social media procrastination on the
academic performance of Grade 11 HUMSS students at Camiling Colleges, Inc. During the
school year 2024–2025.
essential information to answer the questions raised in this study.
Data Collection Methods
After randomly selecting the respondents to be interviewed, a consent form will be given to each
of them before the interview and will serve as a document proving that they have given their
permission for them to be interviewed by the researchers. A brief description of the study is
printed in the consent form which also include the confidentiality and disclosure of the
respondents' name during and after the completion of the study. After the consent form have been
signed by the respondents, the interviewer will inform them when the interview proper starts and
so as the recording.
When all the respondents have already been interviewed, the recorded answers will be
transcribed into texts for analyzation.
Since this study is descriptive in nature, the use of a semi-structured interview will allow the
researchers some flexibility in the way they worded the questions for each individual respondent.
It will also give the researchers the opportunity to probe for more information and clarification
when necessary. The researchers need to have a skill to match the interview questions to an
appropriate technique (Neuman, 2000).
Data Analysis Procedure
When the answers of the respondents have already been transcribed into texts, which was
referred by Mthembu (2000) as raw data that need to be converted into refined data for better
analysis by the researcher, these would be translated into English as part of data refinement. The
refined data will be analyzed using thematic analysis. Braun and Clarke (2006) state that
thematic analysis is a foundational method of analysis that needs to be defined and described to
solidify its place in qualitative research. It is a method for identifying, analyzing, organizing,
describing, and reporting themes found within a data set (Braun & Clarke, 2006).
The respondents' answers to each questions will be evaluated into codes and these codes will be
simplified into categories, and from the categories, the researchers will generate a theme which
will represent the answer that prevailed for each questions raised in this study.
Ethical Consideration
In this research, ethical considerations will be carefully followed to protect the rights and well-
being of the participants. Before taking part in the study, participants will be fully informed
about the purpose, methods, possible risks, and benefits. They will be asked for their consent and
will have the right to withdraw at any time without any consequences. Participation will be
completely voluntary, and no one will be forced to join.
To protect the participants’ identities, their personal information will be kept confidential.
Pseudonyms or codes will be used instead of real names, and all collected data will be stored
securely. Only necessary information will be gathered, and interviews or discussions will be
conducted in a safe and private setting to respect their privacy.
The study will be conducted in a way that avoids any harm to the participants. If sensitive topics
arise, the researcher will ensure that the participants feel comfortable and provide support if
needed. The researcher will also respect cultural and social differences to avoid offending
anyone. Additionally, personal opinions or biases will not affect the study to ensure fairness and
accuracy.
Before starting the research, approval will be obtained from the proper ethics committee to make
sure that all ethical guidelines are followed. The data collected will be carefully checked to
ensure accuracy and reliability. Lastly, participants will be given the option to know the results of
the research and share their feedback or concerns.
REFERENCES
Braun, V., Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in
Psychology, 3, 77-101. doi: 10.1191/1478088706qp063oa
Leedy, P.1993. Practical Research: Fifth edition. Macmillan Publishing Company, NewYork.
Neuman, W.L. (2000). Social research methods qualitative and quantitative approaches. 4th
Edition, Allyn & Bacon, Needham Heights.
Walker, R. (1985). Applied qualitative research. Gower.
CHAPTER IV: Presentation, Analysis, and Interpretation of Data
Themes and Patterns Identified
Theme 1: Impact of Social Media on Academic Productivity
Respondents reported that excessive use of social media platforms, such as Facebook,
TikTok, and Instagram, led to distractions that affected their study habits and task
completion.
Theme 2: Procrastination and Time Management Struggles
Many students admitted to delaying academic tasks due to extended social media usage,
resulting in cramming and decreased quality of schoolwork.
Theme 3: Psychological and Behavioral Effects
Some respondents experienced stress and guilt due to unfinished assignments, while
others developed habits of multitasking that negatively impacted their focus and
retention.
Pattern 1: Commonly Used Social Media Platforms for Procrastination
Most respondents identified video-sharing and messaging apps as their primary sources
of distraction, with YouTube and Facebook Messenger being the most frequently
mentioned.
Pattern 2: Strategies for Minimizing Social Media Distractions
Some students implemented self-regulation techniques, such as setting time limits, using
productivity apps, or temporarily deactivating social media accounts during exams.
Narrative and Direct Quotes from Participants
Many Grade 11 HUMSS students admitted that social media significantly affects their study
habits, often leading to procrastination and lower academic performance.
Narrative Quote:
Several participants mentioned that they often delay completing their schoolwork because they
spend too much time on social media. They acknowledged that this habit affects their ability to
focus and meet deadlines.
Direct Quote:
One student shared:
"I always tell myself I’ll just check my phone for a few minutes, but before I know it, an hour has
passed, and I haven't started my homework yet."
Students explained that social media is not just a distraction but also a form of escape from
academic stress.
Narrative Quote:
Many participants admitted that they turn to social media as a way to relax, but they often lose
track of time. Some also mentioned that notifications and constant updates make it difficult to
resist checking their phones.
Direct Quote:
"Whenever I feel tired from schoolwork, I take a break by scrolling through Facebook or TikTok.
But sometimes, I forget to stop and end up not doing my assignments at all."
Interpretation and Discussion of Findings
The findings reveal that social media procrastination significantly impacts the academic
performance of Grade 11 HUMSS students. The excessive use of social media, as highlighted by
respondents, diverts attention from academic tasks, leading to poor time management, increased
stress, and diminished learning outcomes.
The study supports previous research indicating that social media is a major source of distraction
for students, reinforcing the idea that procrastination affects their ability to focus and complete
tasks efficiently. Respondents acknowledged that their academic productivity suffers when they
prioritize entertainment and social interactions over their school responsibilities.
However, some students have developed strategies to counteract procrastination, such as setting
study schedules, using productivity tools, and seeking peer accountability. These coping
mechanisms align with time management theories that suggest structured planning can mitigate
the effects of procrastination.
Moreover, psychological responses to procrastination, including guilt and anxiety, were evident
among students who struggled with balancing their academic workload and social media use.
This finding aligns with behavioral studies emphasizing that digital distractions contribute to
stress and lower self-efficacy in learning environments.