THE INFLUENCE OF SOCIAL MEDIA USAGE AND ACADEMIC

PERFORMANCE OF GRADE 11 STUDENTS IN LIBERTAD

NATIONAL HIGH SCHOOL

JAY ANN C. ESTAÑO

JOANN E. CARSA
JAMES ALJURICH W. SUNGA

An undergraduate Research
Submitted to the Faculty of the English
Department Libertad National High School 9021,
Libertad Misamis Oriental in Partial
Fulfillment of the Requirements for the
Strand of Humanities and
Social Science B

HUMANITIES AND SOCIAL SCIENCES

October 2025
 BIOGRAPHICAL DATA

NAME : James Aljurich Waga. Sunga

HOME ADDRESS : Purok 5 Guadalupe, Gimaylan Libertad,
Misamis Oriental
DATE OF BIRTH : October 30, 2007
PLACE OF BIRTH : General Hospital in Pasig City
PARENTS : Analiza Bane. Waga

EDUCATIONAL BACKGROUND

ELEMENTARY : Dulong Elementary School

Libertad, Misamis Oriental
April 2019

SECONDARY : Grade 7 to 9, Libertad National High

School
Libertad, Misamis Oriental
S.Y. 2020-2022

: Grade 10, Bulua National High School

Bulua, Misamis Oriental
S.Y. 2023

: Grade 11 to 12, Libertad National High

School
Libertad, Misamis Oriental
S.Y. 2025-2026
 BIOGRAPHICAL DATA

NAME : Jay Ann Calam. Estaño

HOME ADDRESS : Purok 7 Mahayag, Dulong Libertad,
Misamis Oriental
DATE OF BIRTH : July 6, 2008
PLACE OF BIRTH : Libertad, Misamis Oriental
PARENTS : Benny Ollanas. Estaño
: Nieves Calam. Estaño

EDUCATIONAL BACKGROUND

ELEMENTARY : Dulong Elementary School

Libertad, Misamis Oriental
April 2020
SECONDARY : Libertad National High School
Libertad, Misamis Oriental
March 2025

MEMBERSHIP ORGANIZATION

: Grade 5 Member, Girl Scout of the

Philippines (GSP)
In Matangad Elementary School
Dulong Elementary School
Libertad, Misamis Oriental
S.Y. 2018-2019

: Grade 6 Member, Girl Scout of the

Philippines (GSP)
In Libertad National High School
Dulong Elementary School
Libertad, Misamis Oriental
S.Y. 2019-2020

: Grade 11 Member, Barkada Kontra

Droga (BKD)
Libertad National High School
Libertad, Misamis Oriental
S.Y. 2024-2025
: Grade 12 Volunteer, Supreme Secondary
Learner Government (SSLG)
Libertad National High School
Libertad Misamis Oriental
S.Y. 2025-2026

: Grade 12 Member, Youth for Environment

In School Organization (YES-O)
Libertad National High School
Libertad, Misamis Oriental
S.Y. 2025-2026

: Grade 12 Member, Barkada Kontra

Droga (BKD)
Libertad National High School
Libertad, Misamis Oriental
S.Y. 2025-2026
 BIOGRAPHICAL DATA

NAME : Joann Escanuela. Carsa

HOME ADDRESS : Purok 4-A, Poblacion Libertad, Misamis
Oriental
DATE OF BIRTH : June 24, 2008
PLACE OF BIRTH : Libertad, Misamis Oriental
PARENTS : Ernesto Villacorta. Carsa
Gemma Escanuela. Carza

EDUCATIONAL BACKGROUND

ELEMENTARY : Libertad Central School

Libertad, Misamis Oriental
April 2020

SECONDARY : Libertad National High School

Libertad, Misamis Oriental
March 2025

MEMBERSHIP ORGANIZATION

: Grade 6 Member, Girl Scout of the

Philippines (GSP)
In Libertad National High School
Libertad Central School
Libertad, Misamis Oriental
S.Y. 2019-2020

: Grade 10 Member, Girl Scout of the

Philippines (GSP)
In Libertad National High School &
Provincial Capitol Cagayan
Libertad National High School
Libertad, Misamis Oriental
S.Y. 2023-2024

: Grade 11 Member, Girl Scout of the

Philippines (GSP)
In Libertad National High School
Libertad National High School
Libertad, Misamis Oriental
S.Y. 2024-2025

: Grade 12 Volunteer, Supreme

Secondary Learner Government
 (SSLG)
Libertad National High School
Libertad, Misamis Oriental
S.Y. 2025-2026

: Grade 12 Member, Barkada Kontra

Droga (BKD)
Libertad National High School
Libertad, Misamis Oriental
S.Y. 2025-2026

: Grade 12 Member, Youth for

Environment in Schools Organization
(YES-O)
Libertad National High School
Libertad, Misamis Oriental
S.Y. 2025-2026
James Aljurich Waga. Sunga, Jay Ann Calam. Estaño, and Joann
Ecanuela. Carsa Libertad National High School - Senior High School,
academic strand of Humanities and Social Sciences B. October, 2025.
THE INFLUENCE OF SOCIAL MEDIA USAGE AND ACADEMIC
PERFORMANCE OF GRADE 11 STUDENTS IN LIBERTAD
NATIONAL HIGH SCHOOL

ABSTRACT

Social media as a tool for learning is one of the most common

platforms used by students in their daily lives. It serves as a means of
communication, entertainment, and academic support that helps
students connect with others and gain information easily. The purpose
of this study is to determine the social media usage habits of Senior
High School students from HUMSS A, HUMSS B, and TVL-HE strands.
Specifically, it aims to find out how much time students spend on social
media each day, the time of the day they usually use it, their purpose of
using it, the frequency of its use for academic activities, and their
perception of how social media helps them finish school tasks faster.
Results reveal that most students spend five hours or more on social
media daily, showing that it is part of their everyday routine. Many of
them use it in the evening and mainly for entertainment, followed by
academic purposes and communication. Findings also show that most
students use social media sometimes for academic activities, while the
majority agree that it helps them finish school tasks faster. The study
concludes that social media plays a significant role in students’ lives,
serving not only as a source of enjoyment and communication but also
as an effective tool that supports their studies and improves their
academic performance.
 CHAPTER 1
INTRODUCTION
1.1. Background and rationale

Social media has become an integral part of daily life, especially

among Grade 11 students. With the widespread use of platforms such

as Facebook, Tik Tok, Instagram, and YouTube, students now spend a

significant portion of their time engaging with digital content. This

growing trend raises concerns about how social media usage may

influence students' academic focus, time management, and overall

academic performance (Keles, McCrae, & Grealish, 2020).

While some argue that social media serves as an educational tool-

providing access to online learning resources, group collaboration, and

academic support-others emphasize its role in promoting

procrastination, distraction, and reduced study time (Junco, 2012; Paul,

Baker, & Cochran, 2012). The dual nature of social media as both a

learning aid and a potential academic treat makes it essential to

explore its actual impact on student outcomes (Wang, Chen, & Liang,

2011).

This study seeks to specifically determine the extent to which social

media usage affects the academic performance of Grade 11 students.

It aims to examine whether high usage correlates with poor academic

results, or whether moderate, purposeful use can enhance learning

experiences (Al-Menayes, 2015).

1.2. Statement of the Problem

 This study aims to explore the influence of social media usage on

the academic performance of Grade 11 students.

Specifically, it seeks to answer the following questions:

1. How often do senior high school students use social media on a

daily basis?

2. For what purposes do students commonly use social media?

3. Does social media usage have a positive or negative effect on study

habits and school-related tasks?

1.3. Objective of the study

1.3.1. General objectives

The main objective of this study is to investigate the impact of

social media usage on the academic performance of Grade 11

students. Specifically, it aims to:

1.3.2. Specific objectives

1. To determine the frequency of social media usage among Grade 11

students.

2. To analyze the relationship between social media usage and

students’ study habits, time management, and academic performance.

3. To provide recommendations on how students can use social media

in a balanced and productive way.

1.4 Scope and limitation of the study

 This study focuses on Grade 11 students within a selected school

or institution. It covers the types of social media platforms used, the

frequency and purpose of usage, and its effect on academic

performance. The study is limited to self-reported data, which may

include subjective responses, and does not cover college students or

younger grade levels. Moreover, the research does not measure actual

grades but relies on students’ perceptions and reported academic

standing.

1.5. Significance of the study

This study is significant for several reasons:

 For students, it will raise awareness about how social media

habits can impact their academic performance, encouraging

more responsible use.

 For teachers and school administrators, the findings can help in

designing strategies to guide students toward using social media

as a learning tool.

 For parents, the study can provide insights into how their

children’s screen time affects their studies.

 For future researchers, this can serve as a reference or basis for

further investigation on related topics.

1.6. Definition of term

To provide clarity, the following key terms are defined as used in the

study:
 Academic Performance – Refers to students’ academic

outcomes, including grades, task completion, and overall school

performance.

 Grade 11 Students – Learners enrolled in Grade 11 of the K–12

education system.

 Social Media – Online platforms (e.g., Facebook, TikTok,

Instagram, YouTube) where users interact, share content, and

communicate.

 Study Habits – The practices and routines students use when

learning or completing academic tasks.

 Time Management – The ability of students to plan and control

how much time they spend on specific activities, including both

schoolwork and social media.

 CHAPTER 2
REVIEW OF RELATED LITERATURE
Social media has become a powerful tool used by students for

various purposes, but its impact on academic performance continues to

be debated. Several international and local studies have explored how

social media usage influences the study habits and academic focus of

students.

In a study by Junco (2012), it was found that American college

students who spent more time on Facebook had lower GPA scores.

This was mainly because students prioritized online interaction over

schoolwork, leading to procrastination. Similarly, Kirschner and

Karpinski (2010) observed that social media users had shorter study

sessions and were more distracted, resulting in poor academic

outcomes.

Khan et al. (2016) highlighted both the positive and negative effects

of social media. According to their research, students who used

platforms like YouTube for educational videos performed better than

those who used social media only for entertainment. This suggests that

the purpose behind usage matters.

In another study, Paul, Baker, and Cochran (2012) examined the

relationship between multitasking on social media and academic

performance. They concluded that students who frequently checked

social media while studying experienced a drop in retention and focus,

especially during long assignments.

 Wang, Chen, and Liang (2011) studied the effects of social

networking on academic stress. They found that students who used

social media as an escape from academic pressure experienced even

more stress due to time lost and unfinished school tasks.

In the Philippines, Dela Cruz (2021) conducted a study on Grade

11 students in Quezon City. The study revealed that 78% of

respondents admitted to checking social media during study hours,

which negatively affected their focus and consistency in completing

tasks.

Santos and Mercado (2019) found that Grade 11 students from a

public school in Manila who used Facebook for school group chats

performed better than those who used it only for social interaction.

Their research emphasized the importance of how the platform is used,

not just how often it is accessed.

Rivera (2020) explored the effects of TikTok on students' study

routines in Cebu. The findings showed that students often stayed up

late watching short videos, leading to sleep deprivation and poor

performance the next day.

A study by Ramos and Bautista (2018) in Laguna showed that

students who limited their daily social media use to two hours or less

had better time management skills and study habits compared to those

who exceeded five hours a day.

 Lastly, Mendoza (2022) surveyed students in Davao and found that

social media use was helpful when used for reviewing lessons and

joining academic groups. However, overuse for entertainment was

linked to delayed submissions and reduced academic productivity.

These studies show that while social media can serve as a

valuable educational tool, excessive and unregulated use can

negatively affect students’ academic performance. The impact depends

greatly on the frequency, purpose, and discipline students apply in

using these platforms. It is therefore important for students to develop

healthy digital habits and use social media responsibly to support their

academic success.
 CHAPTER 3
THEORETICAL AND CONCEPTUAL FRAMEWORK
3.1. Theoretical framework

This study, the Influence of social media usage on the Academic

performance of Grade 11 students, is grounded on the following

integrated theories:

This study draws from the uses and gratifications theory

(katz ,Blumler &gurevitch,1973) which explains that individuals actively

select media to satisfy specific needs such as entertainment,

information,and social interaction clarifying how students motivations.

for using social media influence academic performance it is further

supported by the time Displacement theory (Neuman,1998). which

posits that time spent on one activity displaces time for another,

suggesting that excessive social media use may reduce study time and

affect academic outcomes.

The cognitive load theory (Sweller,1988) is also applied, stating that

the brain has limited capacity to process information, thus, multitasking

,between academic tacks, and social media may overload cognitive

resources, reducing learning, efficiency, lastly, the self regulation theory

(Zimmerman,2000),emphasizer students ability to control thougth and

behaviors to achieve academic goals, highlighting how effective time

and media management leads to better academic performance.

3.2. Conceptual framework

Figure 1 shows the relationship of the independent variable (Influence

of Social Media Usage) and the dependent variable which is the

academic performance.

Influence of Social
Academic Performance
Media Usage

Fig.1. Conceptual framework of the study.

 CHAPTER 4
RESEARCH METHODOLOGY
4.1. Research design

This study used a quantitative research design. It focused on

collecting data through a survey to find out how the use of social media

affects the academic performance of Grade 11 students in Libertad

National High School. The quantitative method helped the researchers

gather numerical data that can be analyzed easily and clearly.

4.2. Subject of the study

The subjects of this study were the 100 Grade 11 students of

Libertad National High School. They were chosen because they are

active users of social media and are experiencing the academic

demands of senior high school. The researchers selected 100 students

from different strands to make sure that the data collected represents

the different experiences and behaviors of Grade 11 students when it

comes to social media usage and academic performance.

4.3. Data gathering procedures

The researchers prepared a survey questionnaire to gather

information from the respondents. Before distributing the

questionnaires, permission was asked from the school principal and

class advisers. After approval, the questionnaires were given to the

students during their free time. The researchers explained the purpose

of the study and assured the respondents that their answers would be
kept private and used only for academic purposes. The completed

questionnaires were then collected, organized, and tallied for analysis.

4.4. Research instrument

The main research instrument used in this study was a survey

questionnaire created by the researchers. The questionnaire was

designed to gather data about the students’ social media usage and its

effect on their academic performance. It consists of five (5) questions

with multiple-choice answers.

4.5. Data analysis

After collecting the survey responses, the data were counted and

summarized using simple statistics such as frequency and percentage.

The researchers analyzed how often students use social media, their

reasons for using it, and its effect on their studies. The results were

then interpreted to determine whether social media usage has a

positive or negative influence on the academic performance of Grade

11 students.

The following formula was used to analyze the data:

P-

CHAPTER 5
 RESULT AND DISCUSSION
5.1. Time Spent on Social Media

Time Spent on
Social Media per HUMSS A HUMSS B TVL-HE Total
Day

Less than 1 Hour 4 5 5 14

1-2 Hours 11 10 8 29

3-4 Hours 13 5 8 26

5 hours or more 11 10 11 32

Table 1. Time Spent on Social Media per Day

The survey result shows how much time students from HUMSS A,

HUMSS B, and TVL-HE spend on social media each day. The result

shows that 32 students use social media for 5 hours or more, which is

the highest number. This means many students spend long hours on

social media every day. Next, 29 students spend 1 to 2 hours on social

media, and 26 students spend 3 to 4 hours daily. Lastly, 14 students

spend less than 1 hour a day, which is the lowest number among the

groups. Overall, the result shows that most of the students are active

users of social media and spend several hours using it each day. This

means social media is a common part of their daily routine and plays

an important role in their everyday lives.

5.2. Time of the Day Students Usually Use Social Media

Table 2. Time Students Use Social Media

 Time
Students Use HUMSS A HUMSS B TVL-HE TOTAL
Social Media
Morning 9 6 14 29

Afternoon 12 2 1 15

Evening 9 16 13 38

Late at night 9 7 5 21

The table shows that most students use social media in the evening,

with a total of 38 students. This means that many of them go online

after school. Morning use comes next with 29 students, while 21 use it

late at night. The afternoon has the fewest users with 15 students. This

shows that students prefer using social media during their free time,

especially at night.

5.3. Purpose of Using Social Media

Table 3. Purpose of Using Social Media

Purpose of Use HUMSS A HUMSS B TVL-HE TOTAL

Entertainment 20 10 12 42

Communication 2 6 8 16

Academic 16 10 12 38
Purposes
Others 1 4 1 6
The table shows that most students use social media mainly for

entertainment, with a total of 42 students. This means that many of

them spend time watching videos, scrolling through posts, and

following trends online. The second common purpose is

communication, with 16 students using social media to chat, message,

or connect with others. Meanwhile, 38 students also use social media

for academic purposes, such as researching, joining group chats, and

doing schoolwork. Only a few students use it for other reasons, with a

total of 6. Overall, the results show that social media is mostly used for

fun and staying connected, but it also plays a helpful role in supporting

students’ studies.

5.4. Frequency of Using Social Media for Academic Activities

Table 4. Frequency of Using Social Media for Academic Activities

Frequency HUMSS A HUMSS B TVL-HE TOTAL

of Use
Always 14 9 12 35

Often 6 7 2 15

Sometimes 18 14 18 50

Never 1 0 0 1

The table shows how often students use social media for academic

activities. The result reveals that most of the students, with a total of

50, use social media sometimes for schoolwork. This means that they

only use it when needed, such as for research or group chats.

Meanwhile, 35 students said they always use social media for

academic purposes, showing that it helps them with their studies

regularly. About 15 students use it often, while only 1 student said they

never use it for school tasks.

Overall, the results show that social media is commonly used by

students as a tool to support their learning, though many still use it only

when necessary.

5.5. Students Perception on Social Media Helping them Finish

School Tasks Faster

Table 5. Students Perception on Social Media Helping them Finish

School Tasks Faster

Response HUMSS A HUMSS B TVL-HE TOTAL

Strongly 10 8 4 22
Agree
Agree 18 18 22 58

Disagree 9 2 6 17

Strongly 2 2 0 4
Disagree

The table shows the students’ perception on how social media helps

them finish their school tasks faster. Most of the students agreed that

social media is helpful. A total of 58 students agreed and 22 strongly

agreed, showing that many of them see social media as a useful tool

for doing schoolwork. Only a few students disagreed (17) and very few

strongly disagreed (4). This means that only a small number of

students think social media does not help them finish tasks faster.

Overall, the result suggests that majority of the students believe social

media helps them complete their school tasks more easily and quickly,

especially when they use it to find information, communicate with

classmates, or get ideas for their assignments.

 CHAPTER 6
SUMMARY AND CONCLUSION
Appendix 1. Letter of request to the principal of Libertad National
School to conduct the study
Republic of the Philippines
Department of Education
Region X- Northern Mindanao
Division of Misamis Oriental
Libertad District
LIBERTAD NATIONAL HIGH SCHOOL

HUMANITIES AND SOCIAL SCIENCES

SENIOR HIGH SCHOOL

OCTOBER 9, 2025
ANALIZA N. CHU
Secondary School Principal
Libertad National High School

Dear Ma’am/Sir

Good day!

The researcher of the Grade 1 HUMSS-B students conducting a

research titled “The Influence of Social Media Usage and
Academic Performance of Grade 11 Students in Libertad
National High School”.

The survey will be conducted among selected students from HUMSS

A, HUMSS B, and TVL-HE. All information gathered will be treated
with confidentiality and use only for academic purposes.

Thank you for your support and positive response.

Respectfully yours,

JAY ANN C. ESTAÑO

JAMES ALJURICH W. SUNGA
JOANN E. CARSA

Noted by:

GLADEN SHELLEY A. BILLIONES

Practical Research 2, Adviser, Grade 12 HUMSS B

Approved by:

ANALIZA N. CHU
Secondary School Principal I
Appendix 2.