DILANGALEN NATIONAL HIGH SCHOOL

Senior High School Department

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An Research Proposal by:

Reden Mae B. Cabrera

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AUGUST 2025
 CHAPTER I

INTRODUCTION

BACKGROUND OF THE STUDY

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STATEMENT OF THE PROBLEM

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until you state your research questions.

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2. This is your second research question.

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HYPOTHESIS

H₀ (Null Hypothesis): There is no significant relationship between social media

usage and the study habits of Senior High School students.

Hₐ (Alternative Hypothesis): There is a significant relationship between social

media usage and the study habits of Senior High School students.
SCOPE AND LIMITATIONS

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SIGNIFICANCE OF THE STUDY

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To the Students. then put a short description.

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OPERATIONAL DEFINITION OF TERMS

To provide a clear understanding of the variables and concepts in this study,

the following terms are defined operationally as they are used within the research

context:

Academic Motivation – refers to the level of interest, persistence, and effort

exerted by students in completing school-related tasks despite possible distractions.

Concentration – refers to the students’ ability to maintain focus on academic

tasks without interruptions from social media notifications or the urge to check online

platforms.
Social Media Usage – refers to the daily number of hours and frequency of student

interaction with platforms such as Facebook, TikTok, and Instagram, whether for

communication, entertainment, or academic purposes.

Study Habits – refer to the patterned behaviors and practices students adopt in

preparing for lessons, taking notes, managing time, and reviewing materials, as

measured through a researcher-made survey.

Time Management – refers to how students allocate and balance specific hours for

academic responsibilities alongside social media activities.

REVIEW OF RELATED LITERATURE

This chapter presents a comprehensive review of related literature and

studies that provide the theoretical and empirical foundations for this research.

Social Media and Time Management

Several studies point to the role of social media in shaping students’ ability to

manage their time. Kirschner and Karpinski (2010) observed that students who spent

more time on Facebook tended to dedicate fewer hours to academic preparation,

leading to lower GPAs. Locally, Dela Peña (2022) noted that late-night scrolling on

TikTok and Facebook among Grade 12 students in Midsayap resulted in poor sleep

patterns, which eventually disrupted study schedules. These findings suggest that

excessive social media use may reduce time allotted for effective studying.

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Social Media and Motivation

Motivation to study is also influenced by social media. Anderson and Jiang

(2018) highlighted that teenagers often turn to social media for entertainment rather

than academic purposes, which diverts motivation away from learning. Conversely,

Cruz and Ramirez (2021) showed that when used responsibly, platforms such as

Messenger and Google Classroom foster collaborative learning and boost motivation

to participate in group projects.

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Social Media and Concentration/Attention Span

Attention span is another factor affected by social media. Junco (2012) found

that frequent multitasking with social media interrupts focus and reduces students’
comprehension of study materials. In a Philippine study, Gonzales (2019) revealed

that students with higher social media usage struggled to concentrate during study

hours, often shifting attention between tasks, leading to incomplete academic work.

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Social Media as an Academic Tool

While negative impacts are often highlighted, social media can also serve as

an academic tool. Tess (2013) emphasized that social networking sites can enhance

peer learning when used for discussions and information sharing. Local findings by

Cruz and Ramirez (2021) echoed this by showing that students used Facebook

groups and Messenger for collaborative problem-solving and accessing educational

content.

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Figure 1 illustrates the relationship between the independent and dependent

variables. The independent variable is Social Media Usage, which refers to the

frequency, duration, and purpose of students’ engagement with platforms such as

Facebook, TikTok, and Instagram. On the other hand, the dependent variable is

Study Habits, which encompass practices such as time management, note-taking,

concentration, and review routines.

As shown, the framework posits that the extent of social media usage may

influence the quality of students’ study habits. Excessive or unregulated use of social

media may lead to poor time management, distraction, or reduced academic focus.

Conversely, when used responsibly, social media can also provide access to

educational resources, peer support, and collaborative learning, which may positively

affect study habits. Thus, the framework assumes a direct relationship where the

independent variable (social media usage) affects the dependent variable (study

habits). This is a sample description of the figure.

Independent Variable Dependent Variable

Figure 1. Conceptual Framework of the Study

This study is anchored on Bandura’s Social Cognitive Theory (1986), which

explains learning as a continuous interaction among personal factors, behavior, and

environment. Its relevance extends into the digital era, as recent studies highlight its

application in online learning, social media, and self-regulated behavior (Frontiers in

Psychology, 2023; Taylor & Francis, 2021). Constructs such as self-efficacy, self-

regulation, and observational learning have been used to explain how students adapt

their study habits in technology-driven environments.

In the context of this study, social media usage becomes an environmental

factor that exposes learners to both helpful and distracting models of study behavior.

Meanwhile, study habits reflect self-regulation and personal control, where students’

belief in their ability to manage time and attention (self-efficacy) plays a key role

(Zimmerman, 2000; Schunk & DiBenedetto, 2020).

Complementing SCT, the Uses and Gratifications Theory (UGT)—first

developed by Katz et al. (1973) but continuously adapted for new media—remains a

powerful lens for analyzing social media behavior. Recent research shows its

application to smartphone use and social networking sites (Whiting & Williams, 2013;

Sundar & Limperos, 2013; Karim et al., 2020). UGT suggests that students are active

media users, choosing platforms that satisfy needs such as entertainment, social

interaction, or information seeking. These motivations, in turn, influence how social

media use affects their academic habits (Alhabash & Ma, 2017; Islam et al., 2020).

Together, Social Cognitive Theory (1986, with updates from 2000–2023) and

Uses and Gratifications Theory (1973, with modern applications from 2013–2020)

provide a comprehensive foundation for the study. SCT explains how students’ study

habits are shaped through self-regulation and social modeling, while UGT explains
why they engage with social media in the first place. This dual perspective ensures

that the study draws on both classic theory and its most recent, relevant

developments in the age of digital learning. You may continue here. This is just a

sample.