STA.

AGUEDA NATIONAL HIGH SCHOOL

6205 PAMPLONA
SENIOR HIGH SCHOOL DEPARTMENT

THE IMPACT OF SOCIAL MEDIA USAGE ON ACADEMIC PERFORMANCE

AMONG SENIOR HIGH SCHOOL GAS STUDENTS

A Research Paper Presented to The Faculty of

Sta. Agueda National High School

In Partial Fulfillment of the Requirements

For PRACTICAL RESEARCH

By

Rhian Stephanie L. Milla

Jhaycille R. Embido

Vincent L. Veriña

Mekyla S. Ramirez

Jay Angelo M. Figueroa

Lovely Ghian Sister

John Mark Cuevas

Liezel Ann Yba

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APPROVAL SHEET

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DEDICATION

We also want to sincerely thank our parents, friends, and family for their steadfast

support and motivation throughout our academic pursuits. Their belief in us and the

sacrifices they have made have been vital in helping us navigate challenges and reach our

objectives.

Additionally, we extend our heartfelt gratitude to the faculty and staff of Sta.

Agueda National High School. Their commitment to education has motivated us to strive

for excellence. We are also deeply appreciative of the respondents who took part in this

study; their cooperation and insights were essential for the completion of our research.

Finally, we dedicate this work to the Almighty God, with our heartfelt thanks for

His divine guidance, strength, and wisdom throughout this journey. We recognize His

numerous blessings and express our sincere appreciation.

To everyone who has played a role in the success of this research project, we

convey our deepest gratitude. This paper reflects your invaluable support and

contributions, which we humbly acknowledge.

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ACKNOWLEDGEMENT

We would like to express our sincere gratitude to our parents, friends, and family

for their unwavering support and encouragement throughout our academic endeavors.

Their faith in us and the sacrifices they have made have been crucial in helping us

overcome challenges and achieve our goals.

Furthermore, we extend our heartfelt thanks to the faculty and staff of Sta.

Agueda National High School. Their dedication to education has inspired us to pursue

excellence. We are also truly grateful to the respondents who participated in this study;

their cooperation and insights were vital to completing our research.

Lastly, we dedicate this work to the Almighty God, expressing our heartfelt

appreciation for His divine guidance, strength, and wisdom throughout this journey. We

acknowledge His countless blessings and convey our sincere thanks.

To everyone who has contributed to the success of this research project, we

express our deepest gratitude. This paper stands as a testament to your invaluable support

and contributions, which we humbly recognize.

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ABSTRACT

OBJECTIVE

The objective of this study is to investigate the relationship between social media

usage and academic performance among Senior High School (SHS) students in the

General Academic Strand (GAS) in the Philippines. To specifically analyze how

demographic factors such as age and sex influence students' engagement with social

media platforms and the subsequent effects of this engagement on their Grade Point

Average (GPA). To address existing gaps in the literature, the research seeks to provide

insights that can inform educators, parents, and policymakers about the implications of

social media use on students' academic outcomes and to develop targeted strategies that

maximize its educational benefits while mitigating potential negative effects. To

determine the level of social media usage among SHS students in the GAS strand. To

determine the academic performance (GPA) of SHS students in the GAS strand. To

determine the influence of age and sex on social media engagement among SHS students.

To determine the correlation between social media usage and GPA among SHS students.

METHOD

This study used a quantitative approach with descriptive and comparative

methods to explore how social media usage affects academic performance among Senior

High School students. Data will be gathered through surveys that measure social media

habits, GPA, motivation, self-esteem, and behavior, enabling comparisons among

different groups based on gender, grade levels, and involvement in extracurricular

activities.

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RESULT

The study revealed that the majority of participants were older senior high school

students, with 78.5% being 17 years or older, suggesting the findings largely reflect the

views of mature students. There was also a significant gender disparity, with 80% of

participants being female, indicating the results are primarily indicative of female

perspectives. Social media was perceived as having a dual role, aiding in teacher-peer

connection but also serving as a potential distraction, though it did not correlate with

academic grades. Age, not gender, was a significant factor in social media usage

patterns, highlighting the need for further research on age-related social media habits

among students.

CONCLUSION

Based on the detailed examination carried out, the results indicate that a majority

of participants in the study are older senior high school students, with 78.5% being 17

years old or older. This suggests that the views collected mainly reflect those of more

mature students, whose experience with school and social media may influence their

perspectives.

Additionally, there is a clear gender gap among the participants, with 80% being

female and only 20% male. This means that the results may mainly reflect the

experiences and views of female students, which is important to consider when

interpreting the findings.

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The study indicates that social media has a mixed impact on students. While

students believe it helps them connect with teachers and peers, it can also be a distraction.

However, there was no significant link found between social media use and students'

grades, suggesting that the amount of time spent on social media does not affect

academic performance. Additionally, age influences how students use social media, but

gender does not appear to have a significant impact on usage patterns. This indicates that

age should be a key factor to consider when looking at social media habits, while gender

may not be as significant. Overall, these findings suggest a need for more research into

how age affects social media use among students.

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Keywords: Social Media, Social Media Usage, Academic performance, GPA,

Intervention Plan, Quantitative Method.

TABLE OF CONTENT

Title Page i

Approval Sheet ii

Dedication iii

Acknowledgement iv

Table of Contents v-vii

List of Figures viii

List of Tables ix-xx

CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction 1-4

The Research Problem 5

Statement of the Null Hypotheses 6

Significance of the Study 7-8

Scope and Limitations

CHAPTER II

Review Of Related Literature and Studies 10-15

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CHAPTER III

THEORETICAL FRAMEWORK OF THE STUDY

Narrative Discussion of the Theoretical Framework 16-18

Visual Representation of the Theoretical Framework 18

Narrative Discussion of the Conceptual Framework 19

Visual Representation of the Conceptual Framework 19

CHAPTER IV

RESEARCH METHODOLOGY

Research Design 20

Research Respondents 21

Research Environment 21

Research Instrument 22

Research Procedure 23

Statistical Treatment of the Data 23

Ethical Considerations 23-24

Definition of Terms 25-26

CHAPTER V

Presentation, Analysis, and Interpretation of Data 27-35

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CHAPTER VI

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Restatement of the Problem ` 36

Restatement of the Null Hypotheses 37

Summary of Findings 38-40

Conclusions 41

Recommendations 42

Bibliography 43-49

APPENDICE

Appendix A – Questionnaire 50-56

Appendix C – Curriculum Vitae 62-69

LIST OF FIGURES

Figures Page

Theoretical Framework of the Study 18

The Conceptual Framework of the Study 19

TABLES

Table 1.1: Age (Frequency, percentage, rank) 27

Table 1.2: Sex (Frequency, percentage, rank) 28

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Table 2.1. Impact of social media usage among the respondents 29-31

Table 1.3 GPA of SHS GAS Students 32

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 Table 4. Significant relationship between social media usage and SHS GAS

Students’ GPA

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Table 5.1. Significant difference in the level of social media usage among the 34

respondents when group according to age

Table 5.2. Significant difference in the level of social media usage among the 35

respondents when group according to sex

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CHAPTER I

THE PROBLEM AND ITS SCOPE

INTRODUCTION AND BACKGROUND OF THE STUDY

The advent of social media has dramatically transformed the landscape of

communication, particularly among younger populations. Social media is defined as a

collection of online platforms and tools that enable users to create, share, and exchange

content in various formats, including text, images, and videos, while facilitating

interaction and networking among individuals and communities (Kaplan & Haenlein,

2010). These platforms encompass a wide range of applications, such as social

networking sites, blogs, microblogs, and forums, allowing users to connect,

communicate, and engage in social interactions (Smith, 2021). Social media usage as

defined here refers to the frequency and nature of interactions on these platforms,

including activities such as posting, commenting, sharing, and passive engagement. With

the rapid increase of platforms like Facebook, YouTube, and TikTok, students are

increasingly engaging in these digital environments. This trend raises critical questions

about the impact of social media on academic performance, particularly among Senior

High School (SHS) students enrolled in the General Academic Strand (GAS).

Numerous studies have explored the multifaceted relationship between social

media and academic performance, which is typically assessed through metrics such as

Grade Point Average (GPA). GPA serves as a crucial indicator of student achievement

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and is highly valued in educational settings, influencing opportunities for higher

education and career paths. For instance, Junco (2012) found that excessive engagement

with social networking sites can distract students from their academic responsibilities,

resulting in lower grades. In contrast, Pasek (2020) suggested that, when utilized

strategically, social media has the potential to function as an effective educational tool,

fostering collaboration, information sharing, and enhanced student engagement in

learning activities.

In the Philippines, the Department of Education (DepEd) acknowledges the

growing influence of digital platforms in education. Various issuances, such as the

DepEd Order No. 42, Series of 2016, provide frameworks for integrating information and

communications technology (ICT) into the educational environment to enhance student

engagement Department of Education (2016). Research indicates that increased social

media engagement is often correlated with lower concentration levels and subsequent

declines in academic performance. For instance, Karpinski and Duberstein (2009) found

that Facebook usage negatively affected students’ GPAs, attributing the decline to

distractions and reduced study time. Junco (2012) similarly highlighted a significant

relationship between social media use and academic performance, asserting that the

nature of engagement—academic versus recreational—can yield different academic

outcomes.

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Furthermore, Lepp et al. (2015) emphasized that demographic factors, such as

age, gender, and academic strand, play crucial roles in mediating these relationships,

suggesting that various student populations experience the impacts of social media

differently. These findings underscore the necessity of examining how these demographic

variables influence the relationship between social media usage and academic

performance within the context of contemporary education.

Despite the growing body of literature on social media and its effects on students,

significant gaps remain, particularly concerning localized studies focusing on Senior

High School (SHS) students enrolled in the General Academic Strand (GAS) in the

Philippines. While ample research addresses the general student population, the unique

dynamics of GAS students—who are part of a flexible and interdisciplinary academic

program—remain underexplored. Additional research is needed to assess how social

media interacts with academic performance across various demographic profiles,

including age and sex, and to determine if these factors create significant variances in

social media usage levels. Existing educational policies, such as the K to 12 Basic

Education Program, emphasize a holistic framework that integrates technological

advancements and illustrates the potential benefits of incorporating social media into

educational practices. However, empirical evidence regarding the effectiveness of these

efforts in enhancing students' academic outcomes remains scarce. Exploring these gaps is

essential, as it can shed light on how existing policies may inadvertently overlook

significant factors that influence the impact of social media on academic success.

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In the local context of the Philippines, the phenomenon of social media usage

among senior high school students, particularly those in the General Academic Strand

(GAS), has become increasingly prevalent, reflecting the global trend of digitization in

education. Recent studies indicate that Filipino students actively engage with platforms

such as Facebook and Instagram, both for academic and recreational purposes. The dual

nature of this engagement presents a unique landscape where, despite the risks of

distraction and decreased academic performance associated with excessive recreational

use, there is significant potential for leveraging social media as a tool for collaborative

learning and knowledge sharing. For instance, many students utilize these platforms to

form study groups or share resources, thereby enhancing their academic experience.

Importantly, demographic factors like age and gender shape how these platforms are

used; female students, for example, tend to engage with social media for academic

reasons more than their male peers. This nuanced understanding of social media’s role

within the educational environment highlights the need for targeted strategies that

maximize its educational benefits while minimizing potential downsides, particularly for

GAS students navigating a flexible and interdisciplinary curriculum.

The purpose of this study is to investigate the impact of social media usage on

academic performance among Senior High School (SHS) students in the General

Academic Strand (GAS) in the Philippines. Specifically, it aims to examine how

demographic factors such as age and sex influence social media engagement and its

subsequent effects on

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students’ academic outcomes, addressing a critical gap in existing literature and

providing insights for educators and policymakers.

RESEARCH QUESTION

This study aimed to investigate the impact of social media usage on the

academic performance of SHS students in the General Academic Strand (GAS). As social

media has become an integral part of the daily lives of adolescents, it is essential to

explore its effects on various aspects of their lives, including their academic endeavors.

Given the increasing prevalence of digital communication platforms among youths,

understanding how these platforms influence educational outcomes is crucial for

educators, parents, and policymakers. Specifically, the focus of this study was to

determine the following:

1. What is the demographic profile of the respondents with regards to the following

variables?

1.1 age

1.2 Sex

2. What is the impact of social media usage among the respondents?

3. What is the GPA of SHS GAS Students?

4. Is there a significant relationship between social media usage and SHS GAS Students’

academic performance?

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5. Is there significant difference in the level of social media usage among the respondents

when group according to their profile variables?

NULL HYPOTHESES

Ho1: There is no significant relationship between social media usage and the academic

performance (GPA) of Senior High School (SHS) students in the General Academic

Strand (GAS).

Ho2: There is no significant difference in the level of social media usage among SHS

GAS students when grouped according to their demographic profile variables (age, sex,

and academic strand).

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SIGNIFICANCE OF THE STUDY

The study looks at how using social media affects grades for SHS GAS

STUDENTS. This is important now since lots of teens use social media. The results can

matter a lot for teachers, students, parents, researchers, and future studies. This study

aims to be beneficial to the following:

Teachers: Knowing how social media affects grades can help teachers find ways

to cut down on distractions and boost learning in class. They can teach students to use

social media wisely and understand how it might impact their school work.

Respondents: The study shows how social media might hurt your schoolwork.

You can learn to cut back on your use or manage your time better. By seeing the link

between social sites and grades, you can choose smart ways to spend your time and focus

on your school goals.

Parents: Parents can use this to watch how their kids use social media. They can

guide rules for less screen time and smart use. Parents might also talk with teachers to

find ways to help their kids do well in school while using social media.

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Researchers: This work adds to what we know about how social media affects

teens' school grades. It helps show the many ways social media, school work, and other

things are linked. New studies can build on these results to ask fresh questions. They

might look at how different social media posts affect teens or how parents’ guide their

kids' online time.

Future Researchers: These results can guide new studies on how social media

affects grades. This means looking at how different social sites, posts, or actions change

school work. Future researchers can start here to check other parts of social media's effect

on learning. They might study how friends or self-worth play a role.

Principal: The principal of the municipality of Pamplona can utilize the findings

to foster an educational environment that balances social media use with academic

achievement. By collaborating with teachers and parents, the principal can promote

programs that educate students on responsible social media practices and their

implications for academic success.

Department of education (DEPED): For the Department of Education, the

results of this study can inform policy decisions related to digital literacy and social

media education. Implementing educational frameworks that address the implications of

social media can better prepare students for both academic challenges and responsible

online behavior.

Municipality of Pamplona: The local government can leverage these findings to

advocate for community programs that educate families about the healthy use of social

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media. By encouraging dialogue among students, parents, and educators, the municipality

can foster an environment that supports academic achievement while navigating the

challenges of the digital age.

SCOPE AND LIMITATION OF THE STUDY

Scope of the Study. The study focuses on SHS students enrolled in the GAS program in

the Philippines, exploring their social media usage and its impact on academic

performance as measured by GPA. Demographic factors such as age, sex, and academic

strand are included in the analysis.

Limitation of the Study. This study has several limitations that should be considered

when interpreting the results. First, it relies on self-reported data from students, which

may introduce bias or inaccuracies. Additionally, the study examines the relationship

between social media use and academic performance at a single point in time, potentially

overlooking how these factors may evolve over time. Furthermore, the research does not

account for other variables that could influence grades, such as parental income, family

dynamics, or the impact of peer relationships. Other limitations include the size of the

sample, which may affect the reliability of the findings, as well as the unique context of

the General Academic Strand (GAS) program, which may not be applicable to other

academic streams or educational systems. Lastly, the study does not explore the

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qualitative aspects of students’ experiences with social media, which could provide

deeper insights into how their online interactions affect their academic performance.

CHAPTER II

Related Research Literature

SOCIAL MEDIA

Social media (SM) refers to online platforms and tools that allow users to create,

share, and interact with content within a social networking environment. The concept of

"social media" first appeared in 1994 with the introduction of Matisse, an online media

platform based in Tokyo (Aichner et al., 2021). Since then, the world of social media has

expanded tremendously, leading to the development of numerous platforms like

Facebook, Twitter, Instagram, YouTube, TikTok, and WhatsApp, among others. These

platforms have become essential parts of the internet (or Web 2.0), focusing on user-

generated content and encouraging interaction between users (Kanchan & Gaidhane,

2023).

As social media continues to grow, it significantly influences how we

communicate and shapes various societal trends. For instance, social media influencers

have become important figures in shaping strategic communication. They can guide how

people perceive issues and influence their behaviors (Enke & Borchers, 2021). This

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reveals the critical role social media plays in different aspects of life, including public

health. It serves as a valuable tool for sharing health information and making it more

accessible to the general public (Kanchan & Gaidhane, 2023).

In addition to its influence on communication, being proficient in social media

has become increasingly important. This is often referred to as social media literacy. It

involves the skills needed to use social media tools efficiently and responsibly. Those

who are socially media literate can critically evaluate the information they come across,

which is essential in today’s information-rich environment (Cho et al., 2024). This

literacy is vital in helping individuals navigate the complexities and potential

misinformation that can exist online.

Understanding social media influence theory further enhances our knowledge of how

online interactions can affect opinions and behaviors. This theory emphasizes the

necessity for individuals to engage critically with the content they encounter on social

media platforms (Rachmad, 2023). It serves as a reminder that not everything shared

online is accurate or trustworthy, urging users to think carefully about the information

they consume and share.

In summary, social media is a dynamic and complex space that significantly

affects how we communicate, share information, and interact socially. As it evolves, it

continues to shape various fields, including public health, marketing, and education. The

need to understand social media’s impact, develop literacy skills, and recognize the

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influence it wields highlights the importance of ongoing exploration into this ever-

changing landscape.

IMPACT OF SOCIAL MEDIA

The integration of social media into education has become a significant research

focus, particularly in relation to its effects on student academic performance. Ansari and

Khan (2020) conducted a study with 360 university students in eastern India and found

that social media platforms enhance student interaction and collaboration with peers and

teachers. This increased communication positively influences students’ knowledge-

sharing behaviors and can create supportive learning environments. Their results suggest

that social media can improve academic performance by fostering creativity and research

skills.

Educators are also looking into how to effectively use social media in their

teaching. A literature review by Van Den Beemt, Thurlings, and Willems (2020)

analyzed 271 studies and discussed the difficulties teachers face. While social media can

offer benefits, it can also be distracting. The review identified key factors for successful

integration, such as having a supportive school culture, positive teacher attitudes, training

for teachers, and clear learning objectives. These strategies can help improve academic

performance, especially for high school students in General Academic Strand (GAS).

In another study, Putra, Yuliartini, Irwandi, and Ahmad (2024) reviewed articles

from 2014 to 2024 about social media's impact on academic achievement. They found

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mixed results: while too much social media use can hinder concentration and lower

grades, focused engagement can increase students' interest in learning. This highlights the

need to understand how social media fits into students' lives to support their success more

effectively.

Jacinto et al. (2021) examined the effects of social media on students in the

context of new learning systems. Their study showed that how students manage their

social media use significantly affects its impact on their academic performance. They

recommend that schools teach students time management skills to balance their studies

with social media use, enabling students to maximize the benefits while reducing

distractions.

In summary, the literature reveals that social media's impact on academic

performance is complex, with both positive and negative aspects. By understanding this

complexity, educators can develop effective strategies to improve student engagement

and academic outcomes.

THE IMPACT OF SOCIAL MEDIA ON GPA

The relationship between social media usage and academic performance,

particularly regarding students' Grade Point Average (GPA), has become a significant

area of research in education. Cuong et al. (2025) examined how different motives for

using social media affect students' academic outcomes. They found that while social

media can help students connect and collaborate academically, it often leads to

distractions that negatively impact their GPAs. The study emphasized that the amount of

time spent on social media plays a crucial role; students who spend excessive hours on

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these platforms may struggle to maintain their academic focus, ultimately leading to

lower grades. This highlights the need for students to balance their social media use with

their educational tasks.

In another study, Bedua et al. (2021) investigated the effects of social media on

students’ academic performance. Their findings indicated that significant time spent on

social media is often associated with decreased attention to studies, resulting in lower

GPAs. Although social media can foster community and collaboration among peers, the

constant potential for distraction can interfere with students' abilities to perform well

academically. This research suggests that students should be vigilant about how they use

social media, as excessive engagement can detract from their academic efforts.

Chandrasena and Ilankoon (2022) focused on health sciences undergraduates and

explored the dual effects of social media on academic performance and personal

relationships. They noted that while social media can facilitate communication and

support among students, it could also lead to a decline in academic performance if

students are overly reliant on social media for interaction at the expense of their studies.

Their study highlights the importance of effective time management and self-control in

navigating social media so that it does not negatively impact academic success.

Ning and Inan (2024) took a different approach by examining social media

addiction among college students and its negative effects on academic achievement.

Their study revealed that students who are addicted to social media often see a decline in

their GPAs because they become distracted and spend less time on their studies. They

emphasized the need for strategies to promote healthy social media habits among

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students, which can help them maintain focus on their academic goals and improve their

performance.

Lastly, Rahim (2021) specifically looked at how time spent on Facebook affects

GPA scores among post-graduate students. The study found an inverse relationship; as

students spent more time on Facebook, their GPAs tended to drop. This research suggests

that extensive use of social media might divert attention away from important academic

responsibilities. It highlights the critical need for awareness among students regarding

how their social media habits can impact their academic performance, especially in

demanding postgraduate programs.

In summary, the literature reveals a complex connection between social media

usage and academic performance, especially GPA. While there are potential benefits like

enhancing collaboration and communication, the risks of distractions leading to lower

academic achievements are substantial. As social media becomes increasingly integrated

into students' lives, developing effective time management and self-regulation skills is

essential. Educational institutions should also play a role in promoting responsible social

media usage, enabling students to benefit from its positive aspects while minimizing any

negative effects on their academic performance.

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THEORETICAL FRAMEWORK OF THE STUDY

The study of social media usage and its impact on academic performance is a descriptive-

correlational study that explores how adolescents’ interactions with social media

influence their self-efficacy and learning outcomes in their daily academic lives,

supported by relevant theories including:

1. Social Learning Theory (SLT) Albert Bandura’s Social Learning Theory posits that

learning occurs within a social environment, where individuals can gain knowledge by

observing others. This theory highlights those behaviors can be learned through

observation, with reinforcement and motivation playing vital roles in this learning

process. For Senior High School General Academic Strand (SHS GAS) students, social

media platforms create a setting conducive to observing peers engaging in academic

activities. Supporting this perspective, research conducted by Baker et al. (2013)

indicated that students who took part in online academic discussions reported increased

motivation and engagement in their studies. The communal nature of social media

encourages students to share materials, seek assistance, and collaborate on assignments.

As Bandura suggested, witnessing the success of peers can inspire students to emulate

those behaviors, ultimately enhancing their academic performance.

2. Cognitive Load Theory (CLT) Cognitive Load Theory, formulated by John Sweller,

asserts that working memory has a finite capacity, and optimal learning takes place when

cognitive load is effectively managed to avoid overload. Social media can play both

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supportive and disruptive roles in the learning process. A study by Gee et al. (2015)

demonstrates the dual impact of social media on cognitive load, revealing that

educational content shared on platforms like YouTube can reduce cognitive load by

delivering information in an engaging and succinct manner. However, an overload of

notifications and engagement with non-educational material can lead to cognitive strain,

distracting students from their studies and diminishing the quality of their work.

Therefore, it is essential to manage social media use effectively to balance cognitive

demands with academic responsibilities.

3. Uses and Gratifications Theory (UGT) This theory outlines that individual actively

select media to fulfill specific needs or desires. In the realm of social media, students

engage with these platforms for multiple purposes, such as social interaction, information

acquisition, and entertainment. Research by Seabrook et al. (2016) shows that students

who concentrate on educational material and academic resources via social media tend to

experience academic benefits. In contrast, those who primarily engage with

entertainment-centered content tend to see a decline in academic performance. This

theory implies that the underlying motivations for social media usage can significantly

influence its effect on students’ academic outcomes, suggesting that understanding these

motivations may assist educators in guiding students toward more constructive social

media usage. 4. Self-Determination Theory (SDT) Developed by Deci and Ryan, Self-

Determination Theory focuses on the significance of intrinsic motivation in goal-oriented

behaviors. According to SDT, students are more likely to excel academically when they

feel empowered, competent, and connected to their peers. A study by Vallerand et al.

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(2003) backs this assertion, indicating a positive correlation between higher intrinsic

motivation and academic performance. When students use social media to enhance their

learning—through activities like peer collaboration or engaging in educational groups—

they often experience increased intrinsic motivation and satisfaction. Conversely, if their

engagement is driven by external factors, such as comparing themselves to peers’

successes, it can lead to anxiety and detract from their academic focus.

Figure 1. Theoretical Framework of the study

Social Learning
Theory (SLT)

THE IMPACT OF
Self- SOCIAL MEDIA USAGE Cognitive Load
Determination ON ACADEMIC Theory (CLT)
Theory (SDT) PERFORMANCE
AMONG THE SENIOR
HIGH GAS STUDENTS

Uses and
Gratification Theory
(UGT)

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VISUAL REPRESENTATION OF THE CONCEPTUAL FRAMEWORK

Figure 2. Conceptual Framework of the study

INPUT OUTPUT

1. What is the demographic 2. What is the level of Social

profile of the respondents Media Usage among the
with regards to the respondents?
following?
1.1. Age 3. What is the GPA of SHS
1.2. Sex GAS Students?

THE IMPACT OF SOCIAL

MEDIA USAGE ON
ACADEMIC
PERFORMANCE AMONG
SENIOR HIGH SCHOOL
GAS STUDENTS

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CHAPTER IV

RESEARCH METHODOLOGY

This chapter details the research design and methods used to gather data and

address the research question. It explains how the study explored the relationship

between social media use and academic performance among senior high school students.

Research Design

The research study on the "Impact of Social Media Usage on Academic

Performance among Senior High School Students" will employ a quantitative approach.

A combination of descriptive-correlation. and comparative research methods will be used

to explore the associations between variables and identify significant differences among

them. This study will look at how much senior high school students use social media and

how it affects their schoolwork, motivation, self-esteem, and how they act in different

situations like learning, social life, and emotions. It will also try to find connections

between social media use and things like grades, motivation, self-esteem, and behavior.

Furthermore, the study will compare how social media affects grades for different groups

of students, like boys and girls, different grade levels, students from different

backgrounds, and students who do extracurricular activities. The results should help us

understand how social media and school performance are related for senior high students

and show both the good and bad sides of social media use.

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Research Respondents

The participants in this study will be all Grade 11 and 12 senior high school

students enrolled at Sta. Agueda National High School during the 2024-2025 school year.

These grade levels were chosen because high school students are heavily influenced by

social media, and it's an important time for their learning. This study uses universal

sampling, meaning data will be collected from all students in the group being studied.

This approach ensures the results accurately reflect the whole group and provides a

complete understanding of the topic. Because the group is a reasonable size, studying

everyone is possible and allows for very precise and inclusive findings.

Grade Level (GAS) Populations

Grade 11 33

Grade 12 35

Total 68

Research Environment

This research will take place at Sta. Agueda National High School (SANHS),

located in Barangay Sta. Agueda, Pamplona, Negros Oriental, about 6 kilometers from

the town center. SANHS has both junior and senior high school programs. The senior

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high program offers the General Academic Strand (GAS), Science Technology

Engineering Mathematic (STEM), and Shielded Metal Arc Welding (SMAW) track.

Research Instrument

Three questionnaires will be used in this study. The first will collect student

demographic information (age and sex). The second will examine social media use,

including frequency, platforms used, activities (e.g., viewing, creating, communicating,

following), and perceived impacts on studies, social life, and emotions, and the third set

assesses the level of academic performance among Senior High School General

Academic Strand (GAS) students. The instruments used to measure the level of social

media usage and the student’s level of academic performance are adapted and/or

modified from different sources.

To determine the level of social media usage, a self-constructed questionnaire is

developed. The self-constructed questionnaire draws upon existing research and scales

related to social media usage, including time spent, platforms used, and purposes of use.

To measure the student’s level of academic performance, Grade Point Average

(GPA) will be utilized. This data will be collected from the school records of the

participating students.

To ensure validity and reliability, the self-constructed instrument underwent face

and content validity assessments by experts. The instrument was then piloted with a

sample of senior high school students, and reliability was tested, achieving a Cronbach's

alpha of 0.7.

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Research Procedure

The research process will begin with obtaining the necessary permissions and

endorsements. A formal letter requesting permission to conduct the study will be

submitted to the school principal of Sta. Agueda National High School. Upon receiving

approval, copies of the approved letter will be distributed to the relevant class advisors,

authorizing the researchers to administer the questionnaires to the selected senior high

school student participants.

Statistical Treatment

The study will utilize the SPSS software package for data analysis. Descriptive

statistics, including frequencies and percentages, will be employed to characterize the

demographic profile of the senior high school student respondents. Central tendencies

and dispersion, specifically means and standard deviations, will be calculated to

summarize social media usage patterns and academic performance, measured by Grade

Point Average (GPA). To investigate the relationship between social media use and GPA,

correlation analyses will be conducted. Furthermore, to determine if there are significant

differences in social media usage across various demographic groups, independent

samples t-tests or Analysis of Variance (ANOVA) will be performed, as appropriate,

based on the nature of the demographic variables.

Ethical considerations

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This study on social media's impact on student academic performance prioritizes

ethical conduct. The study will obtain informed consent, ensure data confidentiality,

guarantee voluntary participation, minimize any potential harm, treat all participants

fairly, maintain research integrity, and secure ethical review board approval. These

measures protect participant well-being and uphold ethical standards throughout the

study.

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DEFINITION OF TERMS

Social Media: Online platforms and applications that enable users to create and

share content or participate in social networking. In this study, it refers to platforms like

Facebook, Instagram, Twitter, TikTok, YouTube, and others, used by SHS GAS students.

Academic Performance: A measure of student achievement in academic

pursuits, typically represented by Grade Point Average (GPA). In this study, it

specifically refers to the GPA of SHS GAS students.

Social Learning Theory (SLT): The theory that individuals learn by observing

others and that social media platforms can provide a venue for such observational

learning, potentially influencing academic behaviors and outcomes.

Cognitive Load Theory (CLT): The theory that working memory has limited

capacity, and that social media can either support or hinder learning depending on how it

impacts cognitive load. In this study, it refers to how social media usage might affect

students' ability to process academic information.

Uses and Gratifications Theory (UGT): The theory that individuals actively

choose media to satisfy specific needs and desires. In this context, it refers to how

students' motivations for using social media (e.g., social interaction, information seeking,

entertainment) influence its impact on their academic performance.

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Self-Determination Theory (SDT): The theory that intrinsic motivation is

essential for goal-oriented behavior. In this study, it refers to how social media use can

affect students' intrinsic motivation towards academic pursuits, either positively (e.g.,

through collaboration) or negatively (e.g., through social comparison).

SHS GAS Students: Senior High School General Academic Strand students. In

this study, they represent the target population whose social media usage and academic

performance are being examined.

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CHAPTER V

PRESENTATION OF FINDINGS, ANALYSIS, INTERPRETATIONS, AND

ANALYSIS

This chapter used tables to display the collected data, structured to match the

study’s problems. The data was analyzed and explained to meet the study’s main

purpose.

Table 1.1: Age (Frequency, percentage, rank)

Age Frequency (f) Percentage (%) Rank

16 and below 14 21.5 2

17 and above 51 78.5 1

Total 65 100.0

The table 1.1 shows a clear age distribution, with 78.5% (51 out of 65) of

respondents aged 17 and above, significantly outweighing the 21.5% (14 respondents)

aged 16 and below, indicating a sample primarily composed of older senior high school

students or those beyond, which is crucial for interpreting study findings regarding

maturity, experience, and curriculum exposure. In conclusion, the study mainly reflects

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the views of older students, highlighting the importance of their greater maturity and

experience in interpreting the results.

The findings are supported by the study conducted by Chung et al. (2021),

which indicates that social media peer pressure can lead to both positive and negative

eating habits in teens. Given that most participants in this study are 17 or older, this detail

is particularly significant. Older teens typically have different experiences and levels of

maturity compared to their younger peers. Consequently, when examining how social

media impacts these students, it is essential to consider their age.

Table 1.2: Sex (Frequency, percentage, rank)

Sex Frequency (f) Percentage (%) Rank

Male 13 20.0 2
Female 52 80.0 1
Total 65 100.0 2

Table 1.2 shows a large difference in gender. Most people in the study are

female, with 80% being female and only 20% being male. This means the study group

has many more females than males. This difference is important for understanding the

study’s results. Because of this, the study’s findings may mostly apply to females. One

must think about this when looking at the study’s conclusions.

The findings are supported by the study conducted by Halimi, F., AlShammari,

I., & Navarro, C. (2021), which examined differences in how male and female students

perceived emotional intelligence (EI) and grades. Interestingly, male students reported

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higher EI scores than female students; however, it is important to note that most

participants were female. This gender imbalance suggests that the study’s results may

predominantly reflect female views. As such, the findings regarding EI and gender should

be interpreted with caution. This consideration is particularly relevant when assessing the

impact of social media usage on academic performance among senior high school

students, as the study’s gender skew could influence perceptions of social media’s

effects, especially in relation to EI and academic achievement.

Table 2.1. Impact of social media usage among the respondents

Indicators Mean Std. Deviation Interpretation

1. Social media
helps me organize
3.25 1.104 Neutral
my study time
effectively.
2. I often find
myself distracted
3.86 .768 Agree
by social media
while studying.
3. Social media
platforms provide
valuable resources 3.72 .696 Agree
for my academic
work.
4. I believe social
media has a
3.43 .809 Agree
negative impact on
my grade.
5. I use social
media to
collaborate with 3.98 .718 Agree
classmates on
assignments.

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6. I spend more
time on social
3.51 .812 Agree
media than I do on
my schoolwork.
7. Social media
helps me stay
informed about
3.95 .648 Agree
school-related
events and
deadlines.
8. I feel pressured
to present a perfect
image of myself on 3.31 .828 Neutral
social media, which
affects my studies.
9. Social media has
improved my
communication
skills, which 3.40 .725 Agree
benefits my
academic
performance.
10. I find it difficult
to balance my
social media use 3.75 .708 Agree
with my academic
responsibilities.
11. I use social
media to discuss
3.66 .853 Agree
academic topics
with my classmate.
12. My social
media use
sometimes makes
me feel 3.66 .853 Agree
overwhelmed or
anxious, which
affects my studies.
13. I have learned 3.74 .668 Agree
valuable

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information from
social media that
has helped me in
school.
14. I often compare
myself to others on
social media, which
3.28 .960 Neutral
can negatively
impact my
motivation to study.
15. Social media
helps me stay
connected with my
4.03 .728 Agree
teachers and
classmates outside
of the classroom.
3.64 .336
Agree
Average

Table 2.1 outlines the impact of social media usage on respondents, showcasing

their perceptions across various indicators. The average response is “Agree” (3.64),

meaning students generally feel social media impacts them. The highest agreement (4.03)

is that social media helps them connect with teachers and classmates outside class.

Students also strongly agree (3.98) that social media helps them work together on

assignments and stay informed about school (3.95). Distraction while studying is another

high agreement (3.86). Students feel social media gives them useful school resources

(3.72) and helps them learn (3.74). They also agree it makes them feel overwhelmed

(3.66) and that they use it to discuss school topics (3.66). Therefore, it indicates

students perceive social media as having a significant and multifaceted impact on their

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academic lives, with strong agreement on both its benefits for communication and

collaboration, as well as its potential for distraction and overwhelm.

The findings are supported by the study conducted by Ramzan, Bibi, and

Khunsa (2023), who investigated the link between social media usage and academic

achievement among ESL learners. They discovered that social media can serve both as a

facilitator of learning and as a source of challenges. Their research underscores that while

social media can be a valuable tool for communication and sharing resources, it can also

lead to distractions, aligning with students’ reported agreement on the disruptive nature

of social media during study sessions. Consequently, Table 2.1 illustrates the complex

nature of social media’s impact on students, a conclusion that is echoed in broader

academic research.

Table 1.3 GPA of SHS GAS Students

Average Grade Frequency (f) Percentage (%) Rank

75-79 6 9.2 4
80-84 36 55.4 1
85-89 13 20.0 2
90-100 10 15.4 `3
Total 65 100.0

Table 1.3 shows the students’ grades. Most students, over half (55.4%), have

grades between 80-84. A smaller number (20%) have grades between 85-89, and even

fewer (15.4%) have grades of 90-100. The smallest group (9.2%) has grades between 75-

79. This means many students have average grades, with fewer high or low grades.

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Therefore, Table 3 indicates a concentration of student grades in the mid-range (80-84),

suggesting a tendency towards average academic performance within the studied group.

This finding aligns with research showing that social media can negatively impact

academic performance.

The study by Nurudeen et al. (2023) aligns with these findings, highlighting a

negative relationship between social media use and students' GPAs. Their research

suggests that excessive social media engagement can contribute to poorer academic

performance. This context aids in understanding why many students in this study report

average grades, as the influence of social media may be a contributing factor

Table 4. Significant relationship between social media usage and SHS GAS Students’

GPA

Level of
Value p value Decision Rule Remark
Significance

Significant
relationship
between social
58.052a .05 .653 Fail to Reject Not Significant
media usage and
SHS GAS
Students’ GPA

Table 4.1 looks at whether social media use affects grades. The result is “Not

Significant.” This means there is no clear connection between how much students use

social media and their grades. Table 4.1’s finding of ‘Not Significant’ indicates that,

within this study, the level of social media usage does not appear to have a statistically

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demonstrable impact on students’ grades. In simpler terms, the data does not show that

students who use social media more or less achieve significantly different grades.

The study by Abdulmajid et al. (2024) aligns with the findings regarding the

influence of social media on academic performance. While their research specifically

focused on mathematics performance, it underscores the idea that social media can

impact academic outcomes in various contexts. The 'Not Significant' result in Table 4.1

suggests that the relationship between overall social media use and general grades is

intricate and may be influenced by factors that were not measured in this study.

Alternatively, it may indicate that this particular group of students has successfully found

a balance between social media use and their academic responsibilities.

Table 5.1. Significant difference in the level of social media usage among the

respondents when group according to age

Level of
Value p value Decision Rule Remark
Significance

Significant
difference in the
level of social
media usage
175.500 .05 .004 Reject Significant
among the
respondents
when group
according to age

Table 5.1 shows that age does affect how much students use social media. The

result is “Significant.” This means older and younger students use social media

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differently. Therefore, Table 5.1 shows age significantly impacts social media use, with

distinct differences between age groups.

The findings are supported by the study conducted by Perifanou et al. (2021),

which examined how frequently college students use Instagram, Facebook, and

YouTube. Their research revealed that age significantly influences how effectively

students utilize different digital tools. This aligns with the information presented in Table

5.1, which illustrates that age affects overall social media usage among students. The

study suggests that younger and older students exhibit distinct patterns in their

engagement with digital platforms, reinforcing the conclusions drawn in Table 5.1.

Table 5.2. Significant difference in the level of social media usage among the

respondents when group according to sex

Level of
Value p value Decision Rule Remark
Significance

Significant
difference in the
level of social
media usage
333.000 .05 .934 Fail to Reject Not Significant
among the
respondents
when group
according to sex

Table 5.2 shows if gender affects social media use. The result is “Not

Significant.” This means there is no clear difference in how much male and female

students use social media. Therefore, Table 5.2 indicates that gender does not

significantly influence social media usage among the students studied.

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The findings are supported by the study conducted by Perifanou et al. (2021),

which examined how frequently college students use Instagram, Facebook, and

YouTube. Their research revealed that age significantly influences how effectively

students utilize different digital tools. This aligns with the information presented in Table

5.1, which illustrates that age affects overall social media usage among students. The

study suggests that younger and older students exhibit distinct patterns in their

engagement with digital platforms, reinforcing the conclusions drawn in Table 5.1.

CHAPTER VI

CONCLUSIONS, RECOMMENDATIONS AND FINAL INSIGHTS

RESTATEMENT OF THE RESEARCH PROBLEM

This study aimed to investigate the impact of social media usage on the

academic performance of SHS students in the General Academic Strand (GAS). As social

media has become an integral part of the daily lives of adolescents, it is essential to

explore its effects on various aspects of their lives, including their academic endeavors.

Given the increasing prevalence of digital communication platforms among youths,

understanding how these platforms influence educational outcomes is crucial for

educators, parents, and policymakers. Specifically, the focus of this study was to

determine the following:

1. What is the demographic profile of the respondents with regards to the following

variables?

1.1 age

1.2 Sex

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2. What is the impact of social media usage among the respondents?

3. What is the GPA of SHS GAS Students?

4. Is there a significant relationship between social media usage and SHS GAS Students’

academic performance?

5. Is there significant difference in the level of social media usage among the respondents

when group according to their profile variables?

RESTATEMENT OF THE NULL HYPOTHESES

Ho1: There is no significant relationship between social media usage and the academic

performance (GPA) of Senior High School (SHS) students in the General Academic

Strand (GAS).

Ho2: There is no significant difference in the level of social media usage among SHS

GAS students when grouped according to their demographic profile variables (age, sex,

and academic strand).

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SUMMARY OF FINDINGS

The findings in Table 1.1 show that most respondents are older, with 78.5% (51

out of 65) aged 17 and above, compared to 21.5% (14 respondents) who are 16 or

younger. This means the sample mainly includes older senior high school students, which

is important for understanding the study's results in terms of maturity, experience, and

familiarity with the curriculum. Thus, the study mainly reflects the views of older

students, highlighting the importance of their greater maturity and experience in

analyzing the findings.

The findings in Table 1.2 reveal a significant gender gap among respondents, with

80% identified as female and only 20% as male. This indicates that the study group is

mostly female, which is crucial for interpreting the study's results. As a result, the

findings may largely reflect the experiences and views of female participants. Readers

should consider this gender imbalance when evaluating the study's conclusions.

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Table 2.1 presents the impact of social media usage on respondents, showing an

overall average agreement level of 3.64, indicating that students believe social media

affects them significantly. The strongest agreement (4.03) is that social media helps them

connect with teachers and classmates outside of class. Students also see benefits in

working together on assignments (3.98) and staying updated about school-related news

(3.95). Additionally, they recognize social media as a possible source of distraction (3.86)

and feel overwhelmed by its presence (3.66). Overall, the findings suggest that students

view social media as having a mixed impact on their academic experiences, highlighting

both its benefits for communication and collaboration and its drawbacks.

Table 1.3 shows the distribution of students' grades, revealing that most students

(55.4%) have grades in the range of 80-84, which indicates average academic

performance. A smaller portion of students (20%) falls within the 85-89 range, while

even fewer (15.4%) achieve grades between 90-100. The smallest group, comprising

9.2%, has grades between 75-79. Overall, these findings suggest that most students in the

study tend to have average grades rather than high or low extremes. This pattern matches

existing research showing that social media may negatively impact academic

performance, possibly contributing to the prevalence of average grades among this group.

Table 4.1 looks at the relationship between social media use and students' grades,

with the finding labeled as "Not Significant." This indicates that there is no clear

connection between how much social media is used and students' academic performance.

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In simple terms, the data suggests that differences in social media usage do not lead to

significantly different grades among students. Therefore, based on this study, social

media use does not seem to have a meaningful impact on students' academic outcomes.

Table 5.1 indicates that age significantly affects students' social media usage

patterns. The result labeled as "Significant" shows that there are clear differences in how

younger and older students use social media. This finding highlights that age plays a key

role in shaping social media habits, showing different levels of usage and interaction with

these platforms among different age groups of students.

Table 5.2 examines the influence of gender on social media usage among

students, with the result labeled as "Not Significant." This means there is no noticeable

difference in the amounts of social media used by male and female students. Therefore,

the findings suggest that gender does not significantly impact social media behavior

among the students analyzed.

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CONCLUSIONS

Based on the detailed examination carried out, the results indicate that a majority

of participants in the study are older senior high school students, with 78.5% being 17

years old or older. This suggests that the views collected mainly reflect those of more

mature students, whose experience with school and social media may influence their

perspectives.

Additionally, there is a clear gender gap among the participants, with 80% being

female and only 20% male. This means that the results may mainly reflect the

experiences and views of female students, which is important to consider when

interpreting the findings.

The study indicates that social media has a mixed impact on students. While

students believe it helps them connect with teachers and peers, it can also be a distraction.

However, there was no significant link found between social media use and students'

grades, suggesting that the amount of time spent on social media does not affect

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academic performance. Additionally, age influences how students use social media, but

gender does not appear to have a significant impact on usage patterns. This indicates that

age should be a key factor to consider when looking at social media habits, while gender

may not be as significant. Overall, these findings suggest a need for more research into

how age affects social media use among students.

RECOMMENDATIONS

To understand how social media affects GAS students' grades, more studies are

needed. These studies should look at how different social media apps affect students.

Studies should look at which apps cause the most problems with grades and which apps

might help grades. The studies should also look at how students use the apps and what

kinds of things students do on the apps. This will help show how social media use

connects to grades.

To determine if students who effectively manage their time and make good

choices about social media perform better academically, it is crucial to create guidelines

that promote mindful use of social media tailored to different age groups. Workshops and

discussions can help students learn to balance online interactions with their academic

responsibilities. Additionally, further research is needed to understand how age

influences social media habits and to develop targeted strategies that support students in

managing their online activities more effectively.

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INTERVENTION PLAN

Title: SMART: Social Media and Academic Responsibility Training

I. INTRODUCTION

Project SMART (Social Media and Academic Responsibility Training) is an

initiative designed to help Senior High School General Academic Strand (GAS) students

at Sta. Agueda National High School understand how social media affects academic

performance. Recognizing that social media can serve as both a useful tool for staying

connected and a potential distraction, this program aims to empower students to use

social media in a balanced way.

By working together with teachers, parents, and mental health professionals,

Project SMART will provide students with the skills they need to use social media

responsibly while keeping up with their studies. The initiative will also incorporate social

media education into the school curriculum, creating an environment where students can

succeed both academically and socially.

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II. OBJECTIVES

The objectives of this intervention plan:

 Teach students about how social media affects their academic performance and

mental health.

 Encourage students to use social media responsibly, highlighting the need to

balance online activities with schoolwork.

 Involve parents and guardians in conversations about the effects of social media

and ways to monitor usage at home.

 Check and evaluate how social media use relates to academic performance by

gathering feedback and monitoring progress.

III. STRATEGIES AND ACTIVITIES

To achieve the outlined objectives, Project SMART will implement the following

strategies and activities:

Education on Social Media Impact:

 Organize workshops to talk about the good and bad effects of social media on

schoolwork.

 Use fun presentations, videos, and stories from students about their social media

experiences.

 Teach responsible online behavior in classes.

Promoting Responsible Use:

 Start campaigns encouraging students to limit their social media use, like having

study times without distractions.

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 Host competitions where students try to use less social media for a specific time

and share their experiences.

 Provide tools and apps that help monitor social media time.

Involve of Parents and Guardians:

 Hold meetings for parents about how social media affects teenagers and how they

can help manage it.

 Make and share guides for families to create healthy social media habits at home.

 Encourage parents and teachers to communicate and share ideas for balanced

social media use.

Monitoring and Evaluation Progress:

 Conduct surveys at the start and end of the school year to understand students’

social media habits and their effects on grades.

 Team up with teachers to track students’ grades and engagement over time and

see what changes after the program.

 Organize discussion groups with students to share their thoughts and experiences

about social media use.

IV. TIMELINE

The implementation timeline for Project SMART will unfold as follows:

 Month 1: Launch a Campaign

We’ll start with a school-wide campaign to talk to all students about social

media usage and academic performance. We’ll share stories and examples to

show how managing social media can help students focus on their studies. This

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month, we’ll also emphasize the importance of believing in themselves to tackle

challenges.

 Month 2: Involve Parents and Guardians

We will host meetings for parents and guardians to learn about the impact

of social media on their children's academic performance. During these Parents-

Teachers Association (PTA) meetings, parents will talk with teachers about ways

to support their kids in balancing online activities and schoolwork. The goal is to

build a strong team between parents and teachers.

 Month 3: Launch Special Programs

We’ll introduce a series of fun and engaging activities focusing on

responsible social media use. There will be workshops, discussions, and possibly

guest speakers sharing their experiences. This program aims to help students

develop skills to manage their time on social media better and stay focused on

their studies.

 Ongoing Throughout the Year: Monitor Progress

We will keep track of how students are doing with their social media

habits and academic performance throughout the school year. Regular check-ins

will help us understand what’s working well and what needs improvement. If

students seem to be struggling, we’ll offer extra guidance and resources to help

them succeed.

This timeline keeps us on track, ensuring we're continuously supporting students in

balancing their social media use and academic workload effectively.

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V. RESOURCES AND BUDGET

The estimated budget required for Project SMART is outlined below:

1. We will organize a school-wide campaign to talk to all students about how social

media affects their academic performance. This will involve creating engaging

posters and brochures, as well as presentations that illustrate the points we want to

convey. Additionally, the participation of school faculty and staff will be essential

for executing this campaign effectively. The estimated cost for this activity is PHP

1,500.

2. To involve parents and guardians, we will hold meetings to discuss how they can

support their children in managing their social media usage. These meetings will

be a platform for parents to meet with teachers and share strategies. We aim to

foster a partnership between parents and teachers to enhance student well-being

and academic success. The estimated cost for this activity, which includes

materials and refreshments for the meetings, is PHP 1,200.

3. We will implement workshops focused on educating students about responsible

social media use and its impact on academic performance. Activities will include

discussions, group work, and possibly guest speakers who can share their insights.

We will also create educational materials for students and parents to promote

responsible social media habits. The estimated cost for these workshops is PHP

2,000.

4. We will regularly assess students' academic performance and social media habits

to understand the effectiveness of our interventions. This will involve collecting

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feedback and insights throughout the year, which will guide us in making

necessary adjustments to the program. The estimated cost for evaluation tools and

materials is PHP 1,000.

Total Estimated Budget

The total estimated budget for the entire intervention plan is PHP 5,700. This

budget will cover all the essential resources, materials, and personnel needed to

implement the program successfully and ensure that students can effectively manage their

social media usage while focusing on their academic performance.

VI. EVALUATION AND MONITORING

To evaluate the effectiveness of Project SMART, we will employ the following methods:

 Surveys: We will ask students, teachers, and parents to fill out surveys at the

beginning and end of each term. These surveys will help us gather feedback on

how people feel about social media and its effects on schoolwork. We want to

know what’s working and what we can do better.

 Data Analysis: We’ll look at numbers related to students' academic performance

and social media usage. This means checking grades, attendance, and even

comparing how much time students spend on social media before and after our

programs. This will help us understand if our efforts are making a difference.

 Behavior Observation: Teachers and school staff will observe how students

manage their social media use and focus on studies. We will keep an eye on

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whether students are sticking to their limits and using social media responsibly. If

we see students struggling, we will step in to provide extra support and guidance.

By using these methods, we can figure out if our project is helping students

balance social media and academic success. The feedback and data we collect will help

us improve our approach, ensuring that we continue to make a positive impact on our

school community.

VII. CONCLUSION

In summary, Project SMART aims to enhance awareness and responsible action

regarding social media usage among Senior High School GAS students, ultimately

supporting their academic success. By integrating education, parent involvement, and

ongoing evaluation, we believe this initiative is vital in helping students navigate the

complexities of social media while prioritizing their academic responsibilities. Through

collective efforts, we can cultivate a supportive community that empowers students to

manage their social media use effectively and positively impact their academic

performance. Regular assessments and adaptation of our approach will ensure meaningful

and sustainable change within our school environment.

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REFERENCES

• A. B. S. V., Bengan, C. V. P., Ea, E. P., Goleng, D. J. G., Posanso, R. G. D.,

Pueblo, C. T., & Abusama, H. P. (2021). Social media on the students’ academic

performance. Indonesian Journal of Educational Research and Technology, 1(2), 41-44.

• Aichner, T., Grünfelder, M., Maurer, O., & Jegeni, D. (2021). Twenty-Five Years

of Social Media: A Review of Social Media Applications and Definitions from 1994 to

2019. Cyberpsychology, Behavior, and Social Networking, 24(4), 215–222.

• Alalwan, N. (2022). Actual use of social media for engagement to enhance

students' learning. Education and Information Technologies, 27(7), 9767-9789.

50
 [Link] NATIONAL HIGH SCHOOL
6205 PAMPLONA
SENIOR HIGH SCHOOL DEPARTMENT

• Ansari, J. A. N., & Khan, N. A. (2020). Exploring the role of social media in

collaborative learning: The new domain of learning. Smart Learning Environments, 7(1),

9.

• Carr, C. T., & Hayes, R. A. (2015). Social media: Defining, developing, and

divining. Atlantic Journal of Communication, 23(1), 46-65.

• Chandrasena, P. P. C. M., & Ilankoon, I. M. P. S. (2022). The impact of social

media on academic performance and interpersonal relations among health sciences

undergraduates. Journal of Education and Health Promotion, 11(1), 117.

• Cho, H., Cannon, J., Lopez, R., & Li, W. (2024). Social media literacy: A

conceptual framework. New Media & Society, 26(2), 941-960.

• Enke, N., & Borchers, N. S. (2021). Social media influencers in strategic

communication: A conceptual framework for strategic social media influencer

communication. In Social Media Influencers in Strategic Communication (pp. 7-23).

Routledge.

• Junco, R. (2012). The relationship between frequency of Facebook use,

participation in Facebook activities, and student engagement. Computers & Education,

58(1), 162-171.

• Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges

and opportunities of social media. Business Horizons, 53(1), 59-68.

• Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic

performance. Computers in Human Behavior, 26(6), 1237-1245.

51
 [Link] NATIONAL HIGH SCHOOL
6205 PAMPLONA
SENIOR HIGH SCHOOL DEPARTMENT

• Ladd, J., Ryan, R., Singh, L., Bode, L., Budak, C., Conrad, F., ... & Traugott, M.

(2020). Measurement considerations for quantitative social science research using social

media data.

• Lepp, A., Li, J., Barkley, J. E., & Salehi-Esfahani, S. (2015). Exploring the

relationships between college students’ cell phone use, personality, and leisure.

Computers in Human Behavior, 43, 210-219.

• Miller, D., Sinanan, J., Wang, X., McDonald, T., Haynes, N., Costa, E., ... &

Nicolescu, R. (2016). How the world changed social media (p. 286). UCL Press.

• Mulawarman, M., Hudab, F. N., Suharsoc, S., & Muslikahd, M. (2020). The

correlation between emotional intelligence, academic achievement, and the use of social

media in senior high school students. International Journal of Innovation, Creativity and

Change, 11(3), 325-335.

• Neier, S., & Zayer, L. T. (2015). Students’ perceptions and experiences of social

media in higher education. Journal of Marketing Education, 37(3), 133-143.

• Ning, W., & Inan, F. A. (2024). Impact of social media addiction on college

students’ academic performance: an interdisciplinary perspective. Journal of Research on

Technology in Education, 56(5), 616-631.

• Nurudeen, M., Abdul-Samad, S., Owusu-Oware, E., Koi-Akrofi, G. Y., & Tanye,

H. A. (2023). Measuring the effect of social media on student academic performance

using a social media influence factor model. Education and Information Technologies,

28(1), 1165-1188.

• Piotrowski, C. (2015). Emerging research on social media use in education: A

study of dissertations. Research in Higher Education Journal, 27.

52
 [Link] NATIONAL HIGH SCHOOL
6205 PAMPLONA
SENIOR HIGH SCHOOL DEPARTMENT

• Putra, J. M., Yuliartini, N. P. R., Irwandi, I., & Ahmad, K. R. (2024, April). The

impact of social media use on student academic achievement: A systematic literature

review. In Proceedings of International Seminar on Student Research in Education,

Science, and Technology (Vol. 1, pp. 370-377).

• Rahim, M. N. (2021). The relationship between the time spent on Facebook and

GPA scores of post-graduates. International Journal of Multidisciplinary: Applied

Business and Education Research, 2(1), 30-38.

• Raut, V., & Patil, P. (2016). Use of social media in education: Positive and

negative impact on the students. International Journal on Recent and Innovation Trends

in Computing and Communication, 4(1), 281-285.

• Rachmad, Y. E. (2023). Social media influence theory.

• Tus, J., Conquilla, J., Espiritu, N., Paras, N., Garcia, S., Rodriguez, K., ... &

Perante, L. (2021). The social media usage and its impact on the Filipino learners'

academic performance amidst the online education. International Journal of Psychology

and Counseling, 11(3), 2278-5833.

• Van Den Beemt, A., Thurlings, M., & Willems, M. (2020). Towards an

understanding of social media use in the classroom: A literature review. Technology,

Pedagogy and Education, 29(1), 35-55.

• Wilkins, E. J., Wood, S. A., & Smith, J. W. (2021). Uses and limitations of social

media to inform visitor use management in parks and protected areas: A systematic

review. Environmental Management, 67(1), 120-132.

53
 [Link] NATIONAL HIGH SCHOOL
6205 PAMPLONA
SENIOR HIGH SCHOOL DEPARTMENT

• Aichner, T., Grünfelder, M., Maurer, O., & Jegeni, D. (2021). Twenty-Five Years

of Social Media: A Review of Social Media Applications and Definitions from 1994 to

2019. Cyberpsychology, Behavior, and Social Networking, 24(4), 215–222.

• Alalwan, N. (2022). Actual use of social media for engagement to enhance

students' learning. Education and Information Technologies, 27(7), 9767-9789.

• Ansari, J. A. N., & Khan, N. A. (2020). Exploring the role of social media in

collaborative learning: The new domain of learning. Smart Learning Environments, 7(1),

9.

• Carr, C. T., & Hayes, R. A. (2015). Social media: Defining, developing, and

divining. Atlantic Journal of Communication, 23(1), 46-65.

• Chandrasena, P. P. C. M., & Ilankoon, I. M. P. S. (2022). The impact of social

media on academic performance and interpersonal relations among health sciences

undergraduates. Journal of Education and Health Promotion, 11(1), 117.

• Cho, H., Cannon, J., Lopez, R., & Li, W. (2024). Social media literacy: A

conceptual framework. New Media & Society, 26(2), 941-960.

• Enke, N., & Borchers, N. S. (2021). Social media influencers in strategic

communication: A conceptual framework for strategic social media influencer

communication. In Social Media Influencers in Strategic Communication (pp. 7-23).

Routledge.

• Junco, R. (2012). The relationship between frequency of Facebook use,

participation in Facebook activities, and student engagement. Computers & Education,

58(1), 162-171.

54
 [Link] NATIONAL HIGH SCHOOL
6205 PAMPLONA
SENIOR HIGH SCHOOL DEPARTMENT

• Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges

and opportunities of social media. Business Horizons, 53(1), 59-68.

• Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic

performance. Computers in Human Behavior, 26(6), 1237-1245.

• Ladd, J., Ryan, R., Singh, L., Bode, L., Budak, C., Conrad, F., ... & Traugott, M.

(2020). Measurement considerations for quantitative social science research using social

media data.

• Lepp, A., Li, J., Barkley, J. E., & Salehi-Esfahani, S. (2015). Exploring the

relationships between college students’ cell phone use, personality, and leisure.

Computers in Human Behavior, 43, 210-219.

• Miller, D., Sinanan, J., Wang, X., McDonald, T., Haynes, N., Costa, E., ... &

Nicolescu, R. (2016). How the world changed social media (p. 286). UCL Press.

• Mulawarman, M., Hudab, F. N., Suharsoc, S., & Muslikahd, M. (2020). The

correlation between emotional intelligence, academic achievement, and the use of social

media in senior high school students. International Journal of Innovation, Creativity and

Change, 11(3), 325-335.

• Neier, S., & Zayer, L. T. (2015). Students’ perceptions and experiences of social

media in higher education. Journal of Marketing Education, 37(3), 133-143.

• Ning, W., & Inan, F. A. (2024). Impact of social media addiction on college

students’ academic performance: an interdisciplinary perspective. Journal of Research on

Technology in Education, 56(5), 616-631.

55
 [Link] NATIONAL HIGH SCHOOL
6205 PAMPLONA
SENIOR HIGH SCHOOL DEPARTMENT

• Nurudeen, M., Abdul-Samad, S., Owusu-Oware, E., Koi-Akrofi, G. Y., & Tanye,

H. A. (2023). Measuring the effect of social media on student academic performance

using a social media influence factor model. Education and Information Technologies,

28(1), 1165-1188.

• Piotrowski, C. (2015). Emerging research on social media use in education: A

study of dissertations. Research in Higher Education Journal, 27.

• Putra, J. M., Yuliartini, N. P. R., Irwandi, I., & Ahmad, K. R. (2024, April). The

impact of social media use on student academic achievement: A systematic literature

review. In Proceedings of International Seminar on Student Research in Education,

Science, and Technology (Vol. 1, pp. 370-377).

• Rahim, M. N. (2021). The relationship between the time spent on Facebook and

GPA scores of post-graduates. International Journal of Multidisciplinary: Applied

Business and Education Research, 2(1), 30-38.

• Raut, V., & Patil, P. (2016). Use of social media in education: Positive and

negative impact on the students. International Journal on Recent and Innovation Trends

in Computing and Communication, 4(1), 281-285.

• Rachmad, Y. E. (2023). Social media influence theory.

• Tus, J., Conquilla, J., Espiritu, N., Paras, N., Garcia, S., Rodriguez, K., ... &

Perante, L. (2021). The social media usage and its impact on the Filipino learners'

academic performance amidst the online education. International Journal of Psychology

and Counseling, 11(3), 2278-5833.

56
 [Link] NATIONAL HIGH SCHOOL
6205 PAMPLONA
SENIOR HIGH SCHOOL DEPARTMENT

• Van Den Beemt, A., Thurlings, M., & Willems, M. (2020). Towards an

understanding of social media use in the classroom: A literature review. Technology,

Pedagogy and Education, 29(1), 35-55.

• Wilkins, E. J., Wood, S. A., & Smith, J. W. (2021). Uses and limitations of social

media to inform visitor use management in parks and protected areas: A systematic

review. Environmental Management, 67(1), 120-132

QUESTIONNAIRE

TITLE: THE IMPACT OF SOCIAL MEDIA USAGE ON ACADEMIC

PERFORMANCE AMONG SENIOR HIGH SCHOOL GAS STUDENTS

Objectives

The purpose of this questionnaire is solely to collect data pertinent to our research, in

accordance with our research objectives. Your responses will be treated with the utmost

confidentiality and will be securely protected.

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Name(optional): _________________________

Part I. Demographic Profile

Directions: Below are questions that require your personal information. Please read each

question carefully and place a check (✔) next to the choice that corresponds to your

selected answer.

Age

o 16 and below

o 17 and above

1.2 Sex

o Male

o Female

Part II: The Impact of Social Media Usage on Academic Performance among Senior

High School GAS Students

Note: This section of the study aims to determine how the limited availability of science

equipment impacts students at Sta. Agueda National High School across various areas of

their learning. To gather this information, we will use a standardized questionnaire with a

Likert scale. Participants will respond to statements using the following options: Strongly

Agree (SA), Agree (A), Neutral (N), Disagree (D), and Strongly Disagree (SD). Each

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response option has an assigned numerical weight, ranging from 5 (Strongly Agree) to 1

(Strongly Disagree).

Range of Values Weight Verbal Description

4.51 – 5.00 5 Strongly Agree

3.51 – 4.50 4 Agree

2.51 – 3.50 3 Neutral

1.51 – 2.50 2 Disagree

1.00 – 1.50 1 Strongly Disagree

Directions: Please answer the following items with complete honesty. The information

gathered by the researchers will be held with the utmost confidentiality. Place a check

(✔) next to the choices that best suit your answers for the questions/indicators below.

The Impact of Social Media Usage on Academic Performance among Senior High

School GAS Students

Questions Strongl Agre Neutra Disagre Strongl

y Agree e l e y

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Disagre
e

1. Social media helps me organize my

study time effectively.

2. I often find myself distracted by

social media while studying.

3. Social media platforms provide

valuable resources for my academic
work.

4. I believe social media has a

negative impact on my grade.

5. I use social media to collaborate

with classmates on assignments.

6. I spend more time on social media

than I do on my schoolwork.

7. Social media helps me stay

informed about school-related events
and deadlines.

8. I feel pressured to present a perfect

image of myself on social media,
which affects my studies.

9. Social media has improved my

communication skills, which benefits
my academic performance.

10. I find it difficult to balance my

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social media use with my academic

responsibilities.

11. I use social media to discuss

academic topics with my classmate.

12. My social media use sometimes

makes me feel overwhelmed or
anxious, which affects my studies.

13. I have learned valuable

information from social media that has
helped me in school.

14. I often compare myself to others

on social media, which can negatively
impact my motivation to study.

15. Social media helps me stay

connected with my teachers and
classmates outside of the classroom.

Part III. Students' GPAs for the first semester of the 2024-2025 school year.

Instructions: Please read each question carefully and select the answer that best

represents your First Semester Grade Point Average (GPA) for the 2024-2025 school

year.

1. What is your First Semester GPA during the school year 2024-2025?

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o Below 75

o 75-79

o 80-84

o 85-89

o 90-100

Thank you for participating in this survey.

THE RESEARCHERS

Rhian Stephanie L. Milla

Jhaycille R. Embido

Vincent L. Veriña

Mekyla S. Ramirez

Jay Angelo M. Figueroa

Lovely Ghian Sister

John Mark Cuevas

Liezel Ann Yba

CURRICULUM VITAE

PERSONAL INFORMATION
Name: Rhian Stephanie Locsin Milla
Mother's Name: Merycris Utlang Locsin
Father's Name: Clyn Bioco Milla
Address: Barangay Sta. Agueda, Pamplona,

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Negros Oriental
Birthday: October 27, 2007
Birthplace: Wangyu Alaska Mambaling, Cebu City
Age: 17
Nationality: Filipino
Religion: Catholic
Civil Status: Single

EDUCATIONAL BACKGROUND
Elementary: San Roque Central School
Junior High: Babag National Highschool
Senior High: Sta. Agueda National High School

PERSONAL INFORMATION

Name: Jhaycille R. Romposon

Mother’s Name: Rechielle Gonzales Romposon
Father’s Name: Carlo Villaflores Rensal
Address: Barangay Datagon Pamplona,
Negros Oriental

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Birthday: July 25, 2007

Birthplace: Talin-Talin, Libon, Albay
Age: 17
Nationality: Filipino
Religion: Catholic
Civil Status: Single

EDUCATIONAL BACKGROUND

Elementary: Datagon Elementary School

Junior High: Sta. Agueda Junior High School
Senior High: Sta. Agueda National High School

PERSONAL INFORMATION
Name: Jay Angelo Mateuz Figueroa
Mother’s Name: Maria Lorena Mateuz Figueroa
Father’s Name: Jaymar Locsin Figueroa
Address: Barangay Sta. Agueda, Pamplona,
Negros Oriental

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Birthday: June 26, 2007

Birthplace: Sta. Agueda, Pamplona, Negros Oriental
Age: 17
Nationality: Filipino
Religion: Catholic
Civil Status: Single

EDUCATIONAL BACKGROUND
Elementary: Sta. Agueda Elementary School
Junior High: Sta. Agueda Junior High School
Senior High: Sta. Agueda National High School

PERSONAL INFORMATION
Name: John Mark Ramirez Cuevas
Mother’s Name: Cresencia Esconde Ramirez
Father’s Name: Victoriano Gaso Cuevas
Address: Barangay Banawe, Pamplona,
Negros Oriental
Birthday: February 20, 2003

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Birthplace: Banawe, Pamplona, Negros Oriental

Age: 21
Nationality: Filipino
Religion: Catholic
Civil Status: Single

EDUCATIONAL BACKGROUND
Elementary: Banawe Elementary School
Junior High: Sta. Agueda Junior High School
Senior High: Sta. Agueda National High School

PERSONAL INFORMATION
Name: Liezel Ann Umba Yba
Mother’s Name: Cherilyn Umba Ditay
Father’s Name: Arnel Suelto Yba
Address: Upper Cancawas, San Jose,
Negros Oriental
Birthday: May 06, 2007
Birthplace: Cancawas, San Jose
Age: 17

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Nationality: Filipino
Religion: Baptism
Civil Status: Single

EDUCATIONAL BACKGROUND
Elementary: Grade 1 & 3 - Pamplona Central Elementary School
Grade 4 - San Jose Elementary School (2015-2016)
Grade 5 & 6 – Canlucani Elementary School (2016-2019)
Junior High: Pamplona National High School (2020-2023)
Senior High: Pamplona National High School (2023-2025)
Sta. Agueda National High School (2025-present)

PERSONAL INFORMATION
Name: Mekyla Soriano Ramirez
Mother’s Name: Aileen Planas Ramirez
Father’s Name: Johnny Salva Ramirez
Address: Barangay Banawe, Pamplona,
Negros Oriental
Birthday: August 21, 2007
Birthplace: Pasig City
Age: 17
Nationality: Filipino
Religion: Born Again
Civil Status: Single

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EDUCATIONAL BACKGROUND
Elementary: Banawe Elementary School
Junior High: Sta. Agueda Junior High School
Senior High: Sta. Agueda National High School

PERSONAL INFORMATION
Name: Vincent Lastimoso Veriña
Mother’s Name: Pacita Salva Lastimoso
Father’s Name: Alejandro Pitilona Veriña
Address: Sto. Naga, Barangay Sta. Agueda,
Pamplona, Negros Oriental
Birthday: September 18, 2007
Birthplace: Sto. Naga, Barangay Sta. Agueda,
Pamplona,
Negros Oriental
Age: 17
Nationality: Filipino

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Religion: Catholic
Civil Status: Single

EDUCATIONAL BACKGROUND
Elementary: Sta. Agueda Elementary School
Junior High: Sta. Agueda Junior High School
Senior High: Sta. Agueda National High School

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