"INFLUENCE OF EXCESSIVE SOCIAL MEDIA ENGAGEMENT ON THE STUDY

HABITS OF GRADE 11 IN JAMIATU MUSLIM MINDANAO"

A Research Proposal
Presented to the faculty members
of the Senior High School Department
Jamiatu Muslim Mindanao
Darussalam, Matampay
Marawi city

In Partial fulfilment
of the requirements on the Course
Practical Research 1

AMEN,NORLAILAH
ASUM,SHAMIL
DILAUSAN,JAMIL
HAJEISAH,SHAINY
H'MOSA,MOHAMMAD NAEEM
LOMONDOT,AKISHA

January 2026
 CHAPTER 1

THE PROBLEM AND IT SCOPE

INTRODUCTION

Social media has become an integral part of students’ daily lives, especially

among adolescents. Platforms such as Facebook, Instagram, TikTok, Twitter, and

Messenger are widely used by students for communication, entertainment, and

information seeking (Lima & Balaba, 2025). Students use these platforms to

connect with friends, share personal experiences, and access digital content

anytime and anywhere. However, while social media can enhance

communication and provide access to educational resources, its excessive use

may negatively impact students’ academic behaviors, especially study habits

(Abuzar & Hussain, 2024; Masumxon qizi, 2025).

Students' study habits are impacted by social media as an educational aid in

both positive and negative ways. Using social media as a platform for their

studies makes it simple for them to obtain the information they require,

promotes visual learning through the videos offered on social media, and fosters

peer involvement by allowing students to interact with one another on websites

like Facebook so they can share ideas about the subject. While some participants
found it useful for managing tasks, others found it difficult to use online

platforms. However, social media can be a source of Misinformation and a

distraction from their academics because of its prolonged use. Additionally, this

research can help students, teachers, parents, and institutions deal with social

media use as a platform for academics for students.

For Grade 11 students, this period is crucial as they prepare for higher academic

demands and future career pathways. Students at this level must manage their

time, sustain concentration, and complete academic tasks efficiently. However,

excessive social media engagement can lead to distractions, procrastination,

reduced study time, and disrupted study routines (Tilar et al., 2020; Valdez, 2025).

Studies have found that high engagement with social networking sites can

interfere with attention during study sessions and reduce time allocation for

learning activities (Lima & Balaba, 2025; Masumxon qizi, 2025). These findings

highlight the importance of examining how social media use affects the study

habits of senior high school students, particularly in the context of the

Philippines.
Theoretical Framework

This study explores how excessive social media engagement affects the

study habits of Grade 11 students. To provide a solid foundation, this research

relies on three established theories: Social Learning Theory (Bandura, 1977), Uses

and Gratifications Theory (Katz, Blumler, & Gurevitch, 1974), and Media

Dependency Theory (Ball-Rokeach & DeFleur, 1976). Each theory offers a different

perspective on how social media influences behavior, learning, and academic

performance.

Social Learning Theory

(Bandura, 1977) According to Albert Bandura’s Social Learning Theory, learning

occurs not only through direct experience but also through observation of others’

behaviors and the consequences of those behaviors. Individuals imitate

behaviors they observe in their social environment, especially if those behaviors

are rewarded or perceived as effective.

In the context of social media, students frequently observe their peers’ online

behaviors, such as spending long hours on social media for entertainment,

chatting, or sharing content. When these behaviors appear rewarding—through

likes, comments, or social recognition—students may be more likely to imitate

them, even if it interferes with their academic responsibilities. Consequently,

excessive social media use can reduce the time and attention students dedicate to

studying, which may negatively affect their study habits and overall academic

performance.

Bandura’s theory emphasizes the role of modeling in behavior formation,

which is particularly relevant in a social media environment where peer

influence is constant and pervasive. This framework helps explain why students

might prioritize social media interactions over academic tasks when they see

others doing the same.

Gratifications Theory (Katz, Blumler, & Gurevitch, 1974) The Uses and

Gratifications Theory explains that individuals are active participants in selecting

media based on their personal needs and motivations. People use media to satisfy

specific goals, such as entertainment, information-seeking, social interaction, or

relaxation.

Applied to this study, students may choose to engage with social media

platforms to fulfill their social or entertainment needs rather than focusing on

school-related tasks. For example, they may spend time on TikTok, Instagram, or
Facebook to socialize with friends or watch videos, even during study hours. This

selective media consumption illustrates that students’ social media behavior is

intentional and motivated, yet it can compete with academic priorities, thereby

influencing their study habits.

This theory provides insight into the cognitive motivations behind social media

use and helps explain why students might consciously or unconsciously prioritize

media engagement over academic responsibilities.

Media Dependency Theory

(Ball-Rokeach & DeFleur, 1976) The Media Dependency Theory argues that the

more a person depends on media to achieve goals such as understanding social

norms, obtaining information, or connecting with others the more influence that

media has on their behavior and perception of reality.

In today’s digital age, students increasingly depend on social media not

only for social interaction but also for academic support, such as accessing study

materials, tutorials, or group communication. While this dependence can provide

educational benefits, overreliance may also lead to distraction and reduced self-

regulation in study routines. Students who are heavily dependent on social media

for both social and academic purposes may struggle to manage their time

effectively, ultimately affecting their study habits and academic performance.

 Media Dependency Theory complements Bandura’s Social Learning Theory

and Uses and Gratifications Theory by highlighting how reliance on media

strengthens its behavioral influence, especially when alternative sources or

strategies are not used to balance academic tasks.

Conceptual Framework

This study investigates the relationship between excessive social media

engagement and the study habits of Grade 11 students at JMM. Social media has

become an integral part of students’ daily lives, but excessive use may negatively

impact academic routines and learning behaviors. This framework identifies the

independent variable as student's profile ( age, gender, academic strand) and the

dependent variable contains the impact of social media on the study habits of

grade 11 outlining their interaction in the context of senior high school students.
The schematic Diagram of the Conceptual framework of the study

Independent Variable Dependent Variable

Students profile Study habits I
• Age •Time management M

• Gender • Concentration P

• Academic strand • Task completion L

• study routine I

Figure 1
Statement of the Problem

This study aims to investigate how excessive social media engagement affects the

study habits of Grade 11 students. Specifically, it seeks to answer the following

questions:

[Link] is the profile of the students in term of:

1.1 Age

1.2 Gender

1.3 Strand

2. What is the impact of social media on the study habits of grade 11 in term of

2.1 Time management

2.2 Concentration during study

2.3 Completion of academic tasks

2.4 Study routine?

3. Is there a significant relationship between excessive social media engagement

and the study habits of Grade 11 students?

Significance of the Study

 Students. This study helps students understand how their social media

behaviors affect their study habits and academic responsibilities. Increased

awareness may encourage better self-regulation, time management, and

development of effective study routines.

Teachers. Teachers may gain insights into students’ challenges with social

media, enabling them to provide targeted guidance on managing digital habits

and encouraging productive study behaviors.

Parents. Parents can benefit from understanding how social media

influences their children’s study habits. This knowledge can help parents support

balanced media use and encourage healthy study practices at home.

School Administrators. School leaders may use the findings to develop

programs and policies that promote responsible social media use and academic

achievement.

Future [Link] study can serve as a reference for future research

on digital media use, academic behavior, and learning outcomes.

Scope and Delimitation

This study focuses on determining the influence of excessive social media

engagement on the study habits of Grade 11 students at JMM during the School
Year 2025–2026. The respondents of the study are limited to officially enrolled

only on Grade 11 students of Jamiatu Muslim Mindanao and the research is

conducted within the school’s academic setting. The main variables examined are

students profile as the independent variable and students’ study habits as the

dependent variable, with data gathered through self-reported survey

questionnaires. The study does not include students from other grade levels,

schools, or educational institutions.

Definition of Terms

This study provides definitions of key terms to establish clarity and ensure a

shared understanding of the concepts being examined in the research entitled

“Influence of Excessive Social Media Engagement on the Study Habits of Grade 11

Students at JMM.” Each term is defined conceptually based on existing literature

and operationally based on how it is applied in this study.

Excessive Social Media Engagement. Refers to the frequent, prolonged,

and intensive use of social media platforms that may interfere with an

individual’s daily responsibilities, including academic tasks (Andreassen, 2015).

In this study, it refers to the amount of time, frequency, and level of attention

Grade 11 students devote to social media activities beyond academic purposes.

 Study Habits. Denotes the systematic behaviors, strategies, and routines

that students employ to organize, review, and manage learning tasks, which can

affect academic performance (Credé & Kuncel, 2008). In this study, it refers to the

routines, strategies, and practices used by Grade 11 students to manage study

sessions, complete assignments, and prepare for exams.

Social Media Platforms. Are online applications and websites that allow

users to create, share, and interact with content and communicate with others

(Kaplan & Haenlein, 2010). In this study, these include Facebook, TikTok,

Instagram, and Messenger, which are utilized by the respondents for social

interaction and leisure purposes.

Grade 11 Students. Learners enrolled in the first year of senior high school

under the K to 12 Basic Education Curriculum, typically aged 16–17 years

(Department of Education, Philippines). In this study, it refers to the selected

Grade 11 students of JMM during the School Year 2025–2026 who served as

respondents.

Jamiatu Muslim Mindanao. An educational institution providing

secondary education and serving as a learning environment for senior high

school students. In this study, JMM refers to the school where the research was

conducted and where the respondents are currently enrolled.

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of related literature and studies relevant to

the research entitled “Influence of Excessive Social Media Engagement on the

Study Habits of Grade 11 Students at JMM.” It discusses key concepts related to

social media engagement and study habits, as well as selected foreign and local

studies that examine the relationship between excessive social media use and

students’ academic behaviors.

Related Literature

Social media engagement refers to the extent to which individuals interact

with social networking platforms in terms of frequency, duration, and level of

involvement. Kaplan and Haenlein (2010) defined social media as internet-based

applications that allow users to create, share, and exchange content. Among

senior high school students, social media platforms are commonly used for

communication, entertainment, and information access.

While social media offers opportunities for learning and peer interaction,

excessive engagement may lead to academic challenges. Andreassen (2015)

explained that excessive social media use occurs when online activities interfere
with daily responsibilities, including academic tasks. Prolonged exposure to

social media may result in distractions, reduced concentration, and poor time

management, which are essential components of effective study habits.

Study habits refer to the regular practices and strategies students use to

manage their learning activities, such as organizing study schedules, maintaining

concentration, and completing academic tasks. Credé and Kuncel (2008)

emphasized that effective study habits significantly influence academic success

and learning efficiency.

For Grade 11 students, the development of disciplined study routines is

essential due to increasing academic demands and preparation for higher

education. However, frequent interruptions caused by social media notifications

and prolonged online engagement may negatively affect students’ ability to

sustain effective study habits.

Social media influences students’ study habits in both positive and negative

ways. Students may use social media platforms to access educational resources,

communicate with classmates, and participate in group discussions. However,

excessive use of social media may compete with study time and disrupt academic

routines.
 Previous studies have shown that excessive social media engagement is

associated with poor time management, reduced concentration, and delayed

completion of academic tasks. These effects are more evident among adolescents

who have difficulty regulating their online behavior, particularly during study

hours.

Related Studie

Andreassen et al. (2016) conducted a study examining the relationship

between problematic social media use and academic functioning among students.

Using a quantitative research design, the study surveyed students regarding their

social media usage patterns, level of dependency, and academic behaviors. The

findings revealed that students who exhibited higher levels of social media

addiction experienced decreased concentration, ineffective time management,

and lower academic engagement. The study concluded that excessive social

media use negatively affects students’ ability to maintain productive study habits.

This study is relevant to the present research as it supports the assumption

that excessive social media engagement interferes with essential components of

study habits, particularly concentration and time management. However, the

study focused on a general student population and did not specifically examine
senior high school students in the Philippine context. The present study builds on

these findings by focusing on Grade 11 students at Jamiatu Muslim Mindanao.

Abuzar and Hussain (2024) investigated the effects of social media usage on

students’ academic behavior using a survey-based research approach. The study

analyzed students’ frequency of social media use and its influence on academic

tasks such as assignment completion and study time. Results indicated that

excessive use of social networking sites led to procrastination, reduced focus

during study sessions, and delays in completing academic requirements.

The findings of this study are closely related to the present research as

both examine how excessive social media engagement affects students’ study

routines and academic discipline. However, Abuzar and Hussain’s study focused

on higher education students, while the current study concentrates on Grade 11

senior high school students, highlighting the need to examine similar effects

among younger learners.

Masumxon qizi (2025) conducted a study to determine the impact of social

media usage on students’ academic behavior. The research employed a

quantitative method and assessed students’ daily social media usage and its

effects on concentration and study time. The results showed that prolonged

exposure to social media platforms negatively affected students’ attention span

and reduced the amount of time allocated for studying, leading to weaker study

habits.

This study supports the present research by demonstrating that excessive

social media engagement negatively influences students’ concentration and time

management. However, the study did not focus on specific grade levels or

institutional settings. The present study addresses this limitation by

concentrating on Grade 11 students at JMM.

Tilar et al. (2020) examined the influence of digital media use on the

academic engagement of Filipino students. Using a descriptive research design,

the study explored how students utilize social media for both academic and non-

academic purposes. Findings revealed that while social media facilitated

communication and collaborative learning, excessive use resulted in distractions

and disrupted study routines.

This local study is significant to the present research because it provides

evidence from the Philippine educational setting. However, the study focused on

general academic engagement rather than specific study habits. The current

study extends the findings of Tilar et al. by focusing on study habits such as time
management, concentration, and completion of academic tasks among Grade 11

students at JMM.

Lima and Balaba (2025) conducted a study on social media engagement and

study habits of senior high school students in the Philippines. The study

employed a survey method to examine the relationship between social media use

and students’ academic routines. The findings revealed that excessive social

media engagement significantly affected students’ time management,

concentration during study, and completion of academic tasks.

This study is highly relevant to the present research as it examines the same

core variables. However, Lima and Balaba’s study covered multiple schools,

while the present study focuses specifically on Grade 11 students at Jamiatu

Muslim Mindanao. By narrowing the scope, the current study aims to provide a

more context-specific understanding of how excessive social media engagement

influences study habits.

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