THE IMPACT OF FACEBOOK USAGE ON THE ACADEMIC

PERFORMANCE OF THE SELECTED HUMSS STUDENTS

A Research Study Presented to the

Integrated Basic Education Department

Lourdes College

Cagayan de Oro City

In Partial Fulfilment of the

Requirements for Practical Research 2

Humanities and Social Sciences

Abrogar, Angel Pauline R.

Binonggo, John Michael Angelo C.

Insong, Hannah Karyll G.

Monte, Glory Grace A.

Somo, Gesel Rose R.

Janna Kaye T. Bodiongan, LPT

Teacher

March 2021

i
 APPROVAL SHEET

This is to certify that I have supervised the preparation of and read the research paper
prepared by Abrogar, Angel Pauline R., Binonggo, John Michael Angelo, C.,
Insong, Hannah Karyll G., Monte, Glory Grace A., Somo, Gesel Rose R. entitled
THE IMPACT OF FACEBOOK USAGE TO THE ACADEMIC
PERFORMANCE OF THE SELECTED HUMSS STUDENTS and that the said
research paper has been submitted for final examination by the Oral Examination
Committee.

MS. JANNA KAYE T. BODIONGAN, LPT

Practical Research 2 Teacher/Research Adviser

As members of the Oral Examination Committee, we certify that we have examined

this research paper, presented before the committee on March 7, 2021, and hereby
recommend that it be accepted as fulfillment of the requirement of the course Practical
Research 2 (PR2).

____________________________
Panel Member’s Name/Date Panel Member’s Name/Date

This research paper is hereby approved and accepted by the Lourdes College Senior
High School Office as fulfillment of the requirement for the course Practical Research
2 (PR2).

ZANDRO GEYSER O. TAPAL, LPT DR. ALEXANDER F. SUAN

Strand Coordinator, HUMSS & STEM Senior High School Coordinator

ii
 ABSTRACT

Most young people and students nowadays have profiles on Facebook. The most

significant explanation to this claim is that Facebook is gradually being used in all

facets of work-life (Mohammed, et al., n.d). This study aims to cast light on the impact

of Facebook Usage on the academic performance of Senior High School HUMSS

students. It examines the relationship of Facebook Usage and the students’ academic

performance, subsequently through their GWA scores. It investigates whether

Facebook has an impact on the academic performance of the students or none at all.

To test the hypothesis, on the significant relationship between Facebook usage

and academic performance, an online survey was conducted to 100 respondents in the

private RVM school institution enrolled as a grade 12 HUMSS students. Responses

were analyzed using descriptive statistics and inferential statistics particularly, the

Pearson R Correlation. The results were able to answer the research problems where it

showed that most of the respondents agreed that they had preferred a short amount of

time collectively towards using Facebook every day. Lastly, the study found out that

most of the participants’ academic performance belongs to Very Satisfactory.

The results suggested that there is a negative and significant relationship

between the academic performance of the selected Senior High School HUMSS

students and their Facebook Usage. Therefore, when a short amount of time spent on

Facebook, it increases the academic performance of the HUMSS students.

Keywords: Facebook. Academic performance, GWA scores

iii
 ACKNOWLEDGEMENT

The researchers would like to express their sincere gratitude to the individuals

who are behind this research paper's success. Without our mentors' unending and

outstanding encouragement, this paper and this study would not have been possible.

First, we would like to express our deepest gratitude to our Practical Research 1

adviser Ms. Leonella Marie T. Silvosa, LPT for guiding us on how to begin our

research paper, notably on Chapters 1, 2, and 3. We also like to express our sincere

thanks to Ms. Janna Kaye T. Bodiongan, LPT our Practical Research 2 Adviser for

assisting us in the development of Chapters 4 and 5. We thank them for their dearest

support and encouragement throughout the making of this research work. Moreover,

we would like to submit our heartiest gratitude to Mrs. Sonia S. Sambaan, LPT and

also to Ms. Maesille D. Noble, LPT for validating our research questionnaire. Also, to

Mr. Clyde Villar, LPT who have helped us with his valuable advice and encouragement

that has been truly helpful of the completion of this project.

This research paper is not also successful without the sacrifice and efforts of the

researchers who devoted much time to produce an effective research paper. We humbly

extend our deepest gratitude to our parents and friends for their unending support.

Respectfully yours,

The Researchers

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 TABLE OF CONTENTS

TITLE PAGE i

APPROVAL SHEET ii

ABSTRACT iii

ACKNOWLEDGEMENT iv

TABLE OF CONTENTS v

LIST OF TABLES AND FIGURES viii

CHAPTER PAGE NO.

1 THE PROBLEM AND ITS BACKGROUND

Introduction 1

Theoretical Framework 5

Statement of the Problem 10

Hypothesis 10

Scope and Delimitation of the Study 10

Significance of the Study 11

Definition of Terms 12

2 REVIEW OF RELATED LITERATURE

The Impacts of Facebook on Physical Health and Social Life 14

Impact of Facebook on Undergraduate Students 15

The Concept of Social Media 16

Roles of Social Media 18

Effects of Social Media to Student’s Academic Performance 20

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 Summary 25

3 RESEARCH METHOD

Research Design 26

Research Setting 26

Respondents and Sampling Procedure 26

Research Instrument 28

Validity and Reliability Test Result 28

Data Gathering Procedure 29

Statistical Treatment 29

Ethical Considerations 30

4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Research Question 1 31

Research Question 2 33

Research Question 3 34

5 SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATION

Summary of Findings 37

Conclusions 38

Recommendations 39

REFERENCES 41

APPENDICES

Request Letter to Validators 50

Validation Assessment Tool 51

Validity Test Result 52

Permission Letter to the Senior High School Coordinator 56

vi
 Permission Letter to the Adviser/Subject Teachers 57

Consent Letter to the Respondents 58

Survey Questionnaire 59

Statistical Result 60

CURRICULUM VITAE 63

vii
 LIST OF FIGURES AND TABLES

FIGURES

1.1 Schematic Diagram 9

4.1 Percentage of Length of Hours spent in Facebook per day 31

4.2 GWA Academic Performance of HUMSS Students 33

TABLES

3.1 The Scale and Verbal Description 30

4.1 Academic Performance’ relationship to Facebook Usage 35

viii
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter incorporates the introduction, theoretical framework, schema of the

study, statement of the problem, hypothesis, scope and delimitation, significance of the

study, and the definition of terms used.

Introduction

Advances in Internet technologies have prodded on convincing changes by the

way we collaborate, convey, learn, and construct information. For a great part of the

associated world, it penetrates essentially every part of our reality from shopping and

banking, to correspondence and training among numerous different interests (Tariq et

al., 2012). In general, Internet users have increased rapidly worldwide. Social Media

can get various social networking sites (SNS), for example, Twitter, Yahoo Messenger,

Facebook, Messenger, Instagram, Whatsapp, Skype, Google Talk, and google

(Asemah and Edegoh, 2012). These most often utilized systems administration

destinations can undoubtedly get the students’ consideration thus, they will in general

deferral to carry out their responsibilities or exercises. In particular, several recent

studies observed that Internet applications are frequently used as a means for

dysfunctional procrastination (Meier et al., 2016).

Social networking assumed a crucial part in data and correspondence in Nigeria a

year ago, an occasion that will perpetually adhere to our recollections. Everything

began with the expulsion of fuel endowment on New Year day in 2012. This occasion

demonstrated the mind-boggling intensity of systems administration. Another

1
occurrence is the situation of Cynthia Okojie who was killed by "Facebook's

companions" (Peter, O 2015).

If Facebook were a nation, it would be the third biggest nation after China and

India and twice as large as the United States of America (Grossman, 2010). According

to Facebook measurements, "more than 30 billion bits of substance (web joins, reports,

blog entries, notes, photograph collections) are shared every month" and "Individuals

on Facebook introduce 20 million applications regularly" (Para, 2011). On YouTube,

consistently, 10 hours of substance are transferred to the video-sharing stage.

Additionally, as indicated by Kuppuswamy and Shankar (2010) the association of

media evokes the student's attention and as opposed to utilizing Social Media

scholastically; they change to futile things like gaming and chatting. Social Media

usage provides students to get helpful data and build up information particularly in

learning purposes. Subsequently, concentrates additionally guarantee that an excessive

amount of use of Social Media can have an impact on the scholastic exhibition of the

students.

The study was selected across the population from the first year to fourth-year

BSIT students from the College of Management Technology of CEU-Malolos. While

conducting the survey, respondents commented that they would perform better if the

use of Social Media is in moderation to some extent. They can focus their time and

attention on learning, doing assignments, reviewing before examinations, attending

classes, and participating in class recitation instead of giving their time in Social Media.

In the 2012 survey conducted by Cartoon Network, the Philippines made it on top

among the kids that use technology or gadgets most in Asia-Pacific. The Internet offers

countless applications, such as gaming, search engines, and the phenomenal Social

2
Media which anyone can easily access on the Internet for free. On the other hand, some

parents allow their children to be exposed to Social Media because they believe it will

help their children be more alert, smart, and excel in school. With these, we can

conclude that part of the gap of this study is the Social Media addiction. Until this

point, schools and organizations are encountering numerous mechanical headways and

changes in procedures in improving their instructing strategies to satisfy the developing

needs of their students. Some schools take advantage of the use of Social Media as a

teaching aid.

Long-range interpersonal communication in the Philippines is utilized in

education, political race material, and media to publicity, and one of the guides in the

criminal examination. Since Filipinos have high respect for the family association and

correspondence utilization of this record is exceptionally stressed. With the

introduction of this SNS that permits continuous discussion and remarks, increasingly

more people become connected to it including not just families abroad, however, every

one of the individuals who approach the web. We can easily point out that fear of

missing out is one of the gaps evident in this study. It is therefore that the Philippines

has been labeled as the Social Systems Administration Capital of the world because of

the notoriety of Facebook, Instagram, and Twitter. Previously, just big names and

prominent characters were followed on the web. In any case presently with these

media, a standard individual may appreciate superstar status because of huge sharing,

likes, posts, and remarks of his companions, colleagues, or from different netizens.

As web entrance in the nation increments, not just a unique individual has its

claimed account yet additionally some gathering associations like the Batangas City

Sangguniang Kabataan. Batangas City has its record and there are a few adherents who

3
know and are intrigued by their exercises. They are getting a charge out of the exercises

of Batangas City which are posted on its divider. Sangguniang Kabataan has its record

and there are too few adherents who need to know their projects and undertakings

intended to improve the social, political, financial, social and scholarly, good,

otherworldly, and physical improvement of a person. In the scholastic world,

utilization of the web is moreover noteworthy. It offers a more extensive scope of

viewpoint, different references at a single tick. Lyceum of the Philippines College, for

example, gives Wi-Fi and web associations with students and employees. Bonafide

students and workers can get to a few records and web indexes. Criminology students

are one of the numerous students who interface with this entrance. Given the Facebook

record of the school, 125 associated students transfer posts, remarks, likes, and labels

to the gathering.

The impact of Social Media on learning and teaching is progressively thought of

and bantered among higher education researchers, administrators, and stakeholders.

Social Media as one of the distinct advantages in the domain of learning and guidance.

Selwyn (2012) talked about the implications of Social Media for new kinds of students,

learning, and advanced education arrangement (Lynn et al., 2015). Likewise,

significant is the capability of these advancements for empowering autonomous self-

coordinated learning just as empowering students as dynamic makers of information

(Dumpit and Fernandez, 2017) which indeed is regularly viewed as a positive

affordance for media.

It is not astounding that Social Media utilization is one of the most widely

recognized exercises among youngsters, teenagers, and developing grown-ups these

days. It offers the present youth an entryway for diversion and correspondence and it

4
is getting one of the fundamental stages for getting to data and news. The Social Media

utilization of American grown-ups matured 18–29 years who speak to the higher level

of college students rose from 12 percent in 2005 to 90 percent in 2015 (Perrin, 2018).

Additionally in Egypt, the pace of Social Media clients is expanding. El Gazzar (2013)

referenced that online media clients explicitly the individuals who are utilizing

Facebook have surpassed 7,000,000 which is (9.76%) of the populace, (40%) of these

are between 18-24 years of age. The rate has expanded to 54.6% in 2015; over 80

percent of them are youngsters explicitly college students (Saied et al., 2016).

Theoretical Framework

A theoretical framework aims to stimulate research and give overall meaning and

reasons for the research findings to be meaningful and acceptable (White, 2011). Thus,

this study will include theories that will support the study.

Uses and Gratification Theory (UGT) was propounded by Elihu Katz and Jay

Blumler in (1974), the theory was initially developed to observe traditional media, such

as print media and 11 radio, the theory is relevant for understanding the uses and

motivation of any form of media as cited by Ajimakin, I., (2018). Thus, this theory

was expanded by Lineberry, 2012; Whiting, 2013; Tanta et al., 2014; Al-Barashdi et

al., 2015 that individuals engage themselves for a specific media that fits their needs

and contributes to gratification. This theory was widely used to research media topics

such as viewer behavior, political media, political messages, and these studies revealed

that Uses and Gratification Theory remains important in understanding the motivations

for embracing any type of media, particularly by students. In light of this, this theory

will be used for students who are considered as the audience is using Social Media

since media is for all. Hence, the said theory talks about the freedom of the audience

5
to use media in every way they think they can. This means that this can help in part of

their studies since the students have the flexibility to suit what they need when it comes

to using media as a platform for their studies. Since this theory proposes that media

can be used for different purposes.

Anecdotal evidence suggests that the problematic use of Social Media has become

prevalent among a large proportion of users and led to significant behavioral and

psychological problems. Nevertheless, a theory-driven investigation into this issue is

still relatively scarce, and the few existing studies tend to adopt only a conceptual or

descriptive approach. Moreover, another theory will be used in the study, which is the

theory-guided approach. This theory tries to explain the improvement of mental

reliance with regards to Social Media, with a specific spotlight on microblogging.

Expanding on the hypothesis of sane compulsion, this investigation estimates that

reliance is at first evolved from propensity. Besides, the examination draws on the

intellectual full of feeling conduct displaying worldview to conjecture that maladaptive

discernment and influence will in general contort propensity into mental reliance. We

direct a longitudinal experimental test to approve the fundamental instrument of Social

Media reliance as estimated in our examination. The investigation finishes up with a

conversation of hypothetical and pragmatic ramifications (Wang, C. et al., 2014). The

effects of Social Media overload on the psychological being of the users are watched

and studied in order to explain the improvement of mental reliance with regards to

Social Media, with a specific spotlight on microblogging. Expanding on the hypothesis

of judicious enslavement, this investigation conjectures that reliance is at first evolved

from propensity (Wua, 2014). According to Lee, 2014, “Social Media use is typically

assumed to have positive effects for users, yet it may also lead to negative

consequences with various degrees of gravity.

6
 In addition to this, the Social Constructivist Theory by Lev Vygotsky will also be

used to further understand the study. Vygotsky’s theory states that knowledge is co-

constructed and that individuals learn from one another. He states that for students to

have more knowledge, learning with others’ or sharing ideas as well as interacting with

other peers will play a role in helping the students to have better learning. Additionally,

social constructivism designates the concept of individuals learning by adopting new

knowledge by interacting among family, schools, and friends (Vygotsky, 1986) as cited

in Louvigne, S., et al., 2017. Moreover, as cited by Ayaz, M., and Sekerci, H., (2015),

The individual information is not piled on; the individual establishes the basis of

information by adding his comment. In this aspect, teachers have an important role in

the constructivist approach in which the core of the learning system is the learner. With

this approach, teachers do not directly transfer the information to the students; but they

guide and help learners to reach the information and to construct it (Bryant et al., 2013).

By this, interaction is being done between the students and teachers that share

knowledge and thoughts through communicating with each other, and Social Media is

one of the tools of communication in our generation right now. Simply that through

active interaction in collaborative learning environments, learners develop their

thinking through language. At the same time, learners also develop their language by

thinking. Thus, an essential feature of SCLE is that it creates the zone for the proximal

development process. (Fer, S., n.d.). Hence, the relationship of this theory to the present

study is the use of technology is being used for communication to achieve better

learning for the students. This will validate the effectiveness of using technology as a

tool for communication and how it will affect the academic performance of the students

considering the effectiveness of communicating and the use of Social Media as a tool

7
for communication. Thus, Constructivist learning in an educational environment offers

a high level of performance and durability (Taşpınar, 2012).

8
Schema of the Study

Independent Variables Dependent Variable

 Participant’s
Facebook Usage
Academic

Performance

Figure 1.1: The interplay between the independent and dependent variable of the stud

9
Statement of the Problem

This study aims to determine the impact of Facebook Usage towards the academic

performance of selected 12, synchronous and asynchronous, Senior High School

students in an RVM private school in Cagayan de Oro City. Specifically, it aims to

answer the following questions:

1. On an average, what is the length of hours spent by the selected Senior High School

HUMSS students in Facebook collectively per day?

2. What is the level of academic performance of HUMSS students in terms of their

general weighted average?

3. Is there a significant relationship between students’ level of academic performance

and the amount of length of time they spent in using Facebook?

Hypothesis

The null hypothesis and alternative hypothesis of this study is presented below:

HO: There is no significant relationship between the Facebook Usage and the

participants’ academic performance.

H1: There is a significant relationship between the Facebook Usage and the

academic performance of the participants of the study.

Scope and Delimitation

This study will only focus on the usage of Facebook and its impact on the academic

performance of the selected 12, synchronous and asynchronous, Senior High School,

10
HUMSS Students in an RVM private school in Cagayan de Oro City for the academic

year 2020- 2021. The grounds of this study is to determine whether the usage of

Facebook plays an impact to the academic performance.

Significance of the Study

The purpose of the study is to examine the impact of Facebook in a student’s

academic endeavors and ultimately their academic performance. Moreover, this study

could benefit the following sectors:

To the students. The result may serve as their guide for them to develop new

knowledge as this research study will enable them to see the advantages and

disadvantages and benefits of the study. Furthermore, this would help them to be more

efficient in managing their Social Media usage and ensure that they use Social Media

for their own good. This study would also help them assess what actions they must

take for them to enhance their usage of Social Media as they are the primary

beneficiaries of the study.

To the teachers. The result may serve as a way to help them enlighten students who

are not competent in dealing with their academics, especially those who are abusing

Social Media’s capacity. This would also help the teachers know how to manage

possible students who have an irresponsible attitude and characteristics in their

academic performance due to their abusive use of Social Media as it might lead him/her

much more addiction if not managed properly. Moreover, this study may also motivate

them to be more alert and develop their relationships with their students.

To the future researchers. The result may serve as their basis to do and fulfill their

research work. This study would also help them as it can be their possible reference in

11
conducting further research on Social Media’s impact on the student’s academic

performance. Furthermore, future researchers may also provide a possible solution in

terms of improving a student’s Social Media usage to avoid it from ravaging their

academic performance.

To the administrators. The result may serve as a guide for them in planning and

assessing rules and regulations to fulfill the impact of Social Media on the student’s

academic performance in their premises. The study would also help the administrator

to determine students who are addicted to the usage of Social Media in the hopes of

fixing their academic performance. Furthermore, this study is also important as it

would help the school implement programs that will determine what they must do or

not do in terms of handling and ensuring that they have established a good

communication towards students that they have.

Definition of Terms or Operational Definition of Terms

As words may mean differently in different contexts, the following definitions are

given as the words used as intended to be understood for the purpose of this study.

Academic Performance - is the degree in which a student, educator, or foundation has

accomplished their short or long-term educational goals.

Facebook - is a free long range informal communication Web platform that advances

and encourages association between companions, family, and partners.

Internet - a worldwide PC network giving an assortment of data and correspondence

offices, consisting of interconnected organizations utilizing normalized

correspondence conventions. (Oxford University Press, 2018)

12
Social Media - They are types of electronic correspondence that encourage intuitive

base on specific interests. Social Media incorporate web and portable innovation

Social Networking Sites (SNS) - an online platform that individuals use to construct

informal organizations or social associations with others who share comparative

individual or professional interests, exercises, foundations, or genuine associations.

13
 Chapter 2

Review of Related Literature and Studies

This section proffers the connected writing and studies after the thorough and in-

depth scrounge done by the researchers. The literature and studies showed in this

chapter address the different ideas, concepts, generalization, conclusions, and also the

different development to the examination beginning from the past up to the present.

This will fill in as a guide for the researchers in building up the projects. Besides, the

data included for this section helps in acclimating subtleties that are inverse and like

the present study.

The Impacts of Facebook on Physical Health and Social Life

Using Social Networking System (SNS), for example Facebook, has a result in

student's wellbeing and public activity. Utilizing Facebook increment the possibility of

students getting Upper Respiratory Infection (URI) (Elgendi, 2015). In the

investigation which found on college students, which looks the set of experiences and

sickness of 88 students from age 18-24. These students do not have any sickness

(Elgendi, 2015). Students needed to finish an electronic review and follow up checking

the indication of URI. The review incorporates a few inquiries identified with the

pressure of utilizing Facebook. The outcome shows that 58% of students are

encountering URI. The indication of this sickness is a runny nose, migraine, hack,

sniffling, and nasal blockage. This examination represents that the expanding pace of

URI relies upon expanding of utilizing SNS. Facebook stress identified for certain

components, for example, the tension on account of deferring answer to a companion

demand, feeling remorseful while dismissing companion demand, or unfriend a

companion (Rouis et al, 2011). Accordingly, 31.7% of the students said that leaving

14
Facebook will diminish the pressure and nervousness. Likewise, 43.9% of journalists

expressed that utilizing Facebook made public activity harder which implies it is

difficult to individuals (Elgendi, 2015).

Utilizing Facebook a ton of time can affect psychological wellness. A few

investigations show that utilizing the Internet for heaps of time makes clients

dependent on it and recorded in-game habit and Internet sex enslavement. The range

enslavement problem is an idea that is utilized by certain specialists (Elgendi, 2015).

There are two distinctive sorts of Facebook client such as Facebook utilization and

Facebook enslavement (Stieger, 2013). Facebook enslavement brings about gloom,

withdrawal, life issue, and fulfillment. Then again, Facebook utilization incorporates

taking a gander at a new channel of games. The investigation shows that Facebook

works as a medication in a virtual universe of correspondence. One contextual

investigation shows that a 24-year-old young lady in the US had been utilizing

Facebook unreasonably. Accordingly, she lost her employment and become

temperament and created a sleeping disorder (Koc and Seval, 2013).

Impact of Facebook on Undergraduate Students

Facebook is a period stealer. College understudies need to deal with their time in

a better manner while Facebook utilization burning through their time. Expanding the

use of Facebook will have a result on understudies' presentation in college (Kshirsagar

and Kulkarn, 2015). As per the Kaiser Family Foundation, those understudies who

invest less energy in utilizing Facebook are better in their evaluation in contrast with

others. Regardless of the way that understudies concede that Facebook is burning

through their time. Be that as it may, they cannot quit utilizing it (Farooqui et al, 2013).

A few understudies squander substantially more energy on surfing on Facebook to look

15
at their companion's image. As indicated by the exploration 88% of understudies take

a gander at the image of companions and they feel about it so it changes the sensation

of their companions while they need to contemplate. Thusly, it decreases the

presentation of understudies (Gafni and Deri, 2012). This investigation shows that 65%

of understudies use Facebook for two hours of the day. There were 103 college

understudies partook from seven designing division. As per an examination in which

100 understudies have partaken, understudies were asked how long they use Facebook

every day (Bicen and Cavus, 2011).

The Concept of Social Media

Social Media consistently continues changing and as such it is hard to allot a fixed

definition to it as Jacka and Scott (2011), contended that “there is no single perceived

definition for Social Media.” Anyway, a few researchers have characterized it in

alternate points of view over the previous years. Social Media started as an approach

to associate with loved ones. However, it was later received by organizations that

needed to exploit a mainstream new specialized strategy to contact clients. The

intensity of Social Media is the capacity to associate and offer data with anybody on

Earth, or with numerous individuals all the while. All-inclusive, there are more than 3

billion online life clients. Social Media is an ever-changing and ever-developing online

stage (Dollarhide 2019). As indicated by the Pew Research Center, Social Media

networking clients were in the younger generation. Almost 90 percent of individuals

between the ages of 18 and 29 utilized in any event one type of Social Media.

Furthermore, these clients would be taught and moderately well-off or acquiring over

$75,000 every year. Kaplan and Haenlein (2010), characterized online life as a

gathering of Social Media applications that expanded on the ideological and innovative

16
establishments of Web 2.0 and permitted the creation and trade of client produced

content.

The Oxford word reference (2011), likewise characterized online life as “sites and

applications used for long-range informal communication.” Another meaning of Social

Media was “correspondence channel which is mainstream, very quick and expansive,

has demonstrated to be exceptionally compelling, just as trusted by billions of

individuals, to share and find content concerning people, brands, data, amusement and

ability'' (Dearborn, 2014). One subject that every one of these definitions support is

that Social Media includes some type of correspondence between people over the web.

In the course of the most recent decade and especially in the last five or six years, SNS

has changed our contemplating about our connections, our associations with and

partiality to other people, and the impact and influential force of online networks on

how we think, put together and act strategically. Since the initiation of the Internet and

the joining of email innovation into our own and work lives, our methods of conveying

started to change. In any case, it was not until the making of Social Media interfaces

like Facebook, MySpace, LinkedIn, YouTube, Twitter and other comparative

applications that we saw such a massive harnessing of the potential of the now-

pervasive online connectivity in our everyday lives (Bedassa, 2014).

Most of the students focus on the flexibility of Social Media considering the

benefits it has to offer. Social Media’s role to teenage students nowadays includes

online gaming, communicating, or chatting with friends or families and other benefits

that encourage people to use it because of the amazing features it can offer. Thus, when

it comes to learning, Social Media also offers a satisfactory feature when used

correctly. The use of social networks can help students in their learning. Results are

17
covered that using Facebook views a positive increase in the academic performance of

the students because students in their study use Facebook mostly as a platform for them

to connect and communicate with their colleagues and share information with them

(Carreon, A. et al., 2019). This claim is proven right because according to Priyanka

Gupta (2015), Social Media is about collaborating, networking, sharing, and generating

knowledge and content, all of those features are of great value in the context of higher

education. Thus, Facebook is not the reason why students often associate and get lower

grades; it is because Social Media can access a lot of websites. Thus, students are the

ones who choose whether they will focus on making educational tasks or to just waste

their time in browsing links that are not related to their studies.

Roles of Social Media

In today’s modern, technology-dependent society, Social Media is utilized in so

many ways. Along with its utilization are its different roles in humanity regardless of

race, age, gender, the social status they have in life. Concerning our study, it is true

that Social Media’s role is visible especially to people who have access to it, such as

students. It has been observed that most of the students these days, especially those in

the auxiliary level, invest the vast majority of their energy visiting with their associates,

playing internet games, and watching videos as opposed to perusing their exercises,

doing their tasks, and other scholastic prerequisites.

The fundamental explanation is the point at which they work or search their

materials online, they get pulled into a long-range of interpersonal communication

locales to kill weariness during study time, redirecting their consideration from their

work. The more obscure side of this that has picked up numerous guardians consider

that few students are getting lazier and are not keen on going to class anymore. This

18
was presumably because of being widely revealed to get worldwide access and

accordingly driving them to perform less scholastically. According to Astodello,

(2016), he said that “I have observed from my Grades 7 and 8 students at the Tabuk

City National High School the same positive and negative impact of using Social

Media inside and outside the classroom. I found these Social Media sites helpful when

one time I needed to communicate with my students reminding them of their

assignments and urgent requirements.” And Mr. Astodello gathered a result of right

around 85 percent of them had the option to adapt to their scholastic troubles and at

any rate 65 to 75 percent of the class acquired the normal degree of execution.

On the other hand, the majority of the Grade 12 Senior High School students of

Iligan City National High School use Social Media as their methods for amusement,

for entertainment only and to be upbeat and engage in the modern world. They get

drained from having plenty of remaining tasks at hand and paper works from school.

In the interim, just some of the Grade 12 Senior High School students use Social Media

for picking up data. It infers that Social Media usage has positive and negative impacts

on the students.

However, not the complete scholastic execution of the last mentioned. Even

though the vast majority of the students simply utilize online networking for

amusement as opposed to gathering data about specific themes and issues, their

evaluations despite everything have a place with the "acceptable" classification

(Branzuela et. Al)

Social Media’s role in a student’s life-style has also evolved the system of

education as time progresses. It has allowed students to develop their academic

performance at school. Isfahan Ahmed and Tehmina Fiaz Qazi (2011) conducted a

19
student-based prospective study that enabled them to have an insight regarding the

impacts of social networking sites in their academic matters. Their research suggests

that the students were able to manage their time efficiently and comply with their

academic requirements effectively. Thus, the use of social networking sites does not

have significance in their academic performance. However, according to a study that

was conducted in the University of Ghana by Patience Emefa Dzandza Ocloo, Social

Media had caused a large number of students to be addicted to using a specific Social

Media platform, to a certain point where it already drastically affects their academic

performance. She greatly emphasizes that school faculties should focus more on

conducting lectures that will help in guiding and enlightening the students towards the

greater good that Social Media can offer them. This encouragement would then result

in the students to use social networking sites for academic affairs and not on certain

sites that can distract them in developing their academic performance.

Effects of Social Media to Student’s Academic Performance

In Iligan National High School, Grade 12 Senior High School students ought

to be urged to constrain the time they spend via social networking media destinations

and be encouraged to rather substitute those hours with perusing some learning

materials – short stories, books, and so forth to improve their jargon. Since the

utilization of Social Media locales had influenced the scholastic execution of students

contrarily, there is a need to present the student’s other data assets or materials that

would propel and assist them with performing great in their scholastics (Astodello,

2016).

In addition, Isacc M. Morallo (2014), a Professor of Computer Science in the

Philippines, had conducted a study to determine the effects of Social Networking Sites

20
(SNSs) on students’ academic performance in Lyceum of the Philippines–Laguna. The

researcher of this study was able to determine that the usage of SNSs and the student’s

academic performance had no relationship at all. Thus, they were able to conclude that

it was the teaching-learning process that should be improved, developed,, and should

be given attention to as it would then help improve the grades of the students and the

reason could not be the SNS usage alone. However, according to a study of Social

Media Use and Its Effects to the Values of Tertiary School Students in Cagayan Valley,

Philippines for Education Program Development that was conducted by Jinky Marie

T. Chua and Jennifer L. Luyun (2019) greatly emphasized that although the majority

of their participants (tertiary school students) agreed that their day is not complete

without accessing their Social Media accounts, their usage of Social Media has given

them positive impacts and has a surprisingly excellent effect on the students. In contrast

to the previous claim, they were also able to conclude that in terms of the values of the

young adults, there is a significant impact on the usage of Social Media towards their

real-life lessons and their academic purposes. Thus, they recommended that there

should be more established sites that would introduce and add values to the students’

academic work and research.

According to Carreon, A. et al., (2019), results are that using Facebook views a

positive increase in the academic performance of the students, because students used

Facebook as a platform for communicating with other classmates and sharing

information. According to Mingle and Adams (2015), Facebook can be used as a tool

for the students to support each other by communicating with each other. Also, the use

of Facebook for learning tends to have a higher effect in the students. In addition to

that, Junco (2012), stated that spending time of the students in using social networks is

associated with low GWA results. Studies show that social networks usage can affect

21
the students’ accomplishments, but it also shows that when used precisely it will give

the students good benefits. Juanco (2015), stated that Facebook is not the reason why

students often associate and get lower grades; it’s because Social Media can access a

lot of websites. Thus, students are the one who choose whether they will focus on

making educational tasks or to just waste their time browsing links that are not related

to their studies.

Meanwhile, in this study, we check out the effect of Social Media networking

on the educational performances of college students of the Redeemer’s University. A

pattern of two hundred college students have been drawn throughout departments on

proportional basis. Factors such as daily time spent and hourly time spent on Social

Media have no significant effect on the students’ academic performance. According to

some previous research, it has been estimated that more than 90% of undergraduates

use social networks (Osilama, et.Al, 2017).

A few number of studies have been carried out by different researchers to

assess how the use of Social Media impacts student academic performance. Choney,

(2010), MehMood & Taswir (2013) and Jacobsen & Forste (2011) believe that the use

of technology such as the internet is one of the most important factors that can influence

educational performance of students positively or negatively. It expressed that

numerous guardians and parents are stressed that students currently invest an excessive

amount of energy on Facebook and other Social Media locales and need more an ideal

opportunity to consider. Another study resulting from Social Media can be the reason

why the students have a low academic performance because their minds focus on

Social Media, not in studying their lessons. All students have been utilizing Facebook

and 96.5% have been utilizing Facebook messenger.

22
 Apart from this, according to Habes, et al., (n.d.), many students in universities are

active on using Social Media especially on Facebook, where it brings negative effect

in the studies of the students. Social Media puts a negative result in the academic

performance of the student in which too much usage can result in low performance in

school. According to GÖK (Tolga, 2015), students are more likely to spend their time

in digital activities than to learn some academics. Social Media is very time consuming

because you ought to make your time in using it, this means that it can affect you in

wanting your day to be productive. Thus, according to Oche & Aminu (2010), students

are more likely to consume their time in using social networks in almost 24 hours. They

also view that even in school activities students don’t listen and participate because

they focus on gaming, chatting and other media purposes.

Moreover, student’s performance matters when usage of Social Media is being

involved, a sample of study examining the effects of Social Media usage in the GWA,

SAT scores and performance resulted in low scores and negative effect in academic

ratings. (Wentworth & Middleton 2014). Hence, not all students share the same results,

According to Alamri, M., (2019) studies results from the students of Education College

at King Faisal University in Saudi Arabia shows the positive effect of media usage in

the academic learning of the students. It shows that time allotted by the students in

using Social Media does not affect the student’s performance.

Technology in our generation right now has greatly influenced the world including

using it for gaming, business purposes etc. Thus, when it comes in using it for academic

learning studies reveals that this learning method can contribute to the learning of the

students by giving them a new type of learning. (Elkaseh, A. et al., 2016). In addition,

Haenlein (2010) stated that Social Media sites help the students to enhance and

23
improve their knowledge and can help them in academic achievements. Another study

on the students of University of Bahrain about Relationship between Social Media and

Academic Performance: Facebook Perspective by Harrath & Alobaidy (2016), argues

that students are satisfied in using Social Media as an instrument for learning and that

they know the correct usage of Social Media in learning motives which also gives them

educational information.

Furthermore, it has evolved the system of education as time progresses. It has

given students an opportunity to develop their academic performance at school. In fact,

Ishfah Ahmed and Tehmina Fiaz Qazi (2011) conducted a student based perspective

study that enabled them to have an insight regarding the impacts of social networking

sites in their academic matters.

It has become an evolutionary force that has helped form and develop our

community. Their research suggests that the students were able to manage their time

efficiently and comply with their academic requirements effectively. Thus, the use of

social networking sites does not have a significance towards their academic

performance. However, according to a study that was conducted in the university of

Ghana by Patience Emefa Dzandza Ocloo, Social Media had caused a large number of

students to be addicted to using a specific Social Media platform, to a certain point

where it already drastically affects their academic performance. She greatly

emphasizes that school faculties should focus more on conducting lectures that will

help in guiding and enlightening the students towards the greater good that Social

Media can offer them. This encouragement would then result in the students to use

social networking sites for academic affairs and not on certain sites that can distract

them in developing their academic performance. This is a helpful guide for it shows

24
that the influence of using Social Media depends on a student’s capabilities (Haruna,

R., et al. 2016).

Summary

All the investigations and writing referenced above are helpful to decide and

uphold the current examination. It can be seen that numerous researchers have

additionally examined similar papers on the Impacts of Facebook Usage in the

Academic Performance. This is the hole that the current investigation attempts to

address, explicitly on the variables that influence students' scholastic presentation and

through these huge elements, a model deciding the indicator of this reasonable

understanding will be created.

25
 Chapter 3

METHODS

This chapter presents the research design, the setting of the study, sampling

procedure, research instruments that will be used, data gathering procedure and the

statistical technique.

Research Design

This study will use descriptive-correlational design to draw the relationship

between variables. This study focuses on the impact of Facebook Usage to the

Academic Performance of selected HUMSS students. According to Mustieles Ubalda

(2020), a descriptive-correlational study is one in which the researchers main goal is

to describe relationships between variables rather than attempting to create a causal

connection. This design is fitted to this present study since the researchers want to

know the relationship between the Facebook Usage of the selected grade 12 Senior

High School HUMSS students and their academic performance.

Research Setting

The researchers will lead the examination inside the premises of one of the

private RVM schools in the City of Cagayan de Oro, province of Misamis Oriental

only.

Respondents and Sampling Procedure

The researchers plan to target the students in one of the RVM schools in Cagayan

de Oro City. Specifically, the selected grade 12 Senior High School students from the

Humanities and Social Sciences Strand. There will be a total number of 100 selected

26
participants involved in this study. On the other hand, the school has 677 enrolled

students in grade 12, and HUMSS 12 strand has 199 enrollees.

Moreover, both Synchronous and Asynchronous students will be a part of this

study. In acquiring sample size, the research population is not the concentration, hence,

it is the total size of the sample that the researcher gets from the relative population

(Taherdoost, 2016). Thus, this fits best in this research for it focuses on the statistical

influence of media among the students. A stratified random sampling methodology

will be used in selecting participants in this study. The stratification is based on the

population of all the HUMSS students in one of the RVM schools in Cagayan de Oro

City, Misamis Oriental. According to J. Mesa et al., (2016) When the sample contains

fewer individuals than the minimum necessary, but the representativeness is preserved,

a statistical inference may be compromised in terms of precision (prevalence studies)

and/or statistical power to detect the associations of interest. On the other hand,

samples without representativeness may not be a reliable source to conclude the

reference population, even if the sample size reaches the required number of

participants. If the researchers have a lack of participants therefore the conclusions or

references are not reliable which is why the researchers chose 100 respondents to make

the conclusions or the outcome reliable. The researcher will choose which elements

should be included in or excluded from the population. For the selection of samples,

such criteria may include an active user of Facebook involved in the study and must

be an Asynchronous and Synchronous learner from the Senior High School department

from the chosen RVM School in Cagayan de Oro City by the researchers.

27
Research Instrument

This study examines the impact of Facebook on the students’ academic

performance. Thus, this study will use the survey method and will use questionnaires

as a research instrument in gathering the data from the respondents. O’Leary (2014)

defines a survey as a method in which a researcher gathers data through a questionnaire

(as cited in Quad, 2016). A questionnaire through Google forms will be used to collect

the data. Moreover, as for the instrument in gathering data from the respondents, the

researchers will use a researcher-made questionnaire that will be verified by an English

and Mathematics’ teachers. In light of this, according to Isagani Canonizado, the

researcher-made questionnaire contents are primarily based from the information

shared by his or her colleagues, the panel of experts, and the personal knowledge of

the researcher himself or herself.

Validity and Reliability Test Result

After finding the two validators to approve the researcher-made survey

questionnaire, the researchers determined the scores of the evaluation of the two

validators. The researchers utilized Microsoft excel to enter all of the scores and the

mean was solved for each validators' assessment. Then the overall mean was solved

after gathering the result of 4.16 interpreted as Highly Valid. Consequently, this

implies that the questionnaire is substantial and can give fair-minded information to

the investigation, permitting 0-5% blunder.

To solve for the reliability result, the researchers initially led a pilot testing having 30

arbitrary respondents to answer the online survey questionnaire.

28
Data Gathering Procedure

Beforehand, the researchers will ask permission to the HUMSS students’

respondents for the researchers to have an authorization regarding the said survey.

When affirmed, the questionnaire will be administered by the researchers to the

respective respondents. The rounded out questionnaires will be gathered and the

responses of the respondents will deal by utilizing the suitable statistical tools. The

survey questionnaire has two (2) parts: The questionnaire on the Facebook Usage and

academic performance. A short permission message was stated in the uppermost part

of the questionnaire.

Statistical Treatment

To obtain a profound understanding of the data, the following statistical tools

will be used:

For problem number 1 and 2, the researchers used descriptive statistics specifically

to determine the amount of length of hours spent in using Facebook and academic

performance of the respondents.

For problem number 3, the inferential statistics such as Pearson- Product

Correlation for paired samples was utilized to determine the significant relationship of

the participants’ Facebook usage and their academic performance. This treatment was

also relevant considering the type of research design this study belongs-descriptive

correlational in which it focuses on the relationship between variables.

The following scoring procedure was used:

29
 Table 3.1

The score and verbal description for academic performance

SCORE PERCENTAGE RANGE VERBAL DESCRIPTION

90 and above Outstanding

85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
74 and below Needs improvement

ETHICAL CONSIDERATION

In conducting this research study, the researchers have submitted a request

letter to the Validators of their Research Instrument (APPENDIX A), a permission

letter to the Senior High School Coordinator to approve their request to conduct a

survey inside the campus (APPENDIX D), a permission letter to the Advisers/Subject

Teachers (APPENDIX E) and a consent letter to the respondents (APPENDIX F). The

content of the consent letter to the respondents will also inform them that the results

and the data that have been gathered will be kept and will be exclusive only for the

researchers. The respondents have the right to decline the invitation in answering the

survey or to participate in the said survey.

30
 Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data gathered, the results and as well as the

interpretation of the findings. These are presented with tables and figures following the

stated problems which has been stated from the first chapter regarding The Impact of

Facebook Usage to the Academic Performance of the participants.

RESEARCH QUESTION 1: On an average, what is the length of hours spent by the

selected Senior High School HUMSS students in Facebook collectively per day?

Figure 4.1. A graph that shows the percentage of the Length of Hours Spent in

Facebook per day.

LENGTH OF HOURS SPENT IN FACEBOOK PER DAY

100

90

80

70

60
Length of Hours
50
Spent in Facebook
per day
40

30

20

10

0
3 hours 6 hours 9 hours others

The figure above shows that 47%, which is the highest percentage, belongs to

the students who usually spend 3 hours in using Facebook collectively per day.

31
Subsequently, 21% of the students agreed that they spend 6 hours in using the said

social media platform every day. Followed by 9 hours, that has garnered 19%. Lastly,

the others, as an option had the lowest percentage among all since only 13% of the

participants were able to respond to it. The participants were given the chance to freely

indicate their answers and the researchers have found out that majority of the students

who responded only spend 1 hour or 2 hours on Facebook collectively per day. Overall,

the results suggest that most of the students do not usually spend a large amount of

time on Facebook and it would only depend on the student’s attitude on how long they

use the said social media platform. Comparably, Mowafy (2018) conducted a research

entitled “The Effects of Social Media on the Academic Performance of Nile University

Students”. It examined the relationship between the use of social media and student’s

academic performance. The researcher found out that the relationship between the use

of social media and the academic performance depends on the students’ usage of social

media which coincides to the result of the study wherein the participant’s Facebook

Usage is based and dependent on the students’ attitude. Furthermore, according to

Sanchez (2021), in the second from last quarter of 2020, the normal every day time

spent utilizing the internet among the surveyed respondents in the Philippines was

roughly 10.6 hours as per Datareportal. Correspondingly, the studied respondents went

through around 3.5 hours via Social Media.

32
RESEARCH QUESTION 2: What is the level of academic performance of HUMSS

students in terms of their general weighted average?

STUDENTS GENERAL WEIGHTED AVERAGE

100

90

80

70

60
GPA (Descriptor)
50

40

30

20

10

0
O VS S FS DNME

Figure 4.2. A graph that shows the academic performance of HUMSS students in

terms of their General Weighted Average.

In figure 4.2, it is evident that majority of the Grade 12 Senior High School

Students from the Humanities and Social Sciences strand were able to attain the Very

Satisfactory (VS) grade descriptor since 55% of the participants’ General Weighted

Average ranges from 85-89. Correspondingly, 29% of the participants were able to

attain the Outstanding (O) grade descriptor which ranges from 90 and above. In

contrast, only 16% of the students got the Satisfactory descriptor that ranges from 80-

84 grade. Furthermore, none of them were able to attain the Fairly Satisfactory (FS)

and Did Not Meet Expectations (DNME) grade descriptor.

33
 Therefore, most of the Senior High School HUMSS Students got the second

highest score range General Weighted Average. The results illustrated that the

academic performance of the students were in the positive direction. Similarly, a study

conducted by Mowafay in 2018, revealed a similar result in their research study’s

discussion on the positive effects of social media on the academic performance of their

participants. The students in their study revealed that their use of social media had

positive effects on their academic performance in immediate and aberrant ways. For

example, it encourages correspondence with their showing aides, it keeps them mindful

of any new course declarations, and here and there they discover entry level position

openings through online media networks.

RESEARCH QUESTION 3: Is there a significant relationship between students’

level of academic performance and the amount of length of time they spent in

using Facebook?

Table 4.1: The relationship between the academic performance of HUMSS students

and their Facebook Usage.

34
 Length of hours spent in Academic Performance
using Facebook

Length of hours spent in

using Facebook
Pearson Correlation 1 -0.59

P value= (a=0.5) .00001

Academic Performance

Pearson R correlation -0.59 1

P value= (a=0.5) .00001

The table above shows the correlation between the participants’ Facebook usage

towards their academic performance. The correlation between two variables shows a

result of -0.59 with a p-value tested on a significance level of 0.05 which states the

result of .00001. By analyzing the table and the data result, the researchers found out

that the correlation yields a negative relationship. According to Kirchner and

Karpenski (2010), there is a significant negative correlation between Facebook use and

academic achievement measured by GPA and hours spends studying per week. The p-

value result above belongs to a value that is less than the significance level of 0.05

which means the null hypothesis is rejected.

Junco (2010) studied the relationship between numerous measure of frequency of

Facebook usages with the time they spent preparing for class and overall GPAs. The

result showed that the time students spent on Facebook was strongly and significantly

negatively correlated with overall GPAs. Thus, this supports the result of the present

35
study in which it states that there is a negative significant relationship between the

Facebook usages towards the academic performance of students.

36
 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter shows the summary of findings, conclusions, and

recommendations that has been gathered and made by the researchers. The current

study’s main objective is to gather information and data about the impact of Facebook

Usage on the academic performance of the selected HUMSS Senior High School

Students as well as knowing if there is a significant relationship between the two

variables mentioned.

SUMMARY OF FINDINGS

Based on the data gathered and interpreted by the researchers, the findings

made are the following:

a. On an average, what is the length of hours spent by the selected

Senior High School HUMSS students in Facebook collectively per

day? Category in the Questionnaire: Time Estimation. The

researchers found out that majority of the Grade 12 Senior High

School Students from the Humanities and Social Sciences strand

does not usually spend a large amount of time in using Facebook

since 47% which is the highest percentage belongs to the

participants that spent 3 hours using Facebook per day and it would

only depend on the students’ attitude on how long they use the said

social media platform.

b. What is the academic performance of the selected Senior High

School HUMSS students in terms of their general weighted

37
 average? Category in the Questionnaire: Academic Performance.

The researchers found out that majority of the Grade 12 Senior High

School Students from the Humanities and Social Sciences strand

were able to attain the Very Satisfactory grade descriptor since 55%

of the participants’ General Weighted Average ranges from 85-89.

This illustrates that the Senior High School HUMSS Students got

the second highest score range General Weighted Average.

c. Is there a significant relationship between student’s level of

academic performance and the amount of length of time they spent

in using Facebook? Category in the Questionnaire: Factor

Assessment. The researchers utilized inferential statistics

particularly, Pearson R, to discover the correlation between

Facebook usage and the academic performance of the students.

Their p values were additionally solved to test the hypothesis. The

researchers discovered that there is a negative significant

relationship between the two variables.

CONCLUSIONS

Base on the results and findings that have been drawn from the study. The following

conclusions are formulated:

1. Majority of the HUMSS students use Facebook for a short period of time.

Based on the outcome; 47% of the students spent their 3 hours in using

Facebook. According to whatagraph, while this leap is acceptable over five

years, things escalated quickly, with people spending over 3 hours per day

on social media in 2020.

38
 2. Based on the analysis of survey data of the participants’ academic

performance, majority of the General Weighted Average of the HUMSS

students belong to Very Satisfactory that garnered 55% of the respondents’

population.

3. The Facebook usage of the respondents and their Academic Performance

has a significant relationship. Hence, the researchers rejected that null

hypothesis which states that there is no significant relationship between the

Facebook Usage and the participants’ academic performance.

RECOMMENDATIONS

1. Since the study focuses only on Grade 12 Senior High School students under

the Humanities and Social Sciences strand as participants, the researchers

would like to suggest that it is best for future researchers to have a broad

population and not just concentrate on Grade 12 students since this research

study can be looked into a wider perspective and there are a large number of

potential participants available.

2. The researchers would also recommend to the future researchers of this study

to venture all the different social media platforms and not only focus solely on

Facebook since social media has a lot of internet-based applications that are yet

to be studied. The variety of all of the social media platforms may impact

positively or negatively our everyday lives and it would be great to study the

different perspectives and gather results from them as well.

3. Since the study shortly took place over a time span of 7 months, the researchers

would want to suggest to the future researchers that they must entail a long

39
period of time in conducting this research study. This must be done in order for

the future researchers to conveniently cater all of the desired respondents and

easily come up with accurate results.

40
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49
 APPENDICES

A. REQUEST LETTER TO THE VALIDATORS

Lourdes College
Integrated Basic Education Department
SENIOR HIGH SCHOOL
Gen. Capistrano-Hayes St., Cagayan de Oro City

Dear Maam/Sir:
Praised be Jesus and Mary!
We are researchers from the Humanities and Social Sciences strand Grade 12 St.
Thomas Aquinas of Lourdes College Senior High School and currently conducting a
study entitled “THE IMPACT OF FACEBOOK USAGE TO THE ACADEMIC
PERFORMANCE OF THE SELECTED HUMSS STUDENTS.” With this matter, we
would like to ask for your assistance and expertise for the validation of our research
questionnaires in your most convenient time.
The study’s purpose is to discover and somehow prove if there’s an impact
on the academic performance of the students and also to determine if using Facebook
affects their academic performance in school.
We believe that you are the best person who can assist us with this matter.
Your response is the best regard. Thank you very much and God Bless.

Noted by: Sincerely yours,

Ms. Janna Kaye Bodiongan Binonggo, John Michael Angelo C.
Practical Research 2 Teacher Insong, Hannah Karyll G.

Monte, Glory Grace A.

Somo, Gesel Rose R.

Abrogar, Angel Pauline R.

50
B. VALIDATION ASSESSMENT TOOL

Direction: This tool asks for your evaluation of the questionnaire to be used in the data
gathering for the investigation stated above, to establish its validity. You are requested to
give your honest assessment using the criteria stated below; please check (/) only one from the
selection.

Scale Interpretation Description

5 Very Highly Valid The questionnaire is valid and can provide unbiased data
for the investigation, allowing 0 – 5% error.

4 Highly Valid The questionnaire is valid and can provide unbiased data
for the investigation, allowing 6 – 10% error.

3 Valid The questionnaire is valid and can provide unbiased data

for the investigation, allowing 11 – 15% error

2 Less Valid The questionnaire is valid and can provide unbiased data
for the investigation, allowing 16 – 20% error.

1 Not Valid at All The questionnaire is valid and can provide unbiased data
for the investigation, allowing 21 – 25% error.

Validators’ Questionnaire Assessment

5 4 3 2 1

1. The indicators in the questionnaire consistently and

accurately measure each variables of the investigation.

2. The questionnaire fits with the variables under

investigation, thus measuring what it intends to measure.

3. The questionnaire has the capability to measure

items or variables within given time frame.

4. The questionnaire has the ability to distinguish the

characteristic or properties of differing attributes of subjects
under study.

5. The questionnaire has the ability to gather factual

data, eliminating biases and subjectivity.

6. Quick and complete data can be generated by the

questionnaire within the time frame allowed to obtain data.

7. The questionnaire has no influence on the variables being

measured.

51
 8. The questionnaire is framed and clear, simple and in order
to avoid risk of errors.

9. The questionnaire is capable of generating data that will be

of value and practical use to the sectors concerned in the
investigation.

Comments and Suggestions:

_______________________________________
Signature Over Printed Name of the Validator

C. VALIDITY TEST RESULT

Validity Test Result

The researchers have conducted a validity test to the instrument if it measures what it

intends to measure. It was also done to ensure the credibility of the findings and

accuracy of the data. The table shows the combined scores or scaling given by the 2

Validators. The overall mean of the validated research instrument is 4.33 which means

that the research instrument is “Highly Valid”.

FIRST VALIDATOR

QUESTIONNAIRE VALIDATION TOOL

“The Impact of Facebook Usage to the Academic Performance of the Selected

HUMSS Students”

Direction: This tool asks for your evaluation of the questionnaire to be used in the data
gathering for the investigation stated above, to establish its validity. You are requested to
give your honest assessment using the criteria stated below; please check (/) only one from the
selection.

52
 Scale Interpretation Description

5 Very Highly Valid The questionnaire is valid and can provide unbiased data for the
investigation, allowing 0 – 5% error.

4 Highly Valid The questionnaire is valid and can provide unbiased data for the
investigation, allowing 6 – 10% error.

3 Valid The questionnaire is valid and can provide unbiased data for the
investigation, allowing 11 – 15% error

2 Less Valid The questionnaire is valid and can provide unbiased data for the
investigation, allowing 16 – 20% error.

1 Not Valid at All The questionnaire is valid and can provide unbiased data for the
investigation, allowing 21 – 25% error.

Validators’ Questionnaire Assessment

5 4 3 2 1

1. The indicators in the questionnaire consistently and accurately •

measure each variables of the investigation.

2. The questionnaire fits with the variables under •

investigation, thus measuring what it intends to measure.

3. The questionnaire has the capability to measure items •

or variables within given time frame.

4. The questionnaire has the ability to distinguish the characteristic •

or properties of differing attributes of subjects under study.

5. The questionnaire has the ability to gather factual data, •

eliminating biases and subjectivity.

6. Quick and complete data can be generated by the questionnaire •

within the time frame allowed to obtain data.

7. The questionnaire has no influence on the variables being •

measured.

8. The questionnaire is framed and clear, simple and in order to avoid •

risk of errors.

9. The questionnaire is capable of generating data that will be of •

value and practical use to the sectors concerned in the investigation.

53
Comments and Suggestions: Delete all the red colored text. For problem 3, you can ask

their previous adviser for their academic performance since we cannot assure if they

can give the exact average grade of their performance. Please include the verbal

descriptor of their corresponding average grade

MAESILLE D. NOBLE
Signature Over Printed Name of the Validator

SECOND VALIDATOR

QUESTIONNAIRE VALIDATION TOOL

“The Impact of Facebook Usage to the Academic Performance of the Selected

HUMSS Students”

Direction: This tool asks for your evaluation of the questionnaire to be used in the data
gathering for the investigation stated above, to establish its validity. You are requested to
give your honest assessment using the criteria stated below; please check (/) only one from the
selection.

Scale Interpretation Description

5 Very Highly Valid The questionnaire is valid and can provide unbiased data for the
investigation, allowing 0 – 5% error.

4 Highly Valid The questionnaire is valid and can provide unbiased data for the
investigation, allowing 6 – 10% error.

3 Valid The questionnaire is valid and can provide unbiased data for the
investigation, allowing 11 – 15% error

2 Less Valid The questionnaire is valid and can provide unbiased data for the
investigation, allowing 16 – 20% error.

1 Not Valid at All The questionnaire is valid and can provide unbiased data for the
investigation, allowing 21 – 25% error.

Validators’ Questionnaire Assessment

5 4 3 2 1

1. The indicators in the questionnaire consistently and accurately

measure each variables of the investigation.
⁄

2. The questionnaire fits with the variables under

investigation, thus measuring what it intends to measure.
/

3. The questionnaire has the capability to measure items

or variables within given time frame.
/

54
 4. The questionnaire has the ability to distinguish the characteristic
or properties of differing attributes of subjects under study.
/

5. The questionnaire has the ability to gather factual data,

eliminating biases and subjectivity.
/

6. Quick and complete data can be generated by the questionnaire

within the time frame allowed to obtain data.
/

7. The questionnaire has no influence on the variables being

/
measured.

8. The questionnaire is framed and clear, simple and in order to avoid

risk of errors.
/

9. The questionnaire is capable of generating data that will be of

value and practical use to the sectors concerned in the investigation.
/

Comments and Suggestions: __________________________________________________

___________________________________________________________________________
___________________________________________________________________________
______________

_____ SONIA S. SAMBA-AN_________

Signature Over Printed Name of the Validator

55
D. PERMISSION LETTER TO THE SENIOR HIGH SCHOOL

COORDINATOR

Lourdes College
Integrated Basic Education Department

SENIOR HIGH SCHOOL

Gen. Capistrano-Hayes St., Cagayan de Oro City
Dear Sir Suan:
Praised be Jesus and Mary,
We are researchers from the Humanities and Social Sciences strand Grade 12
St. Thomas Aquinas of Lourdes College Senior High School and currently conducting
a study entitled “THE IMPACT OF FACEBOOK USAGE TO THE ACADEMIC
PERFORMANCE OF THE SELECTED HUMSS STUDENTS.” With this matter, we
would like to ask for your permission to conduct this study to the grade 12 Senior High
School HUMSS students.
The study’s purpose is to discover and somehow prove if there’s an impact on
the academic performance of the students and also to determine if using Facebook
affects their academic performance in school.
Students who will participate will be given a consent form for them to
approve at the beginning of the survey process. We will assure that we will keep their
information/s and answers with confidentiality.
Your response is the best regard. Thank you very much and God Bless.

Noted by: Sincerely yours,

Ms. Janna Kaye Bodiongan Binonggo, John Michael Angelo C.
Practical Research 2 Teacher Insong, Hannah Karyll G.

Monte, Glory Grace A.

Somo, Gesel Rose R.

Abrogar, Angel Pauline R.

56
E. PERMISSION LETTER TO THE ADVISERS/SUBJECT TEACHERS

Lourdes College
Integrated Basic Education Department

SENIOR HIGH SCHOOL

Gen. Capistrano-Hayes St., Cagayan de Oro City

Dear Ma’am/Sir:

Good day! Praise be Jesus and Mary!

We are writing to request a permission to conduct a research study at Lourdes
College. We will be conducting our research on all Grade 12 Senior High Students.
This study is The Impact of Facebook Usage to the Academic Performance of The
Selected HUMSS Students.
We hope that the school administration and the teachers will allow us to conduct
our research. We will assure that we will keep the information/s and answers of the
respondents with confidentiality.
Your approval to conduct this study will be greatly appreciated. Thank you.

Noted by: Sincerely yours,

Ms. Janna Kaye Bodiongan Binonggo, John Michael Angelo C.
Practical Research 2 Teacher Insong, Hannah Karyll G.

Monte, Glory Grace A.

Somo, Gesel Rose R.

Abrogar, Angel Pauline R.

HUMSS 12 STA Researchers

57
F. CONSENT LETTER TO THE RESPONDENTS

Lourdes College
Integrated Basic Education Department

SENIOR HIGH SCHOOL

Gen. Capistrano-Hayes St., Cagayan de Oro City

Good day, Lourdesians! Praise be Jesus and Mary!

We, the researchers, would like to conduct our survey for our study entitled “The
Impact of Facebook Usage to The Academic Performance of The Selected HUMSS
Students” in fulfillment of our Practical Research 2 subject. We are asking for your
honest participation and cooperation in answering the questions. In connection to this,
we would like to ask your permission for us to gather some data like: GWA (SY 2019-
2020/ SY 2020-2021) and personal profile. The researchers assure you that your data
will be kept confidential and only for the purpose of the research study. Your support
and cooperation will be a great help to facilitate our research study with great
enthusiasm and comply with this requirement on time. Anticipating a favorable
positive response regarding this request. Thank you and God Bless!

Noted by: Sincerely yours,

Ms. Janna Kaye Bodiongan Binonggo, John Michael Angelo C.
Practical Research 2 Teacher Insong, Hannah Karyll G.

Monte, Glory Grace A.

Somo, Gesel Rose R.

Abrogar, Angel Pauline R.

HUMSS 12 STA Researchers

58
G. SURVEY QUESTIONNAIRE

Facebook and Academic Performance of Students Questionnaire

Demographic Profile

Name: Strand&Grade:

Instruction: Below are the statements about the impact of Facebook towards the

academic performance of the students. Check the box of the criteria of each statement

based on how you act upon it.

All information gathered shall be used purely for research purposes and shall

be treated with confidentiality.

PROBLEM 1: On average, what is the length of hours spent by the Selected Senior

High School HUMSS students in Facebook collectively per day?

I. Time Estimation
Instruction: Please read the following statements CAREFULLY and answer
HONESTLY. Please CHECK the box of your chosen answer.

1. How many hours do you spend on Facebook daily?

_3 hours _6 hours _9 hours

Others:

PROBLEM 2: What is the level of academic performance of HUMSS students in terms

of their general weighted average?

II. Academic Performance

59
 1. What is your GPA (General Weighted Average) during the 1st semester in

grade 12?

Answer:

H. STATISTICAL RESULTS

Picture 1

The length of hours spent on Facebook and participants’ Academic Performance

60
 This table shows the statistical results using the Microsoft Excel. The data in this

table are the tabulated responses that were gathered from the survey via Google Forms.

The table presents the 2 research questions along with its respective category.

Picture 2

Correlation between Facebook Usage and Academic Performance

Picture 2 shows the correlation between the respondents’ Facebook Usage and their

academic performance. Pearson R correlation was used in getting the inferential

statistics through Microsoft Excel.

Picture 3

P- Value from the correlation between Facebook Usage and Academic Performance

61
Picture 3 shows the p-value result from the correlation between participants’ Facebook

Usage and their academic performance. An online calculator was used in calculating

the p-value.

62
 CURRICULUM VITAE
ANGEL PAULINE R. ABROGAR
Western Kolambog Lapasan, Cagayan De Oro City
Cellphone Number: 09264806349
Email address: [email protected]

PERSONAL PROFILE:

I am versatile, dependable and have amazing time

keeping abilities. I am an eager, self-motivated,
dependable, careful and dedicated person. I am a
create gather specialist and versatile to all
challenging circumstances. I am able to work well
both in a group environment as well as utilizing claim
action.

EDUCATIONAL BACKGROUND:
SECONDARY (SHS): Lourdes College
Capistrano St. Cagayan de Oro City
2019-2021

SECONDARY (JHS): Misamis Oriental General Comprehensive High

School (MOGCHS)
Don Apolinar Velez St, Cagayan de Oro City
2018-2019

ELEMENTARY: City Central Elementary School

Don Apolinar Velez St, Cagayan de Oro
2014-2015

SKILLS
● Technical Skills
● Leadership Skills
● Active Listening
● Organizational Skills
● Communication Skills
● Multi-tasking skills

VOLUNTEER EXPERIENCES
POSITION COMPANY NAME COMPANY INCLUSIVE
ADRESS DATES
Member SAMAFEL
Feeding Program MOGCHS 2016-2018
Don Apolinar St.
Member Gourmet Club Capistrano St. 2020- 2021

63
JOHN MICHAEL ANGELO C. BINONGGO
Blk 35, Lot 10, Phase 3, Blooming dale Subdivision,
Iponan, Cagayan de Oro City
Cellphone Number: 09356166757
Email address:[email protected]

PERSONAL PROFILE:
An active Grade 12 Humanities and Social Sciences
student who is eager to learn, improve and grow
professionally. A passionate and hardworking person
who sees education as one of the keys in order to
achieve our dreams of becoming a successful
individual in the near future.
EDUCATIONAL BACKGROUND:

SECONDARY (SHS): Lourdes College, Main Campus

Hayes Street, Cagayan de Oro City
2019-2021
SECONDARY (JHS): Blessed Mother College
Iponan Highway, Cagayan de Oro City
2015-2019
ELEMENTARY: Iponan Elementary School
Zone 5, Iponan, Cagayan de Oro City
2009-2015
SKILLS
 Leadership Skill
 Creatives Committee (Making Pubmats, Logos, and Infographics)
 Good Communication Skills
 Technical Skills
 Leadership Skills
 Organizational Skills
 Multi-tasking skills

VOLUTEERS EXPERIENCES
POSITION COMPANY COMPANY INCLUSIVE
NAME ADDRESS DATES
Vice President Kabataan sa Lourdes College, 2019-2020
Kasaysayan at Main Campus
Kultura
HUMSS 12 Lourdes College Lourdes College, 2019-2020
Representative Senior High School Main Campus
Student Government

64
HANNAH KARYLL G. INSONG
Sta. Ana Tagoloan Misamis Oriental
Cellphone Number: 09753945620
Email address:[email protected]

PERSONAL PROFILE:
A grade 12 HUMSS student who values education to
the fullest

EDUCATIONAL BACKGROUND:

SECONDARY (SHS): Lourdes College, Main Campus

Hayes Street, Cagayan de Oro City
2019-2021
SECONDARY (JHS): St. Mary’s Academy of Tagoloan
Poblacion, Tagoloan Misamis Oriental
2018-2019

Sta. Ana National High School

Sta. Ana Tagoloan Misamis Oriental
2015-2018
ELEMENTARY: Sta. Ana Elementary School
Sta. Ana Tagoloan MIsamis Oriental
2009-2015
SKILLS
 Leadership Skill
 Creatives Committee (Making Pubmats, Logos, and Infographics)
 Good Communication Skills
 Technical Skills
 Leadership Skills
 Organizational Skills
 Multi-tasking skills

VOLUTEERS EXPERIENCES
POSITION COMPANY COMPANY INCLUSIVE
NAME ADDRESS DATES
Secretary SANHS SSG Sta. Ana National 2017-2018
OFFICERS High School
Committee SMAT Campus St. Mary’s 2018-2019
Health Club Academy of
Tagoloan

65
GLORY GRACE A. MONTE
#0817 Piaping Puti Macabalan, Cagayan de Oro City
Cell Number: 09361106119
Email address: [email protected]

PERSONAL PROFILE:

A rresponsible and dependable high school student

and versatile to all challenges. Excellent in working
with other people in different circumstances.

EDUCATIONAL BACKGROUND:

SECONDARY (SHS): Lourdes College, Main Campus

Hayes Street, Cagayan de Oro City
2019-2021
SECONDARY (JHS): Macabalan National High School
Parola Macabalan, Cagayan de Oro City
2015-2019
ELEMENTARY: Macabalan Elementary School
Parola Macabalan, Cagayan de Oro City
2009-2015
SKILLS
 Leadership Skill
 Creatives Committee (Making Pubmats, Logos, and Infographics)
 Good Communication Skills
 Technical Skills
 Leadership Skills
 Organizational Skills
 Multi-tasking skills

VOLUTEERS EXPERIENCES
POSITION COMPANY COMPANY INCLUSIVE
NAME ADDRESS DATES
Treasurer Science Club Macabalan 2016-2017
National High
School
Member Kabataan, Kultura at Lourdes College, 2019-2020
Kasaysayan Main Campus

66
 GESEL ROSE R. SOMO
Iponan Regency Plain Subd, Cagayan De Oro City
Cellphone Number: 09676107264
Email address: [email protected]

PERSONAL PROFILE:
I am a highly organised, born into a middleclass family, my
mother taught me the important fundamentals of treating my
academia with respect it not only deserves, but mandates for
a successful future. I am dependable and have amazing time
keeping abilities. I am a create gather specialist and
versatile to all challenging circumstances. I am an eager
self- motivated., careful, dependable and educated person.
EDUCATIONAL BACKGROUND:

SECONDARY (SHS): Lourdes College, Main Campus

Hayes Street, Cagayan de Oro City
2019-2021
SECONDARY (JHS): Corpus Christi School
Macasandig, Cagayan de Oro City
2015-2019
ELEMENTARY: Corpus Christi School
Macasandig, Cagayan de Oro City
2009-2015
SKILLS
 Leadership Skill
 Creatives Committee (Making Pubmats, Logos, and Infographics)
 Good Communication Skills
 Technical Skills
 Leadership Skills
 Organizational Skills
 Multi-tasking skills

VOLUTEERS EXPERIENCES
POSITION COMPANY COMPANY INCLUSIVE
NAME ADDRESS DATES
Member Feeding Program Corpus Christi 2016-2017
School
Secretary CSG OFFICER Corpus Christi 2015-2016
School

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