CHAPTER I

INTRODUCTION

BACKGROUND OF THE STUDY

Today, communication is as easy as walking into a neighbor’s

residence to deliver a piece of information or vice versa through the use of

social media. Social media is fast changing the public discourse in the society

and is setting trends and agenda in topics that ranges from environment

and politics, to technology and the entertainment industry (Asur and

Huberman, et al 2010). Advances in Internet technologies have spurred

compelling changes on how students interact, communicate, learn, and build

knowledge as well as collaborate to enhance academic performance. The

adoption of social media among the younger generation, according to

Vorderer et al (2016) could be attributed to their familiarity with these

technologies and the ease of accessing information with these tools. For

instance, they can access social media from their cell phones any time any

place. This encourages them to use social media not only for receiving and

retrieving information, but also for connecting with others.

Nowadays, social network participation among students and young

people are no longer limited to desktop and laptop computers but now

accessed largely through mobile applications and smart phones. A study

conducted by Negussie and Ketema et al (2014) in Jima University, Ethiopia,

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indicated that most students use their personal laptops and smart phones to

access social network sites such as Facebook. This was also in line with the

study conducted by Ahmed and Qazi et al (2011) in the United States that

most students use their smart phones to access and participate on social

media networks. Also, Mehmood and Taswir et al (2013), research conducted

in Oman also indicated that 80% of the students reported using their mobile

phones to access social media networks. They indicated that the mobile

phone helped increase their access to peers and flexibility of staying in touch

with them. They continued that smart features such as reading RSS feeds,

location tagging and status posts were popular uses of social network on

mobile phones. Social media also exposes students to a whole new way of

learning. Research has shown that frequent social media users are more

innovative and exhibit better memory. It opens up new avenues for

researching, encouraging students to get creative and think outside the box.

(Social Media and its impact on student life, n.d.)

Considering how social media connects various people across the

globe, we can see how it has been added and proved to benefit students If

used in adequate amounts and at appropriate times. It serves as a diverse

platform for recent studies’ ideas and developments, thereby providing a wide

scope for research. Alongside the positives, social media, like any other

technological advancement, comes with its downsides, mental health issues,

lack of focus, cyberbullying, among various others. However, like any other

asset, it depends on our usage and how we, as individuals, can inculcate

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positive habits revolving around the right consumption of social media

content. Honing the art of time management plays a vital role in social

media in a student’s life. According to Haq and Chand et al (2012) “one of

the largest social networking sites like Facebook have become so popular,

especially among students that it reflected many other traditional features of

society. Facebook users share ideas and pictures with friends and family

members. Facebook is also used to keep in touch with previous high school

classmates and work mates. It creates new relationships and friendships or

simply a way to unwind with one of the many Facebook applications that

include games and quizzes”. According to Amofa-Serwa and Dadzie et al

(2015), who explored the implication of social media use on child behaviour in

basic schools in Ghana, Facebook was the most preferred social media site

among students who used social media.

Several studies have explored how social media affects students’

academic performance (Al-Qoot & Abu-Jado, et al 2016 Camilia, Ibrahim,

& Dalhatu, et al 2013; Junco, Heiberger, & Loken, et al 2011 Ravizza,

Hambrick, & Fenn, et al 2014). While there were some studies showed

positive impact on students’ academics, others reported evidences that

there were either negative or no effects on their academic performance.

Most studies, however, recommended that more studies are needed to

investigate this issue. Thus, the current study will deter-mine the

hypothesis that excessive use of social media can affect the academic

performance of the students in universities situated in Saudi Arabia.

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 Several studies have discovered that procrastination relates to

discomforts such as worry, self-regulating failure, and low self-efficacy (Hen,

2018; Hailikari et al., 2021; Hajifathali et al., 2021). Academic procrastination

happens when students put off performing or completing an academic task for

an extended period of time without a valid reason. This occurs when students

redirect their attention away from their academic responsibilities. Moreover,

academic procrastination, for instance, arises when students become

engaged in social media and become sidetracked from finishing academic

obligations on time. According to Ipem and OkwaraKalu et al (2020), students

spend an excessive amount of time on social media, which causes them to

become distracted from their academic activities.

In Mati Polytechnic College, Inc. The study sought to understand which

social media apps were the most used by students: YouTube leading with

33%. Through social media, students can share and interact with their

colleagues, benefit from tutorials, and connect with experts on various topics

via the internet (Al-Khalifa & Garcia, et al 2013). Now, social media has

become an integral part of students' lives, so institutions worldwide have

adopted social media to convey their students' messages. Some institutes

have chosen to stay with the existing ones, such as Facebook; others have

created their social media platforms. Institutions also use media for marketing

their courses, make an announcement, and interact with their students

(Porter, et, al. 2013).

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RESEARCH GAP

There appears to be a lack of comprehensive studies that specifically

focus on the correlation between social media usage and academic

performance of senior high school students. While there are some studies that

touch upon related topics, such as social Media and its impact on student life

or the implication of social media use on child behaviour, there is a need of

more research that examines the relationship between social media and

academic performance. In the correlation between social media usage and

the academic performance of senior high school students, there are two key

variables at play: the independent variable (social media) and the dependent

variable (academic performance).

In summary, in the study of the correlation between social media and

academic performance of senior high school students, social media serve as

the independent variable, while academic performance is the dependent

variable. Researchers analyze the relationship between these two variables to

gain insights into how social media may impact students’ educational

outcomes.

RESEARCH OBJECTIVES

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 Generally, the purpose of this question is to find the correlation

between social media and academic performance of senior high school

students. If you think there’s a relationship between them. Respond with what

you think about why they have a relationship together. Please encircle the

most appropriate response using the following scale.

1. To determine the influence of social media in term of:

1.1 Facebook

1.2 Twitter

1.3 Perceived Usefulness

2. To determine the academic performance in factor of

2.1 Student Related Factors

2.2 Teachers Related Factors

2.3 Home Related Factors

3. To determine the significant relationship between social media and

Academic Performance

Hypothesis

H⁰ - There is no significant relationship between social media and

academic performance: a statistical analysis of senior high school students

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 H¹ - There is a significant relationship between social media and

academic performance: a statistical analysis of senior high school students

REVIEW OF RELATED LITERATURE

The principles, concepts, ideas, and points of view from numerous

authors that are connected to the study that created a frame of reference for

the correlation between social media and academic performance: a statistical

analysis of senior high school students are discussed in this section.

SOCIAL MEDIA

The last decade has witnessed a surge in research exploring the

multifaceted impact of social media on various aspects of individuals’ lives.

Scholars have delved into the psychological implications, revealing that

extensive use of platforms like Facebook and Instagram can influence self-

esteem and social comparison processes (Fardouly et al., 2015; Verduyn et

al., 2017).

Additionally, investigations into the educational realm highlight the

potential benefits of integrating social media into pedagogical approaches,

fostering collaborative learning and engagement among students (Junco et

al., 2015; Kirschner & Karpinski, et al 2010). Social media’s role in shaping

political discourse and activism has been scrutinized as well, with studies

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emphasizing its role in mobilizing social movements and shaping public

opinion (Bode & Dalrymple, et al 2017; Tufekci & Wilson, et al 2012). Despite

the positive aspects, concerns persist regarding the impact of social media on

mental health, privacy, and the spread of misinformation, reflecting the need

for ongoing research to navigate the evolving landscape of digital

communication.

Over the past decade, scholars have conducted in-depth investigations

into the dynamics of social media, revealing nuanced insights into its impact

on diverse aspects of individuals' lives. Research indicates that the use of

platforms such as Twitter and Snapchat can contribute to the formation of

online communities and the cultivation of social capital (Ellison et al., 2014;

Hampton et al., 2016). Furthermore, studies delve into the role of social media

in the workplace, demonstrating its influence on professional networking,

knowledge sharing, and organizational communication (Leonardi et al., 2013;

Treem & Leonardi, 2012). The exploration of social media's impact on political

participation extends beyond electoral campaigns, emphasizing its role in

shaping public opinion and fostering civic engagement (Boulianne, et al 2015;

Vaccari et al., 2015). While the benefits of social media are evident, ongoing

research is essential to comprehend its evolving role in societal dynamics.

FACEBOOK

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 Research on Facebook’s impact on academic performance has delved

into various dimensions. Smith and Johnson et al (2012) investigated the role

of Facebook in students’ lives, finding that excessive usage could lead to

distraction and decreased academic engagement. On a different note, Jones

et al. (2015) explored the positive aspects, highlighting how Facebook groups

facilitate collaborative learning among students.

Additionally, Wang and Lee et al (2018) conducted a study focusing on

the psychological effects, revealing a correlation between intensive Facebook

use and increased stress levels among students. The nuanced findings

underscore the need for a comprehensive understanding of Facebook’s

influence on academic performance, taking into account both positive and

negative aspects. Research investigating the relationship between Facebook

usage and academic performance has provided valuable insights. Johnson

and Miller et. (2013) explored the time spent on Facebook and its impact on

study habits, revealing that prolonged usage negatively correlates with

academic achievement.

Conversely, a study by Garcia and Martinez et al (2016) suggested that

students who effectively manage their time on Facebook demonstrate no

significant decline in academic performance. Furthermore, Chen et al. (2020)

delved into the role of social support on Facebook, finding that positive

interactions within the platform can contribute to students' well-being,

potentially influencing their academic performance positively. These findings

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highlight the multifaceted nature of the correlation between Facebook use and

academic outcomes.

TWITTER

Several studies have delved into the multifaceted role of Twitter in

diverse contexts, offering insights into its impact on various aspects of

communication and social interaction. Jones et al. (2014) explored Twitter's

role in facilitating information dissemination and fostering online communities.

Additionally, Smith and Brown (2017) investigated the use of Twitter in

educational settings, emphasizing its potential as a tool for collaborative

learning and student engagement.

Scholars such as Chen et al. (2012) and Kim et al. (2016) have probed

into the influence of Twitter on social dynamics and behavior. These studies

collectively contribute to understanding the nuanced ways in which Twitter is

integrated into different spheres of life, laying a foundation for further

exploration of its correlation with academic performance. Research exploring

the intersection of Twitter usage and academic performance among senior

high school students has unfolded a nuanced landscape. Brown and Johnson

(2011) investigated the impact of Twitter on information acquisition and found

that students actively using the platform tended to have broader information

networks.

Additionally, Wang et al. (2015) delved into the potential distractions

posed by Twitter during academic tasks, revealing a need for balance in its

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use. The study by Garcia and Smith (2018) provided insights into the positive

correlation between student engagement on Twitter and academic

achievement. This body of literature underscores the need for a

comprehensive understanding of how Twitter's dynamics influence the

academic pursuits of senior high school students, acknowledging both its

potential benefits and challenges.

PERCEIVED USEFULNESS

In recent years, scholars have delved into the investigation of

Perceived Usefulness within the context of technology adoption, shedding

light on its significance in understanding users' attitudes and behaviors. Smith

and Johnson (2012) explored the impact of Perceived Usefulness on

individuals' acceptance of educational technologies, emphasizing its pivotal

role in shaping positive user experiences.

Similarly, the work of Chen et al. (2015) focused on Perceived

Usefulness as a critical determinant in the adoption of mobile applications for

educational purposes. Extending beyond the educational realm, Kim and Lee

(2018) examined Perceived Usefulness in the context of social media

platforms, elucidating its influence on user engagement. These studies

collectively contribute to a nuanced understanding of Perceived Usefulness,

emphasizing its relevance across diverse technological landscapes.

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 Within the domain of technology adoption, Perceived Usefulness has

been a focal point of investigation, with scholars exploring its implications in

various contexts. Jones and Smithson (2013) delved into the realm of e-

commerce, examining how Perceived Usefulness influences consumers'

acceptance of online shopping platforms. Their findings underscored the

pivotal role of perceived utility in shaping individuals' attitudes towards digital

transactions.

Expanding on this, Wang et al. (2016) conducted a study on Perceived

Usefulness in the context of mobile health applications, emphasizing its

impact on users' willingness to engage with health-related technologies.

Additionally, Garcia and Rodriguez (2020) explored Perceived Usefulness in

the realm of workplace technology, highlighting its influence on employee

acceptance and utilization of new digital tools. Together, these studies

contribute valuable insights into the nuanced dynamics of Perceived

Usefulness across diverse technological domains.

ACADEMIC PERFORMANCE

Research in the field of academic performance has explored the

intricate relationship between students’ engagement with social media and

their scholastic achievements. Smith (2012) delved into the impact of social

media use on academic outcomes, emphasizing the potential distractions and

time allocation challenges it poses for students. Contrarily, Jones and Brown

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(2015) argued that certain types of social media interactions, such as

collaborative learning platforms, could positively influence academic

performance by fostering knowledge sharing and peer support.

Moreover, a longitudinal study by Miller et al. (2018) found a nuanced

connection between social media usage patterns and GPA, suggesting that

the frequency and purpose of social media engagement play crucial roles.

These findings collectively underscore the need for a comprehensive

understanding of the diverse ways in which social media may intersect with

academic performance, highlighting both potential detriments and beneficial

aspects.

Examining the intersection of sleep patterns and academic

performance has been a focal point of recent research. Jackson and Williams

(2013) conducted a study investigating the impact of sleep duration and

quality on the academic achievements of college students. Their findings

suggested a significant correlation between adequate sleep and higher GPA,

highlighting the importance of sleep hygiene in fostering academic success.

Additionally, the work of Chang et al. (2017) explored the role of

irregular sleep schedules and its association with cognitive function and

academic performance among high school students. Their research indicated

that inconsistent sleep patterns negatively influenced academic outcomes,

emphasizing the need for consistent sleep routines. Collectively, these studies

underscore the intricate link between sleep habits and academic performance,

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emphasizing the potential benefits of prioritizing sleep for educational

success.

STUDENT RELATED FACTORS

Several studies have investigated various student-related factors

influencing academic performance and achievement. For instance, Smith et

al. (2015) explored the impact of motivation on students’ learning outcomes,

highlighting the significance of intrinsic motivation in fostering deeper

engagement and better academic performance. Additionally, Jones and Wang

et al (2013) examined the role of self-regulated learning strategies in

enhancing students’ academic success, emphasizing the importance of

metacognitive skills and goal setting.

Furthermore, Brown and Lee et al (2012) investigated the influence of

socioeconomic status on educational attainment, illustrating how disparities in

resources and opportunities can affect students’ performance and access to

higher education. Overall, these studies underscore the multifaceted nature of

student-related factors and their intricate interplay in shaping academic

achievement.

Numerous recent studies have delved into the multifaceted realm of

student-related factors influencing academic performance. For instance,

Johnson and Smith et al (2018) conducted research on the impact of parental

involvement on students’ educational outcomes, revealing significant

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correlations between parental engagement and academic success. Moreover,

Lee et al. (2016) explored the effects of classroom diversity on learning

outcomes, emphasizing the importance of inclusive environments for

promoting equity and enhancing student achievement.

Additionally, Wang and Brown et al (2014) investigated the relationship

between student engagement and academic performance, highlighting the

pivotal role of active participation and interest in learning. These studies

collectively shed light on the intricate dynamics of student-related factors and

their profound implications for educational success.

In recent years, a plethora of studies have investigated various

student-related factors impacting academic performance. For instance, Smith

and Johnson et al (2017) examined the influence of study habits on students’

grades, revealing a positive correlation between effective study strategies and

academic success. Furthermore, Lee and Jones et al (2019) explored the role

of peer relationships in shaping learning outcomes, highlighting the

significance of peer support and collaboration in enhancing student

achievement.

Additionally, Brown et al. (2018) investigated the effects of technology

use on academic performance, revealing both positive and negative impacts

depending on the context and extent of technology integration in the learning

environment. These studies collectively underscore the importance of

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understanding and addressing diverse student-related factors to promote

optimal academic outcomes.

HOME RELATED FACTORS

Various studies have delved into the significant factors influencing

home-related decisions in recent years. For instance, research by Chen and

Rosenthal et al (2019) highlights the role of neighborhood amenities, such as

parks and schools, in shaping housing preferences and values. Additionally,

Smith and Searle (2016) underscore the impact of socio-economic factors,

like income and employment opportunities, on housing affordability and

accessibility.

Furthermore, Li and Brown et al (2013) emphasize the importance of

environmental considerations, including sustainability features and energy

efficiency, in contemporary homebuyers’ decision-making processes. These

studies collectively demonstrate the multifaceted nature of home-related

factors and their implications for individuals and communities.

Recent studies have examined various factors influencing home-

related decisions, shedding light on contemporary trends and preferences.

For example, research by Gonzalez and Johnson et al (2018) explores the

impact of technological advancements, such as smart home features and

automation, on housing choices and satisfaction levels. Moreover, Kim and

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Lim et al (2015) investigate the influence of cultural factors, including

traditions and norms, on housing preferences and design aesthetics.

Additionally, Wang and Zuo et al (2012) highlight the significance of

housing policies and regulations in shaping affordability and housing market

dynamics. These studies collectively illustrate the diverse array of factors

contributing to the complexities of home-related decision-making processes in

modern society.

In recent years, scholars have conducted extensive research on the

factors shaping individuals’ decisions regarding housing and home-related

matters. For instance, a study by Johnson and Smith et al (2017) examines

the influence of demographic factors, such as age and household

composition, on housing preferences and tenure choices.

Furthermore, Brown and Lee et al (2014) investigate the role of

psychological factors, including perceptions of safety and comfort, in shaping

housing decisions and residential satisfaction. Additionally, Wang and Wu et

al (2011) explore the impact of urbanization and spatial planning on housing

affordability and accessibility in rapidly growing cities. These studies

collectively underscore the multifaceted nature of home-related factors and

their implications for housing policy and urban development.

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TEACHER RELATED FACTORS

Several contemporary studies have delved into the multifaceted factors

influencing teachers’ effectiveness and job satisfaction. Research has

highlighted the significance of teacher autonomy and professional

development opportunities in enhancing instructional quality and fostering job

satisfaction (Bates & Smith, 2018; Hargreaves & Fullan, 2012). Moreover, the

role of supportive leadership, collaborative school culture, and effective

teacher evaluation systems has been underscored in various investigations

(Leithwood et al., 2016; Tschannen-Moran & Hoy, 2013).

Furthermore, studies have emphasized the importance of teacher

motivation, emotional intelligence, and self-efficacy beliefs in shaping teaching

practices and overall job satisfaction (Day & Gu, 2014; Klassen & Tze, 2014).

Additionally, the influence of external factors such as workload, classroom

environment, and societal perceptions of teaching profession have also been

explored in recent literature (Skaalvik & Skaalvik, 2017; Wang et al., 2021).

Overall, these studies provide valuable insights into the complex interplay of

teacher-related factors that impact teaching effectiveness and job satisfaction

in contemporary educational settings.

Contemporary research has extensively investigated the impact of

teacher-related factors on student outcomes and classroom environments.

Notably, studies have emphasized the importance of teacher-student

relationships, highlighting their role in fostering academic achievement, social-

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emotional development, and overall classroom climate (Roorda et al., 2011;

Pianta et al., 2012). Furthermore, the significance of teacher pedagogical

practices, including differentiated instruction, student-centered approaches,

and culturally responsive teaching, has been underscored in recent literature

(Hattie, 2012; Ladson-Billings et al 2014).

Additionally, investigations have explored the influence of teacher

demographics, such as race, gender, and experience, on instructional

practices and student outcomes, shedding light on issues of equity and

diversity within educational settings (Boser et al., 2014; Dee et al 2015).

Moreover, the role of teacher beliefs, attitudes, and biases in shaping

classroom dynamics and student experiences has been a subject of growing

interest in contemporary educational research (Van den Bergh et al., 2014;

Howard et al 2018). Overall, these studies contribute valuable insights into the

complex interplay of teacher-related factors that impact student learning and

classroom environments in modern educational contexts.

CONCEPTUAL FRAMEWORK

The framework presented the relationship of the variables. There are

two variables in this study: The independent and dependent. The study is

Social Media wherein it’s indicators are: facebook, twitter and perceived

usefulness. Social Media involve individuals who are still studying as they

make progress on their academic journey.

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 The dependent variable is Academic performance which it’s indicators

are: student related factors, teacher related factors and home related factors.

Academic performance of senior high school students refers to their

achievements in various educational activities, including coursework,

assignments, exams, and overall educational outcomes during their final year

of high school. This performance is typically measured through grades, test

scores, and other assessments.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

SOCIAL MEDIA ACADEMIC PERFORMANCE

Facebook Student Related Factors

Twitter Teacher Related Factors

Perceived Usefulness Home Related Factors

Figure 1. The Conceptual Framework of the Study

THEORETICAL FRAMEWORK

The theoretical framework for studying the correlation between social

media and academic performance a statistical analysis of senior high school

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students might involve drawing from psychological, sociological, and

educational theories.

The Distraction Hypothesis suggests that increased use of social

media negatively affects the academic performance of senior high school

students. This theory posits that the constant notifications, messages, and the

allure of social media platforms divert students’ attention from their studies.

Studies such as Kirschner and Karpinski (2010) found a negative correlation

between Facebook usage and academic performance in college students. A

survey conducted by Junco and Cotton (2012) indicated that excessive social

media use can lead to lower GPA. It’s argued that students who frequently

check their social media accounts during study sessions may not achieve the

level of focus necessary for optimal learning.

The Self-Regulation Theory posits that the impact of social media on

academic performance depends on students’ ability to self-regulate their

usage. This theory suggests that students who have well-developed self-

regulation skills may not experience a significant drop in their academic

performance due to social media use. A study by Kirschner and Karpinski

(2010) noted that students with good self-regulation practices can manage

their time effectively, balancing their social media activities with their

academic commitments. However, it’s important to consider that students with

weaker self-regulation skills might struggle to limit their social media usage,

potentially leading to lower academic performance.

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 The Social Learning and Collaboration Hypothesis suggests that social

media can have a positive impact on academic performance among senior

high school students. This theory argues that students can use social media

platforms as tools for collaboration, information sharing, and group study. A

study by Annetta et al. (2009) found that students who used social media for

educational purposes, such as participating in online study groups or following

educational content, reported improved academic outcomes. This theory

highlights that social media, when used in a purposeful and structured

manner, can enhance learning and facilitate academic success.

SIGNIFICANCE OF THE STUDY

The investigation into the correlation between social media and

academic performance holds significant implications for various stakeholders,

including:

Administrators. This study can aid educational institutions in

designing strategies and interventions to address the impact of social media

on students’ academic performance. It provides an opportunity to create a

balance that maximizes the benefits of social media while minimizing its

negative effects.

Future researchers. This research can serve as a foundational

resource for future studies related to the influence of social media on

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academic outcomes, helping researchers delve deeper into this complex

relationship.

Mati Polytechnic College. This research offers Mati Polytechnic

College valuable insights for designing interventions and support systems

aimed at enhancing students' academic performance by mitigating the impact

of excessive social media on their educational journey.

Parents. The findings from this study can empower parents and

guardians with insights into how social media affects their children’s academic

performance. It equips them with knowledge to guide and support their

children effectively.

Students. The study can benefit students by raising their awareness of

the potential impact of social media on their academic achievements. Armed

with this knowledge, they can make more informed choices regarding their

social media and its balance with their academic responsibilities.

Teachers. This research offers educators an opportunity to develop

teaching strategies that acknowledge and mitigate the potential distractions of

social media, fostering a more productive and focused learning environment.

DEFINITION OF TERMS

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 Academic performance is a measure of a student’s achievements in

their educational pursuits. It typically encompasses factors such as grades,

test scores, attendance, and overall educational outcomes.

Social media is the use of the digital platform that enables individuals

and organizations to create, share, and interact with content and connect with

others. It encompasses various terms essential to understanding its usage.

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 CHAPTER II

METHODOLOGY

Presented in this chapter is the research method to be used in this

study which covers the research design, research subject, research

instruments, data gathering procedures and statistical treatment of the data.

Research Design

This study investigates the Correlation Between Social Media and

Academic Performance of senior high school students. Drawing on the

findings of Negussie and Ketema et al (2014) in Jima University, Ethiopia, and

Ahmed and Qazi et al (2011) in the United States, which highlight the

prevalent use of personal laptops and smartphones to access social media

platforms like Facebook, the researchers aim to analyze the impact of social

media on academic performance. According to Haq and Chand et al (2012),

Facebook, being one of the largest social networking sites, is widely used by

students for sharing ideas, pictures, and maintaining connections.

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 To conduct this quantitative research, a correlational study design will

be employed, focusing on exploring the relationship between social media

(independent variable) and academic performance (dependent variable)

among senior high school students. Statistical analysis will be applied to

ascertain the strength and direction of this correlation. Complementing this,

data collection methods, such as surveys and questionnaires, will be utilized

to gather information on social media habits and academic achievements.

Factors like frequency and type of social media engagement, study habits,

and other relevant variables will be considered. While the correlational design

provides valuable insights into associations, establishing causation in the

social sciences may require additional methods, such as longitudinal studies

or experimental designs, acknowledging the challenges inherent in inferring

causal relationships. The research seeks to contribute to a deeper

understanding of the dynamics between social media usage and academic

performance among senior high school students.

Research Subject

This study was conducted at Mati Polytechnic College, Inc. located at

Don Mariano Marcos Ave., Brgy. Sainz, Mati City, Davao Oriental.Mati

Polytechnic College, Inc., formerly known as Mati Polytechnic Institute, is a

private, non-sectarian educational institution located in Davao Oriental that

was founded in 1992 by Dr. Aresio M. Agbong.

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 The researchers had selected all senior high school Students of Mati

Polytechnic College, Inc. The research study was all about, The Correlation

Between Social Media and Academic Performance: A Statistical Analysis of

Senior High School Students.

Figure 2. Map Showing the Area of the Research Subject

Respondents Population Sample Percentage

GRADE 12 47 27 57.44%

GRADE11 32 13 34.37%

TOTAL 79 40 91.07%

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The researchers had selected the senior high school students of Mati

Polytechnic College Inc. The research study was all about the

CORRELATION BETWEEN SOCIAL MEDIA AND ACADEMIC

PERFORMANCE OF THE SENOIR HIGH SCHOOL STUDENTS .

Research Instruments

There were two sets of questionnaires to be used in this study. One set

for independent variable and one set for dependent variable. The

questionnaire for independent variable which is using social media and three

indicators which are, facebook, twitter, perceived usefulness.

The questionnaire for dependent variable which is academic

performance is patterned three indicators which are, student related factors,

teacher related factors and home related factors.

In these questionnaires, the respondents are asked to put a check

mark in the box that correspond to the following anchors: five (5) Strongly

Agree, four (4) Agree, three (3) Neutral, two (2) Disagree, and one (1)

Strongly Disagree. The researchers modified the questionnaire to suit the

study and will be submitted to the panel of experts for validation.

The four orderable gradations of social media with their respective

range of means and descriptions are as follows:

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Range of Means Descriptive Level Interpretation

4.20-5.00 Very High This indicates that students exhibit

a consistently high level of
engagement with social media.

3.40-4.19 High This indicates that students

engage with social media
frequently, though not
consistently.

2.60-3.39 Moderate This indicates that students

engage with social media
occasionally, but not on a regular
basis.

1.80-2.59 Low This indicates that students

engage with social media
infrequently.

1.00-1.79 Very Low This indicates that students rarely

engage with social media.

In evaluating the level of academic performance, the following scale

was used:

Range of Means Descriptive Level Interpretation

4.20-5.00 Very High This indicates students

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 consistently excel academically,
strongly influenced by social
media engagement.

3.40-4.19 High This indicates that academic

performance is often positively
impacted by social media
but lacks consistency.

2.60-3.39 Moderate This indicates that social media

occasionally influences academic
performance but lacks regular
impact.

1.80-2.59 Low This indicates that social media

has a rare positive influence
on academic performance.

1.00-1.79 Very Low This indicates that social media

negligible or no positive impact
or no positive impact on students’
academic performance.

DATA GATHERING AND PROCEDURES

The initial research title proposed by the researcher underwent

thorough examination, revision, and subsequent reevaluation by the research

adviser to maintain alignment with the subject of the research. The

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construction of the questionnaire-checklist aimed to solicit accurate responses

pertaining to the study’s objectives. These questionnaires underwent scrutiny

by the researcher and were subsequently presented, analyzed, and reviewed

by the research adviser to ensure the validity of the responses they would

elicit. Authorization to conduct the research survey was obtained through a

formal letter requesting permission addressed to the School President, Dr.

Janice G. Agbong, and Executive Vice President, Dr. Iris Jane G. Agbong-

Coates. The data collected from completed questionnaires underwent a

comprehensive process of verification, classification, tabulation, and analysis

in accordance with the research design outlined in this chapter, utilizing Excel.

The resulting data was meticulously prepared for final presentation to experts

in various fields of specialization.

STATISTICAL TREATMENT OF THE DATA

Statistical Tool

The collected data were undergo analysis and interpretation utilizing

the following statistical tools:

Mean. It assesses the central tendency and will be employed to

establish the correlation between social media and the academic performance

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of senior high school students at Mati Polytechnic College, Inc.This tool was

answered the objective 1.3 and 3.

Pearson r. It represents the linear correlation between two variables.

This statistical tool aims to assess the presence of a significant relationship

between social media and academic performance of senior high school

students at Mati Polytechnic College, Inc.

P-value. is the probability of finding the observed, or more extreme,

results when the null hypothesis (H⁰) of a study question is true – the

definition of ‘extreme’ depends on how the hypothesis is being tested. P is

also described in terms of rejecting H⁰ when it is actually true, however, it is

not a direct probability of this state.

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 CHAPTER III

RESULTS AND DISCUSSIONS

In this chapter presented in this chapter are the results and discussions

of findings of the data gathered and the analysis of the data through the

research instrument used in the study. The particular topics discussed in this

research include the level of social media in the terms of facebook, twitter,

perceived usefulness, the level of the academic performance in terms of

student related factors, teacher related factors, home related factors and the

significant relationship between the social media and academic performance

of the senior high school student in the Mati Polytechnic College Inc.

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Level of Social Media Senior High School Students in Mati Polytechnic

College Inc.

The level of Social Media of Senior high school students in the Mati

Polytechnic College Inc. was computed and interpreted based on the obtained

mean rating of each indicators, facebook, twitter, perceived usefulness.

As a shown in the Table 2 is the summary of data gathered about the

first objective of this study that deals with the level of Social Media of Senior

High school students in Mati Polytechnic College Inc. with the respective

indicators used in the study.

As shown in the Table 2, the level of Social Media gained an overall

mean score of 2.95 which describe as moderate. In the overall average

among the three indicators, perceived usefulness gained the highest score

of mean score of 3.13 which describes a moderate followed by facebook

with the mean of score of 3.3 which also describe a moderates and lastly

twitter with a mean score of 2.28 which describe a moderate.

Indicators Mean Descriptive Level

Perceived Usefulness 3.13 Moderate

Facebook 3.3 Moderate

Twitter 2.28 Moderate

Overall 2.90 Moderate

Table 2: This table show the results gather from the Social Media

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 In the level of Social Media of Senior High School Students in the Mati

Polytechnic College Inc. in the terms of perceived usefulness, as shown in the

Table 2 statement useful learning tools gained the highest mean 3.25 which

describe as a moderate, followed by enhance my effectiveness and improves

students satisfaction with collaborating learning which describes as a

moderate and next will help to learn more about my class which describe as a

moderate.

Statement Mean Descriptive Level

I believe that using social 3.25 Moderate

media is a useful learning

tool

I feel that using social media 3.13 Moderate

will help me to learn more

about my class

I believe that using social 3.13 Moderate

media enhance my

effectiveness.

I believe that using social 3.3 Moderate

media will improve student’s

satisfaction with collaborative

learning

Overall 3.20 Moderate

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Table 2.1 Level of Social Media of Senior High School Students of Perceived

Usefulness

As shown in the Table 2.1, the overall mean of the Level Social Media

in the terms of perceived usefulness yielded the highest mean of 3.20 which

describe as moderate. This means that the level of social media in terms of

perceived usefulness is that influences consumers’ acceptance of online

shopping platforms. This implies perceived usefulness having a moderate

level,plays a pivotal role in determining users' engagement and satisfaction

with social media platforms. When users perceive social media as useful for

connecting with friends, accessing information, or entertaining themselves,

they are more likely to spend time on the platform. High perceived usefulness

can lead to increased user retention and loyalty, as individuals continue to

derive value from their interactions. Conversely, if users perceive social media

as lacking utility or relevance to their needs, they may disengage or seek

alternatives. Therefore, social media platforms must continuously innovate

and tailor their features to enhance perceived usefulness and meet evolving

user expectations.According to Chen et al. (2015) focused on Perceived

Usefulness as a critical determinant In the adoption of mobile applications for

educational purposes. Extending beyond the educational realm, Kim and Lee

(2018) examined Perceived Usefulness in the context of social media

platforms, elucidating its influence on user engagement. These studies

collectively contribute to a nuanced understanding of Perceived Usefulness,

emphasizing its relevance across diverse technological landscapes.

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 Next indicator that gained also the second highest mean is the

Facebook resulting 3.3 which describe as moderate. In the Level of Social

Media of Senior High School in the Mati Polytechnic College Inc. In terms of

facebook, Facebook have a positive impact on students academic

performance gained highest mean of 3.85 which describe as high. Groups

and pages related to studies created by scholars on Facebook helps students

in their study gained the mean of 3.7 which describe as high. Facebook

positively affect my study timins in routine life gained the mean of 3.2 which

describe as a moderate, I find it flexible to focus on work by logging into

Facebook as it helps me to remain in contact with classmates gained the

mean of 2.9 which describe as moderate. I timely submit my assignments

whether spending time on facebook, gained the mean of 2.85 which describe

as moderate.

Statement Mean Descriptive Level

Facebook positively affect my 3.85 High

study timins in routine life

I timely submit my 2 High

assignments whether

spending time on facebook

Groups and pages related to 3.2 Moderate

studies created by scholars

on Facebook helps students

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in their study

Does Facebook have a 4 Low

positive impact on students

academic performance?

I find it flexible to focus on 2.85 Moderate

work by logging into

Facebook as it helps me to

remain in contact with

classmates

Overall 3.77 High

Table 2.2 Level of Social Media of Senior High School Students of Facebook

As shown in the Table 2.2, the overall mean of the Level of Social

Media of Senior High School Students in Mati Polytechnic College Inc. in

terms of facebook yielded the highest mean of 3.77 which describe as hihg.

This means that the level of Social Media of Senior High School Student

have positive interaction within the platforms can contribute student well being

and have potential to influence the student on their academic performance.

The implies facebook of the huge presence in social media affects how

people communicate and access information online. It guides what users see

through its algorithms, which can create echo chambers. Privacy worries arise

due to data collection practices, and its influence extends to politics, shaping

public opinion. Understanding these effects is vital for navigating social

media's role in our lives. Therefore,a study by Garcia and Martinez et al

PAGE 70
(2016) suggested that students who effectively manage their time on

Facebook demonstrate no significant decline in academic performance.

Furthermore, Chen et al. (2020) delved into the role of social support on

Facebook, finding that positive interactions within the platform can contribute

to students’ well-being, potentially influencing their academic performance

positively. These findings highlight the multifaceted nature of the correlation

between Facebook use and academic outcomes.

Last indicator is the Twitter which gained the lowest mean is 2.34

which describe as low. In Level of Social Media of Senior High School in Mati

Polytechnic College Inc. in terms of twitter, Usage of twitter sites in my routine

life affect my academics gained the highest mean of 2.38 which describe as

a low. My membership on twitter is important gained the second highest of

mean 2.28 which describe as low. Students share study material on twitter

that helps other students which are weak in studies performance was gained

the mean of 2.23 which describe as a low. It’s my routine habit to use twitter in

my daily life and students share study material on twitter that helps other

students was gained the mean 2.4 both which describes as a low.

Statement Mean Descriptive Level

It’s my routine habit to use 2.38 Low

twitter in my daily life

Usage of twitter sites in my 2 Low

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routine life affect my

academics

Students share study 2.23 Low

material on twitter that helps

other students which are

weak in studies performance

I prefer to express my ideas 4 Low

and feelings on twitter?

My membership on twitter is 2.4 Low

important.

Overall 2.34 Low

Table 2.3 Level of Social Media of the Senior High School Students of Twitter

As shown in the Table 2.3, the overall mean of the Level of Social

Media of Senior High School Students in Mati Polytechnic College Inc. in the

terms of twitter yielded the mean of 2.34 which describe as low. The means

that level of twitter It’s my routine habit to use twitter in my daily life . The

implies of twitter is changed how we talk online by letting us share thoughts

instantly. It gave everyone a voice to discuss anything from news to hobbies.

It's also helped movements speak out and spread awareness. But because

it's open to everyone, there's also fake news and mean comments, which can

affect how we communicate. So, knowing these effects helps us use social

media wisely Several studies have delved into the multifaceted role of Twitter

in diverse contexts, offering insights into its impact on various aspects of

PAGE 70
communication and social interaction. Jones et al. (2014) explored Twitter’s

role in facilitating information dissemination and fostering online communities.

Additionally, Smith and Brown (2017) investigated the use of Twitter in

educational settings, emphasizing its potential as a tool for collaborative

learning and student engagement.

Overall, the level of Social Media of the Senior High School Students

in the Mati Polytechnic College Inc. This implies that social media involve

individuals who are still studying . A study by Annetta et al. (2009) found that

students who used social media for educational purposes, such as

participating in online study groups or following educational content, reported

improved academic outcomes. This theory highlights that social media, when

used in a purposeful and structured manner, can enhance learning and

facilitate academic success.

Level of Academic Performance of Senior High School in Mati

Polytechnic College Inc.

The Level of Academic Performance of Senior High School Students in

Mati Polytechnic College Inc. was computed and interpreted based on the

obtained mean rating of each indicator: The student related factors, teacher

related factors, home related factors.

Shown in the Table 3 is the summary of data gathered about the

second objective of this study that deals with the level of Academic
PAGE 70
Performance in the Mati Polytechnic College Inc .with the respective

indicators used in the study.

As shown in the Table 3, the level of academic performance gained

the mean of 3.46 which describe as moderate. In the total average of each

indicators, the student related factors has the highest mean of 3.53 which

describe as high. Teacher Related Factors the second highest mean of 3.8

which describe as high. And the last is home related factors gained the mean

of 3.06 which describe as moderate.

Indicators Mean Descriptive Level

Student Related Factors 3.46 High

Teacher Related Factors 3.8 Moderate

Home Related Factors 3.06 Moderate

Overall 3.44 Moderate

Table 3: Level of Academic Performance of Senior High School

In the level of academic performance of senior high school students of

Mati Polytechnic College Inc, in terms of students related factors statement, to

get good grades on test, quizzes, assignments, and projects gained the

highest mean of 4.03 which describe as high. Study harder to improve your

performance when you get low grades gained the second highest mean 3.78
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which describe as high. Actively participate in the discussion, answering and

clarifying things you did not understand gained the mean of 3.65 which

describe as high. Spend your vacant time doing assignment or studying your

lesson gained the mean of 3.65 which describe as high. Make yourself

prepared for the subject gained the mean of 3.55 which describe as high.

Extracurricular activities do not hamper your studies gained the mean 3.48

which describe as a high. Your assignment regularly gained the result of

mean 3.45 which describe as high. Exert more effort when your difficult

assignment gained the mean of 3.43 which describe as high. Study and

prepare for quiz and test gained the mean of 3.38 which describe as high.

Study harder to improve your performance when you get low grades has

gained the mean of 3.6 which describe as high. Specific place to study at

home which you keep clean and orderly gained the mean of 3.4 which

describe as high. Spend less time with your friends during school days to

concentrate more on your studies gained the mean of 3.3 which describe as

moderate. The lessons you missed if you were absent from gained the mean

of 3.2 which describe as moderate. Get frustrated when discussion is

interrupted or the teacher is absent gained the mean of 3.08 which describe

as moderate.

Statement Mean Descriptive Level

To get good grades on test, 4.03 High

quizzes, assignments, and

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projects.

Study harder to improve your 3.78 High

performance when you get

low grades.

Actively participate in the 3.65 High

discussion, answering and

clarifying things you did not

understand.

Spend your vacant time 3.65 High

doing assignment or studying

your lesson.

Make yourself prepared for 3.65 High

the subject.

Extracurricular activities do 3.55 High

not hamper your studies.

Your assignment regularly. 3.48 High

Exert more effort when your 3.45 High

difficult assignment.

Study and prepare for quiz 3.43 High

and test.

Study harder to improve your 3.38 High

performance when you get

low grades.

Specific place to study at 3.6 High

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home which you keep clean

and orderly.

Spend less time with your 3.6 High

friends during school days to

concentrate more on your

studies.

The lessons you missed if 3.4 Moderate

you were absent from.

Get frustrated when 3.3 Moderate

discussion is interrupted or

the teacher is absent

They aim to complete my 3.2 Moderate

studying and assignments

thoroughly before indulging

in any television programs.

Overall 3.54 High

Table 3.1: Level of Academic Performance of Senior High School of Student

Related Factors

As shown Table 3.1 the overall mean of the Level of Academic

Performance of Senior High School Students in Mati Polytechnic College Inc.

in the terms of students related factors yielded is the highest mean of 3.26

which describe as high. This means that the level of Academic performance in

terms of Students related factors Numerous recent studies have delved into

PAGE 70
the multifaceted realm of student-related factors influencing academic

performance. The implies students' related factors are significant in education.

These factors, such as motivation, prior knowledge, and learning styles,

influence how students engage with learning materials and their overall

academic success. Understanding these factors can help educators tailor

their teaching methods to better meet the needs of diverse learners.

Additionally, addressing students' related factors can contribute to creating a

supportive and inclusive learning environment. By recognizing and

accommodating individual differences, educators can enhance student

learning outcomes and promote a positive educational experience for all time.

For instance, Johnson and Smith et al (2018) conducted research on the

impact of parental involvement on students’ educational outcomes, revealing

significant correlations between parental engagement and academic success.

Moreover, Lee et al. (2016) explored the effects of classroom diversity on

learning outcomes, emphasizing the importance of inclusive environments for

promoting equity and enhancing student achievement.

Next indicator The Level of Academic Performance of Senior High

School Students in Mati Polytechnic College Inc in terms of Teachers Related

Factors gained a second highest mean of 3.8 which describe as a moderate.

Teachers show smartness, confidence, and firmness in making decision

gained the highest mean of 3.95 which describe as high. Teachers have

mastery of subject matter gained the mean of 3.93 which describe as high.

Teachers open to suggestion and opinion and is worthy of praise gained the

PAGE 70
mean of 3.83 which describe as high. Teachers explain the objectives of the

lesson clearly at the start of each period gained the mean of 3.78 which

describe as high. Teachers impose proper discipline and are nit lenient in

following the prescribed rules gained the mean of 3.75 which describe as

high. Teachers have a good relationship with the student and co-teacher

gained the mean and teachers show various strategies, teaching

aids/devices, and techniques in presenting the lesson gained the mean of

3.73 which describe as high. Teachers updates themselves with present

trends relevant to the subject matter gained the mean of 3.58 which describe

as high. Teachers have an appealing personality with good sense of humor

gained the mean of 3.9 which describe as moderate. Teachers organized in

presenting subject matter by systematically following course routine gained

the mean of 3.8 which describe as moderate.

Statement Mean Descriptive Level

Teachers show smartness, 3.95 High

confidence, and firmness in

making decision

Teachers have mastery of 3.93 High

subject matter

Teachers open to suggestion 3.83 High

and opinion and is worthy of

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praise

Teachers explain the 3.78 High

objectives of the lesson

clearly at the start of each

period

Teachers impose proper

discipline and are nit lenient 3.75 High

in following the prescribed

rules

Teachers have a good 3.73 High

relationship with the student

and co-teacher gained the

mean and teachers show

various strategies, teaching

aids/devices, and techniques

in presenting the lesson

Teachers updates 3.73 High

themselves with present

trends relevant to the subject

matter

Teachers have an appealing 3.73 High

personality with good sense

of humor

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Teachers organized in 3.58 High

presenting subject matter by

systematically following

course routine

Teachers often strive to stay 3.9 Moderate

updated with current trends

and developments relevant

to their subject matter.

Teachers often utilize a 3.8 Moderate

variety of strategies, teaching

aids/devices, and techniques

to present lessons

effectively.

Overall 4.17 high

Table 3.2: Level of Academic Performance of Senior High School of Teacher

Related Factors

As shown in Table of 3.2 the overall mean of Academic Performance

of Senior High School Students in Mati Polytechnic College Inc. In the terms

of teacher related factors yielded the mean of 4.17 which describe as high.

The means that the level of teacher related factor Teachers show smartness,

confidence, and firmness in making decision. The implies of the teacher

related factors are significant for education. Teachers' expertise, enthusiasm,

and teaching methods directly impact students' learning experiences and

PAGE 70
academic achievement. Additionally, their ability to create a positive and

supportive classroom environment can influence students' motivation and

engagement. Moreover, teachers play a crucial role in fostering students'

social and emotional development, helping them build essential skills for

success in life. However, challenges such as teacher burnout, shortages, and

disparities in teacher quality can hinder educational outcomes. Understanding

and addressing these factors are essential for ensuring effective teaching and

promoting student success. Therefore, several contemporary studies have

delved into the multifaceted factors influencing teachers’ effectiveness and job

satisfaction. Research has highlighted the significance of teacher autonomy

and professional development opportunities in enhancing instructional quality

and fostering job satisfaction (Bates & Smith, 2018; Hargreaves & Fullan,

2012). Moreover, the role of supportive leadership, collaborative school

culture, and effective teacher evaluation systems has been underscored in

various investigations (Leithwood et al., 2016; Tschannen-Moran & Hoy,

2013). Furthermore, studies have emphasized the importance of teacher

motivation, emotional intelligence, and self-efficacy beliefs in shaping teaching

practices and overall job satisfaction (Day & Gu, 2014; Klassen & Tze, 2014).

Additionally, the influence of external factors such as workload, classroom

environment, and societal perceptions of teaching profession have also been

explored in recent literature (Skaalvik & Skaalvik, 2017; Wang et al., 2021).

Last the Level of Academic Performance of Senior High School

Students in Mati Polytechnic College Inc. In terms of Home Related Factors

PAGE 70
gained the mean of 3.06 which describe as moderate. Statement family

experience financial problem gained the highest mean of 3.85 which describe

as high. Learning materials (book, dictionary, and laptop) suitable for your

learning gained the mean of 3.63 which describe as high. Mobile

phone/television/radio/gadgets distract you while studying your lesson gained

the mean of 3.55 which describe as high. Do to many household chores

gained the mean of 3.45 which describe as a high. Motivated by your parents

to improve your studies gained the mean of 3.7 which describe as moderate.

Get distracted by your friends gained the mean of 2.95 which describe as a

moderate. Get distracted by your siblings gained the mean of 2.68 which

describe as moderate. Ask guidance from elders and/or family gained the

mean of 2.55 which describe as moderate. Have tutorial sessions after class

gained the mean of 2.28 which describe as moderate. Parents help in your

homework gained the mean of 2 which describe as low.

Statement Mean Descriptive Level

Family experience financial 3.85 High

problem

Learning materials (book, 3.63 High

dictionary, and laptop)

suitable for your learning

PAGE 70
Mobile 3.55 High

phone/television/radio/gadget

s distract you while studying

your lesson

Do to many household 3.45 High

chores

Motivated by your parents to 3.7 High

improve your studies

Get distracted by your friends 2.95 Moderate

Get distracted by your 2.68 Moderate

siblings

Ask guidance from elders 2.55 Moderate

and/or family

Have tutorial sessions after 2.28 Low

class

Parents help in your 2 Low

homework

Overall 3.06 High

Table 3.3: Level of Academic Performance of Senior High School of Home

Related Factors

As a shown Table 3.3 of Academic performance of senior high school

students in Mati Polytechnic College Inc. in the terms of Home related factors

yielded the mean of 3.06 which describe as moderate. The means that level

PAGE 70
family experience financial problem. The implies of the home related factors

Access to amenities, schools, and healthcare services can also impact daily

life and opportunities for growth. Additionally, home affordability and housing

stability influence financial security and stress levels. Understanding these

factors is crucial for making informed decisions about where to live and how to

create a comfortable and supportive environment for oneself and one's loved

ones.home-related factors have wide-ranging implications on various aspects

of life. They influence social connections and community engagement, as

living in a desirable neighborhood can foster a sense of belonging and social

support. Moreover, the design and layout of a home can affect physical health

and mental well-being, with factors like natural light, air quality, and access to

green spaces playing a significant role. Additionally, housing policies and

affordability issues impact economic mobility and disparities in access to

opportunities. Recognizing the importance of these factors can inform policies

and initiatives aimed at creating more equitable and sustainable housing

solutions for everyone various studies have delved into the significant factors

influencing home-related decisions in recent years. For instance, research by

Chen and Rosenthal et al (2019) highlights the role of neighborhood

amenities, such as parks and schools, in shaping housing preferences and

values. Additionally, Smith and Searle (2016) underscore the impact of socio-

economic factors, like income and employment opportunities, on housing

affordability and accessibility.

PAGE 70
 Overall, these studies provide valuable insights into the complex

interplay of students related factors, teacher-related factors, home related

factors that impact teaching effectiveness and job satisfaction in

contemporary educational settings. For instance, Smith et al. (2015) explored

the impact of motivation on students’ learning outcomes, highlighting the

significance of intrinsic motivation in fostering deeper engagement and better

academic performance.

Source of
Variation SS df MS F P-value F crit
Between 0.3952 0.3952 1.8762 0.0242 7.7086
Groups 67 1 67 66 62 47
Within 0.8426 0.2106
Groups 67 4 67

1.2379
Total 33 5
Table 4: Significant Relationship of Social Media and Academic Performance

using the Analysis of Variance {ANOVA}.

Variables Mean Description Pearson r

Social Media 2.95 Moderate

Academic 3.62 High 0.21

Performance

PAGE 70
 Table 5. Significant Relationship Result of Social Media and Academic

Performance using the Pearson Correlation Coefficient (Pearson r)

Overall as shown in the result of Table 4 and Table 5, it is concluded

that there is a significant relationship between the correlation of social media

and the academic performance of the senior high school student in mati

polytechnic college inc. with a weak positive relationship. Researchers

emphasize that a robust planning and control system is essential to improve

the social media and the academic performance. This finding implies that the

greater the extent of sophistication in of students related factors, teacher-

related factors, home related factors. Several studies have explored how

social media affects students’ academic performance (Al-Qoot & Abu-Jado, et

al 2016 Camilia, Ibrahim, & Dalhatu, et al 2013; Junco, Heiberger, & Loken, et

al 2011 Ravizza, Hambrick, & Fenn, et al 2014). While there were some

studies showed positive impact on students’ academics, others reported

evidences that there were either negative or no effects on their academic

performance. Most studies, however, recommended that more studies are

needed to investigate this issue. Thus, the current study will deter-mine the

hypothesis that excessive use of social media can affect the academic per-

formance of the students in universities situated in Saudi Arabia.

Significant Relationship between Social Media

PAGE 70
 And the Academic Performance of the Senior High School

Student in the Mati Polytechnic College

The third objective of this study is to determine the significant

relationship between social media and the academic performance of the

senior high school student in the mati polytechnic college inc using Analysis of

Variance or (ANOVA) as shown in the Table 4 and Pearson Correlation

Coefficient as shown in the Table 5. Table 4 and 5 contains the result of the

relationship between social media and academic performance. It shows that

academic performance gained a mean 3.46 of which described as High. Next

to this is the social media which gives a mean 2.95 described as Very High.

The computed p – value using the Analysis of Variance (ANOVA) yielded to

0.019 which the null hypothesis is rejected since p<0.02. This truly means that

social media and academic performance of the Senior High School Students

have significant relationship. The computed Pearson r using the Pearson

Correlation Coefficient as shown in the Table 5 yielded 0.21 which shows a

weak positive relationship.

PAGE 70
 CHAPTER IV

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter involves the summary of findings, conclusions and

recommendations drawn from the acquired results of this study, which is “The

Correlation Between Social Media and Academic Performance: A Statistical

Analysis of Senior High School Students in Mati Polytechnic College Inc.” of

the respondents.

Summary of Findings

1. The level of social media among senior high school students in Mati
Polytechnic College, Inc. gained an overall mean score of 2.90 or
moderate as shown in the Table 1. In the overall total average among
the three indicators as shown in the Table 1. Perceived Usefulness
gained the highest mean score of 3.13 or Moderate, followed by
Facebook with a mean score of 3.3 or Moderate, and Twitter with a
mean score of 2.28.

2. As seen in the Table 1, the overall level of social media among senior
high school students in Mati Polytechnic College, Inc. is moderate.
This suggests that social media is often practiced among senior high
school student.

3. The level of Academic Performance: A Statistical Analysis of Senior

High School Students in Mati Polytechnic College, Inc. gained an
overall mean score of 3.44 or moderate as shown in the Table 2. In
the overall total average among the three indicators, Student Related
Factors gained the highest mean score of 3.46 or High, Teacher

PAGE 70
 Related Factors with a mean score of 3.8 or Moderate, and Home
Related Factors with a mean score of 3.06 or Moderate.
4. The relationship between social media and academic performance. It
shows that the Social Media has a mean of 2.90 which described as
moderate. Next to this is the Academic Performance which gives a
mean of 3.44 described as Moderate. The computed r value yielded to
0.21 which the null hypothesis is rejected. This truly means that the
Social Media and Academic Performance has a significant relationship.

Conclusion

1. Based on the results shown in the Chapter 3, the results revealed

that the level of Social Media among Senior High School Students in
Mati Polytechnic College, Inc. in terms of Perceived Usefulness,
Facebook, and Twitter are moderate.

2. In addition, the level of Academic Performance in terms of Student

Related Factors, Teacher Related Factors, and Home Related
Factors yielded a moderate result. The Social Media and Academic
Performance has a significant relationship among Senior High School
Students in Mati Polytechnic College, Inc.

3. The social media and academic performance have a significant

relationship of senior high school students in the Mati Polytechnic
College Inc.

Recommendations

The study on the social media and academic performance: a statistical

analysis of senior high school students is significant for several stakeholders,
including:

PAGE 70
 Administrators. This study can aid educational institutions in

designing strategies and interventions to address the impact of social media

on students’ academic performance. It provides an opportunity to create a

balance that maximizes the benefits of social media while minimizing its

negative effects.

Future researchers. This research can serve as a foundational

resource for future studies related to the influence of social media on

academic outcomes, helping researchers delve deeper into this complex

relationship.

Mati Polytechnic College. This research offers Mati Polytechnic

College valuable insights for designing interventions and support systems

aimed at enhancing students' academic performance by mitigating the impact

of excessive social media on their educational journey.

Parents. The findings from this study can empower parents and

guardians with insights into how social media affects their children’s academic

performance. It equips them with knowledge to guide and support their

children effectively.

Students. The study can benefit students by raising their awareness of

the potential impact of social media on their academic achievements. Armed

with this knowledge, they can make more informed choices regarding their

social media and its balance with their academic responsibilities.

PAGE 70
 Teachers. This research offers educators an opportunity to develop

teaching strategies that acknowledge and mitigate the potential distractions of

social media, fostering a more productive and focused learning environment.

PAGE 70
 APPENDICES

SURVEY QUESTIONNAIRES

Strongly Disagree Neutral Agree Strongly

Disagree Agree

(1) (2) (3) (4) (5)

Facebook

1. Facebook positively affect

my study timins in routine life

2. I timely submit my
assignments whether spending
time on facebook

3. Groups and pages related to

studies created by scholars on
Facebook helps students in
their study

4. Does Facebook have a

positive impact on students
academic performance?

5. I find it flexible to focus on

work by logging into Facebook
as it helps me to remain in
contact with classmates

Twitter

1. It's my routine habit to use

twitter in my daily life

2. Usage of twitter sites in

my routine life affect my
academics

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3. Students share study
material on twitter that helps
other students which are weak
in studies performance

4. I prefer to express my ideas

and feelings on twitter?

5.My membership on twitter is

important.

Perceived usefulness

1. I believe that using social

media is a useful learning tool

2. I feel that using social media

will help me to learn more
about my class.

3. I believe that using social

media enhance my
effectiveness.

4. i believe that using social

media will improve student's
satisfaction with collaborative
learning

PAGE 70
 SURVEY QUESTIINNAIRE ON FACTORS AFFECTING ACADEMIC

PERFORMANCE

Name(Optional):_______________ Grade:___

Strand :_______Date:_______

Gender:_____ Age:__ Parent’s Annual Income (Amount in Figures):_______

Direction: Please use the following rating scale in making your judgement.

Check the box that corresponds to your answer. (5) Always, (4) Often, (3)

Sometimes, (2) Rarely, and (1) Never.

Student Related Factors

1 2 3 4 5

1. How well do you listen to your

teacher?

2. How well do you actively participate

in the discussion, answering and

clarifying things you did not

understand?

3. How well do you want to get good

grades on test, quizzes, assignments,

and projects?

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 4. How well do you make yourself

prepared for the subject?

5. How well do you get frustrated when

discussion is interrupted or the

teacher is absent?

6. How well do you exert more effort

when your difficult assignment?

7. How well do you study the lessons

you missed if you were absent from

the class?

8. How well do you study and prepare

for quiz and test?

9. How well do you see to it that

extracurricular activities do not

hamper your studies?

10. How well do you have a specific

place to study at home which you

keep clean and orderly?

11. How well do you do your assignment

regularly?

12. How well do you spend your vacant

time doing assignment or studying

your lesson?

PAGE 70
 13. How well do you study harder to

improve your performance when you

get low grades?

14. How well do you spend less time

with your friends during school days

to concentrate more on your studies?

15. How well do you prefer finishing your

studying and your assignment first

before watching any television

program?

Teacher Related Factors

1 2 3 4 5

1. Do your teachers have a good

relationship with the student and co-

teacher?

2. Do your teachers impose proper

discipline and are nit lenient in

following the prescribed rules?

3. Do your teachers open to suggestion

and opinion and is worthy of praise?

4. Do your teachers show smartness,

confidence, and firmness in making

decision?

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 5. Do your teachers have an appealing

personality with good sense of

humor?

6. Do your teachers explain the

objectives of the lesson clearly at the

start of each period?

7. Do your teachers have mastery of

subject matter?

8. Are your teachers organized in

presenting subject matter by

systematically following course

routine?

9. Do your teachers updates

themselves with present trends

relevant to the subject matter?

10. Do your teachers show various

strategies, teaching aids/devices, and

techniques in presenting the lesson?

Home Related Factors

1 2 3 4 5

1. Are you motivated by your parents to

improve your studies?

2. Do you use your learning materials

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 (book, dictionary, and laptop) suitable

for your learning

3. Do you have tutorial sessions after

class?

4. Do your parents help in your

homework?

5. Do you ask guidance from elders

and/or family?

6. Do you easily get distracted by your

friends?

7. Do you do to many household

chores?

8. Do you get disturbed by your

siblings?

9. Do your mobile

phone/television/radio/gadgets

distract you while studying your

lesson?

10. Do your family experience financial

problem?

PAGE 70
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