Group 5 Revised Research

UNIVERSITY OF CAGAYAN VALLEY
SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION
SOCIAL MEDIA EXPOSURE AS A INFLUENCING FACTOR ON THE ACADEMIC

PERFORMANCE
_______________
A Thesis
Presented to the Faculty of the
School of Liberal Arts and Teacher Education
University of Cagayan Valley
_______________
ARLYN TEOFILA C. QUINDATAN
MA. ANGELINE M. BINAYUG
CRISELDA IVY C. ELCHICO
ZAIRA B. PAGULAYAN
JIREH A. ARIOLA
KHATE LEANO
2023
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Social media becomes an integral part of the student's daily

lives. Social media embodies the idea of a technologically and
human-mediated interface that uses digital technologies to
facilitate user interaction. As a result, users transfer
pertinent digital data over the internet, including texts,
images, video messages, and more, and simultaneously switch from
a one-to-many communication model to a many-to-many one. Social
media can be used to create content by facilitating the group
sharing of ideas and data via collaborative platforms and wikis,
in addition to being used for information dissemination and
discussion. Social media's potential to undermine conventional
information control and the ease with which information can
proliferate, however, also poses significant challenges to
credibility and trust. The proliferation of false information
masquerading as fact, or fake news, on social media platforms has
raised serious concerns about the influence on public opinion and
discourse.
Social media has permeated every aspect of our life in

recent years, even for young people. Media device and Internet
access surged quickly starting with the start of the COVID-19
epidemic. Teenagers who were on their own connected to the
Internet and browsed social media, primarily YouTube, Instagram,
and TikTok. Internet use under a "lockdown" permitted peer-to-
peer communication and continued operations like classroom
instruction. But we also need to remember that media use may have
negative effects, particularly for the most vulnerable—the young.
Social media is a rapidly developing medium that has altered

how people connect and communicate. Most kids have been drawn to
these social media sites because they are enjoyable and simple to
use. As a result, talking about how social media affects kids is
crucial. When utilized properly, social media can be a great way
to engage, learn, communicate, and have fun. But, when abused or
overused, it can result in health issues, anxiety, and
cyberbullying. Therefore, you should be informed of this digital
technology's features, privacy settings, and age limit before
letting your kids use it.
Students now spend a large portion of their life on social

media, but excessive use can have several detrimental effects.
Youngsters who use social media more frequently are more likely
to report experiencing loneliness, anxiety, and sadness. Numerous
things, including exposure to cyberbullying, distorted body image
standards, and social comparison, could be the cause of this.
Social media cyberbullying is a severe issue that can

seriously harm children's mental and emotional development.
Adolescents who encounter cyberbullying are at a higher risk of
developing suicidal ideation, anxiety, and depression. Use of
social media during sleep can throw off sleep cycles, which can
cause issues with focus, mood, and academic performance.
Students now live their lives primarily on social media.

However, excessive use of social media has been associated with a
number of detrimental effects, such as academic challenges,
mental health issues, and cyberbullying. This essay will examine
the theoretical and conceptual foundations of the connection

between children's well-being and excessive social media use.
In the linked world of today, social media has ingrained

itself deeply into Student's lives. Although technology has many
advantages, there is rising worry about how it will affect their
well-being. Understanding how social media affects students is
important because they are exposed to an online environment that
contains both positive and bad features. One of the main worries
about social media is that it may have an adverse effect on
mental health. Students who are frequently exposed to carefully
produced, idealized depictions of other people's lives may
experience anxiety, low self-esteem, and feelings of inadequacy.
The propagation of bad content, cyberbullying, and online
harassment are all common problems that can lead to depression
and other mental suffering. Social media's addictive nature can
also interfere with sleep patterns, focus, and general well-
being.
According to Iwamoto (2020), student’s in colleges and

universities have been seen using social media more frequently as
it has become a need for daily life. Students can interact,
share, and see a wide variety of content by using various social
media platforms. Social media posts have the power to
significantly alter people's life. Although social media can be a
helpful tool for fostering social connections, it can also be
detrimental to mental health. Social media use has increased,
which may lead people to start comparing themselves to others or
to develop irrational expectations of both. Reduced self-worth,
self-confidence, and self-esteem may result from this. The
purpose of this exploratory study is to ascertain how social
media use affects stress, anxiety, and depression.
The contemporary digital era presents a unique scenario

where students are exposed to a plethora of digital platforms and
communication channels from a very young age. Students use social
media due to the widespread availability of smartphones, tablets,
and other gadgets, sometimes without proper supervision or
instruction. It is essential for parents, educators, and
legislators to comprehend the effects of this exposure in order
to create educated measures to reduce possible.
Shahzad Memon, et.al (2015), being an active participant in

electronic media is now simple and feasible because to the quick
and advanced advancements in wireless and computer technology.
Social media is a visually appealing, educational, practical, and
friendly source of information. The market for smartphones,
tablets, and wireless broadband in Pakistan has grown during the
past few years. It's because most people have access to and use
social media, which has made it popular. Although there are a lot
of advantages for the nation, using social networking sites is
causing a lot of problems. This essay discusses social media
technologies and the factors that have led to Pakistani netizens'
(Internet users') increased use of social media.
This study explores on psychological theories, data, and

recent literature to clarify the complex impacts of excessive
social media use. In order to promote a better and balanced use
of social media for the benefit of student's development and
well-being, it seeks to give a thorough awareness of the
difficulties experienced by kids in the digital age.
The goal of this study is to examine the complex effects of

students's overexposure to social media. Further, the study will
also determine how this problem affects social interactions,
emotional stability, cognitive development, and general mental

health by looking at its many facets. It will also examine the
possible effects on behavior, attention span, and the development
of one's own identity.
Theoretical/Conceptual framework
Several theories can be used to explain how too much

exposure to social media affects students: Social comparison
theory: According to this idea, people frequently compare
themselves to others, and this comparison can be detrimental to
one’s self-esteem and perception of one’s physique. Children are
constantly exposed to pictures and videos of other kids who may
appear to have ideal lifestyles in the social media environment.
Feelings of inadequacy and low self-esteem may result from this.
The premise of Festinger's (1954) social comparison theory

is that people have an innate tendency to compare their thoughts
and talents to those of others. These pictures could be a
comparison to other people or to the physical world. Individuals
draw parallels between themselves, other people, and idealized
representations because they believe that the ideals that other
people convey are achievable and realistic. Festinger made a
number of hypotheses in his original hypothesis. He began by
saying that people are compelled to assess their own thoughts and
skills in light of those of others. In response, he said that
when the gap widens between someone else's opinion or skill set
and one's own, the inclination to compare oneself with that
person lessens. Additionally, he proposed that there is a
tendency to strive for higher talents, but that this tendency is
mostly lacking in opinions due to non-social constraints that
make it practically impossible to modify Festinger, (1954). He

went on to say that stopping one's self- and other-comparisons
breeds animosity and denigrates viewpoints. According to his
theories, there will be more pressure to conform to a comparison
group if its significance changes. However, the range of
comparability increases if the subject, picture, or comparison
group deviates too much from the assessor Festinger, (1954). In
response, he said that comparable individuals are particularly
skilled at producing accurate assessments of a person's skills
and opinions Suls & Wheeler et., al., (2002). Finally, he
postulated that the tendency of the person comparing will depend
on how far they are from the comparison group's mode; the closer
they are, the stronger their tendency to change will be
Festinger, (1954).
Albert Bandura's social learning theory suggests that

individuals learn through observing, imitating, and modeling the
behaviors, attitudes, and emotional reactions of others. In the
context of the effects of social media on children, this theory
implies that children can learn and mimic behaviors, values, and
attitudes demonstrated on social media platforms.
Social media exposes people to a wide array of content and

interactions, which can serve as models for their behavior. They
observe and emulate the behaviors, language, attitudes, and even
societal norms depicted on social platforms. Children might
imitate the actions they see on social media, be it positive or
negative, without the direct reinforcement of those behaviors.
For instance, if a child consistently observes aggressive

behavior or cyberbullying on social media, they might be more
inclined to imitate this behavior, perceiving it as acceptable or
normal. On the contrary, positive influences and role models on

social media can also encourage children to adopt constructive
behaviors and attitudes.
According to Albert Bandura's social learning theory, people

pick up new skills by seeing, copying, and modeling the actions,
attitudes, and feelings of others. This idea suggests that
children might pick up on and imitate the values, attitudes, and
behaviors displayed on social media platforms. It also discusses
the consequences of social media on children.
Children are exposed to a diverse range of interactions and

content on social media, which might act as role models for their
behavior. They watch and copy the mannerisms, speech patterns,
mindsets, and even cultural standards that are portrayed on
social media. Without receiving explicit reinforcement for their
conduct, children may copy positive or harmful habits from social
media.
According to Aalbers et al. (2018), people who used social

media more frequently yet passively experienced higher degrees of
despondency, loneliness, hopelessness, and inferiority complex.
For instance, Tang et al. (2013) found a correlation between
increased stress and the common actions on social media, such as
posting messages, leaving comments, sharing information,
expressing likes and dislikes, and sending messages. Similarly,
Ley et al. (2014) found that individuals who use social media for
two hours a day on average will come across a lot of terrible
postings, stories, and news, which can increase their overall
stress level. Weng and Menczer (2015) have also identified this
stress-inducing effect of social media, arguing that social media
becomes a major source of stress since people frequently.
O'Dea and Campbell (2011) investigated in a cross-sectional

study how teenage students' psychological discomfort was affected
by social network interactions they had online. These researchers
discovered a link between mental anguish and social networking
time spent negatively. The relationship between depression and
identity related to using Facebook, a major social media
platform, was investigated by Dumitrache et al. (2012). The
results of this study indicated a strong correlation between the
quantity of identity-related information exchanged on this social
network and depression. The association between teenage
depression and students' use of social media was investigated by
Neira and Barber (2014). Between these two factors, no
discernible association was discovered. Tsitsika et al. (2014)
investigated in the same year the relationships between excessive
usage of social media
A comprehensive evaluation of the impact of social media on

the anxiety, psychological distress, and depression of young and
teenage pupils was presented by Keles et al. (2020). They
discovered that the most often measured affective trait was
depression. Based on the systematic review, the most prominent
risk factors for psychological discomfort, anxiety, and
depression were behaviors like constantly checking for messages,
investing personally, spending a lot of time on social media, and
using it in a problematic or addicted way. In a similar vein,
Mathewson (2020) looked into how social media use affected
college students' mental health. Anxiety, sadness, and suicidal—
thoughts of or attempts at suicide—were reported by the subjects.
The results demonstrated a substantial relationship between the
students' reported mental health and the types and frequency of
social media use.
Paradigm of the Study
INPUT PROCESS OUTPUT
1. Assessing the profile of the

1. Profile of the respondents in terms of the
respondents in terms of: following:
1.1. Age 1.1. Age
1.2. Sex 1.2. Sex
1.3. Religion 1.3. Religion
1.4. Number of hours 1.4. Number of hours
exposed in social exposed in social media Assess the influence of
media 1.5. Commonly used social
social media exposure on the
1.5. Commonly used media
social media 1.6. Parent’s Educational academic performance on
1.6. Parent’s Attainment the 2nd and 3rd year BEED
Educational 1.7. Parent’s F
Gross of monthly income. students
Attainment
1.7. Parent’s Gross 2. How do social media
Proposed intervention plan
of monthly income. influence the academic
2. How do social performance of the to lessen the addiction of
media influence the respondents relative to: students on using social
academic 2.1. Accelerating Impact
performance of the 2.2. Deteriorating Impact media.
respondents relative 2.3. Social Media Prospect
to; 2.4. Social Media
2.1. Accelerating Challenges
Impact 3. Is there a relationship
2.2. Deteriorating between the profile and
Impact social media exposure of the
2.3. Social Media respondents?
Prospect
2.4. Social Media
Challenges
Feedback
Figure 1. Paradigm of the study showing the relationship between

the variables of the study.
The paradigm of the study was presented in the form of

input, process, and output.
The input consisted of the profile of the respondents in

terms of Age, Gender, Religion, Number of hours exposed in social
media, commonly used social media, parent’s educational
attainment and parent’s gross of monthly income. It also contains
the social media influence the academic performance of the
respondents in terms of Accelerating Impact, Deteriorating
Impact, Social Media Prospects and Social Media Challenges.
The process box demonstrate the process done to answer the

specific problems of the study. This includes assessing the
profile of the respondents in terms of age, gender, religion,
number of hours expose in social media, commonly used social
media, parent’s educational attainment, and parent’s gross of
monthly income.
The output shows the result of the study which is to

determine the influence of social media exposure on the academic
performance of the respondents and proposed action to lessen the
use of social media among 2nd and 3rd year BEED students.
Statement of the problem
This study aims to assess the Social Media Exposure as a

Influencing Factor on the Academic Performance
Specifically, it seeks to answer the following:
1.What is the Profile of the respondents in terms of:

1.1 Age
1.2 Gender
1.3 Religion
1.4 Number of hours exposed in social media
1.5 Commonly used social media
1.6 Parent’s Educational Attainment
1.7 Parent’s Gross of monthly income
2. How do social media influence the academic performance of the

respondents relative to:
1.1 Accelerating Impact
1.2 Deteriorating Impact
1.3 Social Media Prospects
1.4 Social Media Challenges
3. Is there a relationship between the profile and social media

exposure of the respondents?
Hypothesis
This study is being guided by the following hypothesis.
1. There is no relationship between the profile and social

media exposure of the respondents.
Significance of the Study
The result of the study would be indirectly beneficial to

all those concerned particularly the following:
Students. Through the outcome of the study, they will be

aware of the effects of excessive social media exposure on
children, and also for them to know how to handle everything, in
their study, in this kind of situation.
Parents. With the outcome of the study, they will be aware

of the effects of excessive social media exposure on children in
their child/children’s academic performance and provide
supervision to their child/children.
Teachers. The findings of this study will help teachers to

understand the situation of some of their students who are using
gadgets during class hours.
School Administrators. This study will help the school

administrators on how to guide the teachers in providing
strategies to improve students’ academic performance in the
current situation.
Researchers. Results of the study, will serve as a guide for

the current researchers to continuously widen the existing
knowledge on this particular problem.
Future Researchers. This study will inspire future

researchers to do similar and related investigations for
additional knowledge and information.
Scope and Delimitation of the Study
This study aims to investigate the social media exposure as

influencing factor on the academic performance of the 2nd and 3rd
year BEED students at the University of Cagayan Valley. In this
study a quantitative method will be used.
The research will only assess the influence of the social

media exposure on the academic performance of the respondents
through questionnaire. This study does not explore the specific
influence of social media on the students.
Definition of Terms
In order to provide the readers a clearer grasp of the

contents of this study, the following words are hereby defined:
Accelerating impact. Social media’s accelerating impact on

academic performance can be seen through enhanced communication,
collaboration, and access to information. Platforms facilitate
quick sharing of educational resources, allowing students to
learn beyond traditional boundaries. Instant connectivity can
promote group discussions, fostering a collaborative learning
environment.
Children. In this context, "children" typically refers to

individuals below the age of 18, who are in their formative years
and may be particularly vulnerable to the effects of excessive
social media exposure.
Deteriorating impact. Describes the items which have a

negative influence of social media on students’ academic
performance. Items such as addiction to social media and
distraction from studies are an integral part of this factor.
Effects. In this context, “effects” encompass a wide range

of outcomes, such as psychological, emotional, social, and
academic consequences, resulting from excessive social media
exposure.
Excessive Social Media Exposure. This term describes the

situation where children spend an extended period of time on
social media platforms, potentially to the detriment of other
aspects of their lives, such as academics, physical activity, or
face-to-face social interactions.
Social Media. Social media refers to online platforms and

websites that allow users to create, share, and interact with
content, as well as connect with others through digital
communication.
Social media challenges. Challenges associated with social

media and academic performance include cyberbullying, mental
health issues, and the spread of misinformation. Negative
interactions on social platforms can harm a student’s well-being,
impacting their focus and engagement in academics.
Social media prospects. Social media provides prospects for

academic growth by offering platforms for educational content,
discussions, and networking. It connects students with experts,
facilitates knowledge exchange, and supports distance learning.
Chapter 2
REVIEW OF RELATED LITERATURE
This chapter consist of the citations and excerpts taken

from local and foreign literature and studies encountered by the
researchers. Similar researchers were also reviewed and
incorporated here which gave enlightenment to the researchers for
the conduct of the study. This literature gave the researchers a
better understanding and necessary background in the preparation
and conduct of the study.
Related literature
Accelerating impact
According to Ramir Philip Jones Villaro Sonsona (2017). This

paper discusses how media has a profound influence on today's
youth and how advancements in technology have given them new
opportunities in their lives. Furthermore, there hasn't been
enough research done on the impact of media on social
interactions and academic achievement. They are exposed to media
studies within the framework of this premise, which puts them at
an advantage when it comes to assessing and comprehending the
effects of media. The majority of the respondents, according to
the study's findings, spent one to three hours a day consuming

electronic and broadcast media (Internet, TV, and radio).
Internet cafés were thought to be the best places to access the
internet, but homes were thought to be the best places to read
print materials.
Additionally, the Internet and electronic media also
revealed a strong correlation between respondents' media exposure
and academic achievement. Including their exposure can improve
their academic performance as long as adequate attention is paid
to study during the right hours. Additionally, a positive
correlation between their study hours and academic achievement
was found. In order for students to reach their full learning
potential, new communication technologies should be used.
Additionally, students today need to arm themselves with the
necessary media literacy tools because they are more vulnerable
to media content and need to be selective and cautious when
consuming it. They should not only recognize media messages and
contents right away, but also make informed choices about them.
According to Ryan Kabigting (2021). The study discovered

that students' use of social media had a significant impact on
how many hours they spent on it, with five hours being the most;
most respondents answered the question every day, indicating that
social media usage has become ingrained in respondents' lives;
students' productivity when completing homework at home and their
use of social media throughout the afternoon are both somewhat
dependent on social media. Consequently, students who are exposed
to social media may find it easier to finish assignments at home
that call for communication via the platform.
Moreover, Simon Adjei Tachie and Boahemaa Brenya (2022). The

study found that the participants, who understood how to use social
media, transformed their teaching and learning in higher education

institutions. The participants consisted of three (3) mathematics
education lecturers and three (3) pre-service teachers studying
mathematics education in their first, second, or third year of study.
In addition to switching from in-person instruction to online
instruction via a technology-enabled autonomous mode to continue
teaching in the Covid-19 era, lecturers have seen improvements in
their pedagogy and methods of teaching mathematics that have
contributed to their academic well-being. This modification has
improved students' learning of mathematics by exposing them to a more
student-centered approach through the use of social media platforms.
Deteriorating impact of social media

According to Kelly K Anderson et. al. (2021) This systematic
review was to describe the association between social media use,
sleep quality and mental health in youth. There is conflicting
data currently available about the directional and connections
between social media use, mental health, and sleep. Research has
indicated that the amount of time spent on the internet may have
a reciprocal impact on attention deficit hyperactivity disorder
(ADHD) and depressive symptoms. Those who already have mental
health issues are at a higher risk of experiencing these effects.
Additionally, it has been proposed that using social media closer
to bedtime raises cognitive arousal, which delays sleep latency
and makes it harder to stay asleep. Regarding this relationship,
various theories have been put up, such as the idea that time
spent online "displacing" time spent sleeping and interacting
with people in person, making up for a lack of social skills and
an inability to get enough sleep, and feeling obligated to
constantly be available. Therefore, they are still forming a
sense of self-regulation as they become older, youth are
particularly vulnerable to peer pressure. Because of this, they
might be more vulnerable to the negative effects of social media

use, such as worse sleep and mental health outcomes. For this
reason, understanding how social media use affects sleep and
mental health is crucial for both informing public policy and
individual choices regarding health as well as evaluating social
media's potential to promote better health.
Simon Amez, Stijn Baert (2020). The format of this
literature review is as follows. The various theoretical
mechanisms that have been documented in the literature and that
may cause (heavy) smartphone use to either improve or worsen
educational achievements are covered in the following section.
Section 3 provides a systematic overview of the empirical
findings, emphasizing how the research findings from empirical
studies converge on the general negative correlation between
smartphone use and academic performance, but differ depending on
the data collection method, the academic performance measures
employed in the studies, and the smartphone use measures used in
the investigation. Considering the limits of the available
literature as well as the reported conclusions, a concluding
section offers recommendations for further research. When
utilized appropriately, smartphones have the potential to improve
academic achievement. Due to their mobility, smartphones enable
students to access internet-based services virtually anywhere, at
any time (Lepp, Barkley, & Karpinski, 2014). Students have the
opportunity to constantly look for information linked to their
studies thanks to the capabilities' easy accessibility.
Therefore, studying from a textbook cannot take the role of the
multi-media platform that cellphones offer for learning (Zhang,
Ho, & Ho, 2014). Moreover, social media platforms and messaging
apps can facilitate the prompt exchange of pertinent information.
Collaboration and studying may be more effective when there is

faster communication between students and between students and
instructors (Chen & Ji, 2015; Lepp, Barkley, & Karpinski, 2015).
However, studies have indicated that college students use
their smartphones more as a means of amusement than as a tool for
work (Lepp, Barkley, Sanders, Rebold, & Gates, 2013). These
results provide credence to the notion of a time trade-off
between smartphone use and academic pursuits, à la Becker (1965).
In other words, time lost on smartphone use equates to time
missed on academic pursuits. Therefore, using a smartphone while
in college may negatively impact a student's academic
performance. Additionally, using a smartphone while studying may
cause disruptions to your plans. The allure of a nearby mobile
device can cause one to multitask or switch between tasks. There
is increasing evidence in the literature (see, for example,
Junco, 2012; Junco & Cotten, 2012; Levine, Waite, & Bowman, 2012)
that this behaviour has detrimental effects on academic
achievement.
Social media prospect

Chukwuere, Joshua Ebere et.al (2017). Students have
excellent opportunities to connect with peers and lecturers
during and after lectures to share academic knowledge thanks to
smartphones. Additionally, it enables them to participate in
conversations and debates on various subjects and concepts on
social media. The financial effects of smartphone use on
students' finances are discussed in this essay, with a focus on
South Africa. The majority of students rely on their parents,
sponsors, and other people for financial support during their
academic career. This implies that the majority of students have
limited financial resources, and in developing nations like South

Africa, the price of a decent smartphone is very high.
Additionally, according to article of Lilian Weng, Filippo
Menczer (2015) Our knowledge of the elements that contribute to a
person's influence and the subjects that trend on social media is
incomplete. Here, we create a method for finding groups of
related hashtags on Twitter by identifying communities within the
hashtag co-occurrence network. Next, the entropy of a user's
hashtags across various topic clusters is used to quantify the
topical diversity of her interests. Hashtags are given a
comparable measurement based on co-occurring tags. Based on our
research, a high topical diversity of early adopters or co-
occurring tags suggests that hashtags will be highly popular in
the future. Low diversity, on the other hand, promotes an
individual's ability to gain social influence. Put simply,
there's a greater chance of impact with varied messages conveyed
by targeted messengers.
Social media challenges

According to Daniels, M.,Sharma,M.,Batra,K. (2021). Social
Media, Stress and Sleep Deprivation: A Triple “S” Among
Adolescents. The purpose of this commentary is to explain these
intricate interrelationships and talk about how social media and
the internet affect youth development. The conversation will be a
valuable starting point for creating focused interventions that
encourage young people to engage meaningfully and use social
media responsibly. Adolescents who use social media
problematically (SMU) may also experience mental anguish, sleep
deprivation, and the adoption of unhealthy habits. Most
prominently, cyberbullying and online abuse from SMU are linked
to depression and stress. Cyberbullying includes things like

denigration, threats, phone profiles, cyberstalking, and
unsolicited remarks. Teenagers are at a key developmental stage,
so social rejection they experience online causes a more intense
emotional reaction. More research is necessary to determine the
effects of youth's increasing use of social media (SM) on mental
health. The impact of social media and the internet on teenagers'
emotional and social growth is always changing. Teenagers' social
inclusion is aided by digital platforms, but it is important to
recognize the risks involved with excessive or problematic use.
It is crucial to comprehend the connections between teenage
social media use, psychological well-being, and sleep deprivation
in order to unravel the complex mechanisms or variables
underlying the juvenile development cycle
According to Gadi Lissak, Environmental research 164, 149-

157, 2018. An increasing amount of research links the
overindulgent and compulsive use of digital media to negative
effects on the body, mind, society, and nervous system. Studies
on the usage of mobile devices are becoming more prevalent, and
they indicate that factors such as device count, media type,
length, content, and use after dark are important in evaluating
the impacts of screen time. Impact on physical health: prolonged
use of screens is linked to sleep disturbances, high blood
pressure, obesity, low HDL cholesterol, poor stress management
(high sympathetic arousal and cortisol dis regulation), and
insulin resistance, among other cardiovascular disease risk
factors. Impaired vision and decreased bone density are two more
physical health implications. Psychological effects: Insufficient
sleep is linked to internalizing and externalizing behavior.
Screen time-induced sleep disturbances and digital device use are

linked to depressive symptoms and suicidal thoughts.
The information landscape was altered by the Internet
revolution in terms of information sharing, speed, storing, and
retrieval in any format, regardless of a person's location
Davies, (2017). Numerous web technologies have been made possible
by the Internet, and social media networks are one that is
causing a stir in terms of communication and information
exchange. The development of social media has had both beneficial
and detrimental effects on every aspect of society.
Communication, learning, research, and education in general have
all been altered and impacted by social media Kayode, (2017).
Social networking sites (SNS) are the most sophisticated and
appealing online tools for bringing people together globally, out
of the wide range of communication tools that are available
Aghazamani, (2010).
According to Asemah and Edegoh (2012), a social network is a

structure of relationships made up of individuals or groups
called “nodes” who are bound together by one or more particular
forms of inter-dependency. Examples of these relationships
include friendship, kinship, share interests, financial exchange,
sexual relationships, or relationship based on belief, knowledge
or status. Another name for a social network is a map of certain
links, like friendship, connecting the nodes under study. An
individual’s social connections are the nodes to which they are
thus connected. The value that an individual derives from their
social capital, may also be measured using the network. Websites
for social networking include Facebook, Myspace, instagram,
snapchat, twitter, yahoo, messenger, and so forth. The majority
of users utilize these networking sites to communicate with both

old and new acquaintances (Asemah and Edejoh).
But excessive usage of the internet has been caused by a

lack of regulation. According to McQuail (2008). there are more
homes with internet access. It is not unusual to witness young
people having insensitive conversation in places that are highly
organized, such as lecture halls, churches, and mosques. Some are
carried away to the point where they continue talking while
strolling down to roadway. Youths no longer need to attend a
cybercafé in order to send receive messages, which has
compounded the situation due to the development and distribution
of equally advanced cellular phones. Additionally, he made the
argument that people’s focus has switched from visible to
invisible companions, which has an impact on significant
endeavors like writing and study. Many people who believe in the
acquisition of information and skills are concerned about this
situation. Adewale, (2016).
According to Prusty, A., & Ahmed, R. (2023). Socialization

and Second Nature in the Digital Age: New Challenges and
Perspectives. This research explores the complexities
surrounding socialization in the digital age, which also brings
with it new opportunities and difficulties. Information overload,
the online dis-inhibition effect, echo chambers and filter
bubbles, digital self-presentation, online social connections,
cyberbullying and online harassment are just a few of the topics
covered in this research study on the complexities of
socialization in the digital age. In the digital age, information
overload has become a serious problem that prevents people from
processing and filtering important content by overburdening them

with information. The proliferation of information makes it
difficult to assess the reliability of sources, which influences
how societal viewpoints are formed. The phenomenon known as the
"online dis-inhibition effect" describes how people in digital
contexts feel less inhibited and more anonymous. This condition
frequently results in rude and combative conduct.
However, building real connections and maintaining deep
social ties can be difficult in these partnerships since they
frequently lack the depth and intimacy of in-person
conversations. The advent of digital technology has additionally
contributed to the rise of cyberbullying and online harassment,
in which victims of abuse encounter threats and abusive conduct
via online platforms. These bad encounters have a detrimental
effect on socialization and second nature in the digital age,
making people feel distressed psychologically and reluctant to
communicate with others online. In order to successfully navigate
the intricacies of socialization in the digital age, it is
imperative to comprehend these difficulties and viewpoints. More
investigation is required to create tactics that support diverse
social viewpoints, meaningfully connect people online, and lessen
the negative impacts of cyberbullying and online harassment.
Related Studies
Users of social media have access to a multitude of possible

advantages, such as improved social support networks, exposure to
current events, and interpersonal connections. But worries about
the possible negative effects of using social media are growing.
According to 25% of teenagers, social media primarily has a
negative impact on young people because of things like peer
pressure, rumors spreading, the absence of in-person
interactions, inflated expectations of other people's life, and
mental health problems.
According to Jensine Kay Malaki Bulnes (2022). Four major
conclusions emerged from this study, which tries to ascertain how
social media affects undergraduates' English language
acquisition. First off, Facebook is the social media network that
Western Mindanao State University undergraduate students utilize
the most. Second, the vast majority of these undergraduates
thought social media improved their command of the English
language. Thirdly, the English language proficiency of
undergraduates was impacted by social media in both positive and
bad ways. Finally, compared to their male counterparts, female
students thought social media had a better effect on their
English language acquisition.
Similar to this, AlSaleem's (2018) study's findings
demonstrated that SNSs help Arab students' reading comprehension
abilities. According to Baytekin and Su-bergil's (2021) research,
students' motivation for language acquisition increases when they
utilize Web 2.0 tools in conjunction with social networking
sites. However, Sincuba and Songxaba's (2017) study found that
Grade 10 South African students' grammar, spelling, and sentence
structure have been tainted by social media. The study by Kitano,
Megumi, and Mills (2019), in which five out of seven Japanese

students vehemently claimed that SNSs had become a distraction
from their study time, provided evidence in favor of this.
In their study, JAMA Psychiatry (2019) discovered that

teenage social media use was prospectively linked to a higher
risk of internalizing problems alone as well as co-morbid
internalizing and externalizing disorders, which is in line with
a previous study. Reverse causation is less likely to account for
these results because the association held true even after
controlling for demographics, prior alcohol and marijuana use,
and most importantly a history of mental health issues. On the
other hand, they did not discover a direct link between social
media use and externalizing issues. This data implies that the
significant comorbidity of internalizing and externalizing
difficulties, as well as the link of social media use with
internalizing problems,
are the main causes of the association between social media use
and co-morbid problems. They did not find any evidence of sex-
based moderation, in contrast to a previous study.
The correlation between internalizing difficulties and

social media use could be explained by a variety of factors.
Teens who use social media extensively may also have lower-
quality sleep, which could act as a mediator on the path to
internalizing issues. Cyberbullying is linked to depression
symptoms, and spending time on social media can increase that
risk. Additionally, teens who use social media may be exposed to
idealized self-presentations that negatively impact body image
and promote social comparisons. Finally, poor emotion regulation
and a lack of social interaction may also be linked to social

media use and exacerbate symptoms of anxiety and depression.
In addition, the studies of BMC Phil health entitled
“Electronic media use and sleep in children and adolescents in
western countries: a systematic review” Children's and teenagers'
health and well being are significantly impacted by sleep. Sleep
is essential for growth and learning, and chronic sleep
deprivation can have long-term negative effects on one's physical
and mental well-being. Childhood and youth physiological and
psychological changes may have a negative effect on sleep, but
it's also possible that outside factors like early school start
times, noisy, hot, or bright bedrooms, and the availability of
electronic media can contribute to or worsen poor sleep. People's
everyday lives have undergone a significant shift in lifestyle
throughout the past several decades as a result of the widespread
use of electronic media devices. Nowadays, electronic media is a
vital component of youth.
The manner that electronic media devices are used in daily
life may alter throughout time due to the constant evolution of
technology. Research on the relationship between media use and
sleep patterns in children and adolescents is vital, even while
prior systematic reviews and meta-analyses have found an
association between media usage and sleep. Reviews that cover the
newest electronic media device models and technological
advancements are therefore necessary. Furthermore, the majority
of prior reviews on this topic have focused on an older pediatric
target group, and less is known regarding the relationship
between electronic media devices and preschoolers' sleep quality.
This study set out to conduct a thorough assessment of the
literature about how children's and adolescents' use of
electronic media affects their sleep. Preschoolers, school-age

children up to twelve years old, and young adolescents up to
fifteen years old made up the population. The outcomes included
bedtime and sleep onset, duration of sleep, quality of sleep
during the night, and daytime weariness. The exposure included
having access to and using electronic media devices. The goal was
to identify the areas that require more research on this subject
and to provide guidance for policy and practice.
According to F.Poole (2017). The majority of the research in

the literature review was quantitative, emphasizing the lack of
rich qualitative data. The review's first conclusions revealed
that teens' self-reported use of screens had an influence on
their ability to sleep and succeed academically. There were found
to be moderate relationships between sleep duration, academic
performance, and heavy usage of electronic media. This was
especially true when consuming media on electronic devices right
before bed and right after "lights out." The empirical research
area was informed by the conclusions derived from the literature
review. The evaluation of the literature revealed a research gap
concerning teens' perspectives of how using social media affects
other aspects of their lives, such as relationships, sleep,
academic performance, and emotional well-being. The empirical
research investigates how teens perceive social media's broader
effects on relationships, sleep, academic performance, and
emotional well-being. This was accomplished by using a mixed
methods design in which both qualitative and quantitative data
were gathered through the completion of an initial questionnaire.
The questionnaire's results influenced the questions that were
discussed in the two focus groups, which helped researchers
better understand how teens' perceptions of social media use

affected other aspects of their life.
The use of social media has impacted many young people's
lives in both positive and harmful ways. Teens believed that
using social media could disrupt their sleep and have a negative
impact on how long they could sleep for. Social media also has an
impact on learning, both at home and in the classroom. Teens also
stated that using social media might have an impact on their
emotional health and relationships by making them anxious about
what was going on online and worried about getting into
disagreements or cyberbullying. On the other hand, teens felt
that social media helped them succeed academically by giving them
access to online resources and possibilities for peer support.
Adolescents also stated that they felt their bonds were stronger
on the internet. Educational psychologists and other
professionals can utilize these research findings to think about
how to support teenagers in their use of social media, maximize
its positive consequences, and minimize its negative ones.
Synthesis
The studies reviewed in the present study helped the
researchers to understand the influence of social media exposure
on the students. The present study was similar to the previous
studies since they all discuss the influence of social media on
the student’s mental health, Cyberbullying, Sleep problems, and
Addiction.
However, the present study included the variables such as

Age, Gender, Religion, Number of hours expose in social media,
commonly used social media, Parent’s Educational Attainment, and
Parent’s Gross of monthly income and how do social media
influence the academic performance of the respondents relative to

accelerating impact, deteriorating impact, social media prospect,
and social media challenges. The previous studies also used a
questionnaire and data gathering tool, and the respondents were
the students of University of Cagayan Valley located at Balzain
Highway, Tuguegarao City, Cagayan.
The differences between this study with the related studies

mentioned above are the locale where the study will be conducted,
and the statistical treatment, used by the researchers.
Chapter 3
METHODS AND PROCEDURES
This chapter presents the methods and procedures that were

employed in the study such as the research design, the
respondents of the study, the data gathering tool, the data
gathering procedure, and the statistical tool used.
Research Design
The researchers employ a quantitative method and made use of

descriptive-correlation design. The descriptive design was
utilized to describe the respondents’ profile variables and the
Social media exposure as influencing factor on the academic
performance among the students of University of Cagayan Valley
(UCV).
Moreover, the correlational design was used to utilized and

assess the relationship between the profile variables of the
respondents and the Social media exposure as influencing factor
on the academic performance among the 2ND AND 3RD year BEED
students at University of Cagayan Valley.
Respondents of the study
The respondents of the study were the enrolled 2nd and 3rd
year BEED students of University of Cagayan Valley (UCV) and have
a total of 75 respondents. This study will use total enumeration.
To have a clear idea of the distribution of the respondents,

the tabular form is presented below.
Table 1.
Distribution of the respondents of the study
Respondents Population
BEED 2 44
BEED 3 31
Total: 75
Data gathering tool
The researcher used a questionnaire checklist which was

composed of two parts:
The first part was composed of the profile variables such as

age, gender, religion, Number of hours exposed in social media,
commonly used social media, parent’s educational attainment, and
parent’s gross of monthly income.
The second part was the main tool which was adopted from the
study of Sourabh Sharma and Ramesh Behl (2022) titled,” Analyzing
the Impact of social media on student’s academic performance: A
comparative study of extraversion and introversion personality.
The first part of the questionnaire checklist obtains the
students personality traits which composes of six situations. The
second parts of the questionnaire obtain the factors influencing
the academic performance of the respondents which consists of
sixteen items.
Data gathering procedure
The researchers executed the following steps in gathering

the data needed:
First, the researchers obtain the protocol to process the

needed document for the Institutional Review Board as a
requirement before conducting the gathering of data. As noted by
the research adviser, after the ethics clearance was secured, a
formal letter asking for the permission to conduct the study was
obtained from the office of the dean of School of Liberal Arts
and Teacher Education.
After granting the request, the researchers will ask the

respondents for their consent and the questionnaires will be
given to the 2nd and 3rd year BEED students at University of
Cagayan Valley.
Lastly, the researchers will personally analyze, and

interpret the results as their basis for assessing the influence
of social media exposure on the academic performance of the
respondents.
Statistical tools
The following statistical tools were utilized for the

treatment of the gathered data.
The profile variables of the respondents were treated using

frequency and percentage counts.
Weight mean was utilized to interpret the social media

exposure as an influencing factor on the academic performance of
the respondents.
The assessment of the respondents in the social media

exposure as influencing factor was treated using the weight mean
and was guided by the scale below.
Numerical Scale Mean Range Descriptive Value

3 1.00 High impact
2 0.50 – 0.99 Moderate impact
1 0.01 – 0.49 Low impact
0 0.00 No impact
Moreover, Pearson-r correlation was used to test the

relationship between the profile and the assessment on the social
media exposure as influencing factor on the academic performance
relative to Accelerating Impact, Deteriorating Impact, Social
Media Prospects and Social Media Challenges.
Survey Questionnaire
I. Profile of the respondents
Name:(Optional) _______________________________
1.1 Age
( ) 18-20 years old
( ) 21-23 years old
( ) 23-25 years old
1.2 Gender
( ) Male
( ) Female
1.3 Religion
( ) Roman Catholic
( ) Jehovah Witnesses
( ) Iglesia ni Cristo
( ) Others (Specify)_______________
1.4 Number of hours exposed in social media

( ) 1-2 hours
( ) 3-4 hours
( ) 5-6 hours
( ) More than 6 hours
1.5 Commonly used social media

( ) Facebook
( ) YouTube
( ) Messenger
( ) WhatsApp
( ) Instagram
( ) Twitter
( ) Google
( ) LinkIn
( ) Skype
( ) Viber
( ) WeChat
( ) Snapchat
( ) Tumblr
( ) Other (Specify)_______________
1.6 Parent’s Educational Attainment

Father Mother
( ) Elementary Graduate ( )Elementary Graduate
( ) High School Graduate ( )High School Graduate
( ) College Graduate ( ) College Graduate
Others (Specify)____________ Others (Specify)___________
1.7 Parent’s Gross of monthly income

( ) 0 - 5000
( ) 6000 - 10000
( ) 11000 - 15000
( ) 16000 and above
NAME:(Optional) _______________________________
I. Expository factor analysis and Cronbach’s alpha for the self-

developed scale of ‘’Social media impact on academic
performance’’
Direction: Answer the questions by checking on ‘’Yes’’ or

‘’No’’.
Factors YES NO
Accelerating impact
My grades are improving with the help of

study materials shared on social media
platforms
For expressing our thoughts, social media

platforms are the best means
Our teachers share assignments and class

activities on social media platforms which
eventually help us in managing our academics
better
Academic discussions public/private groups

accelerate my understanding of the topics
Deteriorating impact
My academic performance negatively affected

due to unlimited use of social media
Distraction from studies is more when social

media is added to academics
My grades have deteriorated since I am

engaged on these social platforms
Addiction to social media networking sites,

affecting my academic performance
I have observed mood swings and

irresponsible behaviour due to social media
posts
Social media prospects
Social media sites increase employment

prospects
I use social networking sites (SNS) to

spread and share knowledge with my classmate
Massive Open Online Courses (MOOCs) help me

in the self-learning mode
I used materials obtained from social media

sites to complement what has been taught in
the class
Social media challenges
Cyberbullying on social media platforms

makes me anxious
Privacy and security on social networking

sites are the biggest challenges in
academics
Social media is a barrier for me to being

engaged in face-to-face communication
II. Cronbach’s alpha test the scale of extraversion vs.

Introversion personality traits.
Personality traits Yes No
I see myself as someone who is

talkative

reserved and quiet
I see myself as someone who is full

of energy and enthusiasm
I see myself as someone who has an

assertive personality

sometimes shy, self-conscious

outgoing, sociable
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the analysis and interpretation of

data. It includes the gathered data on the subjects’ profile
variables, and the influence of social media on the academic
performance of the 2nd and 3rd year BEED students of the
University of Cagayan Valley.
1.Profile of the Respondents
1.1. Age
Table 2a
Frequency and Percentage Distribution of the Respondents Relative

to Age
Age Frequency Percent
24 - 26
21 - 23
18 - 20
Total 75 100
As gleaned of the above table, ( ) of the respondents belong

to the age bracket of 24 – 26, while ( ) of the respondents
belong to the age bracket of 21 – 23, and ( ) of the respondents
belong to the age bracket of 18 – 20. Moreover the mean age of
the respondents is ( ). This implies that most of the respondents
are belong to the age bracket of ( ).
1.2. Sex
Table 2b

to Sex
Sex Frequency Percentage
Male
Female
Total 75 100
As reflected on the above table, ( ) or ( ) percent are

female respondents, while ( ) or ( ) percent of the respondents
are males. This implies that during the conduct of the study most
of the respondents are ( ).
1.3. Religion
Table 2c

to Religion
Religion Frequency Percentage
Roman Catholic
Jehovah Witnesses
Iglesia ni Cristo
Others
Total 75 100
As reflected from the above table, ( ) or ( ) percent are

Roman Catholic, ( ) or ( ) are Jehovah Witnesses while ( ) or ( )
of the respondents are Iglesia ni Cristo. This implies that
during the conduct of the study most of them are ( ).
1.4. Number of hours exposed in social media
Table 2d

to Number of Hours Exposed in Social Media
Number of hours Frequency Percentage

exposed in social
media
1 – 2 hours
3 – 4 hours
5 – 6 hours
More than 6 hours
Total 75 100
The table shows that ( ) are exposed in social media for 3 –

4 hours, ( ) are exposed in social media for 5 – 6 hours, while (
) of the respondents are exposed in social media for more than 6
hours. This implies that ( ) of the respondents are too much
exposed in using social media and more often to understand the
influence of social media on their academic performance.
1.5. Commonly used social media
Table 2e

to Commonly used social media
Commonly used social Frequency Percentage

media
Facebook
YouTube
Messenger
Instagram
Twitter
Google
Total 75 100
As shown on the table above, ( ) are into using of Facebook,

( ) are using YouTube, while ( ) of the respondents commonly used
Instagram. This implies that during the conduct of the study most
of the respondents are commonly using ( ) when they are using
their gadgets.
1.6. Parent’s Educational Attainment
Table 2f

to Parent’s Educational Attainment
Parent’s Educational Frequency Percentage

Attainment
College Graduate
Vocational
High School Graduate
Elementary Graduate
Total 75 100
The table shows that ( ) or ( ) percent of the respondents

parents are college graduate while ( ) or ( ) percent of the
total respondents parents are high school graduate. This implies
that during the conduct of the study most of the respondents
parents are ( ).
1.7. Parent’s Gross of Monthly Income
Table 2g

to Parent’s Gross of Monthly Income
Parent’s Gross of Frequency Percentage

Monthly Income
0 – 5,000
6,000 – 10,000
11,000 – 15,000
16,000 and above
Total 75 100
The table reveals that ( ) or ( ) percent has 0 – 5,000

monthly income, ( ) or ( ) percent has 6,000 – 10,000 monthly
income while ( ) or ( ) percent of the respondents parents has
16,000 and above monthly income. This implies that most of the
respondents can afford to provide or buy any gadgets that they
want.
2.1.

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UNIVERSITY OF CAGAYAN VALLEY

SCHOOL OF LIBERAL ARTS AND TEACHER EDUCATION

SOCIAL MEDIA EXPOSURE AS A INFLUENCING FACTOR ON THE ACADEMIC

Presented to the Faculty of the

School of Liberal Arts and Teacher Education

University of Cagayan Valley

ARLYN TEOFILA C. QUINDATAN

MA. ANGELINE M. BINAYUG

CRISELDA IVY C. ELCHICO

THE PROBLEM AND ITS BACKGROUND

Social media becomes an integral part of the student's daily

Social media has permeated every aspect of our life in

Social media is a rapidly developing medium that has altered

Students now spend a large portion of their life on social

Social media cyberbullying is a severe issue that can

Students now live their lives primarily on social media.

the theoretical and conceptual foundations of the connection

In the linked world of today, social media has ingrained

According to Iwamoto (2020), student’s in colleges and

The contemporary digital era presents a unique scenario

Shahzad Memon, et.al (2015), being an active participant in

This study explores on psychological theories, data, and

The goal of this study is to examine the complex effects of

emotional stability, cognitive development, and general mental

Several theories can be used to explain how too much

The premise of Festinger's (1954) social comparison theory

make it practically impossible to modify Festinger, (1954). He

Albert Bandura's social learning theory suggests that

Social media exposes people to a wide array of content and

For instance, if a child consistently observes aggressive

normal. On the contrary, positive influences and role models on

According to Albert Bandura's social learning theory, people

Children are exposed to a diverse range of interactions and

According to Aalbers et al. (2018), people who used social

O'Dea and Campbell (2011) investigated in a cross-sectional

A comprehensive evaluation of the impact of social media on

Paradigm of the Study

INPUT PROCESS OUTPUT

1. Assessing the profile of the

Figure 1. Paradigm of the study showing the relationship between

The paradigm of the study was presented in the form of

The input consisted of the profile of the respondents in

The process box demonstrate the process done to answer the

The output shows the result of the study which is to

Statement of the problem

This study aims to assess the Social Media Exposure as a

Specifically, it seeks to answer the following:

1.What is the Profile of the respondents in terms of:

2. How do social media influence the academic performance of the

3. Is there a relationship between the profile and social media

This study is being guided by the following hypothesis.

1. There is no relationship between the profile and social

Significance of the Study

The result of the study would be indirectly beneficial to

Students. Through the outcome of the study, they will be

Parents. With the outcome of the study, they will be aware

Teachers. The findings of this study will help teachers to

School Administrators. This study will help the school

Researchers. Results of the study, will serve as a guide for