"Social Media Usage and Its Impact on Academic Performance among

Grade 12 Students at Nag-Iba National High school"

Members:
Marianne Kristelle M. Estrellado.
Angel Jane Ramo
Eunice Amparo
JM Bon
Remody Casao

Teacher:

Nag-Iba National High School

 Chapter 1

Introduction

Rationale

Social media has become an integral part of modern life, with the majority of

teenagers using the platforms to connect with friends, share information, and

express themselves. The widespread use of social media has become a

significant aspect of daily life, with its usage having significantly increased over

the past decade. According to Social Cognitive Theory, our behaviors, attitudes,

and knowledge are influenced by our interactions with others, personal factors,

and environmental factors. In the context of social media, this means that our

online activities and content consumption can shape our attitudes towards

academics. For instance, social media can facilitate peer support and access to

educational resources, which can potentially enhance student learning

experiences.

Social media provides an outlet for social interaction and entertainment, which

can help students relax and recharge. This is particularly important for students

who may be experiencing stress or anxiety related to academic demands.

However, excessive social media use can also have negative effects on

academic performance. Cognitive Load Theory suggests that our working

memory has a limited capacity, and when it's overloaded, learning is hindered.

This can occur when students are constantly switching between social media and

academic tasks, leading to increased cognitive load and difficulties in processing

and retaining academic information. Furthermore, excessive social media use

can lead to distraction, procrastination, and decline in academic performance.

Social media platforms also offer a range of functionalities that can both

support and hinder educational success. These platforms provide avenues for

collaboration, access to educational resources, connections with peers and

mentors, which can potentially enhance student learning experiences. By

examining patterns of social media engagement and their correlation with

academic outcomes, this research aims to contribute to understanding of how

these digital tools affect student educational achievements. This research will

gain in-depth insight into the ways in which social media usage shapes student

academic experiences, attitudes, and behavior. By exploring the complex

relationships between social media use and academic performance, this

research aims to provide valuable insights into the ways in which educators can

effectively support students' learning experiences in the digital age.

Statement of the problem

The purpose of this study is to investigate how social media use affects

students in the Grade 12 at Nag-iba National High School's academic

performance. In particular, it aims to accomplish the following goals: To

determine the usage patterns of social media among Nag-iba National High

School's Grade 12 students, including the types of platforms used, frequency,

and duration. to evaluate the Grade 12 students at Nag-iba National High

School's academic performance based on their grades and other academic

indicators. to examine the connection between the academic performance of

Grade 12 students and various aspects of social media usage (such as time

spent, type of content consumed, and purpose of use).

Hypothesis

There is a significant negative impact of social media usage on the academic

performance of Grade 12 students at Nag-iba National High School. Specifically,

higher social media usage, especially for non-educational purposes, is likely to

be associated with lower academic performance among students.

Review of Related Literature

This section presents the relevant literature and studies that the researcher

considered in strengthening the importance of the present study. It also presents

the synthesis of the art to fully understand the research for better comprehension

of the study.

Social media usage

The study by Yildiz Durak and Saritepeci (2019) investigated the relationships

between problematic internet use, social media usage status, and new media

literacy levels among high school students. The study found that social media

usage status has a significant positive effect on problematic internet use, while

new media literacy levels have a significant negative effect. The study consisted

of a total of 155 ninth-grade students studying in high school affiliated to Turkey

Ministry of National Education. The data collection instruments used included a

personal information form and three data collection instruments. The data

obtained in the research were analyzed through Partial Least Squares Structural

Equation Model based on the research design. The results showed that social

media usage status, social media usage purposes, and new media literacy levels

were positively related to problematic internet use.

The study by Afacan and Ozbek (2019) investigated the social media addiction of

high school students in Turkey. The study found that there was no significant

difference in social media addiction levels between males and females, but that
daily average internet usage time was significantly related to social media

addiction. The study used a survey method and included a total of 596 students

from three high schools with different academic achievement levels in Kirsehir,

Turkey. The data collection instruments used were the "Social Media Addiction

Scale" (SMAS) developed by Tutgun-Unal and a "Personal Information Form"

prepared by the researcher.

The study by Amjad et al. (2022) investigated the impact of social media on

academic performance of high school students using data mining techniques.

The dataset used in this study was collected from the Kaggle repository and

consisted of information on 1,000 high school students. The dataset was

analyzed using different classification algorithms, including decision tree, random

forest, SVM classifier, SGD classifier, AdaBoost classifier, and LR classifier . The

results showed that random forest achieved a score of 98%, followed by decision

tree (90%), AdaBoost (89%), logistic regression (88%), SVM (86%), and SGD

(84%). The study found that technology has a significant impact on student

performance, with students who use social media throughout the week showing

lower performance compared to those who use it only at weekends.

The study by Dalvi-Esfahani et al. (2021) investigated the relationship between

empathy and social media addiction among high school students. The study

found that Empathic Concern (EC) and Perspective Taking (PT) negatively
predicted social media addiction (SMA). Additionally, the results showed that

Extraversion negatively moderated the relationships between EC and SMA, as

well as PT and SMA. The study also found that students from high-income

schools were more likely to exhibit behaviors associated with SMA compared to

those from low-income schools. The study used a survey of 592 high school

students aged 15-18 to examine the research model. The data was analyzed

using Partial Least Squares Structural Equation Modeling (PLS-SEM). The

findings suggest that empathy is a protective factor against social media

addiction, and that personality traits such as Extraversion can influence the

relationship between empathy and social media addiction.The study's

implications highlight the importance of considering personality traits and

socioeconomic factors in understanding the relationship between empathy and

social media addiction.

The study conducted by Hayuni Retno Widarti, Juwita Karina Pratiwi, and Deni

Ainur Rokhim (2024) explores the use of social media as a learning medium for

chemistry education, specifically focusing on multiple representations of chemical

materials and its impact on student learning motivation. The authors conducted a

systematic literature review of 20 articles from the Eric and Google Scholar

databases, highlighting the importance of considering previous research results

when designing social media-based learning media.The findings of the study

suggest that social media can be an effective tool for increasing student learning

motivation and digital literacy in chemistry education. The use of multiple

representations of chemical materials, such as videos, images, and text, can

enhance student understanding and engagement with the subject matter. The

study also highlights the potential benefits of using social media as a learning

medium, including increased student motivation, improved digital literacy, and

enhanced collaboration and communication.

The study conducted by Otchie and Pedaste (2020) provides a comprehensive

review of the literature on the use of social media (SM) in high schools for

learning. The authors identify seven approaches to using SM in learning in high

schools, including interaction, information dissemination, communication,

collaboration, teaching, learning, and resource sharing, socialization, and

entertainment. The study finds that most studies suggest that the educational use

of SM has a strong positive effect on social skills, but the evidence presented is

often weak. The review highlights the potential benefits of using SM in high

schools for learning, including enhanced social skills and learning outcomes.

However, the study also notes that subject-specific outcomes are not a primary

focus of most studies, and that further research is needed to investigate the

effectiveness of SM in improving subject-specific outcomes. The study's findings

have implications for educators and researchers who aim to develop effective

strategies for using SM in education. The authors propose a theory-based

scenario for using SM in learning social skills and subject-specific outcomes,

which involves using SM to facilitate social interaction, communication, and

collaboration among students.

Grades and Academic Indicators

The study conducted by Bou-Hamad (2020) explores the impact of social media

usage and lifestyle habits on academic achievement in a developing country

context. The author surveyed 112 undergraduate students at a university in

Lebanon and found that excessive social media use, smoking, and romantic

relationships were significantly associated with lower academic performance.

The findings suggest that social media usage has a negative impact on academic

performance, with each additional hour spent on social media reducing the odds

of good academic performance by 24%. The study also found that engaging in

romantic relationships impairs academic performance, and that non-smoker

students achieve better academic results than smoker students. The results of

this study have implications for educators and policymakers who aim to improve

student outcomes. The study suggests that excessive social media use,

smoking, and romantic relationships are potential barriers to academic success,

and that educators and policymakers should take these factors into account

when developing strategies to improve student outcomes. The study's findings

are consistent with previous research that has shown that social media usage

can have negative effects on mental health and well-being (Király et al., 2019;

Best et al., 2014). The study also highlights the importance of considering the

potential impact of lifestyle habits on academic performance, beyond just

academic ability and motivation.

The study by Wakefield and Frawley (2019) reveals that students' general

academic achievement plays a crucial role in moderating the effects of social

networking on learning performance. Specifically, the study found that low-

achieving students are at risk of more severe effects of using social networking,

with lower performance observed in less challenging learning tasks. In contrast,

higher-achieving students are not significantly impacted by social networking

use. These findings suggest that educators and policymakers should consider

the potential negative effects of social networking on low-achieving students and

develop strategies to mitigate these effects. Furthermore, the study highlights the

importance of considering the impact of social networking on specific levels of

learning performance, rather than just overall academic achievement. Overall,

the study's findings underscore the need for tailored interventions and support to

help students achieve their academic potential, and highlight the importance of

considering students' individual academic abilities when designing educational

programs.

The study by Fabris et al. (2023) reveals that sense of belonging at school and

on social media is crucial for adolescents' psychological well-being and academic

performance. The researchers found that both sense of belonging at school and

on social media are negatively associated with psychological maladjustment,

suggesting that adolescents who feel a strong sense of belonging in these

contexts are less likely to experience psychological problems. However, sense of

belonging on social media is also negatively associated with educational

achievement, indicating that excessive social media use may have a negative

impact on academic performance. Furthermore, the study discovered that social

media addiction mediates the links between sense of belonging at school and on

social media, and psychological maladjustment and educational achievement.

Overall, the study's findings suggest that adolescents who report high sense of

belonging both at school and on social media may be at a lower risk for

psychological maladjustment, while those who report low sense of belonging at

school and high sense of belonging on social media may be at a greater risk of

psychosocial maladjustment and academic difficulties.

The study by Luo et al. (2023) investigated the divergent roles of social media in

adolescents' academic performance, examining the relationships between

outside and inside social media behavior, impulsivity, and academic performance

in Chinese adolescents. The findings revealed that outside school social media

behavior (OSSMB) negatively predicted academic performance, suggesting that

excessive social media use outside of school is associated with lower academic

achievement. In contrast, inside school social media behavior (ISSMB) positively

predicted academic performance, indicating that social media use within the

school context can have a positive impact on academic performance.

Furthermore, within ISSMB, consuming and sharing behaviors were positively

associated with academic performance, implying that actively engaging with

social media in school can have a positive effect on academic achievement.

Notably, ISSMB and impulsivity played multiple mediation roles in the relationship
between OSSMB and academic achievement, suggesting that inside school

social media behavior and impulsivity can mitigate the negative effects of outside

school social media behavior on academic performance. Overall, the study's

findings highlight the complex and context-dependent nature of social media's

impact on adolescents' academic performance.

The study by Ladrón de Guevara Rodríguez et al. (2022) explored the

relationship between internet use and academic performance among 6th-grade

primary school students in Spain. Employing an interval approach that combined

econometric and multiobjective programming techniques, the researchers

identified the traits and internet use patterns that maximize academic

performance. The results indicated that daily internet use for purposes such as

listening to music or searching for information on other topics can positively

influence academic performance. However, the study also highlighted the need

for responsible internet use, specifically limiting social media use to avoid

hindering the educational process. Overall, the study underscores the importance

of balancing internet use with educational goals, enabling educators and

policymakers to develop strategies that promote healthy internet habits and

maximize educational outcomes.

The study by Thirusellvan Vandeyar (2020) explores the experiences of

academics as they incorporate social media technology into their teaching

methods in a resource-constrained higher education context. The study employs

a qualitative case study approach, using the Technology Acceptance Model as its

theoretical framework. The findings are presented in three "academic turns": first,

a turn away from the institution's Learning Management System (LMS) due to

contextual constraints; second, a pedagogical turn towards using Web 2.0

technologies and social media tools to enhance teaching; and third, a shift in

academics' beliefs and attitudes towards the affordances of social media,

enabling them to persevere with this technology. The study recommends that

social media networking can be a viable form of technology-enhanced teaching,

particularly in resource-constrained contexts. Future research should investigate

academics' emerging pedagogical practices in using social media and students'

perceptions and engagement in social media learning communities.

The study by Aldahdouh, Nokelainen, and Korhonen (2020) examines the usage

of technology in higher education and the role of individual innovativeness in

predicting the actual use of technology. The study consists of two phases: a

descriptive analysis of 502 staff members' usage of social media, technological

devices, and Microsoft Office 365 cloud services, and a structural equation

modeling (SEM) analysis of a subsample of 106 staff members' innovativeness

and demographic variables. The findings indicate that staff members use

technology and social media quite frequently, with significant differences among

staff members based on demographic variables such as gender, job type, and

discipline. The SEM analysis shows that general innovativeness positively

predicts the adoption of devices, non-academic social networking sites, and

Office 365 cloud services. The study also finds that males are early adopters of

devices, while academics are early adopters of commercial services and

academic social networking sites. However, academics lag behind administrators

in adopting Office 365 cloud services.

Academic Performance

The study by Astatke et al. (2021) reviews the literature on the effects of social

networking sites (SNS) on secondary school students' academic achievement.

The review reveals that while SNS use can have both positive and negative

impacts on academic achievement, the majority of studies suggest that

excessive or inappropriate use can negatively impact it. The study identifies

several factors that mediate and moderate the relationship between SNS use

and academic achievement, including internet addiction, cyberbullying, and

gender. The findings highlight the need for parents, teachers, educationalists,

and counselors to be aware of the potential risks associated with SNS use and

develop intervention mechanisms to address the problem.

Mustari Lamada, Massikki Massikki, & Nur Irfani Angreany. (2022). The Impact of

Social Media Usage on the Academic Achievement of Vocational High School

Students in South Sulawesi (Case Study at SMK Negeri 10 MakassarUniversitas

Negeri Makassar The study investigated the impact of social media usage on the

academic achievement of vocational high school students in South Sulawesi,

Indonesia. The results showed that social media usage has a moderate influence

on students' academic achievement, with a significant correlation coefficient of

0.251. The study also found that the coefficient of determination (R Square) was

0.063, indicating that the influence of social media usage on academic

achievement is relatively small. Additionally, the results of the negative t-test

analysis revealed a negative influence of social media usage on students'

academic

Asanga, M. P., Essiet, U. U., Ukhurebor, K. E., Afolorunso, A., & Hussaini, P.

(2023). Social Media and Academic Performance: A Survey Research of Senior

Secondary School Students in Uyo, Nigeria. International Journal of Learning

and Technology in Education Research (IJLTER), 22(2), 18-31. doi:

10.26803/ijlter.22.2.18 The study examined the impact of social media on the

academic performance of senior secondary school students in Uyo, Nigeria. The

results showed that a large percentage of students are addicted to social media,

with no significant differences in usage between boys and girls. Furthermore, the

study found a link between social media addiction and students' academic

performance. The findings suggest that social media can be a distraction from

academic activities, and that excessive use can negatively impact students'

grades. The study recommends that social media be used for educational

purposes, and that parents and teachers monitor students' use of social media to

ensure a balance between online activities and academic goals.

The study investigated the relationship between social network addiction and

academic performance of graduate students at the University of Kinshasa

(Mwenzi & Moyamani, 2023). The results showed that social network addiction

was prevalent among 25.3% of the sample, with significant differences in

academic performance between addicted and non-addicted students. The study

found that non-addicts performed better academically than addicts, with a

statistically significant difference. The results suggest that addiction to social

networks negatively affects academic performance, highlighting the need for

awareness campaigns and regulations to prevent excessive use of social media

in academic settings. The study contributes to the development of policies aimed

at preventing addictive behaviors in the academic environment, ensuring the

integral well-being of students.

The relationship between social media usage and academic performance among

medical students in Medina, Saudi Arabia was investigated by Alshanqiti et al.

(2023). The study found that 57.1% of the students were females, with 56.5%

having a Grade Point Average (GPA) of 4.5 to 5. Results showed that students

with excellent GPAs were less likely to be addicted to social media networks,

whereas those who were addicted reported benefiting from using social media to

improve their grades. There was no significant difference between genders in

social media usage and perception of its impact on grades. The study concluded

that social media can be used as a supporting tool for academic performance

and achievement among university students. (Alshanqiti et al., 2023, pp. 1401-

1412)
The literature review suggests that social media usage has a significant impact

on the academic performance of Grade 12 students. Studies have found that

excessive social media use can lead to decreased attention span, reduced

motivation, and decreased productivity, ultimately affecting academic grades.

Additionally, social media addiction has been linked to lower empathy and

increased problematic internet use, which can further negatively impact

academic performance. Conversely, some studies have found that social media

can be a useful tool for learning, particularly when used in moderation and in

conjunction with other educational resources. Overall, the literature highlights the

need for educators and policymakers to consider the impact of social media on

academic outcomes and to develop strategies to promote healthy and

responsible social media use among Grade 12 students.

Theoretical framework

Social Cognitive Theory

Albert Bandura’s Cognitive Theory posits that learning occurs in a social

context and is influenced by the interactions between personal factors,

behaviors, and environmental influences. In the context of social media usage,

students observe and influences online. The time spent on social media, the

content consume and the interaction therein can shape their behaviors and

attitudes towards academic. The theory suggests that excessive social media

might lead to diminish academic focus, as student might prioritize online activities
over school works. Conversely, positive role models on social media can also

encourage better academic habits.

Uses and Gratification Theory (UGT)

UGT, developed by Blumler and Katz, explore how individual’s activity seek-out

specific media to satisfy their various needs and desires. Grade 12 students may

use social media to fulfill various needs such as social interaction, entertainment,

information, or even to reduce academic stress. Depending on the nature and

purpose of social media usage, it can either enhance or hinder academic

performance. For instance, using social media for academic purpose or

networking with liter minded peers might have a positive effect. Whereas using it

for escapism might negatively effect on study time and concentration

Cognitive Load Theory (CLT)

Cognitive Load Theory, proposed by John Sweller, suggest that the having

memory has limited capacity, and when it is overloaded, learning and is hindered.

Constant notification and multitasking between social media and academic work

can increase cognitive load, wanting it difficult for student to process and retain

academic information effectively. This increased cognitive load can result in lower

academic performance due to difficulties in concentrating, understanding and

retaining academic materials.

Conceptual Framework

The conceptual framework presented here explores the relationship between

social media usage and academic performance, with a focus on the mediating

variables of time management skills and self-esteem.

Independent Variable Dependent Variables

Social Media Usage Academic Performance

Mediating Variable

Grades and Academic

Indicators

Figure 1. The Conceptual Model Showing the Direct Relation of Independent

Variable Towards Dependent Variable with a Mediating Variable.

The conceptual framework shows that social media usage (Independent

variables) affects academic performance (Dependent Variables) through its

impact on grades and academic indicators (Mediating Variables). This framework

suggest that excessive social media usage can negative impact an individual's

grades, which in turn can negatively impact their academic indicators and

ultimately their academic performance.

Scope and Delimitation

This study of Nag-iba National High school looks of the connection between use

of social media and their academic performance in grade 12. specifically looks

into the relationship between student academic success and various social

media usage pattern such as time spent and platform types. This study will

collect quantitative data using survey and academic records in order to identify

trends and possible effects in this particular educational environment.

This study is limited to grade 12 students at National High School. It will not

address the broader effect of social media on other aspects of student lives, such

as social relationships or mental health. The research will focus on current

academic performance metrics provided by the school and self-reported data on

social media habits, without exploring the influence of external factors such as

extracurricular activities or home environments.

Significance of the Study

This study is significant as it aims to provide insights into how social media

usage affects academic performance among grade 12 student. Understanding

this relationship can help educators parents, and policy makers develop

strategies to manage social media use in a way that supports academic success.

By highlighting the specific patterns of usage that maybe beneficial the findings

could had to more targeted interventions and educational practices. Additionally,

this research technology could contribute to broader discussions on balancing

technology use with academic goals and help in developing guidelines for

effective technology integration in educational settings.

Definition of Terms

Social Media Usage: Refers to the act of engaging with online platforms such as

Facebook, Instagram, Twitter, TikTok, and others for communication, content

sharing, and social interaction.

Academic Performance: The level of achievement or success a student

demonstrates in their educational pursuits, typically measured through grades,

test scores, and overall academic progress.

Grade 12 Students: Individuals enrolled in the 12th grade of high school, typically

aged 17-18, who are in their final year before graduation.

Nag Iba National High School: The specific educational institution where the

study is being conducted, located in Nag Iba.