SOCIAL MEDIA ENGAGEMENT AND ITS IMPACT TO THE ACADEMIC

PERFORMANCE OF GRADE 11- HUMSS STUDENTS OF

STRATFORD INTERNATIONAL SCHOOL

A Research Paper Presented to the

Faculty of the Department of Senior High School
Humanities and Social Sciences
Stratford International School,
General Santos City

In Partial Fulfillment of The

Requirements for Practical Research II

BY:

BASQUINEZ, KARL JOHN G.

REYES, CHRISTIAN LLOYD R
VIVERO, IRVINE Z.
TAMAYO MICHAEL JHON
FLORES, PRECIOUS R.
ISLAO, ELEONA T.
LUCAY- LUCAY, KRISTEL D.

November 2024
 CHAPTER I

THE PROBLEM AND ITS SETTING

Background of the study
social media is the platform that uses two-way communication to facilitate

interaction between people who have online accounts. Due to the speed, reach and

ease of use, social media is changing the public discourse in the society and making

new trends It has variety of applications and tools including social networks, blogs,

online videos and other online and electronic tools The growing attention on social

media can be seen in different disciplines such as economics, marketing, health,

education and various other industries Social media has not only changed the

communication among people but has also changed the way students learn.

According to a considerable number of social media users of youth who

engaged in higher education. On the other hand, the higher education institutes use

social media to connect with students and alumni and to deliver instructional content

The incorporation of social media within the educational context is easy because most

of the students tend to create accounts on many social media sites such as

Facebook, Twitter, Instagram, YouTube, Google Collaborative learning, information

distribution consists and communication among peers were the common benefits of

using social media in higher education. Many students are unfocused on their lessons

and highly distracted because of using social media during lectures. A significant

negative relationship between social media usage and academic performance has been

found in some studies According to undergraduates had negative experiences such as

lack of time to study, late assignment submissions, poor spelling and grammar due to

the heavy use of social media. Further, emphasized that there is no any relationship

between social media use and academic performance.

Although, a considerable number of studies have been conducted to explore the

impact of social media on the higher education context, the findings were inconclusive.

Although there were few studies in relation to social media, much attention had not

been given to study the impact of social media on students’ academic performance,

specifically in the Sri Lankan higher education context. The purpose of this study was

therefore, to develop an integrated multi-dimensional model to provide a more

comprehensive view of the impact of social media usage on students’ academic

performance. The rest of the paper is organized as follows.

Statement of the problem

This study aims to explore the impacts of social media on senior high school

students at Stratford international school, examining both positive and negative

effects.

1. . What is the demographic profile of the respondents in terms of?

1.1 Age
1.2 Sex, and
1.3 Family status?
2. which social media networking sites do students frequently use?
2.1 Facebook
2.2 Twitter; and
2.3 Instagram
2.4 Tiktok
 3. is there a significant relationship between social media engagement
in academic performance?

Significance of the study

Students. They will benefit from this study by becoming more aware of trending

topics on social media that may influence their engagement, behavior, and overall well-

being.

Parents. They will gain a better understanding of how online trends affect their

children's behavior and engagement on social media, helping them guide their

children's online activities responsibly.

Teachers. They will gain insights into the effects of social media on students and

will become more informed about current trends, helping them better guide their

students toward responsible and productive use of social media.

School Administrators. They can use the findings to develop strategies for

promoting healthy social media engagement among students and fostering a supportive

online environment.

Social Media Users. All social media users can benefit from this study as it

highlights key trends, allowing them to become more critical consumers of content and

more aware of how online behavior is influenced by these trends.

Researchers. All future researchers can benefit from our study. It allows them to

know the outcomes of our research, ensuring that they will find another variable that is

not indicated from our study.

SCOPE AND DELIMITATION

This research will examine the impact of social media engagement on the

academic performance in Grade 11 HUMSS student in Stratford International School ,

The research will focus on Grade 11 HUMSS student enrolled at Stratford

International School and will collect

 CHAPTER II

REVIEW OF RELATED LITERATURE

Social Media Engagement

According to Nti et al. (2021) Social media platforms unite people from all over

the world, providing an opportunity for social engagement. However, social media can

be detrimental to academic performance. The impact of social media and social

engagement on students' academic performance has been a subject of interest for

scholars in the educational sector. This review examines the influence of social media,

social engagement, and the combination of both on students' academic performance.

According to Spark School (2022), social interaction has a crucial role in

students’ learning process because the more students interact with one another, the

more they learn from several opinions of people around them. They receive and give

feedback which helps them enhance and know themselves better. Furthermore, social

interaction has great benefit on students’ physical and mental well-being as it fosters

harmonious social relationship with their peers, family, and teachers and also helps

them reduce their stress and increased sense of belonging within their community.

Moreover, social interaction also develops students’ social skills such as sharing,

cooperating, listening, following directions, making eye contact, using manners,

empathy, self-control, and intrapersonal skills which helps them grasp their thoughts
and ideas in creating new concepts and knowledge. These social skills also help in

boosting their self-esteem and in thriving from an academic perspective.

According to Ivy Panda (2019) states that social interaction is crucial as far as

learning is concerned which means that as social interaction continues to develop and

improve one’s learning strategies, it will remain vital in students’ learning process.

Further, social interaction also helps in empowering students’ perseverance in learning

and even their school activity involvement. Through social interaction, students with low

ability in learning gets motivated to learn and thrive in their academic perspective

because of the ones who have high ability and hence, end up performing well in class

discussions. It also gives the students healthy competition which enables them to focus

on attaining their common goal or objective. With this idea in mind, it could be

understood that social interaction has several social weapons which helps in developing

students’ learning capabilities. Moreover, students who interact with other people have

high chance to thrive in learning and could also perform well in class discussions.

Interacting with others could also make students feel motivated and determined to do

well in school and ends up putting extra effort to achieve their common objective.

Social media platforms, such as Facebook,

Instagram, Twitter, and Snapchat, have become

pervasive in the lives of college students. These

platforms offer various functionalities that cater to

different aspects of students’ lives, from academic

collaboration to social interaction (Ellison, Steinfield, &

Lampe, 2007).
 Social media is that means that employs mobile and web-based technology to

create highly interactive platforms via which individuals and community share, co-

create, discuss and modifies user-generated content (Kietz mann, 2012). Social media

is a phrase being tossed around a lot. It is a website that does not just give you

information but interact with you while giving you information. It is a group of internet-

based application that allows the creation and exchange of users generated content. It

is easy to confuse social media with social news because we often refer to members of

the news as the media. Adding to it, that social news site is also social media site.

According to the study of Owusu-Acheaw & Larson [12], it was revealed that the

use of social media had affected the academic performance of their respondents

negatively and further confirmed that there was a strong positive relationship between

the use of social media and academic performance. Their study further revealed that

most of their respondents use social media sites to chat rather than for academic

purpose.

According to sociological research, there is a destructive relationship between

social media use and academic performance. For example, Rosen et al. (2013) looked

into the behavior and study environments of 263 students from various educational

levels, such as middle school, high school, and university. Students were observed for

15 minutes, and their on-task and off-task conduct was recorded every minute. Students

become distracted in less than 6 minutes on average before turning to technology

distractions like social media and texting.

 Arnold and Paulus (2012) study found that even when social media is used for an

educational purpose, students incorporate the technology into their lives in a way that

may differ from the intentions of the course instructor. For example, off-topic or non-

academic discussions occur on social media because of its primary design as a social

networking tool. Further, as a student’s age increases, the frequency of off-topic

discussions also increases. This indicates that while social media may encourage

broader discussions of course content, older students may spend more time than

younger students engaging in unrelated discussions. Social media can also negatively

impact student GPA as well as the amount of time students spend preparing for class.

One explanation for this impact is that social media provides too much stimulation and

therefore can distract students from completing their coursework. Another reason for

this may be that students who spend more time on social media may have difficulty

balancing their online activities and their academic preparation.

Nelson Laird and Kuh (2015) reported that students who use information

technology for academics also have a higher likelihood of contributing and participating

in active, academic collaboration with other students. This collaboration indicates that

as engagement with technology increases, engagement with academics also increases,

promoting a deeper connection between the students, educators, and course content.

By participating in a community of learners, students become more engaged with the

course content which increases the achievement of popular learning outcomes, such as

critical thinking and individual student development. Therefore, student engagement

through social media can increase connections to create a virtual community that leads

to better content learning.

 Fewkes and McCabe (2012) further argued that it is the responsibility of

educators to find ways to incorporate current social media into their classrooms.

Educators can use social media to develop creativity in their students by encouraging

them to explore the content material in new ways . For example, social media provides

students with options for creating authentic, creative products through tools such as

blogs, YouTube, and podcasts. Students can also use social media to research content

material in order to develop new knowledge. By allowing the needs of creative learners

to be met through a cooperative learning environment, students are better able to

balance their individualism with the need for contact with others, allowing new ideas to

flourish.

Related Studies
Kwok et al. (2021) found that addiction to social media and smartphones is

associated with poor academic performance and a lack of sleep. Moreover, Kolan and

Dzandza's (2018) case study found that excessive use of social media can cause

distraction and loss of focus, leading to poor academic performance.

Mehmood and Taswir (2013) investigated the effects of social networking sites on

the academic performance of undergraduate students at the College of Applied

Sciences (CAS), Nizwa, Oman. Their study, published in the *International Journal of

Arts and Commerce*, focused on the pedagogical impacts of various web2.0

applications, including blogs, wikis, tweets, RSS feeds, discussion boards, and
podcasts. The research provided insights into the usage patterns of these social tools

and their influence on students' linguistic and social behaviors. The authors used a

demographic segmentation approach to construct a framework for evaluating the

popularity and educational impact of social tools and e-learning technologies. Empirical

evidence from the study suggested that classroom and social software applications

could transform educational paradigms, contributing to the formation of knowledgeable

societies among youth. Mehmood and Taswir's rigorous examination of variables

demonstrated the effectiveness of these social tools in facilitating knowledge sharing

and enhancing students' general awareness.

Lin et al. (2012) concentrating on a study focused mainly on Facebook results,

which are used by foreign students in the United States. The researchers discovered

that students' ability to engage socially and culturally in their new world was aided by

their use of Facebook. According to a study, 46 percent of international students

mention using a social media platform.

Khan (2012) the influence of social networking websites on students is

investigated. A research questionnaire was created to evaluate the factors that influence

students' use of social networking websites. Age, gender, education, social impact, and

academic performance.

Rambe (2012) examined the effect of social media on meaningful learning and

pedagogical methods using an ethnographic approach. They did so by looking at the

Facebook posts of students and teachers enrolled in a South African Information

Systems course. According to the findings, Facebook served as a collaborative "open"

"third room" that facilitated student speech, learning community growth, and knowledge

creation.

Mawdsley (2015) conducted a study to assess students' views of social media in

education and to explore how it could be used as a supplement to traditional learning.

Even though 92 percent of respondents said they use social media regularly, 57 percent

prefer the University virtual learning environment to social media for learning.

Respondents have concerns about online professionalism and question the role of

social media in education, according to the survey, which includes teachers.

Academic Performance
The Department of Education (DepEd) is banning "like-based" outputs on social

media sites wherein students are asked to post their works on social media, and their

grades will be based on the likes that they will receive (Mercado, 2019).

Likewise, the Department of Information and Communications Technology

(DICT, 2019) said that students are more likely to be bullied (cyberbullying) when asked

to post their works on their social media sites. Students will feel more pressure because

of the likes they are achieving. They added that comparing their results with others who

will not be satisfied with the outcome will be more likely to cause depression among

young people. They also suggest the productivity of the students: teachers should

engage their students in doing performance tasks that include their interests and likes;

teachers should also avoid using social media sites on spreading information, e.g.,

assignments and school updates.

 Between students, social media is used to communicate with their classmates. It

is also used when academic performances are conducted. The social media platforms

help improve the students' academic performance and increase their knowledge

through gathering data and information.

Students visit various online platforms to gather information to solve their

assignments (De La Cruz, 2017). Students primarily use these social media platforms:

Messenger (for communicating), Wikipedia (for references), Facebook (for updates),

Instagram (for photo sharing), YouTube (for video tutorials), and many more.

Synthesis

The reviewed literature of social media engagement affecting student’s

academic performance. Social media engagement is being late to class and missing the

initial few minutes or hours of the lecture that affect to their performance. The authors

emphasize the possible factors, Delayed sleep-wake phase (DSWP) and behaviorally

induced insufficient sleep syndrome (BIISS) were significantly associated with daytime

dysfunction in school life. Spending time in online gaming and social media are the most

frequent causes. Also, internal ones, like students' inclination to engage in disruptive

behavior.

External elements include friends, the surrounding environment, and

extracurricular activities undertaken by students. Undoubtedly, revealed that there is a

strong inverse relationship between academic success and tardiness in the classroom,

meaning that students who arrive late to class often receive lower grades. It makes the

case that lowering tardiness may enhance student achievement.

 Indeed, many schools, tardiness is an issue. It can be viewed as a personal risk

for problematic behavior in the future that could result in tardiness, dropping out of

school, social isolation, and subsequent health issues. It is also possible to analyze

tardiness in light of a more comprehensive social-ecological understanding of health.

Conceptual framework

INPUT PROCESS OUTPUT

DEMOGRAPHIC Survey and
VARIABLES Social
interviews:
1.1 Gender; interaction
1.2 Sex; Conducting survey
1.3 Family status; or interviews with Potential risk
high school
students.

Figure 1: Conceptual Diagram

First the researchers conducted on the G11 HUMSS students of Stratford

International School revealed that emotional issues significantly affect their academic
performance. Through surveys and questionnaires, researchers gathered academic
metrics such as grades, test scores, and teacher evaluations.
 these concepts will show how we do the thesis. And how we solve a problem.

This is what we did to find out how online bandwagons is affecting students. This is

our method and process to conduct research.

Alternative Hypothesis

There is a significant relationship between social media engagement and the

academic performance of Grade 11-HUMSS Senior High School students of Stratford

International School.

Definition of terms
Social Media. Collection of online platforms and apps that allow users to create, share,
and exchange information and ideas

Social Engagement. The act of actively participating in social activities and developing

meaningful social roles, it can also be defined as the extent to which an individual

participates in a variety of social relationships and roles.

Peers. One that is of equal standing with another equal. The band mates welcomed the

new member as a peer, especially one belonging to the same societal group especially

based on age, grade, or status. teenagers spending time with their peers.

Academic Performance. The term that indicates a student's achievement after

completing a course or subject from an institution. It measures students' learning across

various academic subjects, which is assessed by formative and summative

assessments.
Family status. as being "in a parent and child relationship." This phrase is understood

to mean a parent and child "type" of relationship, involving care, responsibility and

commitment, not limited to just parent/child by blood or adoption.

CHAPTER 3
METHODOLOGY

This chapter present the methodology employs in this study, it includes the research

design, research locale, respondent, data gathering produce and treatment and analysis

of data.

Research design
This study will use descriptive correlational research design a type of research

design that tries to explain the relationship between two or more variables without

making any claims about cause and effect. It includes collecting and analyzing data on

at least two variables to see if there is a link between them. descriptive correlational

research, researchers collect data to explain the variables of interest and figure out how

they relate Survey questionnaire will be conducted to determine the impact of social

media on the academic of the Grade 11 HUMSS student on Stratford international

school. Data will be gathered by descriptive correlational research design and analyze

the complex between the impact of social media on the academic of G11 HUMSS

students.

Research Locale
 This study took place in General Santos City, a highly urbanized city in the

province of South Cotabato, Philippines, and home to the Tri-people, Christians,

Muslims, and Blaan, who coexist peacefully with one another in particular, the research

was conducted in Stratford International School J. Catholico Sr. Ave., Lagao, General

Santos City. The school was founded in 2000 and started its operation in the school

year 2000. To meet the challenges of a fast-globalizing world, students here are

exposed to different cultures ensuring in the process of a tolerant mind toward

differences and diversities as it lies at the centers of the state struggle of people for

survival and identity

ty.

Figure 3: Map of the City of General Santos

(Google Maps, 2024)
Respondents of the study

The respondents of this study are 100 students from the Humanities and Social Sciences

(HUMSS) strand at Stratford International School. This group includes an equal number of male

and female students, with 50 males and 50 females, to ensure balanced representation in terms

of gender. Each student will be asked about their social media habits, including how often they

use platforms like Facebook, Instagram, and Twitter, and for how long each day.

The students will also provide information on their academic performance, such as recent

grades, to help analyze any connection between their social media usage and school

performance.

Research Instrument

The researchers utilized a survey method to be used in the study is a survey

questionnaire. The survey method is a systematic approach to collecting data from a

predefined group of respondents, often using questionnaires or interviews. It allows

researchers to gather quantitative or qualitative information about opinions, behaviors,

or characteristics. Surveys can be administered in various formats, including online,

face-to-face, or via google forms, and they can reach a large audience efficiently. The

ultimate goal is to analyze the collected data to identify trends, correlations, or insights

related to the research question. In selecting the respondents, this study employed non-

probability and convenience sampling technique, selecting appropriate respondents is a

crucial step that significantly impacts the validity and reliability of findings. Non-

probability sampling methods allow researchers to select participants based on non-

random criteria, which can be beneficial when targeting specific populations or when

time and resources are limited. Among the common non-probability sampling

techniques are convenience sampling, judgmental sampling, and quota sampling. The

Grade 11 hums have a 9 section, in every section we select 11 students to respond and

there is only 1 section that has 12 respondents. In the sections of Piaget, Rockefeller,

Musk, Winfrey, Beyer, Mendeleev, Erasmus, Dewey, we will gather 11 students and

lastly the section of Maslow we will gather 12 student's respondents there for a total of

100 respondents. A total of one-hundred (100) respondents is the target to answer our

survey questionnaires. This consists of 10 item self-made questionnaire this will be

interpreted using the

following scale and description:

- [ ] Always
- [ ] Often
- [ ] Sometimes
- [ ] Rarely
- [ ] Never
Data gathering
A mixed-methods approach might be useful to collect information on how

social media use affects the academic achievement of Stratford International School's

Grade 11 HUMSS students. Students might be given surveys that inquire about their

use of social media, including how much time they spend on it and what kinds of

activities they part in. Self-identified social media usage can be correlated with

academic records, including grades in key areas. Focus groups or in-depth interviews

with a sample of students may provide qualitative information about how they believe

social media influences their motivation and academic performance.

Since they may report on any visible behavioral changes in the classroom, such

as attention span and involvement levels, teachers' observations can be very beneficial.

Parental insight may also be beneficial, providing thoughts on social media use and

learning methods at home. Furthermore, a time management survey may record how

students handle social media and their curricular responsibilities. Another level of insight

would be provided by self-assessment scales on which students evaluate how social

media affects their ability to concentrate and be productive. One way to tell if students

are using social media for collaborative learning is to observe how they communicate in

online academic forums. App monitoring data, if possible, may provide a more accurate

depiction of real social media activity. A comprehensive understanding of how social

media affects students' academic achievement may be obtained by combining several

data sets.
Treatment and Analysis of data

The scale used by Likert is a popular rating system that the researchers

employed in questionnaires used in surveys to measure views or attitudes. Usually, it

includes a sentence and a variety of answers. To investigate the effects of social media

on HUMSS students for their academic performance at Stratford International School,

the survey's 5-point Likert scale was employed by the researchers. survey.

Respondents were able to indicate what their level of engagement with comments on a

scale of Strongly Agree and Strongly Disagree regarding their psychological difficulties

and the alleged impact on their academic performance. The weighted mean was used

to compute the average after the obtained data was evaluated. answers, providing

information about the possible connection between emotional problems and academic

achievement. Furthermore, focus group conversations with Teachers and students were

examined. by using thematic coding to find important themes about the social media

impact, the difficulties they face, and the consequences for the classroom. This

thorough approach gave the subject a well-rounded understanding.

Questionnaire

The purpose of this questionnaire is to gather information about the social media
engagement of Grade 11 HUMSS Senior High School students at Stratford International
School and its potential impact on their academic performance. Your participation is
voluntary, and your responses will be kept strictly confidential and used solely for
academic research purposes. Please answer the following questions honestly.

1. Demographic Profile

- Age: __________

- Gender: __________

- Daily time spent on social media:

- [ ] Less than 1 hour

- [ ] 1-2 hours

- [ ] 3-4 hours

- [ ] 5 hours or more

- Most frequently used social media platforms (check all that apply):

- [ ] Facebook

- [ ] Instagram

- [ ] TikTok

- [ ] Twitter/X
 - [ ] Others (please specify): __________

2. Social Media Engagement

- How often do you use social media for academic purposes (e.g., research, group
chats, projects)?

- [ ] Always

- [ ] Often

- [ ] Sometimes

- [ ] Rarely

- [ ] Never

- How often do you use social media for non-academic purposes (e.g., entertainment,
chatting)?

- [ ] Always

- [ ] Often

- [ ] Sometimes

- [ ] Rarely

- [ ] Never

- Do you believe social media helps you connect with classmates and teachers for
schoolwork?

- [ ] Yes

- [ ] No

3. Impact on Academic Performance

 - Does social media use affect your ability to complete assignments on time?

- [ ] Always

- [ ] Often

- [ ] Sometimes

- [ ] Rarely

- [ ] Never

- How would you rate your overall academic performance this semester?

- [ ] Excellent

- [ ] Very good

- [ ] Good

- [ ] Fair

- [ ] Poor

- Do you feel social media distracts you during study hours?

- [ ] Yes

- [ ] No

4. Open-Ended Questions

- How has social media positively or negatively affected your study habits?

- What suggestions can you give to students on balancing social media use and
academics?
Thank you for your participation! Your responses are valuable in understanding how
social media influences student academic performance.

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