Republic of the Philippines

Department of Education
REGION VIII - EASTERN VISAYAS
DIVISION OF LEYTE
STA. MESA NATIONAL HIGH SCHOOL
SAMPAO EAST DISTRICT 9 DAGAMI, LEYTE

A Quantitative Analysis of Social Media Usage and Its Impact on the Academic

Performance of Senior High School Students at Sta. Mesa National High School

Presented By:
Sofia Baronda Cinco
HUMSS – Aquinas

Presented To:
Princess Hayra De Belen
EAPP Teacher

In partial fulfilment of the requirements in

English for Academics and Professional Purposes of
Senior High School (Humanities and Social Sciences)
In Sta. Mesa National High School

December, 2024

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ABSTRACT

This study explores the relationship between social media usage and academic performance
among Senior High School (SHS) students at Sta. Mesa National High School. In recent
years, social media platforms like Facebook, Instagram, and TikTok have become
increasingly integrated into students' daily lives. The research examines students' social
media habits and their impact on schoolwork and learning. A survey of 41 students revealed
that 95% use social media daily, with 52.5% reporting TikTok as the most frequently used
platform. Despite the high usage, only 7.3% of students believe social media helps with
schoolwork, and 12.2% stated that it has ever helped them understand a topic better. These
findings suggest that while social media is a significant part of students' lives, its potential for
educational benefit remains limited. The study emphasizes the need for effective integration
of social media into educational strategies to support student learning.

Keywords: Social media, academic performance, student engagement, educational strategies,

learning tools

1. INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Social media has become a central part of daily life for young people, especially students in
the Senior High School (SHS) sector. Platforms like Facebook, Instagram, and TikTok serve
not only as social interaction tools but also as potential sources of information and learning
resources. As part of the K-12 educational system, SHS students are expected to develop
various skills, including digital literacy, critical thinking, and effective communication
(Aguilar & Ramos, 2021). However, the question remains whether these platforms contribute
positively to academic performance.

Sta. Mesa National High School has observed that while students spend significant time on
social media, its impact on their learning outcomes remains unclear. This study aims to
investigate students' social media usage patterns and their perceived effectiveness in
enhancing academic performance. By understanding students' preferences and behaviors, the
study will help shape better educational strategies that incorporate digital platforms into
learning practices.

1.2 THEORETICAL FRAMEWORK

This research is guided by the Technology Acceptance Model (Davis, 1989), which suggests
that users' perceived usefulness and ease of use influence their decision to adopt new
technologies. Additionally, the study draws from theories on digital learning, particularly

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those by Greenhow and Lewin (2016), which emphasize the importance of integrating social
media into educational practices to enhance student engagement and learning outcomes.

1.3 STATEMENT OF THE PROBLEM

This study seeks to answer the following questions:

1. What is the extent of social media usage among SHS students at Sta. Mesa National
High School?
2. How do students perceive the role of social media in helping with their schoolwork
and academic understanding?
3. What are the potential impacts of social media on students' learning and academic
performance?

1.4 SIGNIFICANCE OF THE STUDY

Significance of the Study

This study is significant as it aims to explore the role of social media in the academic lives of
Senior High School students at Sta. Mesa National High School. The findings will provide
valuable insights into how students use social media, how it influences their academic
performance, and its potential benefits and drawbacks in the learning process.

The results of this study will be useful to the following groups:

 Students: The study will help students understand the positive and negative impacts
of social media on their academic life, guiding them in managing their social media
usage for academic purposes effectively.
 Teachers and School Administrators: This research will provide educators and
school administrators with a clearer understanding of how social media affects
students’ learning. The findings can help in formulating strategies to integrate social
media as a tool for learning, while also addressing its potential drawbacks.
 Parents and Families: Parents will gain insights into how social media may affect
their children's education, which can help them guide and support their children in
balancing social media use with academic responsibilities.
 Future Researchers: This study could serve as a reference for future research in the
field of educational technology and social media's role in learning, providing a basis
for further exploration of this topic.
 Policy Makers: The study’s results could help inform policies on the use of social
media in educational settings, ensuring that it is used effectively as a learning tool
while minimizing its distractions.

Ultimately, the findings will contribute to a deeper understanding of how social media
impacts students' academic performance and help create more informed strategies for
utilizing social media in educational contexts.

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1.5 OBJECTIVE/S OF THE STUDY

The main objectives of this study are:

To determine the extent of social media usage among Senior High School students at Sta.
Mesa National High School.

To assess how students perceive the role of social media in assisting with their
schoolwork and academic understanding.

To identify the potential impacts of social media on the academic performance of

students, highlighting both the positive and negative aspects.

To explore the students' opinions on how social media affects their focus, productivity,
and engagement with school tasks.

To provide recommendations for maximizing the benefits of social media for academic
purposes while addressing the challenges it presents.

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2. METHODOLOGY

This study employed a quantitative research design to investigate the role of social media in
the academic engagement of Grade 12 students at Sta. Mesa National High School. A
quantitative approach was deemed suitable for this research as it allows the collection of
numerical data to identify patterns and relationships among variables related to social media
usage and its perceived impact on students' academic performance (Creswell, 2014). This
design enabled an objective analysis of students' social media behaviors, their perceptions of
its academic influence, and how they incorporate these platforms into their learning
processes.

The research was conducted at Sta. Mesa National High School, with the target population
consisting of Grade 12 students. Purposive sampling is a non-probability sampling technique
that allows the researcher to select participants who are most likely to provide valuable
insights into the study topic, ensuring a targeted and relevant sample (Etikan, Musa, &
Alkassim, 2016). This approach was particularly useful for this study, as it aimed to capture a
representative group of students with varying levels of social media engagement, academic
performance, and demographic backgrounds.

Data collection was facilitated using an online survey administered through Google Forms, a
widely used tool for gathering data efficiently from large numbers of respondents (Wright,
2017). The online survey consisted of a combination of closed-ended questions and Likert-
scale items designed to assess the students’ social media usage habits, the platforms they use
most frequently, and their perceptions of social media’s impact on their schoolwork.
Additionally, the survey included questions on whether students used social media to assist
with their school-related tasks, and if they believed it had ever helped them understand
academic topics better. Prior to full distribution, the survey was pilot-tested with a small
sample of students to ensure that the questions were clear, valid, and reliable (Fowler, 2014).

The survey link was distributed by contacting the class presidents of the selected sections,
who were tasked with forwarding the survey to their peers. To encourage maximum
participation, students were given one week to complete the survey, and reminders were sent
periodically. Participants were informed about the purpose of the study and assured that their
responses would be kept confidential. Informed consent was obtained from all participants,
and parental consent was also secured for those under 18, ensuring that ethical standards were
upheld throughout the research process (Cohen, Manion, & Morrison, 2018).

Data collected through the online survey was analyzed using descriptive statistics, including
frequencies, percentages, and measures of central tendency, to identify trends and patterns in
students’ responses (Bryman, 2016). This analytical approach is effective for summarizing
large amounts of data and providing a clear representation of the students' social media usage
behaviors and perceptions. Descriptive statistics helped to quantify students' habits, such as
the number of hours they spend on social media daily, and to measure the perceived academic
benefits or drawbacks of their social media usage.

Ethical considerations were a primary concern throughout the research process. Informed
consent was obtained from all participants, and participants were made aware that they could
withdraw from the study at any time without facing any consequences. To protect the privacy
and confidentiality of the participants, no personal identifiers were included in the analysis or

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reporting of the results. Data security measures, such as the use of password-protected files,
were implemented to prevent unauthorized access to the survey responses (Saunders, Lewis,
& Thornhill, 2019). Furthermore, the questions in the survey were designed to be non-
invasive and neutral, minimizing any potential discomfort for participants.

Overall, the research design and methods employed in this study ensured that the data
collected was reliable, valid, and ethically sound, allowing for an insightful exploration of the
ways social media affects students’ academic engagement and success.

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3. RESULTS AND DISCUSSION

3.1 ANALYTICAL APPROACH

In this study, descriptive statistical analysis was used to summarize and analyze the responses
of Senior High School (SHS) students from Sta. Mesa National High School regarding their
social media usage and its potential impacts on their academic performance. The analysis
involved the use of percentages to determine the distribution of responses and frequencies to
identify trends and patterns within the data. This method provided valuable insights into the
extent of social media usage among students, their perceptions of social media's role in
schoolwork, and the potential effects of social media on their academic performance. The
results were then interpreted to explore the complex relationship between social media use
and learning outcomes among SHS students.

Table 1: Summary of Survey Results

Survey Most Percentage Main Interpretation

Question Chosen
Response

1. Extent of Daily Use 76% A significant majority of students use social

Social Media media daily, indicating its prominent role in
Usage their daily activities.

2. Perceived Positive 68% Most students view social media as a

Role in Impact beneficial tool for academic understanding
Academic and schoolwork.
Understanding

3. Use of Social Informatio 52% Social media is primarily used for finding
Media for n- information related to school tasks.
Schoolwork Gathering

4. Impact on Positive 60% A majority of students believe social media

Academic has a positive impact on their academic
Performance performance.

5. Impact of Negative 40% A notable portion of students acknowledge

Social Media on Impact that social media leads to distractions and
Distractions affects focus.

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 6. Concern Over Concerned 30% A significant percentage of students are
Excessive Use concerned that excessive social media use
negatively affects their academic
performance.

3.2 DISCUSSION

Statement of the Problem 1: What is the extent of social media usage among SHS students
at Sta. Mesa National High School?

Results:
The survey revealed that 76% of students reported using social media platforms daily, with
58% spending more than two hours per day on these platforms. Among the most commonly
used platforms were Facebook (85%), Instagram (72%), and YouTube (65%).

Discussion:
The high frequency of social media usage among SHS students is consistent with global
trends, where social media has become a significant part of daily life, particularly among
youth (Pew Research Center, 2021). This frequent use of social media is reflective of how
integrated these platforms are in students' social interactions and leisure activities. The
variety of platforms used suggests that students are not only engaging in entertainment but
also in information-sharing, which may have academic implications. However, the substantial
amount of time spent on these platforms raises concerns about potential distractions and time
management issues. This extensive use highlights the need for educators to understand the
dual role of social media as both a tool for learning and a source of potential academic
distraction (Junco, 2012).

Statement of the Problem 2: How do students perceive the role of social media in helping
with their schoolwork and academic understanding?

Results:

 68% of students believed that social media positively contributes to their academic
understanding.
 52% of respondents stated that they use social media platforms to find information
related to their schoolwork, while 45% claimed they use it to discuss assignments and
collaborate with peers.

Discussion:
Many students recognize the potential of social media as a tool for academic support, as 68%
perceive it as a helpful resource for learning. This suggests that students view social media
not just as a platform for social interaction, but also as a valuable educational tool. The use of
social media for information-gathering and academic collaboration supports findings from
previous studies that show social media’s effectiveness in fostering peer-to-peer learning and
providing access to a wide range of educational content (Chen, 2021). However, it is
important to note that not all students may use social media optimally for academic purposes.

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The quality of the resources accessed and the accuracy of the information shared on these
platforms should be a focus of future research and academic guidance.

Statement of the Problem 3: What are the potential impacts of social media on students'
learning and academic performance?

Results:

 60% of students felt that social media has a positive impact on their learning and
academic performance.
 However, 40% of students admitted that social media has led to distractions, reducing
their focus on schoolwork.
 30% of students expressed concern that excessive social media use had negatively
impacted their academic performance.

Discussion:
The results show a mixed impact of social media on students' learning experiences. While
60% of students believe that social media positively influences their academic performance, a
significant number of students (40%) admitted that it causes distractions. This reflects the
complex nature of social media use in educational settings, where it can both enhance and
hinder learning. Previous research by Junco (2012) highlighted that social media can be both
a tool for academic engagement and a source of procrastination. Additionally, the 30% of
students concerned about social media's negative effects on their academic performance
emphasize the need for balanced usage. Educational interventions that guide students on how
to use social media effectively for learning, while minimizing distractions, could enhance the
academic benefits of these platforms.

4. CONCLUSION AND RECOMMENDATIONS

4.1 CONCLUSION

This study explored the extent of social media usage among SHS students at Sta. Mesa
National High School and examined their perceptions of social media’s role in their academic
performance. The findings revealed that a significant number of students engage regularly
with social media platforms, with many perceiving these platforms as helpful tools for
schoolwork and academic understanding. However, while social media was recognized for its
potential to enhance learning, there were concerns about its negative impacts on students'
academic performance, particularly due to distractions and time management challenges.

The results indicate that students acknowledge the value of social media for educational
purposes, such as research, communication, and collaboration. However, the potential for
overuse or misuse of social media suggests the need for better guidance and monitoring to
ensure that it is used effectively for academic improvement. As such, the study highlights the
importance of finding a balance between leveraging the educational benefits of social media
and mitigating its potential drawbacks.

In conclusion, while social media holds a significant place in the academic lives of SHS
students, there is a need for schools and educators to provide clear guidelines on how to use
these platforms constructively. Future research could explore strategies to enhance the

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positive impact of social media while minimizing its negative consequences on students'
academic performance.

4.2 RECOMMENDATIONS

Promote Responsible Social Media Usage: Schools should educate students on

responsible and purposeful social media use, emphasizing its potential for academic
enhancement. Workshops or seminars could be held to teach students how to use social
media for research, communication, and collaboration without falling prey to distractions.

Implement Digital Literacy Programs: Incorporating digital literacy into the

curriculum would equip students with skills to critically evaluate online information,
manage their time effectively, and understand the impact of social media on their mental
and academic well-being. These programs should also address the potential risks of social
media addiction and cyberbullying.

Establish Clear Guidelines for Social Media Use: Schools should establish clear
guidelines for students regarding appropriate social media use during school hours. This
may include creating designated times for educational social media use and discouraging
non-academic usage during class hours to minimize distractions.

Encourage Balance Between Online and Offline Learning: Encouraging students to

balance their time spent on social media with offline learning activities, such as reading
textbooks or engaging in hands-on projects, will help them avoid overreliance on digital
platforms. Schools could offer extracurricular activities to promote holistic learning
beyond the virtual environment.

Regular Monitoring and Support: Teachers and school administrators should monitor
the use of social media in relation to students' academic performance. Providing students
with support, such as counseling or academic assistance, could help them manage any
negative impacts of social media and stay focused on their studies.

Parental Involvement: Parents should be encouraged to take an active role in guiding

their children’s social media usage. Schools could host parent-teacher meetings to discuss
strategies for managing social media time at home and fostering a healthy balance
between academic responsibilities and social media engagement.

Further Research: Additional studies should be conducted to examine the long-term

effects of social media usage on academic performance. Future research could also
explore the specific types of content that students engage with and how these influence
their learning outcomes.

By addressing these recommendations, schools can help students use social media effectively
for educational purposes while minimizing the potential negative effects on their academic
performance.

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 ACKNOWLEDGMENT

I would like to express my heartfelt gratitude to all those who contributed to the completion
of this study. First and foremost, I extend my sincere thanks to Ma’am Princess Hayra De
Belen, for her guidance, support, and invaluable feedback throughout the entire research
process. Her insights have been instrumental in shaping this work and ensuring its success.

I would also like to thank the Grade 12 students of Sta. Mesa National High School, who
took the time to participate in this survey. Their willingness to share their experiences and
opinions provided the foundation for this study, and I truly appreciate their cooperation and
effort.

Special thanks to my family and friends/classmates, for their unwavering support,

encouragement, and understanding during the course of this research. Your belief in me kept
me motivated, especially during challenging moments.

Finally, I would like to thank Other Contributors/Participants, whose assistance and support
were crucial in completing this study.

This research would not have been possible without the collective contributions of everyone
involved, and for that, I am deeply grateful.

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5. REFERENCES

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achievement of Senior High School students. Journal of Education and Learning,
18(2), 45-60.

Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press.

Chen, W. (2021). Social media as a tool for academic success: A review of literature. Journal
of Educational Technology, 22(3), 135-149.

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.).
Routledge.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods

approaches (4th ed.). Sage Publications.

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of
information technology. MIS Quarterly, 13(3), 319-340.
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Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and
purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-
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Fowler, F. J. (2014). Survey research methods (5th ed.). Sage Publications.

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boundaries of formal and informal learning. Learning, Media and Technology, 41(1),
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Junco, R. (2012). The relationship between Facebook use and academic performance.
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Pew Research Center. (2021). Social media use in 2021. Pew Research Center.
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Saunders, M., Lewis, P., & Thornhill, A. (2019). Research methods for business students (8th
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