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Chapter 1

PROBLEM

This chapter contains the introduction, statement of the problem,

theoretical framework, theoretical paradigm, scope and delimitation of the

study, significance of the study, and the definition of terms.

Introduction

In recent years, the integration of technology in education has become

increasingly prevalent, with educators and policymakers recognizing its

potential to enhance student learning outcomes. In particular, the Humanities

and Social Sciences (HUMSS) strand at the senior high school level offers a

unique context for exploring the influence of technology on learning. HUMSS

12 students engage with a diverse range of subjects, including literature,

philosophy, sociology, and politics, which require critical thinking, analysis,

and effective communication skills.

The use of technology in the classroom has the potential to transform

traditional teaching and learning practices in the HUMSS 12 curriculum. By

incorporating digital tools and resources, educators can create more

interactive and engaging learning experiences that cater to the diverse needs

and learning styles of students. Additionally, technology can provide access to

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a wealth of information and resources that can enhance students'

understanding of complex concepts and theories.

Despite the potential benefits, there is a need to critically examine the

impact of technology integration on the learning outcomes of HUMSS 12

students. While some studies have suggested positive effects, others have

raised concerns about the overreliance on technology and its potential to

hinder critical thinking and analytical skills development.

Therefore, this qualitative study aims to explore the influence of

technology integration on the learning outcomes of students. By examining

the experiences and perspectives of students and teachers, this research

seeks to provide insights into the effectiveness of technology integration in

enhancing student engagement, comprehension, and academic performance

in the HUMSS 12 curriculum. Understanding these dynamics is crucial for

educators and policymakers seeking to harness the potential of technology to

improve student learning outcomes in the HUMSS 12 curriculum and beyond.

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Background of the Study

This research aims to examine the association between social media

addiction and well-being among students in The Meradian School Inc. In a

digital age where social platforms are pervasive, understanding how

excessive engagement with these platforms affects students' mental,

emotional, and physical well-being is crucial. The prevalence of social media

addiction raises questions about its potential impact on academic

performance, interpersonal relationships, and overall quality of life among

students.

Drugs, alcohol and gambling is the main term of addiction. Nevertheless,

since computers, and the internet are used more frequently, technology

addiction has become a social problem. The usage has become so high that it

has turned into addiction in many cases. Academics have become aware of

internet addiction, which is defined as the clear social and physiological harm

that results from excessive internet use and poses a major risk to physical

and mental well-being of the students. People are said to exhibit signs of

social addiction if they use social media excessively and are unable to

regulate their usage. Since 2020, under the influence of COVID-19 pandemic,

the teaching methods have changed from offline to online, and social media is

an important platform for students to conduct.

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For the past two years, students have been suspended from face -to-

face classes due to COVID-19. The government implemented online classes

for all students. With this transition, students are now focused on their

gadgets, constantly facing their cellphones, and engaging in various social

media and online platforms. This shift has raised concerns about the potential

impacts on students' well-being, as prolonged screen time and increased use

of social media may have consequences for their physical and mental health.

Statement of the Problem

This study aims to examine the impact of the addition in the Well- being

of HUMSS 11 Students. Specifically, it seeks to answer the following

questions;

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

1.1 Age

1.2 Sex

1.3 Section

2. What are the specific effects of technology integration in terms of

2.1 Creativity

2.2 Problem Solving Skills

2.3 Thinking Skills

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3. How does the level of technology literacy of HUMSS 12 Students

affect their ability to effectively utilize technology for learning?

4. How can the implementation of technology in the classroom be

improved to enhance the learning outcomes of HUMSS 12 Students at

The Meradian School, Inc?

Theoretical Framework

Connectivism, a learning theory proposed by George Siemens, is highly

relevant to the integration of technology in education. This theory posits that

learning is not just a process of acquiring knowledge, but rather a process of

creating connections between specialized nodes or information sources. In

the context of technology integration, connectivism emphasizes the use of

digital tools to create and maintain connections between learners, resources,

and communities. This approach to learning acknowledges the vast amount of

information available in the digital age and focuses on how learners can

effectively navigate, filter, and utilize this information.

Technology integration based on connectivism involves several key

practices. Firstly, it emphasizes networked learning, where digital tools are

used to connect learners with a wide range of resources and communities

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beyond the physical classroom. This can include accessing online libraries,

engaging with expert networks, and participating in educational platforms.

Secondly, connectivism promotes the development of Personal Learning

Networks (PLNs), encouraging students to use social media and other online

tools to connect with others, share ideas, and collaborate on projects.

Additionally, connectivism highlights the importance of digital literacy,

teaching students how to effectively navigate online resources, critically

analyze information, and evaluate the credibility of sources. It also

emphasizes collaborative learning, using technology to facilitate group work

and collaborative projects that allow learners to co-create knowledge and

learn from each other. Finally, connectivism supports self-directed learning by

providing learners with access to resources and tools for independent

exploration and learning, promoting autonomy and the development of lifelong

learning skills.

Overall, the theory of connectivism underscores the importance of

leveraging technology to create connected and interactive learning

environments that support continuous learning and knowledge construction in

today's digital world.

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Theoretical Paradigm
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Conceptual Framework

INPUT PROCESS OUTPUT

Figure 1: Conceptual Framework

A proposed study entitled "Examining the Impact of Social Media

Addiction on the Well-Being of HUMSS 11 Students at The Meradian. School

Inc. Consists of input, process and output phase. The input phase contains all

the data on our Statement of the Problem. In the output phase, it contains the

methods used in data gathering. The questionnaire/Survey will be distributed

through Google Forms. And the process phase consists of the action plan.
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Significance of the Study

This study is geared towards the significant contribution to the following:

School. This will serve as a source that will create awareness in the

institution on how they can assist their students in dealing with social media

addiction and create a new way of learning without involving social media.

Teachers. This study will be beneficial to the teacher in The Meradian School

Inc. because they will help the students to be responsible in using social

media.

Parents. This study will inform parents about the impact of social media to

their children. This will also lead them to have a better bonding with their

children and have advice on using social media.

Students. This will serve as the source of information or knowledge that they

need to be aware of what will happen if you're addicted to social media. To

easily know the negative impact of social media to them.

Future Researcher. This will serve as a guide for them to conduct further

related studies that will be beneficial to the individuals and to the community.
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Scope and Delimitations

This research focuses on examining the impact of social media.addiction

among a specific group of participants HUMSS 11 students at The Meradian

School Inc., with a defined sample size of 15 students per section. This study

was conducted in The Meradian School, Inc. BarangaySabang, Lipa City,

Batangas. This study examines the impact of social media addiction on the

well-being of HUMSS 11 students. This focused only on the 15 HUMSS 11

students per section with a total number of 30 respondents and is confined to

the school year 2023-2024.

Definition of terms

The following terms are defined operationally and conceptually fora

deeper understanding of this study:

Intricate. a complex and detailed relationship between social media addiction

and well-being;involving numerous interconnected factors, suggesting a

comprehensive and intricate nature.

Nuances. subtle variations or distinctions in social media

addiction;considering finer details and specific circumstances, implying a

nuanced understanding of its impact.

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Potent Forces. influential factors driving social media addiction;powerful

elements contributing to its prevalence and impact on well-being.

Prolonged. an extended duration of social media addiction effects;

emphasizing a focus on long-term consequences rather than short-term.

Physiological Harm. adverse effects on physical well-being due to social

media addiction;indicating disruptions to sleep patterns, increased stress

levels, or other physiological consequences.

Prevalence. frequency and commonality of social media addiction; providing

insight into how widespread the issue is within the specified context.

Pervasive. the all-encompassing influence of social media on well-

being;suggesting its impact extends across various aspects of students lives.

Navigating. challenges and decision-making processes in managing social

media usage;implying the complexities and efforts involved in handling its

impact.

Self-perception. how students view themselves;considering the influence of

social media on shaping their self-image and identity.

Microcosm. The Meradian School Inc. as a representative model;reflecting

broader trends, allowing insights into the impact of social media addiction

within this specific educational environment.

The Importance of Denotative and Connotative Words

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The research paper delves into the nuanced dynamics between social

media usage and the well-being of HUMSS 11 students. Focused on the

Humanities and Social Sciences track, the study aims to reveal the intricate

relationships governing the influence of social media on various dimensions of

mental and emotional health. By exploring factors such as the frequency of

engagement and types of content consumed, the research seeks to uncover

both positive and negative consequences on overall well-being.

Within this scholarly inquiry, the formal tone emphasizes methodological

rigor, positioning the study within academic discourse on the evolving role of

digital platforms in students' lives, particularly those in the Humanities and

Social Sciences track.

The investigation is poised to contribute valuable insights informing

educational practices and policies, emphasizing the need for a

comprehensive understanding of the interplay between social media and the

well-being of HUMSS 11 students.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents conceptual and research literatures which are

composed of ideas of writers, researchers, and educators that the

researchers believed to have relevance to the present study about examining

the impact of social media addiction on the well-being ofHUMSS 11 students.

Advantage of Social Media

Academic Performance

A topic of interest for numerous researchers in education and social

science is using and taking advantage of social media. Literature Consists of

useful ideas about employing social media in higher education(Hamid et al.,

2019). Communication among learners and between them and their

communities is improved through the use of social media.Facebook is one

example where academicians can use social media indiverse styles; it can be

considered as a way of communication for students to exchange information

(Mack, Behler, Roberts, & Rimland, 2013).The use of social media among
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students has. steadily grown from 2007 up to present and the difference

between the older and younger students' usage of social media is reducing

(Smith & Caruso, 2016). A noted area of investigation for educationists and

social scientists is the utilization of social media by university. students

(Hamid et al., 2019) believed that literature consists of useful designs and

ways to use social media at postgraduate level.

Through social media use, students understand how to

share,communicate, collaborate and socialize information and

knowledge.Therefore, there are different advantages in the use of social

media in higher education. To improve the students' learning experiences.

requires the use of social media in higher education. The effort and duration

that students put into education-based activities are both represented by the

students' involvement (Kuh, Kinzie, Cruce, Shoup, & Gonyea, 2017).

Also,previous studies proposed social media as an extremely influential tool

for student learning and creating values; thus, this is educationally useful and

it can help to reinforce academic expectations (Kuh, Kinzie, Cruce, Shoup,&

Gonyea, 2017). The main advantages of social media in teaching and

learning contexts will be achievable once there is more awareness on how to

utilize the social nature of these media. With an increased awareness,

however, disengaged students can be encouraged to cooperate

educationally. useful ways with their distinguished peers and trainers so that

all students can achieve success through it (Rutherford, 2017).Certainly, there

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are prospective benefits to institutions that use social media to connect with

current and prospective students (Kaya, 2017).However, the rapid pace of this

change has caused many institutions to establish necessary guidelines for

use of social media before beginning to use the application (Chickering &

Gamson, 2013).

In the past several years, many articles have been published on the

capability of social network tools in improving the students' learning abilities

(Alexander, 2016; Nachmias, 2022; Wesch, 2019; Reuben, 2018;McDonald,

2017; Brainard, Oradini, & Saunders, 2017; Thompson, 2017;Minocha, 2018).

Some learning-related advantages of the use of social media in education

context are as follow: enhancing the autonomous learning abilities,

overcoming difficulties, cooperation, contemplative learning, fast/prompt

feedback from instructors, decreasing the effect of geographical distances,

clarity of students' effort, and the establishment of social dealings between

academicians and students. The current models of education that consider

teachers as an initiator of education rather than propagator of information are

compatible with the notion of utilizing Web 2.0 tools to improve knowledge

and exchange information in educational situations. Students' dynamic

involvement in learning, where they rebuild information/ideas based on their

prior and current knowledge, adopts them as a part of the learning process;

this idea is highlighted by the constructivist learning theories (Skemp, 2013;

Papert, 2013; Siemens, 2013).

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For instance, constructivism that asserts "learning happens when

learners dynamically form their own knowledge by attempting to figure

out(their learning environment)" (Mayer, 2008) appears particularly compatible

with the utilization of social media for gaining knowledge. One of the most

significant contributions of social networks to the education context is the

prospect of knowledge sharing of students and their capability in using this

knowledge along the social networks to overcome their problems and

difficulties (Mason & Rennie, 2008).In an educational social network, in

addition to the opportunity provided for teachers to create new content and

answer their students' questions, learners have a chance to contribute to the

collective learning experience as a result of sharing knowledge through a

social network in which the students also can create and share their

knowledge. Still, there are some disapprovals and apprehensions concerning

the validity, trust, and dependability of the content created by students in a

social network (Jmora, 2010). According to Marianne (2010),using social

media, the students professed that they experienced an improvement in their

critical thinking skills and written communication skills, and they became more

aware of their field of study, hence an improvement in their academic

performance. Reading the classmates remarks helps students achieve deeper

insight into their subjects (McGarry,2017).

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Some recently-conducted studies highlight how web technologies and

social media are used by academics; for instance, where academicians

explicitly target blogs and wikis for their benefits. Their Competency to

promote interaction and cooperation between students of the same level

across academic borders and non-academicians is one of the most well-

known advantages of social media (Collins & Hide, 2016;Rowlands, Nicholas,

Russell, Canty, & Watkinson, 2013; Al-rahmi & Othman,2013). Another

frequently-mentioned advantage of social media is its use in keeping up the

users with current research. For instance, an analysis of10 science blog users

discovered that apart from regularly reading scientific blogs written by their

peers, they were also writing their own blogs simultaneously (Bonetta, 2017).

Social interactions support current relationships, and this helps to form

relationships with academicians of the similar research area (Gruzd,Wellman,

& Takhteyev, 2013). The competency of disseminating knowledge and

information is another well- recognized advantage of using social media. For

instance, contents related to academic fields are spread by blogging devices

employed by numerous academicians (Bukvova, Kalb,& Schoop, 2020;

Luzon, 2019), Some of the advantages stated by academic bloggers include

the ability to search for unanswered questions in more informal conditions,

discovering a formidable ability by web writing,and having an area to

deliberate issues in an exposed and public arrangement (Kirkup, 2020).

Information dissemination was reported byScholarly Twitter users as one of

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the main advantages of this social media,which has been shown. very well-

known during academia-based meetings(Letierce, Passant, Breslin, & Decker,

2019; Al-rahmi et al, 2014; Ross,Terras, Warwick, & Welsh, 2013). Students

are motivated to cooperate more dynamically during class through

collaborations among the teachers and students and they are encouraged to

create an effective involvement with the topic substance (Gallini & Moely,

2013; Kay & LeSage, 2019).

Disadvantage of Social Media

Academic Performance

Academic performance on the other hand had undergone a massive

change with social media becoming an instructional tool as its usability and

accessibility among students had increased. It has also enhanced how

lessons are prepared and how students respond and create their school

works, activities, and performances as they have moremediums to explore

and utilize. The advantages and disadvantages of optimizing the use of social

media outweigh one another as it somehow affects students' performance.

According to Kuppuswamy and Shankar(2014), social network websites grab

the attention of the students and then divert it towards noneducational and

inappropriate actions including useless chatting. Trusov, Bucklin, & Pauwels

(2019) also noted that theInternet is no doubt an evolution of technology but

specifically social networks are extremely unsafe for teenagers, social

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networks have become hugely common and well- known in the past few

years. Rithhika & Sara (2013) concluded that students are very fond of using

Facebook, Twitter, YouTube, and Orkut. Paying attention to their academic

progress and addressing any issues will go a long way towards keeping the

negative aspects of social media from influencing their studies.

Further,Kulidtud (2017) implied that the main purpose of the students in using

the internet is different from their actual activity whenever they already

accessed the sites. While their common main objective of accessing the

networks was for academic purposes (i.e., to communicate with people who

are away from them) but in practice, they were using their internet time for

social purposes (i.e., to like the posts of their friends, topics etc.). Also,

Liccardi, Pau, Ounnas, & Massey (2017) reviewed that the students are

socially connected by sharing their daily learning experiences and having

conversations on several topics. Progressively, social media became a

constant engagement among students. However, some students become very

poor academically (Egedegbe, 2014). As ascertained byBrubaker (2013), that

the current generation of college students has been exposed to a technology

that led them to rely on social media such asFacebook and Twitter. It has an

impact on academic performance when students overuse or multitask while

doing their school work.

The Philippines being coined as the social media capital of the world

where millions of Filipinos stay online for hours a day scrolling and chatting as
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a form of social interaction, students have become accustomed to having

information at their fingertips. However, how they use their time and how they

prioritize what information to access in relation to their academic performance

while considering the poor internet connectivity, lack of gadgets and financial

limitations of the students may be examined further. Likewise, on a personal

note, diverted and unfocused attention of the students due to having gadgets

and very active social media which deters them from doing assignments,

studying for exams, and showing improvements in their performance was

observed. Thus, interest in this study was pursued.

Advantage of Social Media

Stress/ Anxiety

Numerous researchers in education and social science have explored

the utilization of social media, particularly in higher education (Hamid et al.,

2019). Literature provides valuable insights into employing platforms like

Facebook for improved communication among students and their

communities (Mack, Behler, Roberts, & Rimland, 2013). The growth in social

media usage among students, from 2007 to the present, indicates a

diminishing gap between older and younger students (Smith & Caruso, 2016).

Researchers like Hamid et al. (2019) emphasize the significance of literature

offering useful designs and strategies for utilizing social media at the

postgraduate level.
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The advantages of social media in higher education extend to enhancing

students' abilities to share, communicate, collaborate, and socialize

information and knowledge. Kuh et al. (2017) stress that students'

involvement reflects their effort and duration in educational activities. Previous

studies underscore social media's influence as a powerful tool for student

learning and values creation, reinforcing academic expectations (Kuh et al.,

2017). Increased awareness of utilizing the social nature of these platforms

can encourage disengaged students to collaborate effectively, fostering

success (Rutherford, 2017). Institutions connecting with students through

social media can potentially benefit, though many lack established guidelines

for its use (Chickering & Gamson, 2013).

In recent years, numerous articles highlight the potential of social network

tools to enhance students' learning abilities (Alexander, 2016; Nachmias,

2022; Wesch, 2019; Reuben, 2018; McDonald, 2017; Brainard, Oradini, &

Saunders, 2017; Thompson, 2017; Minocha, 2018). Learning-related

advantages include autonomous learning, overcoming difficulties,

collaboration, contemplative learning, prompt feedback, overcoming

geographical distances, clarity of effort, and establishing social interactions

between educators and students. The constructivist learning theories align

with the idea that students actively participate in learning, rebuilding

information based on prior and current knowledge (Skemp, 2013; Papert,

2013; Siemens, 2013).

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Recent studies highlight how academics use web technologies and

social media, emphasizing benefits like promoting interaction, cooperation,

and staying updated with current research (Collins & Hide, 2016; Rowlands,

Nicholas, Russell, Canty, & Watkinson, 2013; Al-rahmi & Othman, 2013).

Social media facilitates relationships among academics in the same research

area and the dissemination of knowledge and information (Gruzd, Wellman, &

Takhteyev, 2013). Academic bloggers note advantages such as searching for

unanswered questions, developing writing skills, and engaging in open

discussions (Kirkup, 2020). Information dissemination is a recognized

advantage of platforms like Scholarly Twitter during academia-based

meetings (Letierce, Passant, Breslin, & Decker, 2019; Al-rahmi et al., 2014;

Ross, Terras, Warwick, & Welsh, 2013). Collaborations among teachers and

students, facilitated by social media, motivate students to participate more

dynamically in class (Gallini & Moely, 2013; Kay & LeSage, 2019).

Anxiety is prevalent among U.S. adults, especially during emerging

adulthood, which is a high-risk period for anxiety disorders. Anxiety disorders

are a significant cause of disability, associated with psychiatric and medical

comorbidities, and result in role impairments. The societal costs are

extensive, reaching billions of dollars annually. Social media, a central part of

emerging adults' lives, has become a crucial context for identity development

and social connections. While it may enhance psychological well-being, it also

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has the potential to induce stress, reinforce negative self-evaluations, and

promote psychopathology.

Approximately 90% of young adults use social media daily, and the

immersive experience it offers may facilitate avoidant coping strategies and

social isolation, contributing to psychopathology. Despite limited knowledge

about the relationship between social media use and anxiety, some studies

suggest a connection with addictive social media use associated with more

anxiety symptoms. This study aims to investigate the broader association

between social media use and anxiety symptomatology in a large, nationally

representative sample of U.S. emerging adults, hypothesizing that more daily

social media use is linked to elevated dispositional anxiety symptoms and

increased recent anxiety-related impairment.

Chapter 3

METHODOLOGY

This chapter presents the research environment, research

design,respondents of the study, sampling design, data gathering instrument,

data gathering procedure. Various statistical methods, research instruments

and data gathering procedures are used in analyzing the data in this study.
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Research Environment

In 2014, The Meradian School, Inc. boasted a rich legacy of nurturing

joyous, profound learning experiences and fostering caring relationships

among its students, faculty, and families. The institution prided itself on its

commitment to cultivating the next generation of international and global

stewards, dedicated to inspiring and impacting the world. Within the halls of

The Meradian School, Inc. visitors could readily sense the ethos of "Meradian

Cares," a community ethos emphasizing self-care, environmental

stewardship, and global responsibility.

The school remained agile in adapting to the evolving landscape of the

21st century, prioritizing empathy, instilling design thinking, nurturing curiosity,

and embracing an innovator’s mindset. Collaboration, intellectual creativity,

and reflection were hallmarks of its approach, recognizing that learning

transcends traditional classroom boundaries. The Meradian School, Inc.

utilized the world as its educational laboratory, encouraging students to

explore and engage with diverse perspectives beyond the confines of

textbooks and lecture halls.

Research Design

The purpose of this study was to examine the impact of social media

addiction of HUMSS 11 students at The Meradian School,Inc. Inorder to

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achieve the purpose, this humble study used descriptive research.The

descriptive research design was adapted in realizing this pursuit

(Nassaji,2016). Primary data were gathered based on the results of

respondents' answers to the questionnaires which had been validated. Data

Gathering procedure was done through Google forms and personal approach.

The findings from this analysis are expected to develop features of HUMSS

11 students on platforms that promote healthy usage patterns, such as setting

time limits or providing usage insights, can contribute to mitigating social

media addiction. Collaborations between tech companies, mental health

professionals, and users are essential to create a balanced and sustainable

digital environment.

Respondents of the Study

The respondents of this study were the selected 62 HUMSS 11

Students of The Meradian School, Inc. for School Year 2023-2024.

Sampling Design

Quota sampling is a non-probability sampling method which researchers

relied on the non-random selection of a predetermined number or proportion

of units.
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Data Gathering Instrument

This research used some of the most effective tools on gathering

information which was the researcher-made questionnaires. This helped the

researchers to know if the respondents were willing to give their side on the

information that the researchers wanted to know and have a compact

acknowledgement in courtesy to the respondents. The first part of the

questionnaire contains the demographic profile of respondents age, sex and

section of the students.

Data Gathering Procedure

Construction of Questionnaire Regarding the development of the

questionnaire, the researchers conducted readings on the different materials

to gather data and information on what was to be included in the instrument.

The researchers also visited different websites to collect relevant ideas,

concepts and information that serves as the basis of the questionnaire.

Validation of Questionnaire

The data was collected using the questionnaire prepared after rigorous

reading and study. The researchers then sought the approval of the adviser
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for the crafted questionnaire. Then the questionnaire was based on the

readings of the concepts mentioned in the study. They used the internet to

come up with the instrument. The questionnaire was then transferred to

Google Forms and the researcher conducted pilot testing to see if the survey

questionnaire tool works. After the pilot testing, the researcher administered

the instrument to the respondents.

Administration of Questionnaire

The researchers prepared a letter of request to the Principal and

Coordinators to seek permission to conduct this study in the respective

academic institution. With approval granted, questionnaires were distributed

to the 62 respondents. The researchers prepared a checklist to ensure that

100% of the target respondents successfully answered the questionnaires.

Percentage

This statistical treatment was used in order to show the number of

respondents. Such Percentage was made to compare the quantity against

another.

Formula = M

100

F
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Whereas:

M= mean

F= frequency

Formula= Σwx/ΣwΣ = summation

Whereas:

w = the weights.

x = the value

Ranking

This is used in a survey when the market researcher would like to understand

the order of importance of items when there are multiple items.

Formula: R = P / 100 (N + 1)

Whereas:

R = represent the rank order of the score

P = represent the percentile rank

N = represents the number of scores in the distribution

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Slovin

This is used to calculate the sample size (n given the population size (N

and a margin of error (e).

Formula: n = N / (1+Ne2)

Whereas:

n = no. of samples

N = total of population

e = error margin/margin of error

Table 1

Linkert scale to Access the Advantages of Social Media in Terms

of Academic Performance and Time Management.

Value Range Verval Interpretation

4 3.26 - 4.00 Always

3 2.51 - 3.25 Sometimes

2 1.76 - 2.50 Rarely

1 1.00 - 1.75 Never

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The respondents were guided by a scale of one to four, with four (4)

being Always , three (3) Sometimes, two (2) Rarely and one (1) is Never. The

respondents chose among the scales which was appropriate based on their

understanding, knowledge, and experience

Statistical Treatment of Data

To interpret the data effectively, the researchers employed the following

statistical treatment. The responses were summarized, tallied and analyzed

using descriptive statistics such as frequency method,percentage, weighted

mean and ANOVA.

Frequency Distribution

This statistical treatment was used in order to show the number of

respondents. Such frequency distribution was made for interpreting the data

and representing it, which will make it easy to analyze,handle and interpret.

Percentage. This was used to determine the frequency counts and

percentage distribution of personal related variables of the respondents.

Formula: %=f x 100

n
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Where:

% is the percentage

f is the frequency

n is the number of respondents

100 is the constant value

Weighted Mean.

This was used to determine the assessment of the respondents with

regard s to their personal profile.

Formula: X=fx

Where:

X is the weighted mean

F is the frequency

x is the weight of each item

N is the number of responses

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CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This part of the study presents the results and discussions of the data

gathered by the researchers.

1. Demographic Profile of the Respondents

1.1 Age

Table 3
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Distribution of Frequency and Percentage of the Respondents

According to Age

Age Frequency Percentage

15-16 5 8.06%

16-17 3t 56.45%

17-18 15 24.19%

18-19 3 4.84%

20 above 4 6.45%

62 100%

Table 3 shows the frequency and percentage of the respondent’s age.

16-17 years old got the highest frequency and percentage of 16 and

53.33%.Next, 15-16 years old and 17-18 years old got a frequency of 5 and a

percentage of 16.67%. Followed by 18-19 years old and 20 above years old

which got a frequency of 2 and a percentage of 6.67%.

1.2 Sex

Table 4

Distribution of Frequency and Percentage of the Respondents

According To Sex
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Sex Frequency Percentage

Female 32 54.84%

Male 30 45.16%

100%

Table 4 shows the frequency and percentage of the respondent's

gender/sex. Female respondents got the highest frequency and percentage of

17 and 56.67 followed by the male which got a frequency of 13 and a

percentage of 43.33%.

1.3 Section

Table 5

Distribution of Frequency and Percentage of the Respondents

According to Section

Section Frequency Percentage

HUMSS A 34 53.33%

HUMSS B 28 46.67%

62 100%

Table 5 shows the frequency and percentage of the respondent’s section.

HUMSS A got the highest frequency and percentage of 16 and

PAGE 1

53.33%followed by the HUMSS-B which got a frequency of 14 and a

percentage of 46.67%

2. STATEMENT OF THE PROBLEM

2.1 Academic Performance

Table 6

Level of Advantages of HUMSS 11 Students at The Meradian School Inc.

in Terms of Academic Performance

Activities Mean Interpretation

1. Eagerly logged into the online

workshop and making the experience 3.34 Always
both informative and enjoyable.

2. Shared a different online platform 2.71 Sometimes

that I use when it comes to study.

3. Emphasized how platforms like

Google and YouTube facilitated quick 3.42 Always
information exchange and collaborative
learning.

4. Explored platforms like YouTube and

educational websites to my overall 3.03 Rarely
understanding of various subjects.

5. Joined in our school group chat to 3.44 Always

stay updated about school purposes.

Average Weighted Mean 2.99 Sometimes

PAGE 1

Table 6 shows the level of Advantages of the respondents in the Social

Media Addiction in terms of Academic Performance. As seen in the table,the

average weighted mean is 2.99. The following were rank as follows, first the

students joined in school group chat to stay updated about school purposes

with a weight mean of 3.44 and a verbal Interpretation of Always;second,

students emphasized how platforms like Google and YouTube facilitated

quick information exchange and collaborative learning with aweight mean of

3.24 and a verbal Interpretation of Always; third, students are eagerly logged

into the online workshop and making the experience both informative and

enjoyable with weight mean of 3.34 and a verbal interpretation of Always;

next, students shared a different online platforms that they use when it comes

to study with a weight mean of 2.71 and a verbal Interpretation of Sometimes;

and lastly, students explored platform like YouTube and educational websites

to overall understanding of various subjects with the average mean of 2.03

and a verbal Interpretation of Rarely.

2.2 Time Management

Table 7

Level of Advantages of HUMSS 11 Students at The Meradian School

Inc.in Terms of Time Management

Activities Mean Interpretation

PAGE 1

1. Leverage social media for effective 2.55 Sometimes

time management by joining
productivity communities and following
relevant accounts.

2. Harnessed social media for time 2.85 Sometimes

management by curating productivity
feeds, setting goals publicly, and
connecting with peers for mutual
support.

3. Set an alarm clock to study the task 2.82 Sometimes

within the given time.

4. Included time-saving tips and 2.18 Rarely

utilizing calendar integration features
platforms like Instagram and Twitter
became valuable tools for organizing
my schedule.

5. Made a To-do list to manage and 2.92 Sometimes

accomplish the daily task about
schools.

Average Weighted Mean 2.67 Sometimes

Table 7 shows the level of Advantages of the respondents in the Social

Media Addiction in terms of Time Management. As seen in the table, the

average weighted mean 2.67. The following were rank as follows, first, the

students made To-do list to manage and accomplish the daily task about

schools with a weight mean of 2.92 and a verbal Interpretation of Sometimes;

second, students harnessed social media for time management by curating

productivity feeds, setting goals publicly, and connecting with peers for mutual

support with a weight mean of 2.85 and a verbal interpretation of Sometimes;

third, students set an alarm clock to study the task within the given time with

weight mean of 2.82 and a verbal interpretation of Sometimes; next, students,

PAGE 1

leverage social media for effective time management by joining productivity

communities and following relevant accounts with a weight mean of 2.55 and

a verbal interpretation of Sometimes; and lastly, students Included time-

saving tips and utilizing calendar integration features platforms like Instagram

and Twitter became valuable tools for organizing my schedule with the

average mean of 2.18 and a verbal Interpretation of Rarely.

3. STATEMENT OF THE PROBLEM

3.1 Academic Performance

Table 8

Level of Disadvantages of HUMSS 11 Students at The Meradian School

Inc. in Terms of Academic Performance

Activities Mean Interpretation

1. Found myself easily distracted by 2.71 Sometimes

social media notifications.

2. Personally struggle with the Sometimes

downside of social media, as the 2.56
habit of checking results in a decline
in academic performance.

3. Engage on social media platforms Rarely

contributed to a negative cycle of 2.32
comparing my academic progress
with others.

4. Struggle to balance academic Rarely

responsibilities with the perceived 2.32
need to stay socially connected.
PAGE 1

Average Weighted Mean 2.48 Rarely

Table 8 shows the level of Disadvantages of the respondents in the

Social Media Addiction in terms of Academic Performance. As seen in the

table,the average weighted mean is 2.48. The following were rank as follows,

first, the students found their self easily distracted by social media

notifications with a weight mean of 2.71 and a verbal Interpretation of

Sometimes;second, students personally struggle with the downside of social

media, as the habit of checking resulting in a decline in academic

performance with aweight mean of 2.56 and a verbal Interpretation of

Sometimes; third;students struggle to balance academic responsibilities with

the perceived need to stay socially connected with weight mean of 2.32 and a

verbalInterpretation of Rarely and last; students engage on social media

platforms contributed to a negative cycle of comparing my academic progress

with other with weight mean of 2.32 and a verbal interpretation of Rarely.

3.2 Stress/ Anxiety

Table 9

Level of Disadvantages of HUMSS 11 Students at The Meradian School

Inc. in Terms of Stress/Anxiety

Activities Mean Interpretation

PAGE 1

1. Constantly comparing achievements to Rarely

others on social media heightened stress 2.21
and anxiety levels.

2. Constantly connected on social media Rarely

added an extra layer of stress,as it 2.26
created an ongoing pressure to respond
promptly to messages and updates.

3. Witnessed cyberbullying on social 2.19 Rarely

media platforms had a direct effect on my
stress levels.

4. Became a source of negativity and 1.92 Rarely

conflict affecting my overall emotional
well-being.

Average Weighted Mean 2.15 Rarely

Table 9 shows the level of Disadvantages of the respondents in the

SocialMedia Addiction in terms of Academic Performance. As seen in the

table,most of the respondent's voted for Rarely in terms of Stress and Anxiety

With a weight mean of 2.15. The following were rank as follows, first, the

students constantly connected on social media added an extra layer of stress,

as it created an ongoing pressure to respond promptly to messages and

updates with a weight mean of 2.26 and a verbal Interpretation of Rarely;

second, students constantly comparing achievement to others on social

media heightened my stress and anxiety levels with a weight mean of 2.21

and a verbal Interpretation of Rarely; third, students witnessed cyberbullying

on social media platforms had a direct effect on my stress levels with a weight

mean of 2.19 and a verbal Interpretation of Rarely; andlast, students became

PAGE 1

a source of negativity and conflict affecting their overall emotional well-being

with a weight mean of 1.92 and a verbal interpretation of Rarely.

3.3 Time Management

Table 10

Level of Disadvantages of HUMSS 11 Students at The Meradian School

Inc. in Terms of Time Management

Activities Mean Interpretation

1. Noticed that spending extended periods 2.87 Sometimes

on social media led to a significant time
drain, taking away valuable study hours
and resulting in rushed assignments.

2. Observed that excessive time spent on 2.26 Rarely

social media led to poor time
management, often causing me to neglect
essential study hours and impacting the
quality of my academic work.

3. Endlessly scrolling through social media 2.73 Sometimes

feeds consumed substantial chunks of my
study time, making it challenging to
adhere to a well-structured and efficient
study schedule.

4. Noticed that an unplanned 2.45 Rarely

breakninitiated by social media disrupted
my study flows.

Average Weighted Mean 2.58 Sometimes

Table 10 shows the level of Disadvantages of the respondents in the

Social Media Addiction in terms of Academic Performance. As seen in the

PAGE 1

table,most of the respondent's voted for Sometimes and Rarely in terms of

Time Management with a weight mean of 2.58. The following were rank as

follows, first, the students noticed that spending extended periods on social

media led to a significant time drain, taking away valuable studyhours and

resulting in rushed assignments with a weight mean of 2.87 and a verbal

Interpretation of Sometimes; second, students endlessly scrolling through

social media feeds consumed substantial chunks of their study time, making it

challenging to adhere to a well-structured and efficient study schedule with a

weight mean of 2.73 and a verbal interpretation of Sometimes; third, students

noticed that unplanned breaks initiated by social media disrupted my study

flows with a weight mean of 1.45 and a verbal Interpretation of Rarely; and

last, students observed that excessive time spent on social media led to poor

time management, often causing me to neglect essential study hours and

impacting the quality of my academic work with a weight mean of 2.26 and a

verbal interpretation of Rarely.

Table 11

SUMMARY OF THE ADVANTAGES OF SOCIAL MEDIA

Variable Weighted Verbal Rank

Mean Interpretation

Academic 2.99 Sometimes 1

Performance

Time 2.67 Sometimes 2

Management
PAGE 1

Grand Mean 2.83

Table 11 shows the summary about the advantages of social media of

HUMSS 11 Students at The Meradian School,Inc. It has a grand mean of 2.83

and is verbally interpreted as “Sometimes”. Based on the findings, the

Academic Performance got the highest weighted mean of 2.99 while time

management on the other hand got the lowest weighted mean of 2.67.

Table 12

SUMMARY OF DISADVANTAGES OF SOCIAL MEDIA

Variable Weighted Verbal Rank

Mean Interpretation

Time 2.58 Sometimes 1

Management

Academic 2.48 Rarely 2

Performance

Stress/Anxiety 2.15 Rarely 3

Grand Mean 2.40

Table 12 shows the summary about the disadvantages of social media

of HUMSS 11 Students at The Meradian School,Inc. It has a grand mean of

2.40 and is verbally interpreted as “Sometimes”. Based on the findings, Time

Management got the highest weighted mean of 2.58 and Academic

PAGE 1

Performance got the mean 2.48 while Stress/Anxiety on the other hand gotthe

lowest weighted mean of 2.15

Action Plan

The action plan entails organizing an annual seminar on social media

literacy specifically tailored for Grade 11 HUMSS students. The curriculum,

developed by educators and digital literacy specialists, will cover essential

topics such as digital citizenship, online safety, critical thinking, and managing

social media usage. Logistics for the event, including venue booking,

scheduling, and promotional materials, will be coordinated by the school

administration and event coordinators, with input from student volunteers.

Guest speakers, experts in psychology, sociology, digital media, and online

safety, will be invited to provide insights and expertise. Student engagement

will be emphasized through interactive elements such as group discussions,

case studies, and Q&A sessions, facilitated by moderators and student

leaders. Feedback from attendees will be collected to evaluate the

effectiveness of the seminar and identify areas for improvement, with

documentation and reflection conducted as part of the annual review process.

Through this structured approach, the school aims to promote responsible

and informed onlinebehavior among Grade 11 HUMSS students, fostering a

culture of digital citizenship and well-being that spans generations.

PAGE 1

CHAPTER 5

SUMMARY, FINDING, CONCLUSIONS AND RECOMMENDATIONS

This chapter includes the summary of overall results of the study. The

general assessment of the study done is discussed in this chapter. Using data

acquired through the questionnaire, which is the major instrument of this

study. The findings of the study are used to form conclusions, and the

recommendations are drawn from the study's findings.

Summary

The study focused on Examining the Impact of Social Media Addiction

on the Well-being of Students. Specifically, it sought to find answers to the

following questions: First was the profile of the respondents in terms of Age,

Sex, and Section. Second was the activities conducted for the students about

the advantages of social media in terms of Academic Performance and Time

Management . Third was the activities conducted for the students about the

disadvantages of social media in terms of Academic Performance,

Stress/Anxiety, and Time Management. And lastly, the proposed action to

examine the impact of social media on students well-being. To answer the

research question and objectives indicated at the start of the investigation,

PAGE 1

this study used a descriptive research method. The researchers' primary goal

was to collect a large amount of data on the topic under study. The

researchers' primary instrument was a survey questionnaire. The respondents

of the study were 62 HUMSS 11 Students at The Meradian School, Inc.

Findings

The salient findings of this study from the data gathered were as follow:

1. Demographic Profile of the Respondents

1.1 Age

Among the 62 respondents , the age bracket of 16-17 years old had the

highest percentage of fifty-six point forty-five (56.45) with the frequency of 35

since it is the common age of HUMSS 11 students.

1.2 Sex

It was clearly illustrated that most respondents were Female with a frequency

of thirty-two (32) who got a percentage of fifty-one point sixty-one (51.61),

while the respondents that were Male got a frequency of thirty (30) with a

percentage of forty-eight point thirty-nine (48.39).

PAGE 1

1.3 Section

The result showed that most of the respondents are students in HUMSS A

with a frequency of thirty-four (34) and a percentage of fifty-four point eighty-

four (54.84), while the respondents in HUMSS B got a frequency of

twenty-eight (28) and a percentage of forty-five point sixteen(45.16).

2. Activities conducted about the Advantages of Social Media

2.1 Academic Performance

The researcher noticed that most of the respondents' answered 3 sometimes

in activities conducted about the Advantages of social media with the

frequency of three hundred sixty-eight (368) with a percentage of fifty-nine

(59), and the least were 1 never with a frequency of nineteen (19) and a

percentage of thirty (30).

2.2 Time Management

The researcher noticed that most of the respondents answered 3 sometimes

in activities conducted about the Advantages of social media with the

frequency of four hundred two (402), and the least were 1 never with the

frequency of thirty-two (32) and a percentage of fifty-two (52).

PAGE 1

3. Activities conducted about the Disadvantage of Social Media

3.1 Academic Performance

The researcher noticed that most of the respondents' answered 3

sometimes in activities conducted about the Disadvantage of Social Media

with the frequency of three hundred twelve (312) with a percentage of fifty

(50) and the least were 1 never with a frequency of thirty-seven (37) and a

percentage of sixty (60).

3.2 Stress/Anxiety

The researcher noticed that most of the respondents' answered 3

sometimes in activities conducted about the Disadvantage of Social Media

with the frequency of two hundred ninety-seven (297) with the percentage of

forty-eight (48) and the least were 1 never with a frequency of sixty-nine (69)

and a percentage of eleven (11).

3.3 Time Management

The researcher noticed that most of the respondents answered 3

sometimes in Activities conducted about the Disadvantage of Social Media

with the frequency of three hundred fifty-four (354) with a percentage of fifty-

seven (57) and the least were 1 never with a frequency of twenty-four(24) and

a percentage of thirty-nine (39).

PAGE 1

Conclusions

From the research conducted, the researchers found out the different

activities conducted about the advantages and disadvantages of social media.

Based on the data the researchers have gathered, the activities that the

students had been conducted helped them in examining themselves about

social media.

In conclusion, the research was able to assess the student's efficacy in

social media. From this perspective, the findings of this study revealed that:

1. The respondents were mostly 16-17 years old, female, HUMSS 11 A

2. In terms of the activities conducted about the Advantages of social media,

most of the respondents answered sometimes. It was concluded that those

activities helped the students about the advantages and disadvantages of

social media.

Recommendations

Based on the findings and conclusion of the study, the researchers

recommend the following measures:

PAGE 1

1. Develop and Implement Digital Well-Being Initiatives researchers

recommend the creation and execution of digital well-being initiatives inlight of

the documented detrimental effects on mental health.

2. Incorporate Mental Health Support into Social Media Platforms researchers

recommend social media platforms to strengthen their commitment to user

well-being if the study finds a strong correlation between mental health issues

and addiction to social media.

3. Educate Parents and Carers researchers recommend educational

initiatives to educate parents and carers about the possible dangers of

adolescent and child social media addiction.

4. Advocate for Policy Changes researchers recommend advocating for policy

changes at different levels if the study reveals significant societal implications.

PAGE 1
PAGE 1

BIBLIOGRAPHY
PAGE 1

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ONLINE ARTICLES, JOURNAL, PUBLISHED AND UNPUBLISHED

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276383267_Using_Social_Media_as_a_Tool_for_Improving_Academic_Perfo

rmance_through_Collaborative_Learning_in_Malaysian_Higher_Education

EuropeanStudies, 7(3) Using Social Media as a Tool for Improving Academic

Performance through Collaborative Learning in Malaysian Higher Education.

Review of EuropeanStudies, 7(3)

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Gola, M. (2020, January 17). 15 Benefits of using social media in

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PAGE 1

APPENDICES
PAGE 1

LETTER OF REQUEST FOR PERMISSION

TO CONDUCT SURVEY
PAGE 1

December 20, 2023

Dear Ma'am/Sir

Good day! We, the Grade 12 Humanities and Social Sciences students

from The Meradian School Inc. are conducting a research entitled. "Examining

the Impact of Social Media Addiction on the Well-Being ofHUMSS 11

Students at The Meradian School, Inc." in partial fulfillment of our

requirements in the subject of Research in Daily Life 2. This study aims to

investigate the implications of social media addiction in the overall well-being

of The Meradian School Inc.'s Grade 11 students.

PAGE 1

Regarding this matter we would like to formally request permission from

your office to carry out the mentioned study and conduct a survey among

Grade 11 students at The Meradian School Inc. Rest assured that any

information collected will be treated confidentially and solely utilized for

academic purpose

We believe that you are with us to complete these requirements as part of

our academic responsibilities and to contribute to our personal growth. Your

approval for the execution of this study is highly appreciated.

Respectfully Yours,

Atienza, Kimberly Latorre,Lourdes

Carinan, Samantha Faith Leria, Sam

Elumbra, Rizanie Ara Marcial, Pamela

Fadera, Bryan

______________________ ______________________

Ms. Mary Rose Alhambra Ms. Rosemarie Casual

PAGE 1

Adviser SHS Coordinator

______________________ ______________________

Ms. Jessa Linatoc Sir. Gavino Mendoza

Head Coordinator Principal

PAGE 1

INSTRUMENT

EXAMINING THE IMPACT OF SOCIAL MEDIA ON THE WELLBEING OF

HUMSS 11 STUDENTS AT THE MERADIAN SCHOOL, INC.

Statement of the Problem

This study aims to examine the impact of the addition in the Well-being

of HUMSS 11 Students.
PAGE 1

Specifically, it seeks to answer the following questions:

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

1.1 Age

1.2 Sex

1.3 Strand?

2. What are the advantages and of social media for the Grade 11 Students in

terms of:

2.1 Academic performance

2.2 Time management?

3. What are the disadvantages and of social media for the Grade 11Student in

terms of:

3.1 Academic Performances

3.2 Stress/Anxiety

3.3 Time Management?

PAGE 1

4. Based on the findings of this study, what course of action can be proposed

to examine the effect that social media have on

4.1 Academic Performance

4.2 Stress/ Anxiety

4.3 Time Management?

Questionnaires

1.DEMOGRAPHIC PROFILE

Name:(optional)_______________________________
PAGE 1

1.1 Age:

● 15 years old below

● 16-17 years old

● 18-19 years old

● 20 and above years old

1.2 Sex

● Female

● Male

1.3 Section:

● HUMSS- A

● HUMSS- B

2. STATEMENT OF THE PROBLEM II

What are the advantages and of social media for the Grade 11 HUMSS

Students in terms of:

2.1 Academic performance

2.2 Time management?

● 4- Always
PAGE 1

● 3- Sometimes

● 2- Rarely

● 1- Never

2.1 Academic Performance

As a Student, I… 4 3 2 1

1 Eagerly logged into the online workshop and

making the experience both informative and
enjoyable.

2 Shared a different online platform that I use

when it comes to study.

3 Emphasized how platforms like Google and

YouTube facilitated quick information
exchange and collaborative learning.

4 Explored platforms like YouTube and

educational websites to my overall
understanding of various subjects.

5 Joined in our school group chat to stay

updated about school purposes

2.2 Time Management

As a Student, I… 4 3 2 1

1 Leverage social media for effective time

management by joining productivity
communities and following relevant accounts.

2 Harnessed social media for time management

by curating productivity feeds, setting goals
publicly, and connecting with peers for mutual
support.
PAGE 1

3 Set an alarm clock to study the task within the

given time.

4 Included time-saving tips and utilizing calendar

integration features platformslike Instagram
and Twitter became valuable tools for
organizing my schedule.

5 Made a To-do list to manage and accomplish

the daily task about schools.

3. STATEMENT OF THE PROBLEM III

What are the disadvantages of social media for the Grade 11HUMSS

Student in terms of:

3.1 Academic Performances

3.2 Stress/Anxiety

3.3 Time Management?

3.1 Academic Performance

As a Student, I… 4 3 2 1

1 Constantly comparing achievement to others

on social media heightened my stress and
anxiety levels.

2 Constantly connected on social media added

an extra layer of stress, as it created an
ongoing pressure to respond promptly to
messages and updates.

3 Witnessed cyberbullying on social media

platforms had a direct effect on my stress
PAGE 1

levels.

4 Became a source of negativity andconflict

affecting my overall emotional well-being.

3.2 Stress/Anxiety

As a Student, I… 4 3 2 1

1 Constantly comparing achievement to others

on social media heightened my stress and
anxiety levels.

2 Constantly connected on social media added

an extra layer of stress, as it created an
ongoing pressure to respond promptly to
messages and updates.

3 Witnessed cyberbullying on social media

platforms had a direct effect on my stress
levels.

4 Became a source of negativity and conflict

affecting my overall emotional well-being.

3.3 Time Management

As a Student, I… 4 3 2 1

1 Noticed that spending extended periods on

social media led to a significant timedrain,
taking away valuable study hours and resulting
in rushed assignments.

2 Observed that excessive time spent on social

media led to poor time management, often
causing me to neglect essential study hours
and impacting the quality of my academic work.

3 Endlessly scrolling through social media feeds

consumed substantial chunks of my study time,
PAGE 1

making it challenging to adhere to a well-

structured and efficient study schedule.

4 Noticed that unplanned breaks initiated by

social media disrupted my study flows.
PAGE 1

CURRICULUM VITAE

CURRICULUM VITAE
PAGE 1

KOBE BRYAN G. PADERA

Nuvis Antipolo Del Norte, Lipa City, Batangas
+639519501016

PERSONAL DETAILS

Gender: Male
Date of Birth: January 3, 2005
Age: 19 years old
Civil Status: Single
Citizenship: Filipino
Language Spoken: Filipino and English (Tagalog)

EDUCATIONAL PROFILE

Secondary:
Senior High School:
The Meradian School, Inc.
City Park Subdivision, Brgy. Sabang, Lipa City, Batangas
2022-2024

Junior High School:

Gaudencio B. Lontok Memorial Integrated School
P. Laygo St. Sabang, Lipa City, Batangas
2017-2022

Primary:
Senator Maria Kalaw Katigbak Memorial School
Marawoy, Lipa City, Batangas
2011-2017
KOBE BRYAN G. PADERA
PAGE 1

CURRICULUM VITAE
SAM E. LERIA
Purok 5, Brgy.San Carlos, Lipa City, Batangas
+639519501016

PERSONAL DETAILS

Gender: Male
Date of Birth: April 04, 2006
Age: 17 years old
Civil Status: Single
Citizenship: Filipino
Language Spoken: Filipino and English (Tagalog)

EDUCATIONAL PROFILE

Secondary:
Senior High School:
The Meradian School, Inc.
City Park Subdivision, Brgy. Sabang, Lipa City, Batangas
2022-2024

Junior High School:

Gaudencio B. Lontok Memorial Integrated School
P. Laygo St. Sabang, Lipa City, Batangas
2018-2022

Primary:
Gaudencio B. Lontok Memorial Integrated School
P.Laygo St. Sabang Lipa City
2012-2018

SAM E. LERIA
PAGE 1

CURRICULUM VITAE

MA. LOURDES D. LATORRE

Tangob, Lipa City, Batangas
+639055874105

PERSONAL DETAILS

Gender: Female
Date of Birth: December 16, 2005
Age: 18 years old
Civil Status: Single
Citizenship: Filipino
Language Spoken: Filipino and English (Tagalog)

EDUCATIONAL PROFILE

Secondary:
Senior High School:
The Meradian School, Inc.
City Park Subdivision, Brgy. Sabang, Lipa City, Batangas
2022-2024

Junior High School:

San Isidro Integrated National High School
San Isidro, Lipa City, Batangas
2018-2022

Primary:
Tangob Elementary School
Tangob, Lipa City, Batangas
2012-2018
PAGE 1

MA. LOURDES D. LATORRE

CURRICULUM VITAE

KIMBERLY S. ATIENZA
Pagolingin West, Lipa City, Batangas
+63924816380

PERSONAL DETAILS

Gender: Female
Date of Birth: June 12, 2006
Age: 17 years old
Civil Status: Single
Citizenship: Filipino
Language Spoken: Filipino and English

EDUCATIONAL PROFILE

Secondary:
Senior High School:
The Meradian School, Inc.
City Park Subdivision, Brgy. Sabang, Lipa City, Batangas
2022-2024

Junior High School:

Anilao National High School
Anilao, Lipa City, Batangas
2018-2022

Primary:
Pagolingin Elementary School
PAGE 1

Pagolingin East, Lipa City, Batangas

2012-2018

KIMBERLY S. ATIENZA
CURRICULUM VITAE

RIZANIE A. ELUMBRA
Purok 1 Brgy. Antipolo Del Norte, Lipa City, Batangas
+639949751725

PERSONAL DETAILS

Gender: Female
Date of Birth: November 19, 2005
Age: 18 years old
Civil Status: Single
Citizenship: Filipino
Language Spoken: English and Filipino (Tagalog)

EDUCATIONAL PROFILE

Secondary:
Senior High School:
The Meradian School Inc.
City Park Subdivision, Brgy. Sabang, Lipa City, Batangas
2022-2024

Junior High School:

Senator Claro M. Recto Memorial Integrated School
Brgy. 7 Lipa City, Batangas
2018-2022
PAGE 1

Primary:
Ilaya Elementary School
Brgy. Elias Aldana Las Piñas City
2012-2018

RIZANIE A. ELUMBRA
CURRICULUM VITAE

PAMELA O. MARCIAL
Brgy 9-A Labac, Lipa City, Batangas
+639556542126

PERSONAL DETAILS

Gender: Female
Date of Birth: December. 01, 2005
Age: 18 years old
Civil Status: Single
Citizenship: Filipino
Language Spoken: Filipino and English

EDUCATIONAL PROFILE

Secondary:
Senior High School:
The Meradian School, Inc.
City Park Subdivision, Brgy. Sabang, Lipa City, BatangasBatangas
2022-2024

Junior High School:

Senator Claro M. Recto Memorial Integrated School
Brgy 7. Granja, Lipa City, Batangas
PAGE 1

2018-2022

Primary:
Senator Claro M. Recto Memorial Integrated School
Brgy 7. Granja, Lipa City, Batangas
2012-2018

PAMELA O.MARCIAL
CURRICULUM VITAE

SAMANTHA FAITH CARINAN

Bago, Ibaan, Batangas
+639151029984

PERSONAL DETAILS

Gender: Female
Date of Birth: August 02, 2006
Age: 17 years old
Civil Status: Single
Citizenship: Filipino
Language Spoken: Filipino and English

EDUCATIONAL PROFILE

Secondary:
Senior High School:
The Meradian School,Inc.
City Park Subdivision, Brgy Sabang, Lipa City, Batangas
2022-2024

Junior High School:

PAGE 1

Dr. Juan A. Pastor Integrated National High School

Talaibon, Ibaan, Batangas
2018-2022

Primary:
Coliat Elementary School
Coliat, Ibaan, Batangas
2012-2018

SAMANTHA FAITH CARINAN