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CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Social media continues to evolve. Today there are number of sites

where users can interact with each other and share information. Social network

sites may affect people's minds in different ways depending on what kind of

information is shown to them. According to the given definition of Merriam-Webster

Dictionary, social media are forms of electronic communication through which

users create online communities to share information, ideas, personal messages,

and other content. Social Media is used for many purposes which are to exchange

ideas, feelings, personal information, pictures and videos.

Most people rely on social media for entertainment, news, advertisements

and information. Nowadays, one can use social media and get any form of data.

The use of social media has transformed the society into a global village where

people can interact freely within a span of a second.

Benefits of social interactions seem endless with the advancements of

communications online. With the complexity of information available on the

internet, new possibilities for people to communicate on global networks, and for

the ability to aggregate different information streams (Kop & Hill, 2008).

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Social media sites have been proven to be perfect platforms of

communications. Thousands of people join social media networking sites to keep

in touch with their long-lost friends or family members living abroad. These people

are in need of various products and services, thus you as an online person can

take advantage to communicate and connect to others (Stephen Kavita, 2009).

Social networking sites were created to allow individuals to communicate

with others who share similar interests/activities, or information or friends. Most

social network services are web based and provide a variety of ways for users to

interact, such as e-mail and instant messaging services (Ocean Web, 2009).

However, most people focus on the benefits of social media without

considering its drawbacks. Thirty-two percent of online teens have experienced

some form of harassment via the Internet, a problem also known as cyberbullying.

According to recent data, 15% of online teens have had private material forwarded

without permission, 13% have received threatening messages and 6% have had

embarrassing photos posted without permission. Unsafe disclosure of information,

cyberbullying, addiction, risky behavior and contacting dangerous communities are

but a few of the concerns raised in the media about the use of online social

networks (Brenda Brathwaite, 2008).

From the information given, this study has been chosen by the researcher

to find out the use of social networking sites and how it affects to the academic

performance of the students. Through this study we were able to know the reason

why they use social network sites as a way of communication and building

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relationship with the other person, and also the researcher would like to present

the possible problem that a user might encounter using social networking sites.

Nevertheless, the researchers would like to get data from various students of the

Immaculate Mary Academy in order to assess the use of social networking sites.

REVIEW OF RELATED LITERATURE

Theoretical Background

This study was anchored on Vigotsky’s theory on Sociocultural and

Cognitive Development. Vygotsky’s main assertion was that individuals are

entrenched in different sociocultural contexts and their cognitive development is

advanced through social interaction and communication with more skilled

individuals. Communication is one thing need to consider in building relationships.

You can spend countless hours on social media websites and still fail to generate

good connection to others. It is not about the number of people you are linked with

that really matter, but the content quality you share. Before anything else, work on

gaining trust by introducing yourself and your hobbies. This helps in breaking the

ice. Get to learn what other people are involved in and show some kind of interest

(Stephen 2009).

Vygotsky’s theory of cognitive development is mainly concerned with the

more complex cognitive activities of an individual that are governed and influenced

by several factors such as people around them, things they always do, or their

environment in general. Further, a study conducted by Rithika M. (2013) states

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that while people are living in a network era, the tremendous growth of the internet

where in students interact and socialize may also have high impact on their

academic development. Moreover, the widespread use of online social network

sites among college students from texting to chatting on cellphones to posting

status updates on Facebook maybe taking an academic toll.

Another study on the same topic by Trusove (2009) which focuses on the

effect of social network sites and its impact on the academic life and learning

experiences of the students, in which he noted that internet is certainly an evolution

of technology but specifically social network sites are extremely unsafe for

teenagers particularly students. We cannot deny the fact that plenty of students

are being bullied through social media.

By that, our government gives an immediate response on that issue through

implementing laws. The Anti-Bullying Act Of 2013 (RA 10627). This law finds

applicability in school-related bullying incidents which cover those uttered on social

media platforms. “Bullying” under this law refers to any severe, or repeated use by

one or more students of a written, verbal or electronic expression, or a physical act

or gesture, or any combination thereof, directed at another student that has the

effect of actually causing or placing the latter in reasonable fear of physical or

emotional harm or damage to his property; creating a hostile environment at

school; infringing on the rights of another student at school; or materially or

substantially disrupting the education process. (Sec. 2, RA 10627) When done

through the use of the Internet, the law categorizes the same as “cyber-bullying.”

(Sec. 3, B-1, RA 10627, Implementing Rules). However, this law only addresses

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student-student bullying. Hence, a teacher who belittles a student in Facebook or

any other social media account, on account of grades or class performance, social

standing or gender may not be held liable under this law.

The Civil Code on Damages. One who is aggrieved by a defamatory post

in social media may find refuge in the provisions of the Civil Code on Damages.

(Art. 2176, Civil Code) One who posts in social media, causing damage to the

reputation of another may be liable to the subject for damages and this can be a

valid cause of action under the law. Such posts must tend to pry to the privacy and

peace of mind of another, meddle or disturb the private life or family relations of

another, intrigue to cause another to be alienated from his friends or vex or

humiliate another on account of his religious beliefs, lowly station in life, place of

birth, physical defect or other personal condition. (Art. 26, Civil Code)

Theoretical Framework

The theoretical framework of this study is based on the Social Information

Processing Theory of Joseph Walther, often referred to as "Cues Filtered In,"

proposes that despite the lack of nonverbal communication inherent in online

interactions, people formulate ways to give off and interpret individuating

information. Instead, people seek out and interpret cues that serve as substitutes

of nonverbal communication, such as use of emoticons and time stamps. We know

from various studies conducted face-to-face (f2f) that people, by their very nature,

are motivated in interactions with others to "reduce interpersonal uncertainty, form

impressions, and develop affinity (535)."This is found in online interactions as well.

SIP theory thus constructs people as beings capable of adopting and interpreting

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alternate methods to form impressions of others in the absence of cues present in

f2f interactions. Instead of passively allowing the internet to influence and shape

people’s communication behaviors, people use the internet and the clues it

provides to interpret and form impressions of others. People are thus capable of

taking a low-bandwidth media and using the limited cues it provides us with to

construct perceptions of others.

Solely on the linguistic content of computer-mediated communication

(CMC), parties who meet online can develop relationships just as close as those

formed face-to-face—though it takes longer. Because online senders select,

receivers magnify, channels promote, and feedback enhances favorable

impressions, CMC may create hyper personal relationships. (Socio-psychological

tradition)

Moreover, Granovetter 1973 outlined that the potential useful connections

may be valuable sources of new information and resources. Additionally, the ability

to stay in touch with these networks may offset feelings of "friend sickness," the

distress caused by the loss of old friends.

Finally, social network site intensity predicted increased levels of maintained social

capital, which assessed the extent to which participants could rely on high school

acquaintances to do small favors. For college students, many of whom have

moved away for the first time, the ability to stay in touch with these high school

acquaintances may illustrate most clearly the "strength of weak ties" (Putnam

2000).

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THEORIES: LEGAL BASIS:

Vigotsky’s theory on The Anti-Bullying Act


Sociocultural and Cognitive Of 2013 (RA 10627). This law
Development. Vygotsky’s finds applicability in school-
main assertion was that related bullying incidents which
individuals are entrenched in cover those uttered on social
different sociocultural contexts media platforms.
and their cognitive (Sec. 2, RA 10627)
development is advanced When done through the use of
through social interaction with the Internet, the law
more skilled individuals. The categorizes the same as
Vygotsky’s theory of cognitive “cyber-bullying.”
developments is mainly (Sec. 3, B-1, RA 10627,
concerned with the more Implementing Rules).
complex cognitive activities of However, this law only
an individual that are governed addresses student-student
and influenced by several bullying.
factors such as people around The Civil Code on
them, things they always do, or Damages. One who is
their environment in general. aggrieved by a defamatory post
in social media may find refuge
in the provisions of the Civil
Code on Damages.

Effect of Social Media on the Academic Performance of


Junior High School students of Immaculate Mary
Academy School Year 2017 – 2018

Academic
Performance Social Media

Proposed Action Plan

Figure 1. Theoretical Framework

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Related Studies

Carolina Gonzales of the University of Texas at el Paso found out that social

media in today’s time was a huge impact among the internet system. For some

people, computers are considered essential on a daily basis. This had cause to

many people become abusers to this great service. Now, we see almost in every

social place providing Wi-Fi service. Also, with all the great technology now days

we no longer have to carry a laptop to places to use the internet, phones have

immense technology access. Currently, people can use their phones to update

their social page. Also, people who have some level of social addiction like or find

pretty interesting and getting to know everything about their friends through the

monitors of their computers and cell phones. No longer hanging out with friends is

interesting them anymore.

For many people is pretty easy to become addicted to social networks due

to the fact that it is very popular among not only young people but adult people too,

also it is easy to access, and it is entertaining. Although, it is important to consider

that the purpose of the multiple social networks presented to people is to keep in

touch with family, friends, and old friends that one may have lost touch with.

Addiction to these internet websites becomes a problem once it starts to interfere

towards daily life. This review of literature review seeks to explore the following

questions: What is Social Network Addiction? What can be some solutions to this

problem? And, what kind of resources does a social network abuser have access

to?

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According to Pamaoukaghion (2010), Social Network Addiction was first

known as a psychological disorder around the world, also internet addiction lead

to social network addiction (paragraph #2). According to Young (2009) Social

Networking can be compare as the same as being addicted to drugs or alcohol.

Internet addiction is big cause of social network addiction because people started

to explore the internet and by that started visiting social network websites and by

that people when to internet addiction to social network addiction. Social network

addiction leads to many problems such as problems with your family, work, friends,

etc. According to Pamaoukaghion (2005-2010) Facebook is one of the most

famous visited social network website. There are many levels of social network

addiction, some of the levels are for emotional low self-esteem, and afraid to be

socially expose Pamaoukaghion (2005-2010) (paragraps#4-5). People with low

self-esteem are most likely to fall into social network addiction because of the

unstable social expose with people in person. According to Pamaoukaghion (2055-

2010) in a study from the University of Athens, psychiatrists discuss about a

woman who lost her job because of being online on a social network websites

(paragraph #3). The discussion was about this situation of the women that it could

be a sign of social network addiction.

Some solutions that Cheever (2007) suggests is to try to find medical

support if symptoms of social network addiction are getting noticing from closed

relatives such as family members. It is important to also people who notice this

type of behavior for example with teenagers, parents should know the correct

approach to correct or at least lowering the levels of addiction of their teenager by

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having open conversation and try to be has supportive as possible. It is important

to be supportive because that way the person affected by the addiction can feel

more confident to become stronger to manage their addiction. According to

Cheever (2007) spending more time with your family by going out and going stuff

together than be online in the social networking website the addict can avoid social

networking. Also Cheever (2007) recommends used the reward system works is

like setting a goal, complete the goal and then reward yourself, and finally Cheever

(2007) states to make an effort to stay offline, to be mature about the recovery that

it takes to become successful to fight back Social Network Addiction.

Social Network Addiction is a psychological disorder almost all around the

world with internet access. It is known that internet addiction leads to social

network addiction. The signs of social network addiction are very easy to identify

but the person that is affected by the addiction is the one that notices it the first

time but does not seem to pay attention to it since they do not identify internet use

as a psychological disorder. The people that are affected by this addiction are

mostly the ones that have social insecurities, but also the other people see it as a

hobby, but in reality, they are being affected by the psychological disorder. Some

solutions of social networking are to be able to do physical activities: like going out

with friends, family, playing sports, or just to spending more quality time with family.

One recommendation is to be able to control oneself, in the survey conducted in

February 2011 many students added at the end of the survey that one strategy to

control their addiction to social network websites is to manage their time and create

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a schedule or set a strict time schedule. Social network addictions are growing

more and more as technology keeps progressing.

THE PROBLEM

STATEMENT OF THE PROBLEM

The study aims to determine the effect of social media on the academic

performance of Junior High School students of Immaculate Mary Academy School

Year 2017 – 2018.

Specifically, the aimed to determine the following:

1. What is the profile of the respondents in the areas of:

1.1 Grade Level

1.2 Sex

1.3 Age?

2. What is the academic performance of the Junior High School students of

Immaculate Mary Academy SY 2017 – 2018?

3. What is the profile of the Junior High School students in terms of using the

social media?

4. What is the attitude of the Junior High School students of Immaculate Mary

Academy SY 2017 – 2018 towards social media?

5. Is there an effect of using the social media on the academic performance of

Junior High School students of Immaculate Mary Academy SY 2017 –

2018?

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6. Is there a significant relationship between using social media and academic

performance of the Junior High School students of Immaculate Mary

Academy SY 2017 – 2018?

STATEMENT OF HYPOTHESIS

A. Using the social media do not affect the academic performance of the

Junior High School students of Immaculate Mary Academy SY 2017 –

2018.

B. There is no significant relationship between the academic performance

and the usage of social media of Junior High School of Immaculate

Mary Academy SY 2017 – 2018.

SIGNIFICANCE OF THE STUDY

The researchers believed that the study would be beneficial to the following:

Students

That they may read and find out the good and bad side of this kind of problem in

their education and their future. Moreover, this research or study will provide them

enough information so they can avoid being addicted to social networking sites

and so that they can improve their academic performance.

Teachers

That they may read and be aware of the changes of the students and even the

effects of social media to their students, so that they can educate their students

about the limitations of using the social media sites. Thus, guiding them in

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designing and conducting school and classroom activities that would motivate the

students to participate.

Parents

The parents would be cognizant on the effects of Social Media Usage on

their children’s academic performance. With that, they would be able to help their

children with proper discipline on Social Media usage and guide them in following

good study habits.

School Administrator

The School Administrator may use the findings of this study as bases in

creating and conducting programs that would minimize student’s distraction and

maximize meaningful learning.

Scope and Limitations

The main purpose of this study was to determine the relationship of Social

media usage and academic performance of the students. The respondents of this

study were the 26 male and 26 female or a total of 52 students of Junior High

School in Immaculate Mary Academy for SY 2017 – 2018.

The respondents were limited only on to the students who have active on

social media accounts. The study was a correlational quantitative design

employing the test of variables on Social Media usage (Independent) and

Academic Performance (Dependent).

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RESEARCH METHODOLOGY

Research Design

Descriptive survey will be used. This design makes use of gathering the

profiles of the respondents. The survey also requires the respondents to give their

perceptions towards the sub-problems of the study.

Research Locale

The research will be conducted at Immaculate Mary Academy located at

Poblacion Weste, Catigbian, Bohol. This school was chosen as the environment

where the study will be conducted since the researchers and the respondents are

presently studying in this institution. Thus, there is no need to travel and spend

much money and time to conduct this study.

Research Participants

The respondents of this study will be the students from Junior High School

students of Immaculate Mary Academy of the S.Y. 2017-2017. Random samples

will be used as the respondents of the study. There will be equal number for male

and female students to create no bias. They were chosen as the respondents

because teenagers, they are all exposed to social media.

Research Instruments

A. Preparation of the Questionnaires

The tools used in gathering data will be the survey questionnaires.

Both will contain 28 items. All of the questions will be related to social media

and one researcher- made questions.

B. Validation of Test Questionnaires

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To validate the test questionnaires, they will be refused the thesis

adviser and research adviser for corrections and revisions.

C. Survey

The researchers will prepare the revised questionnaire for distribution

to respondents.

Research Procedure

Phase I. Securing Permission to Conduct the Study

Permissions to conduct the study will be asked from the school

principal, noted by the thesis adviser and research adviser. The explanation

on the purpose of the study will be given. Permissions was also asked from

the selected subject teachers to use their time.

Phase II. Administration of the Study

The researchers will administer the survey to the respondents. It will

be administered with no time limit.

Statistical Treatment
In order to determine the profile characteristics of the respondents the

Percentage formula was used:


𝑓
𝑃= 𝑥 100
𝑛
Where:

P = percentage

f = frequency

n = total number of respondents

To determine the attitude of the respondent towards social media addiction,

the weighted mean was used:

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∑ 𝒇𝒙
𝑊𝑀 =
𝑵
Where:

WM= weighted mean

f = frequency of response

x = weight of response

N = no. of respondents

To interpret the computed weighted mean, the scale below was used:

Weighted Mean Interval Description

3.26 – 4.00 -------------------------------------------------------- Strongly Agree

2.51 – 3.25 -------------------------------------------------------- Agree

1.76 – 2.50 -------------------------------------------------------- Disagree

1.00 – 1.75 -------------------------------------------------------- Strongly Disagree

In finding the significant difference in the effects of the respondents, the

Paired T-Test was used:


(∑𝐷) ∕ 𝑁
𝑡=
2
∑𝐷 2 − ((∑𝐷) )
√ 𝑁
(𝑁 − 1)(𝑁)

Where:

∑𝐷 = summation of the difference

N = total number of respondents

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Pearson Product Moment Correlation was used to determine the significant

degree of difference between the


𝑛∑𝑥𝑦 − ∑𝑥 ⋅ ∑𝑦
𝑟=
√[𝑛∑𝑥 2 − (∑𝑥)2 ][𝑛∑𝑦 2 − (∑𝑦)2 ]

Where:

r = Pearson correlation coefficient

x = values in first set of data

y = values in second set of data

n = total number of values

∑xy = summation of the product of x and y

∑x = summation of x

∑y = summation of y

∑x2 = summation of the square of x

∑(x)2 = the square of the summation of x

∑y2 = summation of the square of y

∑(y)2 = the square of the summation of y

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DEFINITION OF TERMS

The followings were the key terms used in this research and their

constitutive and operational definitions:

Social Media

They are forms of electronic communication which facilitate interactive base

on certain interests. Social media include web and mobile technology. Boyd &

Ellison (2008) defined Social Media as a group of internet-based app location that

allows the creation and exchange of user generated content.

Social Networking

The use of internet to make information about yourself available to other

people especially people you share an interest with to send messages to them.

Social Networking Sites

A website where people put information about them and can send to others.

Academic Performance

It is the average grades of the Junior High students of Immaculate Mary

Academy during the 2nd grading period.

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CHAPTER 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter contains the presentation, analysis and interpretation of data.

The first part contains the gathered from the Profile of the Students in terms of

Grade Level, Sex & Age. The second part shows the average grades of the

students during the first semester. The third part shows the profile of the

respondents in using Social Media. It was then followed by the attitudes of the

students towards Social Media. The fifth part contains the relationship between the

students’ Social Media usage and academic performance. The last part shows the

programs proposed by the researchers basing on the results of the study.

Table 1
Profile of the Students in terms of
Grade Level, Sex & Age

GRADE LEVEL FREQUENCY PERCENTAGE


Grade 7 13 25.00%
Grade 8 13 25.00%
Grade 9 13 25.00%
Grade 10 13 25.00%
Total 52 100.00%

SEX POPULATION PERCENTAGE


Male 26 50.00 %
Female 26 50.00%
Total 52 100.00%
AGE FREQUENCY PERCENTAGE
12 5 9.62%
13 15 28.85%
14 16 30.77%
15 10 19.23%
16 5 9.62%
17 1 1.92%
Total 52 100.00%

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Table 1. Shows the profile of the students in terms of grade level, sex, and

age.

Grade Level. Regarding in every grade level, it had the same frequency of 13

and percentage of 25%.

Gender. With regards to their gender, both male and female had the same

frequency of 26 and percentage of 50% that summed to 100%

Age. As to their age, 16 (30.77%) students were 16 years old and 15 (28.85%)

students were 15 years old. This revealed that most of the students who using in

social media is at the age of 15 and 16.

Table 2
Student Academic Performance

GRADE RANGE DESCRIPTION FREQUENCY PERCENTAGE


90-100 Outstanding 30 56.69%
85-89 Very Satisfactory 14 26.92%
80-84 Satisfactory 8 15.38%
75-79 Fairly Satisfactory 0 0.00%
Below 75 Did Not Meet
0 0.00%
Expectations
Total 52 100.00%

Table 2. Shows the grades or the academic performance of the students. It

was revealed that 56.69% of students were described as Outstanding, 26.92%

were Very Satisfactory and 15.38% were classified as Satisfactory. Meanwhile,

both Fairly Satisfactory and Did Not Meet Expectation got 0%. This means that

students have good performance in their academic.

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Table 3
Profile of the Students

1. Social Media frequently used FREQUENCY PERCENTAGE


A. Facebook/Messenger 44 84.62%
B. YouTube 6 11.54%
C. Twitter 0 0.00%
D. Instagram 0 0.00%
E. WhatsApp 0 0.00%
F. Any other 2 3.85%
Total 52 100.00%

2. Number of Social Media accounts POPULATION PERCENTAGE


A. 1 5 9.62%
B. 2 11 21.15%
C. 3 12 23.08%
D. More than 3 24 46.15%
Total 52 100.00%
3. Time spent on Social Media sites FREQUENCY PERCENTAGE
A. 1-30 mins. 9 17.31%
B. 30 mins. – 1 hour 13 25.00%
C. 1 hr. – 2 hours 7 13.46%
D. 2-3 hours 8 15.38%
E. 3-4 hours 9 17.31%
F. More than 4 hours 6 11.54%
Total 52 100.00%

4. Uses of Social Media sites FREQUENCY PERCENTAGE


A. Downloading music/video 11 21.15%
B. Uploading music/video 1 1.92%
C. Posting text/photos 3 5.77%
D. Live 0 0.00%
E. Chatting 29 55.77%
F. Selling online products 2 3.85%
G. Streaming music/video 5 9.62%
H. Any other 1 1.92%
Total 52 100.00%
5. Kind of communities they subscribe FREQUENCY PERCENTAGE
A. Educational 8 15.38%
B. Informational 22 42.31%
C. Entertainment 22 42.31%
D. Any other 0 0.00%
Total 52 100.00%

Table 3. Shows the profile of the students in using social media.

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Social Media frequently used. Results show that the item with the highest

frequency on social media frequently used is Facebook / Messenger which is the

frequency of 44 and percentage of 84.62%.

Number of Social Media accounts. The highest number of social media accounts

are more than 3 which is the population of 24 and percentage of 46.15%.

Time spent on Social Media sites. Results show that the item with the highest

frequency on numbers of time spent by the students in using Social Media is 30

minutes – I hour.

Uses of Social Media sites. Results show that the item with the highest frequency

on uses of social media sites by the student is chatting which is the frequency of

29 and percentage of 55.77%.

Kind of communities they subscribed. Results show that the item with the

highest frequency on kind of communities they subscribe by the students in using

social media are equal, the informational and entertainment with the frequency of

22 students and percentage of 42.31%.

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Table 4
Attitude of the Students towards Social Media
N = 52
WIEGHTED
STATEMENTS DESCRIPTION
MEAN
A. Information Seeking
1. Social media makes me more connected to information about what
3.08 Agree
is happening in my friends’ lives.
2. I used social media when a parent or teacher has told me not do. 2.27 Disagree
3. I use social media technology for learning in schools/colleges. 2.94 Agree
4. I think social media is important in seeking important information. 3.04 Agree
5. I think social media is a part of the glue that keeps a portion of
2.73 Agree
this firm some of the generation together and inform.
6. I think social media help in making the student awareness of the
current happenings concern, issue, social activities and 2.67 Agree
prospective employment.
7. I think social media has created jealous behavior over illusions. 2.67 Agree
Average Weighted Mean 2.77 Agree
B. Self-Expression
1. People share too much information about themselves on social
3.23 Agree
media.
2. I compare my own life and the lives of those I am connected to a
social media when I see events and activities to which I am not 2.35 Disagree
invited.
3. I feel worse about my own life based on what others post to
2.27 Disagree
social media.
4. I get to show my different side on social media that I cannot show
2.40 Disagree
offline.
5. I feel pressured to post positive and attractive content about
2.67 Agree
myself.
6. I love expressing my thoughts and ideas in social media. 1.83 Strongly Disagree
7. I want freedom for the full expression of my personality in social
2.31 Disagree
media.
Average Weighted Mean 2.44 Disagree
C. Socializing
1. Social platforms better connect me to my friend’s feelings. 2.96 Agree
2. I receive support on social media during challenges or tough
2.67 Agree
times from my friends, peers and broader social networks.
3. I feel pressured to post content that others like and comment on. 2.48 Disagree
4. I said no to an activity with my family or friends because of social
2.00 Disagree
media.
5. I think that privacy policies are effective in social media. 2.65 Agree
6. I prefer to interact with people on social media rather than face to
2.56 Agree
face.
7. I have more friends on social media than I do in my real life. 2.81 Agree
Average Weighted Mean 2.59 Agree
D. Entertainment
1. I enjoyed being a member of multiple social media. 2.69 Agree
2. I visit my social media with no goal or specific purpose in mind. 2.67 Agree
3. I am usually surprised by how much time I spend on a social
2.71 Agree
media.
4. I ignored a responsibility like homework or chores because of
2.17 Disagree
social media.
5. I stay up late or get up early to spend more time on social media. 2.54 Agree
6. I hid my time on social media from family or friends. 2.15 Disagree
7. I believe that social media can bring goodness to everybody. 2.73 Agree
Average Weighted Mean 2.52 Agree

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Table 4 represents the “Attitude of the Students towards Social Media”. The

highest weighted mean in the aspect of “Information Seeking” is “Social media

makes me more connected to information about what is happening in my friends’

lives” with a weighted mean of 3.08 which is interpreted as “Agree”. This means

the majority of the students use Social Media to be aware of the more connected

to information about what is happening to their friends’ lives.

The highest weighted mean in the aspect of “Self-Expression” is “People

share too much information about themselves on social media” which had a mean

of 3.23 which is interpreted as “Agree”. This means that the most of the students

use social media as means that people are share too much information about

themselves on social media.

The highest weighted mean in the aspect of “Socializing” is “Social

platforms better connect me to my friend’s feelings” which had a mean of 2.96

which is interpreted as “Agree”. This means that social media is also used by the

students in social platforms better connecting them to their friend’s feelings.

According to Cano, one of the advantages of Social Media is it can be a means of

communication.

The highest rated item in the aspect of “Entertainment” is “I believe that

social media can bring goodness to everybody” which had a mean of 2.73 which

is interpreted as “Agree. This means that students entertain themselves by using

Social Media and it can bring goodness to everybody.

24
Table 5
Test of Correlation between the Students’ Social Media Usage
and the Academic Performance
N = 52

Table
Computed Decision on Null
r Value @ Interpretation
Value or t Hypothesis
0.05
Not Significant
Accept the Null
0.2106 -13.4775 2.009 (Very Low
Hypothesis
Correlation)

Table 5 shows the correlation between the student’s Social Media usage

and academic performance. The tabular at 0.05 level of significance with 50

degrees of freedom is 2.009, which is greater than the computed value of -13.4775.

This implies that the null hypothesis is will be accepted. It was found out that the

computed relationship between the variables is not significant. It means that Social

Media usage is not a hindrance to the students’ academic performance.

PROPOSED OUTPUT

Rationale
Social Media is a series of websites and applications designed to allow

people to share content quickly, efficiently and in real-time used by most of the

youths today. However, if not used properly, Social media could be perceived as

a distraction to the students’ education.

The proposed program would provide guide to the school administrators

and teachers in enhancing the students’ academic performance in relation to

students’ usage in Social Media.

25
Objectives

This proposed output is aimed at improving students’ academic

performance and study habits in relation to students’ discipline in using social

media sites.

Mechanics

The proposed output will be presented to the school principal of Immaculate

Mary Academy and will be disseminated to the teachers of the said school. The

strategies and activities included in the proposal are merely suggestive.

Schedule of Implementation

The implementation of the proposed output will start immediately at the

beginning of the first semester for the School Year 2018 – 2019.

26
PROPOSED OUTPUT
AREAS OF ACTIVITIES PERSONS TIME SUCCESS
OBJECTIVES
CONCERN STRATEGIES INVOLVE FRAME INDICATOR
 Constant
reminder from
the teachers and
SBSC on the  Students
school rules and follow the
 To inculcate regulations school rules
discipline to regarding the the regarding
students use of cellphone the
regarding during class appropriate
proper Social hours. time in
Media usage.  Implementing  Principal using
Discipline on
 To strengthen classroom rules  Teachers cellphone.
Social  Year
the school regarding  SBSC  Both the
Media Round
Usage
rules and appropriate time  Students teachers
regulations on on using  Parents and parents
restricting the cellphone are in close
use of specifically in monitor of
cellphones Social Media. the
during class  Informing students’
hours. parents on the Social
amount of time Media
students spents usage.
in Social Media
and its possible
implications.
 Providing
students with
educational
materials like
books, scrablle  Students
games or spend their
 Principal
 To improve the sudoku boards vacant time
Students’  Teachers  Year
study habits of that students can in
Study Habits
use their vacant  Students Round
the students. educational
time.  Parents activities
 Introducing the and games.
students to
Social Media
educational
pages.
 To help
students be
 Awareness
aware of the
 Conducting  At the of the
different social
Social symposiums on  Principal start of positive and
media sites
Media the implications  Teachers the negative
and the
Awareness of using Social  Students school effects of
adavantages
Media sites. year using Social
and
Media.
disadvantages
in using them.

27
CHAPTER 3
SUMMARY, SIGNIFICANT FINDINGS, CONCLUSIONS

AND RECOMMENDATIONS

This chapter consists of the significant findings, conclusion and

recommendations whose order of discussions and presentation was based on the

results, analysis and interpretations of the gathered data.

Summary

The main purpose of this study was to determined the effect of social media

on the academic performance of Junior High School students. Specifically, it

sought to answer the following problems: the profile of the students in terms of

grade level, sex, and age; the academic performance of the Junior High School

students; profile of the students in using social media; and the attitude of the

students towards social media to determine the relationship between social media

and their academic performance.

The locale of the study was Immaculate Mary Academy. The researchers

used random sampling in determining the respondents. A descriptive survey

method was utilized. The data were analyzed with the use of percentage formula,

weighted mean formula, t-test formula and Pearson Correlation formula.

Significant Findings

1. Academic Performance of the Students during the First Semester

It was revealed that most of the students have grades of

“Outstanding” or a grade range of 90 – 100 and “Very Satisfactory” or a

grade range of 85 – 89.

28
2. Profile of the Students on Social Media

a. Social Media frequently used

Results show that the item with the highest frequency on

social media frequently used is Facebook / Messenger which is the

frequency of 44 and percentage of 84.62%.

b. Number of Social Media accounts

The highest number of social media accounts are more than

3 which is the population of 24 and percentage of 46.15%.

c. Time spent on Social Media sites

Results show that the item with the highest frequency on

numbers of time spent by the students in using Social Media is 30

minutes – I hour.

d. Uses of Social Media sites

Results show that the item with the highest frequency on uses

of social media sites by the student is chatting which is the frequency

of 29 and percentage of 55.77%.

e. Kind of communities they subscribed

Results show that the item with the highest frequency on kind

of communities they subscribe by the students in using social media

are equal, the informational and entertainment with the frequency of

22 students and percentage of 42.31%.

3. Attitude of the Students towards Social Media

a. Information Seeking

29
The highest rated item in the aspect of “Information Seeking”

is “Social media makes me more connected to information about

what is happening in my friends’ lives” which is interpreted as

“Agree”.

b. Self-Expression

The highest rated item in the aspect of “Self-Expression” is

“People share too much information about themselves on social

media” which is interpreted as “Agree”.

c. Socializing

The highest rated item in the aspect of “Socializing” is “Social

platforms better connect me to my friend’s feelings” which is

interpreted as “Agree”.

d. Entertainment

The highest rated item in the aspect of “Entertainment” is “I

believe that social media can bring goodness to everybody” which is

interpreted as “Agree.

4. Correlation between the Student’s Social Media Attitude and Academic

Performance.

It was found out that the computed relationship between the

variables is not significant.

Conclusion

In the light of the findings, the researchers conclude the following:

30
1. The students’ academic performance during the first semester shows

proficiency in their subjects. However, the students’ performance still needs

to be improve since there are number of students with moderate grades.

2. On the attitude of the students towards social media, it was implied that

majority of the students using social media is to makes more connected to

information about what is happening in their friends’ lives. It can also have

inferred that most of students use social media that people are share too

much information about themselves on social media. In addition, Social

media is also used by the students in social platforms better connecting

them to their friend’s feelings and they believe that social media can bring

goodness to everyone.

3. It was found out that according to statistical computation, the relationship

between the students’ Social Media Attitude and their academic

performance is not significant. This implies that the students’ attitude in

social media is not a distraction. Moreover, it can be denoted that Social

Media attitude does not affect the academic performance of the students.

Recommendations

Based on the findings, the researchers offered the following

recommendation.

1. Different educational materials (books, scrabble boards, sudoku boards,

etc.) must be provided to the students to help them use their free time

productively and at the same time, develop good study habits.

31
2. Discipline of the students on Social media usage must be taught by

strengthening the implementation of the school rules and regulations

regarding the restriction of cellphone use during class hours.

3. Symposium regarding awareness on the advantages and disadvantages of

using Social Networking Sites (Facebook, Instagram, etc.) must be

conducted to inform by students of the positive and negative effects of using

Social Media.

4. The school through Student Body Supreme Council must make an official

Facebook page to update the students of the different school events and

activities.

32
REFERENCE LIST

33
APPENDIX A
Letter Request for the Conduct of Research Study
IMMACULATE MARY ACADEMY
Catigbian, Bohol

September 7, 2017

AMELIA N. ANUNCIADO
School Principal
Immaculate Mary Academy
Catigbian, Bohol

Ma’am:

Greetings in Christ’s Peace!

In partial fulfillment of the requirements for the Practical Research 1 & 2, the researchers
are asking permission from your good office to allow as to conduct a study entitled “Effect
of Social Media on the Academic Performance of Junior High School Students of
Immaculate Mary Academy School Year 2017 – 2018”.

In line with this, the researchers seek the approval from your good office to allow as to
conduct the study inside the campus. We will conduct our study at Immaculate Mary
Academy.

The researchers are looking forward for your good response.

Thank you and God bless!

Respectfully yours,

FERMO B. ASUFRA JR.


Thesis Group Leader

Recommending Approval:

MARIA JOFE C. BAAY JOSEPH JAYED O. BALABAG


Thesis Adviser Subject Teacher
Approved:

AMELIA N. ANUNCIADO
School Principal

34
APPENDIX B-1

LETTER TO THE TEACHER

IMMACULATE MARY ACADEMY


Catigbian, Bohol

February 15, 2018

JERALDINE P. TANGO
Grade 7- Piety Class Adviser
Immaculate Mary Academy
Catigbian, Bohol

Ma’am:

Greetings!

We, the students of Immaculate Mary Academy, Grade XII- Fortitude (ICT), are
conducting study entitled “Effect of Social Media on the Academic
Performance of Junior High School Students of Immaculate Mary Academy
School Year 2017 – 2018” in partial fulfillment of the requirements for the subject
Practical Research 1 & 2.

In connection to this, may we request your permission to allow us to distribute


questionnaires and request for a copy of the first and second grading period
average of the Grade 7 students in under your jurisdiction regarding our research.

Thank you very much for your kind consideration.

Respectfully yours,

FERMO B. ASUFRA JR.


Thesis Group Leader

Noted:

MARIA JOFE C. BAAY


Thesis Adviser

Approved:

JERALDINE P. TANGO
Grade 7- Piety Class Adviser

35
APPENDIX B-2

LETTER TO THE TEACHER

IMMACULATE MARY ACADEMY


Catigbian, Bohol

February 15, 2018

MARDONIA L. TEREC
Grade 7- Understanding Class Adviser
Immaculate Mary Academy
Catigbian, Bohol

Ma’am:

Greetings!

We, the students of Immaculate Mary Academy, Grade XII- Fortitude (ICT), are
conducting study entitled “Effect of Social Media on the Academic
Performance of Junior High School Students of Immaculate Mary Academy
School Year 2017 – 2018” in partial fulfillment of the requirements for the subject
Practical Research 1 & 2.

In connection to this, may we request your permission to allow us to distribute


questionnaires and request for a copy of the first and second grading period
average of the Grade 7 students in under your jurisdiction regarding our research.

Thank you very much for your kind consideration.

Respectfully yours,

FERMO B. ASUFRA JR.


Thesis Group Leader

Noted:

MARIA JOFE C. BAAY


Thesis Adviser

Approved:

MARDONIA L. TEREC
Grade 7- Understanding Class Adviser

36
APPENDIX B-3

LETTER TO THE TEACHER

IMMACULATE MARY ACADEMY


Catigbian, Bohol

February 15, 2018

RODEL A. RASONABLE
Grade 8 Class Adviser
Immaculate Mary Academy
Catigbian, Bohol

Sir:

Greetings!

We, the students of Immaculate Mary Academy, Grade XII- Fortitude (ICT), are
conducting study entitled “Effect of Social Media on the Academic
Performance of Junior High School Students of Immaculate Mary Academy
School Year 2017 – 2018” in partial fulfillment of the requirements for the subject
Practical Research 1 & 2.

In connection to this, may we request your permission to allow us to distribute


questionnaires and request for a copy of the first and second grading period
average of the Grade 8 students in under your jurisdiction regarding our research.

Thank you very much for your kind consideration.

Respectfully yours,

FERMO B. ASUFRA JR.


Thesis Group Leader

Noted:

MARIA JOFE C. BAAY


Thesis Adviser

Approved:

RODEL A. RASONABLE
Grade 8 Class Adviser

37
APPENDIX B-4

LETTER TO THE TEACHER

IMMACULATE MARY ACADEMY


Catigbian, Bohol

February 15, 2018

JENNIE B. SAPID
Grade 9 Class Adviser
Immaculate Mary Academy
Catigbian, Bohol

Ma’am:

Greetings!

We, the students of Immaculate Mary Academy, Grade XII- Fortitude (ICT), are
conducting study entitled “Effect of Social Media on the Academic
Performance of Junior High School Students of Immaculate Mary Academy
School Year 2017 – 2018” in partial fulfillment of the requirements for the subject
Practical Research 1 & 2.

In connection to this, may we request your permission to allow us to distribute


questionnaires and request for a copy of the first and second grading period
average of the Grade 9 students in under your jurisdiction regarding our research.

Thank you very much for your kind consideration.

Respectfully yours,

FERMO B. ASUFRA JR.


Thesis Group Leader

Noted:

MARIA JOFE C. BAAY


Thesis Adviser

Approved:

JENNIE B. SAPID
Grade 9 Class Adviser

38
APPENDIX B-5

LETTER TO THE TEACHER

IMMACULATE MARY ACADEMY


Catigbian, Bohol

February 15, 2018

MARIA JOFE C. BAAY


Grade 9 Class Adviser
Immaculate Mary Academy
Catigbian, Bohol

Sir:

Greetings!

We, the students of Immaculate Mary Academy, Grade XII- Fortitude (ICT), are
conducting study entitled “Effect of Social Media on the Academic
Performance of Junior High School Students of Immaculate Mary Academy
School Year 2017 – 2018” in partial fulfillment of the requirements for the subject
Practical Research 1 & 2.

In connection to this, may we request your permission to allow us to distribute


questionnaires and request for a copy of the first and second grading period
average of the Grade 8 students in under your jurisdiction regarding our research.

Thank you very much for your kind consideration.

Respectfully yours,

FERMO B. ASUFRA JR.


Thesis Group Leader

Noted:

MARIA JOFE C. BAAY


Thesis Adviser

Approved:

MARIA JOFE C. BAAY


Grade10 Class Adviser

39
APPENDIX C
Questionnaire for Students
Part 1: RESPONDENT’S PROFILE
DIRECTIONS: Fill in the required information. Please do not leave an item unanswered.
NAME: _________________________________________ GENDER: _____________
GRADE LEVEL: __________________________________ AGE: ________________
_____ What Social Media site you frequently use?
a. Facebook/Messenger d. Instagram
b. b. YouTube e. WhatsApp
c. c. Twitter f. Any other: _________________
_____ How many social media sites do you use?
a. 1 c. 3
b. 2 d. More than 3
_____ How much time do you spend on social media sites?
a. 1-30 mins. d. 2-3 hours
b. 30 mins. – 1 hour e. 3-4 hours
c. 1 hour – 2 hours f. More than 4 hours
_____ You use social media primarily for?
a. Downloading music/video d. Chatting
b. Uploading music/video e. Selling online products
c. Posting text/photos f. Streaming music/video
d. Live g. Any other: ________________
_____ What kind of communities do you subscribe on social networking sites?
a. Educational c. Entertainment
b. Informational d. Any other: ________________

Part 2: LEARNING BEHAVIOR


DIRECTIONS: The researchers conducted research on “Effect of Social Media on the
Academic Performance of Junior High School Students of Immaculate Mary
Academy School Year 2017 – 2018” as partial fulfilment of the subject Practical
Research 1 & 2.
Please accomplish this questionnaire carefully and honestly. Rest assured that
any information that you supply will be treated with the greatest confidentiality and
anonymity. Put a check (√) on the number that corresponds to your answer. Rate your
perceptions on the statements as:

1=Strongly Disagree (SD) 3=Agree (A)


2=Disagree (D) 4=Strongly Agree (SA)

40
SD D A SA
STATEMENTS
1 2 3 4
I. INFORMATION SEEKING
1. Social media makes me more connected to information
about what is happening in my friends’ lives.
2. I used social media when a parent or teacher has told
me not do.
3. I use social media technology for learning in
schools/colleges.
4. I think social media is important in seeking important
information.
5. I think social media is a part of the glue thats keeps a
portion of this firm some of the generation together
and inform.
6. I think social media help in making the student
awareness of the current happenings concern ,issue,
social activities and prospective employment .
7. I think socia media has created jealous behaviour over
illusions.
II. SELF EXPRESSION
1. People share too much information about themselves
on social media.
2. I compare my own life and the lives of those I am
connected to an social media when I see events and
activities to which I am not invited.
3. I feel worse about my own life based on what others
post to social media.
4. I get to show my different side on social media that I
cannot show offline.
5. I feel pressured to post positive and attractive content
about myself.
6. I love expressing my thoughts and ideas in social
media.
7. I want freedom for the full expression of my
personality in social media.
III. SOCIALIZATION
1. Social platforms better connect me to my friends
feelings.
2. I receive support on social media during challenges or
tough times from my friends, peers and broader social
networks.
3. I feel pressured to post content that others like and
comment on.
4. I said no to an activity with my family or friends
because of social media.

41
5. I think that privacy policies are effective in social
media.
6. I prefer to interact with people on social media rather
than face to face.
7. I have more friends on social media than I do in my
real life.
IV. ENTERTAINMENT

1. I enjoyed being a member of multiple social media.


2. I visit my social media with no goal or specific purpose
in mind.
3. I am usually surprised by how much time I spend on a
social media.
4. I ignored a responsibility like homework or chores
because of social media.
5. I stay up late or get up early to spend more time on
social media.

6. I hid my time on social media from family or friends.

7. I believe that social media can bring goodness to


everybody.

42
APPENDIX D-1

STATISTICAL COMPUTATION

Pearson Product Moment

Attitude Grade
Student x2 y2 x•y
(x) (y)
1 2.29 84 5.2441 7056 192.36
2 1.96 89 3.8416 7921 174.44
3 2.18 92 4.7524 8464 200.56
4 2.36 87 5.5696 7569 205.32
5 2.37 87 5.6169 7569 206.19
6 2.39 82 5.7121 6724 195.98
7 2.68 94 7.1824 8836 251.92
8 2.11 95 4.4521 9025 200.45
9 2.39 91 5.7121 8281 217.49
10 2.57 92 6.6049 8464 236.44
11 2.32 90 5.3824 8100 208.80
12 2.11 87 4.4521 7569 183.57
13 2.00 89 4.0000 7921 178.00
14 2.75 90 7.5625 8100 247.50
15 3.00 87 9.0000 7569 261.00
16 3.93 82 15.4449 6724 322.26
17 2.29 90 5.2441 8100 206.10
18 2.29 90 5.2441 8100 206.10
19 2.82 83 7.9524 6889 234.06
20 2.86 83 8.1796 6889 237.38
21 2.75 85 7.5625 7225 233.75
22 2.61 95 6.8121 9025 247.95
23 2.79 94 7.7841 8836 262.26
24 2.29 89 5.2441 7921 203.81
25 2.71 90 7.3441 8100 243.90
26 2.89 87 8.3521 7569 251.43
27 2.50 88 6.2500 7744 220.00
28 2.64 84 6.9696 7056 221.76
29 2.39 94 5.7121 8836 224.66
30 2.32 91 5.3824 8281 211.12
31 2.36 88 5.5696 7744 207.68
32 2.75 85 7.5625 7225 233.75
33 2.39 92 5.7121 8464 219.88

43
34 2.86 81 8.1796 6561 231.66
35 2.54 94 6.4516 8836 238.76
36 2.82 96 7.9524 9216 270.72
37 2.96 84 8.7616 7056 248.64
38 2.89 95 8.3521 9025 274.55
39 2.86 93 8.1796 8649 265.98
40 2.18 97 4.7524 9409 211.46
41 2.82 87 7.9524 7569 245.34
42 2.57 95 6.6049 9025 244.15
43 2.54 94 6.4516 8836 238.76
44 2.14 94 4.5796 8836 201.16
45 2.64 89 6.9696 7921 234.96
46 2.75 91 7.5625 8281 250.25
47 2.43 93 5.9049 8649 225.99
48 2.71 95 7.3441 9025 257.45
49 2.86 96 8.1796 9216 274.56
50 3.46 92 11.9716 8464 318.32
51 2.82 95 7.9524 9025 267.90
52 2.36 93 5.5696 8649 219.48
∑y = 134.27 ∑y = 4680 ∑x2 = 353.08 ∑y2 = 422144 ∑xy = 12067.96

44
APPENDIX D-2

Pearson Product Moment

Computation of the Relationship of the Students’ Social Media Attitude


and Academic Performance
N = 52

𝒏(∑𝒙𝒚) − (∑𝒙)(∑𝒚)
𝒓=
√[𝒏∑𝒙𝟐 − (∑𝒙)𝟐 ][𝒏∑𝒚𝟐 − (∑𝒚)𝟐 ]

𝟓𝟐(𝟏𝟐𝟎𝟔𝟕. 𝟗𝟔) − (𝟏𝟑𝟒. 𝟐𝟕)(𝟒𝟔𝟖𝟎)


𝒓=
√[𝟓𝟐(𝟑𝟓𝟑. 𝟎𝟖) − (𝟏𝟑𝟒. 𝟐𝟕)𝟐 ][𝟓𝟐(𝟒𝟐𝟐𝟏𝟒𝟒. 𝟎𝟎) − (𝟒𝟔𝟖𝟎)𝟐 ]

𝟔𝟐𝟕𝟓𝟑𝟑. 𝟗𝟐 − 𝟔𝟐𝟖𝟑𝟖𝟑. 𝟔
𝒓=
√[𝟏𝟖𝟑𝟔𝟎. 𝟏𝟔 − 𝟏𝟖𝟎𝟐𝟖. 𝟒𝟑𝟐𝟗][𝟐𝟏𝟗𝟓𝟏𝟒𝟖𝟖 − 𝟐𝟏𝟗𝟎𝟐𝟒𝟎𝟎]

−𝟖𝟒𝟗. 𝟔𝟖
𝒓=
√[𝟑𝟑𝟏. 𝟕𝟐𝟖𝟏][𝟒𝟗𝟎𝟖𝟖]

−𝟖𝟒𝟗. 𝟔𝟖
𝒓=
√𝟏𝟔𝟐𝟖𝟑𝟖𝟏𝟗. 𝟖𝟖

−𝟖𝟒𝟗. 𝟔𝟖
𝒓=
𝟒𝟎𝟑𝟓. 𝟑𝟐𝟏𝟓𝟑𝟒

−𝟖𝟒𝟗. 𝟔𝟖
𝒓=
𝟒𝟎𝟑𝟓. 𝟑𝟐𝟏𝟓𝟑𝟒

𝒓 = 𝟎. 𝟐𝟏𝟎𝟓𝟔𝟎𝟔𝟔𝟖𝟓

𝒓 = 𝟎. 𝟐𝟏𝟏 (very low)

45
APPENDIX D-3
STATISTICAL COMPUTATION
t-TEST
Attitude Grade
Student x-y (x-y)2
(x) (y)
1 64 84 -20 400
2 55 89 -34 1156
3 61 92 -31 961
4 66 87 -21 441
5 65 87 -22 484
6 67 82 -15 225
7 77 94 -17 289
8 84 95 -11 121
9 110 91 19 361
10 64 92 -28 784
11 64 90 -26 676
12 79 87 -8 64
13 80 89 -9 81
14 70 90 -20 400
15 74 87 -13 169
16 67 82 -15 225
17 65 90 -25 625
18 66 90 -24 576
19 77 83 -6 36
20 61 83 -22 484
21 79 85 -6 36
22 72 95 -23 529
23 71 94 -23 529
24 60 89 -29 841
25 74 90 -16 256
26 77 87 -10 100
27 75 88 -13 169
28 59 84 -25 625
29 67 94 -27 729
30 72 91 -19 361

46
31 65 88 -23 529
32 59 85 -26 676
33 56 92 -36 1296
34 77 81 -4 16
35 73 94 -21 441
36 78 96 -18 324
37 64 84 -20 400
38 76 95 -19 361
39 81 93 -12 144
40 67 97 -30 900
41 80 87 -7 49
42 71 95 -24 576
43 79 94 -15 225
44 83 94 -11 121
45 81 89 -8 64
46 80 91 -11 121
47 68 93 -25 625
48 76 95 -19 361
49 80 96 -16 256
50 97 92 5 25
51 79 95 -16 256
52 66 93 -27 729
∑x-y = -922 ∑(x-y)2 = 21228

47
APPENDIX D-4
t-TEST
Computation of the Relationship of the Students’ Social Media Attitude
and Academic Performance
N = 52

(∑𝑫) ∕ 𝑵
𝒕=
𝟐
∑𝑫 𝟐 − ((∑𝑫) )
√ 𝑵
(𝑵 − 𝟏)(𝑵)

(−𝟗𝟐𝟐)⁄𝟓𝟐
𝒕=
(−𝟗𝟐𝟐)𝟐
√ 𝟐𝟏𝟐𝟐𝟖 − ( )
𝟓𝟐
(𝟓𝟏)(𝟓𝟐)

−𝟏𝟕. 𝟕𝟑𝟎𝟕𝟔𝟗𝟐𝟑
𝒕=
√𝟐𝟏𝟐𝟐𝟖 − 𝟏𝟔𝟑𝟒𝟕. 𝟕𝟔𝟗𝟐𝟑
𝟐𝟔𝟓𝟐

−𝟏𝟕. 𝟕𝟑𝟎𝟕𝟔𝟗𝟐𝟑
𝒕=
√𝟏. 𝟖𝟒𝟎𝟐𝟎𝟕𝟔𝟖𝟕

−𝟏𝟕. 𝟕𝟑𝟎𝟕𝟔𝟗𝟐𝟑
𝒕=
𝟏. 𝟑𝟏𝟓𝟓𝟖𝟕𝟎𝟐𝟗

𝒕 = −𝟏𝟑. 𝟒𝟕𝟕𝟒𝟓𝟖𝟐𝟑

𝒕 = −𝟏𝟑. 𝟒𝟕𝟕𝟓 (computed value)

𝒅𝒇 = 𝑵𝟏 + 𝑵𝟐 −2

𝒅𝒇 = 26 + 26 – 2

𝒅𝒇 = 50 (2.009 is the tabular value)

48
RESEARCHERS BIODATA

PERSONAL BACKGROUND

Name : FERMO B. ASUFRA JR.


Nickname : “Emooy“
Date of Birth : FEBRUARY 26, 1999
Place of Birth : Catigbian, Bohol
Home Address : Poblacion, Catigbian, Bohol
Civil Status : Single
Religion : Roman Catholic
Sex : Male
Father's Name : Fermo T. Asufra Sr.
Mother's Name : Julia Yayanie B. Asufra

EDUCATIONAL BACKGROUND

Elementary : Catigbian Central Elementary School


(2006-2012)
Poblacion, Catigbian, Bohol
Junior High School : Immaculate Mary Academy
(2012-2016)
Catigbian, Bohol
Senior High School : Immaculate Mary Academy
Tech. Voc. -ICT (2016-2018)
Catigbian, Bohol

“Challenges are made to encourage you.”

49
PERSONAL BACKGROUND

Name : HARLEE SON E. BALDUMAN


Nickname : “harl“
Date of Birth : October 27, 1999
Place of Birth : Tagbilaran City
Home Address : Poblacion, Catigbian, Bohol
Civil Status : Single
Religion : Roman Catholic
Sex : Male
Father's Name : Joelix Balduman
Mother's Name : Piñaflor E. Balduman

EDUCATIONAL BACKGROUND

Elementary : Catigbian Central Elementary School


(2006-2012)
Poblacion, Catigbian, Bohol
Junior High School : Immaculate Mary Academy
(2012-2016)
Catigbian, Bohol
Senior High School : Immaculate Mary Academy
Tech. Voc. -ICT (2016-2018)
Catigbian, Bohol

“Don’t be judgmental because no one is perfect.”

50
PERSONAL BACKGROUND

Name : JOHN GIL D. MAINIT


Nickname : “john“
Date of Birth : June 5, 1999
Place of Birth : Catigbian, Bohol
Home Address : Poblacion Weste, Catigbian, Bohol
Civil Status : Single
Religion : Roman Catholic
Sex : Male
Father's Name : Gil Mainit
Mother's Name : Joana Mainit

EDUCATIONAL BACKGROUND

Elementary : Central West Elementary School


(2006-2012)
Poblacion Weste, Catigbian, Bohol
Junior High School : Immaculate Mary Academy
(2012-2016)
Catigbian, Bohol
Senior High School : Immaculate Mary Academy
Tech. Voc. -ICT (2016-2018)
Catigbian, Bohol

“If you believe, you can achieve.”

51
PERSONAL BACKGROUND

Name : MERVIN T. OTOM


Nickname : “vinn“
Date of Birth : December 11, 1999
Place of Birth : Catigbian, Bohol
Home Address : Poblacion, Catigbian, Bohol
Civil Status : Single
Religion : Roman Catholic
Sex : Male
Father's Name : Vicente Otom
Mother's Name : Florentina Otom

EDUCATIONAL BACKGROUND

Elementary : Catigbian Central Elementary School


(2006-2012)
Poblacion, Catigbian, Bohol
Junior High School : Immaculate Mary Academy
(2012-2016)
Catigbian, Bohol
Senior High School : Immaculate Mary Academy
Tech. Voc. -ICT (2016-2018)
Catigbian, Bohol

“Ony God can judge me.”

52
PERSONAL BACKGROUND

Name : RHEALYN B. ASUFRA


Nickname : “rheat“
Date of Birth : August 31, 2000
Place of Birth : Tagbilaran City
Home Address : Poblacion, Catigbian, Bohol
Civil Status : Single
Religion : Roman Catholic
Sex : Female
Father's Name : Fermo T. Asufra Sr.
Mother's Name : Julia Yayanie B. Asufra

EDUCATIONAL BACKGROUND

Elementary : Catigbian Central Elementary School


(2006-2012)
Poblacion, Catigbian, Bohol
Junior High School : Immaculate Mary Academy
(2012-2016)
Catigbian, Bohol
Senior High School : Immaculate Mary Academy
Tech. Voc. -ICT (2016-2018)
Catigbian, Bohol

“You can always accept all challenges in life.”

53
PERSONAL BACKGROUND

Name : CHRISELA JEL G. GODARIDO


Nickname : “jel“
Date of Birth : December 24, 1999
Place of Birth : Tagbilaran City
Home Address : Bongbong, Catigbian, Bohol
Civil Status : Single
Religion : Roman Catholic
Sex : Female
Father's Name : Gerardo Y. Godarido
Mother's Name : Jelma G. Godarido

EDUCATIONAL BACKGROUND

Elementary : Catigbian Central Elementary School


(2006-2012)
Poblacion, Catigbian, Bohol
Junior High School : Immaculate Mary Academy
(2012-2016)
Catigbian, Bohol
Senior High School : Immaculate Mary Academy
Tech. Voc. -ICT (2016-2018)
Catigbian, Bohol

“What is your beauty if your attitude is ugly.”

54
PERSONAL BACKGROUND

Name : MARY JOY D. PESIDAS


Nickname : “joy“
Date of Birth : September 10, 1999
Place of Birth : Tagbilaran City
Home Address : Candumayao, Catigbian, Bohol
Civil Status : Single
Religion : Roman Catholic
Sex : Female
Father's Name : Dario S. Pesidas
Mother's Name : Josepine D. Pesidas

EDUCATIONAL BACKGROUND

Elementary : Candumayao Elementary School


(2006-2012)
Poblacion, Catigbian, Bohol
Junior High School : Immaculate Mary Academy
(2012-2016)
Catigbian, Bohol
Senior High School : Immaculate Mary Academy
Tech. Voc. -ICT (2016-2018)
Catigbian, Bohol

“God first before anything else.”

55