Little Merry Hearts Montessori Center

Mulawin I, Cabanatuan City

ADVANTAGES AND DISADVANTAGES OF USING SOCIAL NETWORKING SITES OF HIGH

SCHOOL STUDENTS’ STUDY HABITS AT LMHMC

JUDD RUSCON T. CURAMEN

DONN LANCE C. DANIEL

ROB P. DE LEON

RESEARCHERS

JAYSON O. GABRONINO

RESEARCH TEACHER

A RESEARCH PRESENTED TO THE FACULTY OF LITTLE MERRY HEARTS MONTESSORI CENTER;

IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR JUNIOR HIGH SCHOOL CURRICULUM.

S.Y 2017-2018
 CHAPTER I

PROBLEM AND BACKGROUND OF THE STUDY

Introduction

Over the course of time, many people solely depend on the use of social
networking sites as their medium to communicate to other people. Also, it is
the source of information and income for people who do not interact outside
and lack self-esteem. With this in mind, the researchers found the purpose
to study this problem and seek answers, if the use of SNS is advantageous or
disadvantageous.

In particular, Afendi Hamat stated that “However, the desire to employ

the latest socio-technological phenomenon must be tempered by the fact that
much is yet to be known and understood about young adults and social
networking sites (SNSs) especially in relation to SNSs’ viability as a medium
for learning. This is especially true in Malaysia where there is little data
that could be used to illuminate any patterns of SNSs use for the larger
population and guide more focused research on SNSs in education. While many
educators and researchers would attest to the potentials of SNSs for
learning, there are also those who argue that young adult learners view and
use SNSs as a platform for socializing more than learning.” It means, there
are those who use SNS for learning, but there are also others who use SNS
for socializing. As a matter of fact, some adults say that SNS is the problem
why kids these days are hopeless, but SNS isn’t the issue here but those who
use SNS.

In addition, the American Academy of Pediatrics illustrated that

“Cyberbullying is deliberately using digital media to communicate false,
embarrassing, or hostile information about another person. It is the most
common online risk for all teens and is a peer-to-peer risk. Although “online
harassment” is often used interchangeably with the term “cyberbullying,” it
is actually a different entity. Current data suggest that online harassment
is not as common as offline harassment, 15 and participation in social
networking sites does not put most children at risk of online harassment.16
On the other hand, cyberbullying is quite common, can occur to any young

1
person online, and can cause profound psychosocial outcomes including
depression, anxiety, severe isolation, and, tragically, suicide.”. It means,
the use of SNS might lead an adolescent or teen to extreme depression,
anxiety, severe isolation, and suicide. For instance that a teen or
adolescent lacks the understanding of what privacy means, then their personal
information would be used or worse, share their personal info to humiliate
or destroy their dignity. Again, it is stated above that Cyberbullying is
the most common online risk for all teens and is a peer-to-peer risk. The
use of SNS is advantageous, if limited.

Theoretical/Conceptual Framework

Zaidieh stated in his research on section III “It has been proved in
the field of psychology and linguistics that process of the store information
or vocabulary in human mind is determined by the nature of the psychological
state of the recipient. We also find that this idea is supported by the Greek
philosophy of Aristotle when he emphasized in his theory of knowledge on the
need to use some form of entertainment during the process of giving lessons.
So I think that these sites will be useful tools that can generate a
revolution in the field of education if we have the ability to control them
to suit the requirements of knowledge and science.” This means entertainments
like social networking sites can be helpful if used in a proper way, but if
used in entertainment purposes only, then it wouldn’t produce a great mind
and would lessen one’s productivity and skills.

Research Paradigm

2
 Input Process Output
The respondents are A qualitative and SNS is advantageous
the high school quantitative if the usage is
students at LMHMC. research. Survey limited and the
checklist will be purpose is for
used. learning only.

For the input, the respondents are the high school students as they
have more experience. For the process, a qualitative and quantitative
research method, and survey checklist is used for gathering data. For the
output, SNS is advantageous if the user utilizes SNS as a learning tool and
knows what he/she is doing, as well as putting limitation.

Definition of Terms

Adolescent – A young person in the process of developing from a child into

an adult.

Adolescence - The period following the onset of puberty during which a young
person develops from a child into an adult.

Peer - a person of the same age, status, or ability as another specified

person.

Psychosocial - relating to the interrelation of social factors and individual

thought and behavior.

Self-esteem - The term self-esteem is used to describe a person's overall

sense of self-worth or personal value. In other words, how much you
appreciate and like yourself. Self-esteem can involve a variety of beliefs
about yourself, such as the appraisal of your own appearance, beliefs,
emotions, and behaviors.

SNS – Stands for “social networking sites”. Social networking sites allow
users to share ideas, activities, events, and interests within their
individual networks. Most social network services are web based and provide
means for users to interact in various ways, such as e-mail and instant
messaging.

Statement of the Problem

3
 The general objective of this study is to have an assessment whether
the use of SNS is advantageous or disadvantageous among high school students.
Equally important, the specific objectives of this research are:

1) Describe the respondents profile in terms of:

1.1 Age ; and
1.2 Sex
2) Determine the respondents’ SNS engagement as to:

2.1 Time

2.2 Behavior

3) Discuss the effects of the respondents’ activities through SNS and their
way of living.

Hypothesis

The researchers have observed some of their classmates based on their

1) academic performance, 2) Physical aspect, 3) Personality, 4) Time
management, and 5) self-esteem. And so, SNS is advantageous among HS
students.

Significance of the Study

The importance of this study is to gather data regarding the SNS whether
it is advantageous or disadvantageous, and it will also redound to the 1)
researchers 2) high school students 3) other researchers. The goal of this
research paper is to recalibrate the minds of the parents and younger
generations that SNS is advantageous only if used properly and for learning
purposes only.

Scope and Limitation

This study was conducted on June and passed on February. This study was
conducted in Little Merry Hearts Montessori Center.

CHAPTER II

4
 REVIEW OF RELATED LITERATURE AND STUDY

Related Literature

Several research studies investigating the topic under review are found
to be very recent. Since most of the innovative features offered by social
media platforms like Facebook, Twitter, LinkedIn and many others are not
that old and the phenomenon of the use of these media has boosted recently
with the introduction of revolutionary features and platforms, a volume of
recent research on its effects on students’ academic performance is
available. Most of the studies chosen have been published in the past four
to five years.

Tess (2013) presents a very comprehensive literature review paper

regarding the role of social media in higher education virtual and real
classes. The review has consulted almost every popular research database
around the world to make this review rich in terms of covering almost every
aspect of explaining the role of different social media in higher education
classes. This research finds Facebook to be the most popular social
networking site among students as reported by some researchers and it has
reached a one billion user base in October 2012. MySpace is another SNS which
started in 2003 and got popular among people around 2009. However it is not
that popular among educational setups. Linked in with more than 35,000,000
users has been reported as the third most popular SNS but mostly used for
professional networking. In addition, this research found Blogs, Social
Impact, and twitter among the other popular social networking sites. The
review found a mix of opinion regarding whether social networking platforms
and technology should be integrated into learning processes or not. Tess
(2013) literature survey finds many reasons for this mix of opinion. Although
most of the educational institutions have established infrastructure for the
support of social media integration into class room learning, however, the
effective integration methodology is still a question mark for the
researchers to answer. Some practitioners are not willing to adopt this
technology due to lack of proper training in this area. His review argues
that researchers who support the integration of social media into educational
setup are of the view that conversational processes ensuring maximum
5
interaction and maximum mix of reflections are possible only through social
networking platforms. While reflecting on the impact of social networking
sites on students’ performance, Tess (2013) again finds a variety of diverse
correlations existing in the literature.

Some studies find significantly negative correlation between students’

results and use of social media while others find no correlations or weak
correlations. Even a few studies come up with positive correlations although
not very significant. Interestingly, the negative correlations between SNS’s
usage and poor performance have been associated with personality traits or
other behavioral or psychological aspects rather than solely with the use of
these platforms. Rouis, Limayem, and Salehi-Sangari (2011) investigate the
effects of using Facebook on academic performance of undergraduate students
at Lulea University of Technology Sweden in relation to their personality
traits. The proposed research model tests how Facebook usage effects
performance of students with different personality traits. In addition, the
research tries to justify the relationship among the three i.e. Facebook
usage, personality traits and academic performance. Their analysis of 239
students’ data reveals very significant results. This research establishes
that using Facebook has strong negative impact on academic performance of
students with extrovert personalities. However, factor of self-regulation
among students greatly reduces this negative impact as they have high level
of effective self-control while using social media platforms.

Cognitive absorption, which defines extent of deep involvement, is

another personality factor taken into consideration while undertaking this
research. Rouis, Limayem and Salehi-Sangari (2011) successfully make the
observation that extent of cognitive absorption determines the frequency and
duration of social media usage. However, they add that level of cognitive
absorption is in turn defined by self-control and other personality factors.
While multitasking skills do nothing to reduce frequency and use of social
media among students, they moderate the effects of social media on students’
performance by tuning the cognitive absorption.

6
 Junco, R. (2012) investigates the impact of Facebook being a social
medium on students’ performance on academic courses. The research analyzes
data from 1839 respondents studying 4 years degrees in residential institutes
of northeastern USA to find trends on frequency of Facebook visits and
activities, time spent on Facebook, time spent on class preparation and
academic grades of the students under research. Analysis of the collected
data reveals that time spent on Facebook and frequency of visiting Facebook
are negatively related to students’ performance in terms of their GPA.
However, there is slightly negative correlation between time spent on this
widely used social medium and the time spend in studying for class. He
further adds that although time spent on social media and academic
performance are negatively correlated but, this relationship in real world
scenarios does not seem to be a major hurdle in academic success. Junco R.
(2012) emphasizes a further investigation into the issue to find some more
variables like focus and intervention that may be strongly related to
academic performance. The negative correlation between Facebook usage and
academic outcomes may be justified by some negative academic impacts related
to certain ways students use this social medium. He observes that some
specific uses of this social medias are related to improved academic
performance while others contribute to lower academic results.

Ul Haq and Chand (2012) investigated the usage and popularity of famous
social media network (Facebook) among university students with special focus
on the gender based comparison and the impact of the selected social medium
on their academic performance. The two researchers evaluate the pattern and
frequency of Facebook use among university students while focusing gender
differences and student opinion about the impacts of this medium on academic
performance. The research analyzes a random sample of 384 respondents
including an equal mix of males and females. The respondents belong to
undergraduate, graduate and postgraduate programs with a mean age of 21
years. Research analysis shows that Facebook is equally popular among male
and female students of the university under study. It is inferred from the
research that majority of the users (61%) agree that this social medium has

7
adverse effects on their academic performance. Further analysis reveals that
among these 61%, majority of the respondents were male.

In addition to adverse effects of Facebook on academic performance,

there was also an opinion that use of Facebook makes it hard for them to
perform the best on their career performance. However the researcher feels
that the later opinion is not very clear and established and needs further
investigation. Hamat, Embi, and Hassan (2012) studied the use of social
networking platforms among undergraduate and postgraduate students of
Malaysian institutes of higher education. This qualitative research
collected data on 6358 student respondents through a self-administered
questionnaire and analyzed this data to make observations on the use of
social networking sites among them. The study also collects opinion of
students about the impacts of social medium on their academic performance.
One of the very significant findings of the study is about the use of social
networking sites for the purpose of learning. Majority of the respondents
agree that they use SNSs as informal learning tool and that it helps them
connect to their friends and peers to get help regarding their studies.
However, in case of interaction with teachers, an equal split of opposite
opinions exist. This study also supports the most common finding of majority
of well-structured studies that use of social networking sites has no
significantly negative impact on the students’ academic performance. They
further state that the possibility of some other factors like social media
addiction, more time on internet, chatting, cognitive absorption etc. linked
with the use of internet or specifically social networking sites may cause
poor academic performance.

Negussie and Ketema (2014) conducted a cross-sectional survey to at

Jimma University Ethiopia between March 2012 and March 2013 to find if any
adverse effects of using social networking sites on students’ academic
performance exist. Like many other studies, this research effort also took
Facebook into consideration to establish its findings. In a cross-sectional
study of 490 respondents, the research did not find any significant
relationship between students’ duration and frequency of use of Facebook and
8
their academic performance. Negussie and Ketema (2014) further investigated
if there is any impact of using Facebook while accessing through different
devices. Among a variety of devices, it was found that the correlation
between using Facebook on mobile devices and students grades is highly
negative as compared to using Facebook on other devices. This adverse effect
is explained by the fact that using cell phones for social networking
activities may involve multitasking and all students are not equally
efficient in multitasking skills. The study suggests, that students must be
encouraged to use social networking sites for educational purposes instead
of blocking these platforms in the educational premises.

P Best, Manktelow R and Taylor JB (2014) worked together to make a

systematic narrative review about “Online communication, social media and
adolescent wellbeing”. The results found in their study states that
“Systematic searching retrieved 43 original research papers investigating or
exploring the effects of online technologies on adolescent mental well-being
or related concept(s). The benefits of using online technologies were
reported as increased self-esteem, perceived social support, increased
social capital, safe identity experimentation and increased opportunity for
self-disclosure. Harmful effects were reported as increased exposure to harm,
social isolation, depression and cyber-bullying. The majority of studies
reported either mixed or no effect(s) of online social technologies on
adolescent wellbeing.”

Related Study

9
 The title of this study is “An active and socially integrated lifestyle
in late life might protect against dementia”. The recent availability of
longitudinal data on the possible association of different lifestyles with
dementia and Alzheimer's disease (AD) allow some preliminary conclusions on
this topic. This review systematically analyses the published longitudinal
studies exploring the effect of social network, physical leisure, and non-
physical activity on cognition and dementia and then summarizes the current
evidence taking into account the limitations of the studies and the
biological plausibility. For all three lifestyle components (social, mental,
and physical), a beneficial effect on cognition and a protective effect
against dementia are suggested. The three components seem to have common
pathways, rather than specific mechanisms, which might converge within three
major aetiological hypotheses for dementia and AD: the cognitive reserve
hypothesis, the vascular hypothesis, and the stress hypothesis. Taking into
account the accumulated evidence and the biological plausibility of these
hypotheses, we conclude that an active and socially integrated lifestyle in
late life protects against dementia and AD. Further research is necessary to
better define the mechanisms of these associations and better delineate
preventive and therapeutic strategies.

Chapter III

METHOD

Research Design

This study is a research problem design. This research used both qualitative
and quantitative method and the use of survey checklist was utilized for gathering
data.

Participant/Respondents

10
 The respondents are the high school students at Little Merry Hearts Montessori
Center. The selection of the respondents will be determined by the use of fishbowl
method. The maximum respondent compromises 30 of the total high school students.

Research Site

This study was conducted at Little Merry Hearts Montessori Center. This
research was passed on February.

Materials and Instrument

A survey checklist was used to gather data and a personal computer for encoding
the data gathered.

Data Collection and Analysis

A survey checklist with situations was distributed in each of the 30 randomly

selected respondents to gather specific data.

CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Table 1.1
Distribution of the respondents according to sex
Sex Grade 7 Grade 8 Grade 9 Grade 10 Total %
Male 2 2 4 5 13 43.33%
Female 4 3 4 6 17 56.67%
Total 6 5 8 11 30 100%

11
 This table shows the distribution of the respondents from grade 7 to
10 by their sex. It also reveals that most of the respondents were female
that compromises 56.67%, and males compromise 43.33% of the total
respondents’ percentage.

Table 1.2
Distribution of the respondents according to age
Age Grade 7 Grade 8 Grade 9 Grade 10 Total %
12 4 0 0 0 4 13.33%
13 2 1 0 0 3 10%
14 0 4 1 1 6 20%
15 0 0 6 4 10 33.33%
16 0 0 1 5 6 20%
17 0 0 0 1 1 3.33%
Total 6 5 8 11 30 100%

This table reveals that 10(33.33%) of the respondents are in the age of
15, on which holds the highest percentage followed by 6 respondents (20%)
that are in the age 14. Also, 6 of the respondents (20%) are in the age of
16, followed by 4 of the respondents (13.33%) are in the age of 12. On the
other hand, 3 respondents (10%) are in the age of 13, while 1 respondent
(3.33%) who aged 17 holds the lowest percentage.

Table 2.1 Summary sheet of the advantages of SNS

RESPONDENTS NO. OF QUESTIONS GRAND

1 2 3 4 5 6 7 8 9 10 TOTAL
1 3 3 4 4 2 3 3 2 3 3
2 3 2 3 3 3 2 2 3 3 3
3 4 3 3 4 1 3 4 3 3 3
4 3 4 2 4 3 3 2 3 2 4
5 3 2 4 4 4 3 3 3 3 2
6 3 2 3 4 4 3 3 2 3 3
7 3 4 4 4 4 3 3 3 3 3
8 3 3 2 4 2 2 2 2 3 3

12
 9 3 3 4 3 3 2 2 1 3 3
10 3 1 1 3 3 1 1 1 2 2
11 3 4 4 4 4 3 3 3 4 3
12 3 2 4 3 4 2 3 2 4 4
13 3 3 4 4 4 3 3 3 3 3
14 3 2 3 2 3 2 2 2 3 3
15 4 4 4 4 3 4 4 3 4 4
16 3 4 3 4 4 3 3 3 4 4
17 3 2 4 4 4 2 1 2 4 4
18 3 3 4 4 4 3 2 3 4 4
19 3 3 4 4 4 3 3 3 3 3
20 3 2 3 4 4 2 1 1 4 3
21 4 3 4 4 4 2 1 1 4 4
22 4 3 4 4 4 3 1 1 4 4
23 3 1 3 4 4 2 1 1 4 4
24 2 2 4 4 3 3 1 2 3 2
25 3 3 2 3 4 2 2 2 4 4
26 4 3 3 2 3 1 1 3 3 2
27 3 3 3 4 3 2 1 1 3 3
28 4 2 3 4 4 2 1 1 3 3
29 4 4 3 4 4 3 2 4 3 3
30 4 2 4 4 3 1 1 2 3 3
3.23 2.06
2.73333 3.33333 3.433 2.433 2.96333
TOTAL 3333 3.7 6666 2.2 3.3 3.2
33 33 3333 3333 3333
3 7
VD SO SO AO AO AO RO RO RO AO SO SO

This table discloses that the use of SNS through learning and behavioral
change is advantageous among high school students. From the first to the
last respondent, we have counted the total amount of answers that range from
4 which is 94, 127 in 3, 53 in 2, and 26 in 1. With this, we could say that
most of the respondents find SNS helpful in their studies and their life.

Table 2.2 Summary sheet of the disadvantages of SNS

RESPON
NO. OF QUESTIONS GRAND
DENTS
TOTAL
1 2 3 4 5 6 7 8 9 10
1 2 2 2 2 1 2 2 2 2 3
2 3 2 2 2 2 3 2 2 2 2
3 1 3 1 2 3 2 1 3 3 1
4 4 1 2 3 3 1 2 1 2 3
5 2 4 3 2 2 1 1 3 2 1
6 2 3 3 3 2 2 3 4 3 2
7 3 4 4 4 3 3 2 4 3 4
8 2 2 1 1 1 1 1 1 1 1

13
 9 2 1 2 2 3 3 1 1 2 3
10 2 1 1 2 2 2 1 1 1 1
11 3 4 3 4 3 3 2 3 3 4
12 2 3 2 3 1 1 3 1 1 1
13 3 4 3 3 3 3 2 1 3 3
14 2 3 2 1 3 2 2 3 2 2
15 1 2 1 1 2 1 2 1 1 1
16 3 4 4 4 3 3 3 4 3 4
17 1 3 4 3 2 1 2 1 1 1
18 3 4 3 2 3 2 1 1 1 2
19 3 2 2 2 2 3 2 3 2 2
20 3 1 1 3 4 1 1 3 1 2
21 1 3 1 3 2 2 1 1 2 3
22 1 3 4 1 1 1 2 1 1 2
23 1 4 4 3 2 1 3 1 2 2
24 2 2 2 3 3 3 1 1 1 1
25 2 4 4 4 4 2 2 3 2 2
26 3 4 4 3 4 4 2 3 3 3
27 3 3 3 3 3 2 2 2 3 2
28 3 1 2 2 1 2 2 1 1 1
29 1 4 3 3 4 3 2 2 3 3
30 1 4 3 3 3 2 2 1 2 3
2.166 2.833 2.533 2.566 2. 2.066 1.833 1.966 1.966 2.166
TOTAL 2.26
6667 3333 3333 6667 5 6667 3333 6667 6667 6667
VD RO SO SO SO SO RO RO RO RO RO RO

The figure shown above revealed that the use of SNS is not
disadvantageous if used for learning purposes. From the first to the last
respondent, the amount of answers that we have collected are arranged from
4 which holds 34, 3 has 90, 2 has 96 and 1 has 80. With this in mind, we
could say that SNS help the students in shaping their behavior and also their
academic skills.

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

Summary of Findings

With the profile of respondents being garnered, the following were

gained:

14
  The respondents were composed of 30 students, from grade 7 to 10. 13
out of 30 were male compromising 43.33%, and 17 from female compromising
56.67%.
 The highest percentage, which is 33.33%, is compromised by 10
respondents who aged 15, followed by 6 respondents (20%) who aged 14.
Furthermore, 6 of the respondents (20%) are in the age of 16, followed
by 4 of the respondents (13.33%) are in the age of 12. On the other
hand, 3 respondents (10%) are in the age of 13, while 1 respondent
(3.33%) who aged 17 holds the lowest percentage.

 The data garnered from the survey checklist revealed that the use of
SNS is advantageous, as it helped the students to focus on their studies
and keep in touch with others. On the contrary, it has adverse effects
like depression, anxiety, isolation, cyberbullying and etc. It also
affects one’s academic performance.

Conclusion

With the findings gathered, the following wrap-up the result:

 Majority of the respondents were female (56.67%) while males compromise

(43.33%).
 The youngest among the respondents who use SNS are 4 who aged 12 (13.33)
while the oldest among the respondents is 17 which is compromised by
1(3.33%).
 The outcome in the summary of sheet of the advantages of SNS has an
average of 2.963333333 while the summary sheet of the disadvantage of
SNS covers 2.26. The average if this two combined is 2.611667 which
summarizes that the use of SNS is advantageous.

Recommendations

Considering the findings above and conclusion the following are

suggested that may help future researchers in its development:

 Students should limit their time in browsing their news feed.

15
  Students should heed the advice of their parents regarding their social
activities in exposure to SNS as it will affect their academic
performance.
 Students should always keep in their mind the reason why they are
browsing, whether it is for learning purposes, or for entertainment
purposes.
 Parents should always keep watch on their child’s social activities
specially when they are exposed in the social media.

Appendices
The materials used for getting raw data is survey checklist.

Tables used in arranging raw data:

Table 1.1

Sex Grade 7 Grade 8 Grade 9 Grade 10 Total %

Male
Female
Total 30 100%

Table 1.2
Age Grade 7 Grade 8 Grade 9 Grade 10 Total %
12
13
14
15
16
17
Total 30 100%

Table 2.1
Summary Sheet of the Advantages of Social Networking Sites

GRAND TOTAL
RESPONDENTS NO. OF QUESTIONS

16
 1 2 3 4 5 6 7 8 9 10

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

17
 27

28

29

30

TOTAL

VD

Table 2.2
Summary Sheet of the Disadvantages of Social Networking Sites

RESPONDENTS NO. OF QUESTIONS

1 2 3 4 5 6 7 8 9 10 GRAND TOTAL

10

11

12

13

14

15

16

17

18

18
 19

20

21

22

23

24

25

26

27

28

29

30

TOTAL

VD

Questions used
Advantages of SNS
Situations Always Sometimes Rarely Never
Observed Observed Observed Observed
1)The use of my phone to
search for tips/advices
helped achieve my goal.
2)The use of social
networking sites such as
Facebook helped me find new
relations.
3)I browse my phone to
search for sites regarding
my lesson.
4)I use social media
platforms like Messenger
to keep in touch with
friends and family.
5)The use of social media
platform like Messenger
helped me study, i.e,
Asking my classmates to
send their notes.

19
6)The use of social
networking sites such as
Facebook helped me improve
my self-esteem.
7)The use social of
networking sites such as
Facebook helped me find my
identity.
8)The use of social media
has improved my attitude.
9)The use of social
networking sites helped
expand my knowledge.
10)The use of social media
helped expand my
vocabulary.

Disadvantages of SNS
Situations Always Sometimes Rarely Never
Observed Observed Observed Observed
1)The use of SNS lowered my
self-esteem.
2)I stay up all night
because of social media.
3)I get headaches because
of social media.
4)The use of social media
made me less productive.
5)I slack off when I am
doing my responsibilities,
i.e, Browsing through
internet and not studying.
6)My mood swings occur more
often because of the use of
social media.
7)I get sick because of too
much exposure.
8)I get low grades because
of social media.
9)The use of social media
made me behave negatively.
10)The use of social media
made my actual
communication lessen to my
family and friends.

20
Pictorial

During Title Defense

During Pre-Oral Defense

21
 Research Process

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22
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yId=AKIAIWOWYYGZ2Y53UL3A&Expires=1520079659&Signature=Za5pvRGnXITHRZ6iwSPk
oA9qLZw%3D&response-content-
disposition=inline%3B%20filename%3DRelationship_between_Facebook_Practice_
a.pdf
http://uir.ulster.ac.uk/33731/1/R%20FCC%20MH%20Social%20Media%20%26%20Adol
%20MH%202014.docx

CURRICULUM VITAE

23
Name: Judd Ruscon T. Curamen
Date of Birth: July 25, 2001
Birthplace: Good Samaritan Hospital,
Cabanatuan City,Nueva Ecija
Weight: 77.5 kg
Height: 5’6 ft.

EDUCATIONAL BACKGROUND

Preschool: Jesus is Lord Cabanatuan City , no honors received, from 2006-

2008

Elementary: Little Merry Hearts Montessori Center, Grade 5 (9th honor in 3rd
Quarter), from 2008-2014.

High school: Little Merry Hearts Montessori Center, Grade 8 (Top 9 overall),
Grade 9 (top 10 overall), Grade 10 (Academic Excellence with honors(1st
Quarter),Academic Excellence with honors(2nd Quarter),Top 5 overall), from
2014-2018.

Name: Donn Lance C. Daniel

Date of Birth: May 4, 2001

24
Birthplace: General Hospital, Cabanatuan City
Weight: 50 kg
Height: 5’7 ft

EDUCATIONAL BACKGROUND

Preschool: Little Merry Hearts Montessori Center, no honors received, from

2006-2008

Elementary: Little Merry Hearts Montessori Center, no honors received, from

2008-2014

High school: Little Merry Hearts Montessori Center, no honors received, from
2014-2018

Name: Rob P. De Leon

Date of Birth: December 20, 2000
Birthplace: Doctors Hospital, Cabanatuan City
Weight: 120 kg
Height: 5’10 ft

EDUCATIONAL BACKGROUND

Preschool: Little Merry Hearts Montessori Center, no honors received, from

2006-2008

Elementary: Little Merry Hearts Montessori Center, no honors received, from

2008-2014

High school: Little Merry Hearts Montessori Center, no honors received, from
2014-2018

25